A series of music lessons for implementation in the classroom F-10.

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "A series of music lessons for implementation in the classroom F-10."

Transcription

1 A series of music lessons for implementation in the classroom F-10. Conditions of Use The materials housed on this page are freely available for download and educational use. These resources were developed by Sydney Symphony with funding and support from Australian Government Department of Education, Employment and Workplace Relations and Education.

2 A series of five minute lessons for easy implementation in the elective music classroom based upon the Third movement of Symphony No 1 by Mahler. Written in the language of the Australian Curriculum in the Arts they include each of the music learning areas: performing, composing and listening and identify the key competencies reinforced in each activity. Activity Page Focus activity Matched to Content Descriptor 1 6 Listening 2 7 Aural skills and listening 3 8 Composing 4 9 Score analysis 5 10 Performance Lesson Index Lesson 1: Presents a series of focus listening questions for familiarisation with the main musical features of the funeral procession music. Lesson 2: Focuses upon how the elements are treated and includes a dictation task Lesson 3: An arrangement activity based upon a nursery rhyme exploring Mahler s use of canon, countermelody and ostinati accompaniment Lesson 4: Score analysis activity which compare the use of the elements of music in contrasting sections of the movement. Lesson 5: A class performance activity based upon an arrangement of major themes from this movement. Bite-sized Music Lessons 1

3 Symphony no 1 Movement III (1889) Mahler Genre: Symphony Musical Period: Romantic; 19 th Century Music Instrumentation: Woodwind: Piccolo, 4 flutes, 4 oboes, cor anglais, 4 clarinets, Bass Clarinet, 4 bassoons Brass: 7 horns, 5 trumpets, 4 trombones, tuba Percussion: timpani, bass drum, cymbals, triangle, tam-tam Strings: violin 1, violin 2, viola, cello, double bass, harp Internet Link to Full score and recording: Background Composer Profile: Gustav Mahler ( ) Austrian composer Gustav Mahler was best known during his own lifetime as one of the leading orchestral and operatic conductors of the day. He has since come to be acknowledged as among the most important late-romantic composers, although his music was never completely accepted by the musical establishment of Vienna while he was still alive. Mahler composed primarily symphonies and songs; however, his approach to genre often blurred the lines between orchestral Lied, symphony, and symphonic poem. Musical Characteristics of Symphony No 1 Movement I Tone painting in the Prelude Extensive use of the interval of the 4 th Song Like melodies Melodic evolution of subjects Thematic development by varied repetition Movement II Scherzo Stamping figure built on the 4th Landler style rhythm and melody Song Like melodies Melodic evolution of subjects Thematic development by varied repetition 2 Bite-sized Music Lessons

4 Movement II Trio Simple folk style Lyrical sentimental melody Movement III Folk melody appears in canon and with a countersubject Contrasting themes Musical Parody Movement IV Use of Prelude to set mood Contrasting dynamics Contrasting episodes, including use of uninhibited sentiment Recurrence of theme from Movement I Melodic evolution of subjects Thematic development by varied repetition Movement III, Funeral March Mahler was inspired by a woodcut made by Moritz von Schwind in 1850 called The Hunters Funeral Procession. This is artwork is based upon a fairy tale where animals are victorious over a hunter depicts their funeral procession as they go to bury him. Mahler s love of nature was so strong that this type of theme would have really appealed to him and he would have seen it as an ironic example of justice being done. The original Slovenian song was called The Animals Bury the Hunter and it was a humorous satirical song which tells the story of the burial of a hunter and a funeral procession which was not composed of humans but wild animals that appeared to derive great joy from the event. The symphony movement by Mahler picks up on this irony by combining a funeral song with other jocular, satirical themes of the day, Others also feel that Mahler was also making a comment about society by writing this satirical movement. The woodcut is actually making a comment about the natural order of things in the forest and inverts the power base which normally operated. The hunter is dominated by the hunter, the powerful and the powerless have therefore switched positions, Therefore some believe Mahler was making a comment about power structures in society and this is suggesting a temporary liberation of marginalized social groups. This would have been a theme close to Mahler s Jewish heart, and possibly explains why some of the themes sound like Jewish street music themes. Bite-sized Music Lessons 3

5 Focus Concepts Treatment of thematic material Canon and countermelody over a repeating bass line Techniques of orchestration Musical parody By completing the activities contained in this kit, either as a member of a group or through individual work, students will: Become familiar with the focus repertoire in preparation for a concert experience. Develop a deeper understanding of each work in terms of its musical features. Develop a deeper understanding of the work within the context of the time it was composed. Have participated in listening, analysing, composing and performing music through a series of activities based upon the focus repertoire. Have practiced skills in notation, dictation and aural perception. 4 Bite-sized Music Lessons

6 Structure of Movement III Mahler did not conform to the traditional structures in symphonic writing. He believed music was governed by a law of eternal evolution so everything Bar Structural Features 1-38 Section A: Funeral March Opens with a 2 bar intro (doh-soh) on timpani which continues as an ostinato accompaniment. A solo bass enters, muted playing the familiar tune Frère Jacques nut in a minor key (D minor) This theme is played as a round during which a counter theme appears in bar 19 played by oboe solo The funeral march theme continues in canon with the counter theme continuing above it Section B: Street Dance Parody Into the solemn funeral march breaks an irreverent street dance shared between oboes and trumpets at Bar 38 After this comes an even more satirical street dance marked mit parodie (with parody) played by clarinet and bassoons at bar 45 The street dance themes merge with the funeral march theme and counter theme and the section closes on a D pedal Section C: Sentimental Song A sentimental song in G major taken from the fourth song in the Mahler Songs for a Wayfarer cycle then is played by a small group of muted strings. The theme is varied and extended leading back to a G pedal and a return to the minor tonality Section D: Return of the funeral March The funeral March theme and counter theme return, but with new motives. First are trumpets at bar 124, The countermelody in the clarinets ( bar 118) and flutes (bar 122) is marked keck (cheeky) Another incongruous street dance is introduced by the woodwind at bar 139 in the key of D minor The street dance parodies, funeral march theme and counter themes are jumbled together so that the funeral march also looses it s dignity and can no longer be taken seriously. The movement concludes with the countermelody and final the timpani playing the fourths ostinato which opened the movement. Bite-sized Music Lessons 5

7 Activity 1: Listening Movement 3 Bars 1-28 Listen to the opening 15 seconds of the Third Movement of Mahler symphony No 1 then answer the following listening questions. You will need to play it a number of times. 1. What instrument plays on its own to open the movement? 2. It is playing a 2 note ostinato. The first note is D what is the second note? 3. After a short introduction another instrument enters playing a melody. What is this instrument? 4. Is this part played by the whole bass section or a single player? 5. The melody is in what key or tonality? Now listen to Audio Cue 2 6. What are the next two instruments to enter? 7. What material do these to instruments play? What is the name given to this composition technique and what is the result on the texture? 8. This music is called funeral march. How has Mahler manipulated the concepts of music (pitch, rhythm, tempo, articulation and tone colour to) create the atmosphere of a funeral march? 9. A new melody enters (notated below) played by a woodwind heard in audio cue 3 a) What woodwind instrument plays this? b) Mark the articulation on the score below c) What do you think is the function or musical purpose of the new tune? 6 Bite-sized Music Lessons

8 Activity 2: Listening In this activity the musical themes will be played and studied to determine how Mahler manipulated the musical elements what make musical parody rather than a solemn funeral march. Refer to the listening outline for answers) 1. Write out the tune of frère Jacques from dictation on the stave below 2. How does Mahler s version of the theme compare to the traditional in his treatment of the following elements: a) Melody b) Rhythm c) Tonality 3. Describe Mahler s treatment of this theme in the score in bars Describe the accompaniment of the main theme in bars A new 5 bar melody is introduced at bar 19. Notate this melody on the staff below 6. How does this contrast to the Frere Jacque theme? 7. What is the purpose of this theme? 8. As the music goes along Mahler adds things to the music which make it sound more of a parody than macabre and serious. Identify two of these and describe how this is achieved. 9. Mahler mars his scores in great detail with many instructions. Make a list of the score markings that occur between figures 5 and 7 and their meaning. Refer to a dictionary if necessary. 10. Despite the large number of instruments playing in Mahler s orchestra, he always manages to make his melodies clearly heard. How does he do this? Bite-sized Music Lessons 7

9 Activity 3: Composition Mahler used the picture below as the inspiration behind his funeral march. However he is believed to have said that it was not what was in the picture that was important, more the mood. Consequently the funeral march he wrote was more of a parody than a sombre instrumental work. Image source: 1. Compose an ironic funeral march using Mahler Symphony No 1 as a model. Your composition will have 3 distinct sections: Funeral theme based upon a nursery rhyme The melody with a countermelody A parody of your funeral march a) Use the well known tune This Old Man (below) or another nursery rhyme and give it the Mahler treatment to turn it the theme for a funeral march. b) Your composition needs to be an ensemble of at least four instruments c) Write a simple counter melody that adds colour and irony to your part B d) Create a simple accompaniment e) Allocate your instruments to the parts, considering their range and sound. f) Complete the score with significant score markings and the information required to perform the work g) Rehearse and perform h) Compare each new composition to Mahler s version which were more successful and why? 8 Bite-sized Music Lessons

10 Activity 4: Score Reading Score Excerpt 1- Figure Mahler did not conform to the traditional structures in symphonic writing. He believed music was governed by a law of eternal evolution so everything that repeats was changed in some way These questions are based upon the recapitulation of the symphony s third movement. Revise the A section of the music (Activity 1) and then answer these questions. You may need to refer to score excerpt 1 (page 15) to assist you. 1. What is the key at the start of this section? How does this compare to the opening key of the movement? 2. What instruments are playing the opening ostinato which the timpani first introduced at the start of the movement? 3. Which instruments play the minor key Frere Jacques melody when it enters? 4. Write out the top part of the first three bars of the bassoon entry after Figure 13 in treble clef 5. This melody is also treated as a canon. What is the distance this time between each entry? 6. What instrument is included in the recapitulation that you did not hear in the opening excerpt? 7. Mahler uses a very large orchestra in this symphony yet at all times the main thematic information can be clearly heard. How does he achieve this? 8. How does Mahler give the aural impression that the sombre part of the funeral is moving away? 9. How are the tutti violins are instructed to play their notes three bars before 16 and what do they need to do to achieve this? Describe the sound of this playing technique. 10. The key changes again at figure 16. What is it now? How does Mahler clearly establish the new key from Fig 16? Bite-sized Music Lessons 9

11 Activity 5: Performance 1. The score below is an arrangement of the Street Dance parody including the two important themes used by Mahler from figure 5 to figure 8 in the score. Either learn to play it as a class, or enter parts into a music program like sibelius or garageband and play it digitally if you do not have other people to perform with. 10 Bite-sized Music Lessons

12 Bite-sized Music Lessons 11

13 12 Bite-sized Music Lessons

14 Bite-sized Music Lessons 13

15 14 Bite-sized Music Lessons

16 Score Excerpt 1 Bite-sized Music Lessons 15

17 16 Bite-sized Music Lessons

18 Bite-sized Music Lessons 17

19 18 Bite-sized Music Lessons

20 ANSWERS Lesson 1: 1. Timpani 2. A a fourth below 3. Double bass 4. Single player 5. Minor ( D minor) 6. Include dictation 7. Bassoon and cello 8. The opening melody introduced by the bass 9. Slow stately tempo, low pitched instruments, minor key, mournful tone colour, use of the sad theme in canon, sparse texture 10. a) Oboe, b) see the listening outline, c) countermelody and to create contrast Activity 2: Activity 4: 1. E flat minor. A semitone higher than the opening D minor. 2. Timpani, harp cellos and basses 3. Flutes, clarinets, bassoons 4. This should look the same as the flute part bars 6. Harp 7. By making the melody a clearly discernible line against the texture, carefully choosing the register for the tune and for the accompaniment, not having too many instruments playing when only one instrument has the theme and doubling the melody with a number of instruments during full orchestra sections. 8. The theme after figure 14 is only heard in fragments and new themes are starting to become more prominent and the funeral theme is marked pp. 9. Col legno to play with the wood of the bow instead of the hair. The sound is quite percussive and the pitch is less evident than the rhythm. 10. Back into D minor. Made very clear by the tonic and dominant notes played in ostinati in the lower strings. Bite-sized Music Lessons 19

Planet of the Apes Jerry Goldsmith

Planet of the Apes Jerry Goldsmith Planet of the Apes Jerry Goldsmith Background information and performance circumstances Jerry Goldsmith (1929-2004) was a prolific American composer of scores for films and television series. Three of

More information

Studio Orchestra Seating

Studio Orchestra Seating Studio Orchestra Seating September 008 Abstract This document presents the seating arrangement for a studio orchestra. Considerations and favourable aspects will be discussed. As an example, details will

More information

AOS 2- Serialism Peripetie from Five Orchestral Pieces Analysis Table

AOS 2- Serialism Peripetie from Five Orchestral Pieces Analysis Table AOS 2- Serialism Peripetie from Five Orchestral Pieces Analysis Table Section A Bars 1-18 Task Label this section on your score. Clarinets & Flutes state two hexachords in bars 1 and 3. Bass clarinet hexachord

More information

The student will recognize the development of music from an historical and cultural perspective.

The student will recognize the development of music from an historical and cultural perspective. PRE-K e. Form (same or different and solo/chorus) h. Dynamics (loud or soft) a. Dynamics - loud and soft KINDERGARTEN e. Form (same or different and solo/chorus) h. Dynamics (loud or soft) a. Dynamics

More information

Students' guide: Area of study 1 (The Western classical tradition 1650-1910)

Students' guide: Area of study 1 (The Western classical tradition 1650-1910) Students' guide: Area of study 1 (The Western classical tradition 1650-1910) This resource gives students a breakdown of Haydn's Symphony 101 in D major 'The Clock' movt. 2. It also offers guidance on

More information

4-YEAR BACHELOR OF MUSIC (HONOURS) CURRICULUM

4-YEAR BACHELOR OF MUSIC (HONOURS) CURRICULUM DEPARTMENT OF CHINESE MUSIC 93993 1001 1 Major Study (Performance) 1 3 1 93994 1009 1 Minor Study 1 1 0.5 93849 1011 C Concert Practice 1 1 1 2 ensemble courses per semester (as 2 var. directed) 93837

More information

SYMPHONY #9 ANTONIN DVORAK

SYMPHONY #9 ANTONIN DVORAK SYMPHONY #9 ANTONIN DVORAK Dvorak s Symphony #9 is one of the most beloved works in the symphonic repertoire. Having had the experience of conducting it many times, I have accumulated a list of ideas,

More information

General Music Programme Syllabus (Primary/Secondary)

General Music Programme Syllabus (Primary/Secondary) GENERAL MUSIC PROGRAMME SYLLABUS General Music Programme Syllabus (Primary/Secondary) Curriculum Planning & Development Division Ministry of Education Singapore All Rights Reserved Year of Implementation:

More information

Chapter 16 Sonata and Suite

Chapter 16 Sonata and Suite Chapter 16 Sonata and Suite TRUE/FALSE 1. The harpsichord is not as touch-sensitive an instrument as the piano. ANS: T REF: Chapter 16, "The Harpsichord", pg. 116 2. Arcangelo Corelli could have been considered

More information

Basic Music Theory for Junior Cert.

Basic Music Theory for Junior Cert. 1 Reading Different Clefs Basic Music Theory for Junior Cert. The most commonly used clefs are the treble and bass. The ability to read both of these clefs proficiently is essential for Junior Cert. Music.

More information

Musical Literacy. Clarifying Objectives. Musical Response

Musical Literacy. Clarifying Objectives. Musical Response North Carolina s Kindergarten Music Note on Numbering/Strands: ML Musical Literacy, MR Musical Response, CR Contextual Relevancy Musical Literacy K.ML.1 Apply the elements of music and musical techniques

More information

Music Ecademy Music Theory Curriculum CONTENTS

Music Ecademy Music Theory Curriculum CONTENTS Music Ecademy Music Theory Curriculum CONTENTS Beginner Grade. 1 Junior Grade 2 Preliminary Grade... 3 Grade One 4 Grade Two... 5 Grade Three... 6 Grade Four.. 7 Grade Five... 9 Grade Six.. 10 Grade Seven...

More information

Standard 1: Skills and Techniques 1

Standard 1: Skills and Techniques 1 1 Standard 1: Skills and Techniques 1 CB.1.1 Instrument Knowledge Skills CB.1.1.1 Instrument in good playing condition- including proper assembly, reed care, and cleaning. CB.1.2 Playing Posture Skills

More information

T O DAY S S Y M P H O N Y O RC H E S T R A

T O DAY S S Y M P H O N Y O RC H E S T R A T H E S Y M P H O N Y O R C H E S T RA T O DAY S S Y M P H O N Y O RC H E S T R A A typical symphony orchestra features between 55 and 105 musicians. Name Room Number I N S T R U M E N T S E C T I O N

More information

Click to learn about each section of the orchestra. STRINGS violin viola cello double bass. WOODWINDS piccolo flute oboe clarinet bassoon

Click to learn about each section of the orchestra. STRINGS violin viola cello double bass. WOODWINDS piccolo flute oboe clarinet bassoon VIOLIN Violins are the smallest member of the string family and are divided into two groups first s and second s. There are more s in an orchestra than any other instrument. The sound of the is high and

More information

The Orchestra Woodwind and Brass

The Orchestra Woodwind and Brass The Orchestra 2009 29 minutes Program Synopsis Have you ever wondered what instruments make up an orchestra? In this program, Bobby, a young aspiring musician is introduced to different elements, roles

More information

Antonín Dvořák Life Dates: 1841-1904 Nationality: Czech Period: Late Romantic

Antonín Dvořák Life Dates: 1841-1904 Nationality: Czech Period: Late Romantic Antonín Dvořák Life Dates: 1841-1904 Nationality: Czech Period: Late Romantic I should be glad if something occurred to me as a main idea that occurs to Dvořák only by the way. Johannes Brahms (1833-97)

More information

2012 Music Standards GRADES K-1-2

2012 Music Standards GRADES K-1-2 Students will: Personal Choice and Vision: Students construct and solve problems of personal relevance and interest when expressing themselves through A. Demonstrate how musical elements communicate meaning

More information

Lecture Notes on Transposition and Reading an Orchestral Score. John Paul Ito

Lecture Notes on Transposition and Reading an Orchestral Score. John Paul Ito Lecture Notes on Transposition and Reading an Orchestral Score John Paul Ito Orchestral Scores The amount of information presented in an orchestral score can seem daunting, but a few simple things about

More information

KINDERCONCERTS. Adventures in Music: Dear Teachers,

KINDERCONCERTS. Adventures in Music: Dear Teachers, Adventures in Music: KINDERCONCERTS Dear Teachers, The musicians, staff, and volunteers of the Fort Worth Symphony are eager to share our love of symphonic music with you and your students In February!

More information

Unit summary. Year 9 Unit 1 Chords into jazz

Unit summary. Year 9 Unit 1 Chords into jazz Year 9 Unit 1 Chords into jazz Unit summary Title Key objective Musical ingredients Features of musical elements Development of skills Outcomes Chords into jazz Learning how jazz musicians use chords as

More information

Music Publications Price List

Music Publications Price List Music Publications Price List GBP prices from 1 March 2016 All prices are correct at time of printing but are subject to change. Contents Piano... 3 Electronic Keyboard & Organ...4 Strings...5 Guitar...6

More information

MUSC1 Set work study notes Haydn Symphony No 104 in D major

MUSC1 Set work study notes Haydn Symphony No 104 in D major MUSC1 Set work study notes Haydn Symphony No 104 in D major These study notes are intended to help teachers and students prepare for the new set work. It is not an examination board definitive, nor exhaustive,

More information

SAMPLE COURSE OUTLINE MUSIC GENERAL YEAR 11

SAMPLE COURSE OUTLINE MUSIC GENERAL YEAR 11 SAMPLE COURSE OUTLINE MUSIC GENERAL YEAR 11 Copyright School Curriculum and Standards Authority, 2014 This document apart from any third party copyright material contained in it may be freely copied, or

More information

Time allowed: 1 hour 30 minutes

Time allowed: 1 hour 30 minutes SPECIMEN MATERIAL GCSE MUSIC 8271 Specimen 2018 Time allowed: 1 hour 30 minutes General Certificate of Secondary Education Instructions Use black ink or black ball-point pen. You may use pencil for music

More information

TEST SUMMARY AND FRAMEWORK TEST SUMMARY

TEST SUMMARY AND FRAMEWORK TEST SUMMARY Washington Educator Skills Tests Endorsements (WEST E) TEST SUMMARY AND FRAMEWORK TEST SUMMARY MUSIC: INSTRUMENTAL Copyright 2014 by the Washington Professional Educator Standards Board 1 Washington Educator

More information

Wagner - Prelude to Tristan und Isolde. Set Works 2013/14 - The Grange School & Sports College

Wagner - Prelude to Tristan und Isolde. Set Works 2013/14 - The Grange School & Sports College Wagner - Prelude to Tristan und Isolde Set Works 2013/14 - The Grange School & Sports College Wagner: Q 1 & 2 - Tristan und Isolde is a Gesamtkunst - werk (a work that aims to being all the arts together).

More information

National Standards for Music Education

National Standards for Music Education National Standards for Music Education 1. Singing, alone and with others, a varied repertoire of music. 2. Performing on instruments, alone and with others, a varied repertoire of music. 3. Improvising

More information

Silver Burdett Making Music

Silver Burdett Making Music A Correlation of Silver Burdett Making Music Model Content Standards for Music INTRODUCTION This document shows how meets the Model Content Standards for Music. Page references are Teacher s Edition. Lessons

More information

Handale Primary School Music Curriculum Year EYFS ( 4-5 year olds)

Handale Primary School Music Curriculum Year EYFS ( 4-5 year olds) Handale Primary School Music Curriculum Year EYFS ( 4-5 year olds) Music at EYFS stage reflects the different ways in which children learn and engage with other people. Many examples of stories, songs

More information

Music Music: Grade 4 Product Performance GLE 1: Develop and apply singing skills to perform and communicate through the arts

Music Music: Grade 4 Product Performance GLE 1: Develop and apply singing skills to perform and communicate through the arts Expressive Singing Independent Singing : Grade 4 Product Performance GLE 1: Develop and apply singing skills to perform and communicate through the arts : knowledge of process and techniques for the production,

More information

Music Policy & Curriculum 2015

Music Policy & Curriculum 2015 Music Policy & Curriculum 2015 Overview This policy reflects the requirements of the national curriculum framework; the Areas of Learning and Early Learning Goals within the Foundation Stage Curriculum

More information

M a n u a l O R C H E S T R A L T O O L S. C O M. 2011 by OrchestralTools Schwarzer & Mantik GbR

M a n u a l O R C H E S T R A L T O O L S. C O M. 2011 by OrchestralTools Schwarzer & Mantik GbR M a n u a l O R C H E S T R A L T O O L S. C O M 2011 by OrchestralTools Schwarzer & Mantik GbR About Symphonic Sphere (SSP) When dreams transform into possibilities There are some nice orchestrational

More information

Demonstrate technical proficiency on instrument or voice at a level appropriate for the corequisite

Demonstrate technical proficiency on instrument or voice at a level appropriate for the corequisite MUS 101 MUS 111 MUS 121 MUS 122 MUS 135 MUS 137 MUS 152-1 MUS 152-2 MUS 161 MUS 180-1 MUS 180-2 Music History and Literature Identify and write basic music notation for pitch and Identify and write key

More information

Musical Instruments to Play

Musical Instruments to Play www.k5learning.com Objective sight words (device, signal, religious ceremony, composed, performed, melody, historians, classify, range of music); concepts (classification and types of musical instruments,

More information

Candidate Surname. Candidate Number

Candidate Surname. Candidate Number SPECIMEN General Certificate of Secondary Education Music B354 Unit B354: Listening Paper Specimen Paper Candidates answer on question paper: Additional Materials: Time: 1 hour 30 minutes Candidate Forename

More information

TRADUZIONE IN INGLESE degli

TRADUZIONE IN INGLESE degli TRADUZIONE IN INGLESE degli ORDINAMENTI DIDATTICI DEI CORSI DI STUDIO DEI CONSERVATORI DI MUSICA DEPARTMENT OF STRINGS SCHOOL OF HARP HARP Students completing required courses for the first level Academic

More information

Music Curriculum Guidelines Diocese of Arlington 2011-2012

Music Curriculum Guidelines Diocese of Arlington 2011-2012 Music Curriculum Guidelines Diocese of Arlington 2011-2012 Philosophy, Methodology and Usage Philosophy Music instruction continues to be cited as a profoundly positive element of educating young students.

More information

Trinity College London

Trinity College London Trinity College London The Queensland Curriculum and Assessment Authority (QCAA) has recognised the following studies as contributing studies for the (QCE). The QCAA has no responsibility regarding implementation

More information

Programme of Study and Success Criteria for Key Stage 3 - MUSIC

Programme of Study and Success Criteria for Key Stage 3 - MUSIC Programme of Study and Success Criteria for Key Stage 3 - MUSIC Programmes of Study Year 7 Unit 1 Understanding the elements of music Learn about each element of and how it works in a piece of music Develop

More information

INSPIRING COMPOSER IN COLONIAL TIMES

INSPIRING COMPOSER IN COLONIAL TIMES INSPIRING COMPOSER IN COLONIAL TIMES GRADE LEVELS: 6 9, adaptable for gr. 5 CONTENT CATEGORY: General Music, Chorus, Band, Orchestra DESCRIPTION: These four lessons are based on 50 minutes classes. They

More information

MUSIC A. PROGRAM RATIONALE AND PHILOSOPHY

MUSIC A. PROGRAM RATIONALE AND PHILOSOPHY MUSIC A. PROGRAM RATIONALE AND PHILOSOPHY The systematic development of musical skills, knowledge and perception is fundamental to the total development of the individual. Music education should begin

More information

Orchestrating K. 284, I. The Opening Chord

Orchestrating K. 284, I. The Opening Chord Orchestrating K. 284, I The Opening Chord Here is the opening chord as Mozart wrote it: Score the strings first. The strings are the core of the Classical orchestra; the bulk of the music is played by

More information

NAM 1: Brandenburg Concerto No. 4 (Movement 1) J. S. Bach

NAM 1: Brandenburg Concerto No. 4 (Movement 1) J. S. Bach NAM 1: Brandenburg Concerto No. 4 (Movement 1) J. S. Bach Context Bach wrote six Brandenburg Concertos composed between 1717 and 1721. Concerto No.4 in G is an example of Concerto Grosso Two main types

More information

1. interpret notational symbols for rhythm (26.A.1d) 2. recognize and respond to steady beat with movements, games and by chanting (25.A.

1. interpret notational symbols for rhythm (26.A.1d) 2. recognize and respond to steady beat with movements, games and by chanting (25.A. FIRST GRADE CURRICULUM OBJECTIVES MUSIC I. Rhythm 1. interpret notational symbols for rhythm (26.A.1d) 2. recognize and respond to steady beat with movements, games and by chanting (25.A.1c) 3. respond

More information

Florida Performing Fine Arts Assessment Item Specifications _Jazz_Ensemble_1_Responding

Florida Performing Fine Arts Assessment Item Specifications _Jazz_Ensemble_1_Responding Florida Performing Fine Arts Assessment Item Specifications 1302500_Jazz_Ensemble_1_Responding FRONT MATTER - SECONDARY Stimulus Attributes Response Attributes Written questions should be at grade level

More information

Explore the use of percussion to create textural accompaniment

Explore the use of percussion to create textural accompaniment National Standard: 2c, 6c Music Target 5th: Music Target 6th: Respond to common metric patterns Explore the use of percussion to create textural accompaniment Part 1-Double, Double, This, This Objectives:

More information

Music Standards of Learning

Music Standards of Learning Music Standards of Learning for Virginia Public Schools Board of Education Commonwealth of Virginia April 2006 Music Standards of Learning for Virginia Public Schools Adopted in April 2006 by the Board

More information

Year 10 exam: Revision

Year 10 exam: Revision Year 10 exam: Revision General Theory Staff Notation: stave, score, clefs (treble and bass), bar, double bar line, repeat sign, pitch names, sharp, flat, time signature, note values. Chords: Basic triads

More information

SCHEHERAZADE LESSON PLAN. Discovering the world of the Arabian Nights fairy tales through the music of Rimsky-Korsakov s Scheherazade

SCHEHERAZADE LESSON PLAN. Discovering the world of the Arabian Nights fairy tales through the music of Rimsky-Korsakov s Scheherazade Content focus: Music Visual Arts Language Arts History/Social Sciences SCHEHERAZADE LESSON PLAN Discovering the world of the Arabian Nights fairy tales through the music of Rimsky-Korsakov s Scheherazade

More information

Type of Learning Activity Subject Area Artistic and Scientific Sector

Type of Learning Activity Subject Area Artistic and Scientific Sector DEPARTMENT OF STRINGS SCHOOL OF HARP HARP Students completing required courses for the first level Academic Diploma in Harp will have acquired the technical ability and specific competences that will allow

More information

Music Ecademy Music Theory Curriculum CONTENTS

Music Ecademy Music Theory Curriculum CONTENTS Music Ecademy Music Theory Curriculum CONTENTS Beginner Grade. 1 Junior Grade... 2 Preliminary Grade... 3 Grade One... 4 Grade Two... 5 Grade Three... 7 Grade Four.. 8 Grade Five... 10 Beginner Grade Designed

More information

Grade 6 Theory General Knowledge Summary

Grade 6 Theory General Knowledge Summary Vinzkorner Contact Details: Vincent W.H. Chan Email: vwhchan@hotmail.com ICQ: 2044 3681 Australian Music Examination Board Grade 6 Theory General Knowledge Summary These summary notes are produced to aid

More information

Unit: Growth. Musical focus: Street dance performance Subject link: Geography AGE. Click here to view the plans:

Unit: Growth. Musical focus: Street dance performance Subject link: Geography AGE. Click here to view the plans: The street is the setting for this unit of buskers and flash mobs. The children explore Ravel s Boléro through rhythmical mime, learn songs with instrumental accompaniments, and create a dance to build

More information

OLLU Music Program. Scholarship/Entrance Audition Requirements

OLLU Music Program. Scholarship/Entrance Audition Requirements OLLU Music Program Scholarship/Entrance Audition Requirements Information on entrance require for the OLLU music program are listed below: Accordion Jazz/Rock Drum set Mariachi Voice Bassoon Jazz/Rock

More information

Finding the Musical Clues within the Music of the Chinese New Year A Smithsonian Folkways Lesson Designed by: Patricia Mitjans

Finding the Musical Clues within the Music of the Chinese New Year A Smithsonian Folkways Lesson Designed by: Patricia Mitjans Finding the Musical Clues within the Music of the Chinese New Year A Smithsonian Folkways Lesson Designed by: Patricia Mitjans Summary All songs tell a story. Songs with text make it easier to tell what

More information

National 5 Music Course Assessment Specification (C750 75)

National 5 Music Course Assessment Specification (C750 75) National 5 Music Course Assessment Specification (C750 75) Valid from August 2013 This edition: April 2015, version 2.0 This specification may be reproduced in whole or in part for educational purposes

More information

Educational Innovation

Educational Innovation Educational Innovation July, 2013 Dear Educators, On behalf of all of MCESA, we are excited that you are using our content specific assessments in your school or district. We sincerely hope that the assessments

More information

Arizona Music Standards

Arizona Music Standards Introduction Music is a subject with its own unique skills and knowledge, a respected repertoire of quality literature, an advanced system of notation and literacy, and a challenging form of cognition.

More information

Frequently Asked Questions: Applied Music Lessons

Frequently Asked Questions: Applied Music Lessons Frequently Asked Questions: Applied Music Lessons Do I need to have experience playing an instrument to take lessons? No! We welcome aspiring musicians of all levels of experience. What instruments can

More information

Identify curriculum MUSIC DEPARTMENT. KLA(s): ARTS - Music Strand. Unit title: HIT IT. Year level(s): 8. Duration of unit: 10 weeks

Identify curriculum MUSIC DEPARTMENT. KLA(s): ARTS - Music Strand. Unit title: HIT IT. Year level(s): 8. Duration of unit: 10 weeks School Name: AVIATION HIGH Unit title: HIT IT KLA(s): ARTS - Music Strand Year level(s): 8 Duration of unit: 10 weeks Ways of working Duration, beat, time values and metre are used to create rhythm e.g.

More information

THE PLANETS GUSTAV HOLST

THE PLANETS GUSTAV HOLST THE PLANETS GUSTAV HOLST Gustav Holst (1874-1934) Gustav Holst English Composer From a family of three generations of professional musicians Career as a performer cut short by neuritis in right arm Studied

More information

Unit Overview Template. Learning Targets

Unit Overview Template. Learning Targets ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 ST CENTURY GLOBAL SKILLS Content Area: Orchestra Unit Title: Music Literacy / History Comprehension Target Course/Grade Level: 3 & 4 Unit Overview

More information

MUSICAL ANALYSIS WRITING GUIDE

MUSICAL ANALYSIS WRITING GUIDE THE CRITERIA MUSICAL ANALYSIS WRITING GUIDE In writing your essay, the only thing you really need to do is fulfill the marking criteria. Let s look closely at what the criteria says. The student evaluates

More information

Week 10 Lecture Notes p.1

Week 10 Lecture Notes p.1 Week 10 Lecture Notes p.1 Renaissance to Baroque Interest shifted from elaborate polyphony to monody ( one song ), solo song with instrumental accompaniment. Use of dynamics became more nuanced. Not specified

More information

Creative Art Electives 45 minutes (choose one or more)

Creative Art Electives 45 minutes (choose one or more) Summer 2013 Music and Arts Program For students entering 4 th -12 th Grade July1st July 26th (School closing: Thursday, July 4) Location: Paramus High School Starting time: 9:00 am (Grades 4-8), 10:00

More information

In the Style of Argentina. Author and School: Mary McCartney, Floresta Elementary School. Subject Area: Music Education

In the Style of Argentina. Author and School: Mary McCartney, Floresta Elementary School. Subject Area: Music Education Alla Argentina In the Style of Argentina Author and School: Mary McCartney, Floresta Elementary School Subject Area: Music Education Topic: Music and Dance of Argentina Grade Level: K 5 Time Frame: 6 9

More information

HOWARD COUNTY PUBLIC SCHOOLS GUITAR I, II, and III / IV

HOWARD COUNTY PUBLIC SCHOOLS GUITAR I, II, and III / IV HOWARD COUNTY PUBLIC SCHOOLS GUITAR I, II, and III / IV GOALS AND OBJECTIVES GOAL I: PERCEIVING, PERFORMING, AND RESPONDING: AESTHETICS The student will demonstrate the ability to perceive, perform, and

More information

KODÁLY METHOD AND ITS INFLUENCE ON TEACHING WIND INSTRUMENTS IN HUNGARY

KODÁLY METHOD AND ITS INFLUENCE ON TEACHING WIND INSTRUMENTS IN HUNGARY KODÁLY METHOD AND ITS INFLUENCE ON TEACHING WIND INSTRUMENTS IN HUNGARY Jozsef Csikota Midwest Clinic Chicago, Illinois U.S.A. 15th December 2004 KODÁLY METHOD IN HUNGARIAN SCHOOLS In Hungary, every student

More information

Classical Era (1750 1820)

Classical Era (1750 1820) Classical Era (1750 1820) European Musical Styles I. Transition period (1730 1770): overlaps with end of Baroque A. Development of style galant: rejection of complex polyphony in favor of lighter, homophonic

More information

Integrated Teaching activities P C L Resources

Integrated Teaching activities P C L Resources Music of Our Place: This is an exploration of the music of Australia, in particular the music of Aboriginal and Torres Strait Islander peoples, and our cultural links with music from other countries. Students

More information

YEAR 8 MUSIC 2013 HOMEWORK 1

YEAR 8 MUSIC 2013 HOMEWORK 1 Page1 YEAR 8 MUSIC 2013 HOMEWORK 1 Year 8 students are timetables for 2 x 40-minute music periods per week. Lessons include Performance, Composition & Listening. The focus content for year 8 is the guitar

More information

Music in the Schools Teacher Resource Guide

Music in the Schools Teacher Resource Guide Music in the Schools Teacher Resource Guide The Hamilton Philharmonic orchestra is committed to providing students in our community with informative, stimulating and entertaining musical performances.

More information

Designing an Instrumental Music Program: Curriculum Guide

Designing an Instrumental Music Program: Curriculum Guide Designing an Instrumental Music Program: Curriculum Guide A Guide for Developers of Learning Programs Department of Education, Queensland in association with Ministry of Education (Office of Schools Administration),

More information

Symphony No 1 (Asperger s) Dedicated to. All those who offered me grace over the years. The teachers The students The friends My family

Symphony No 1 (Asperger s) Dedicated to. All those who offered me grace over the years. The teachers The students The friends My family Symphony No 1 (Asperger s) Dedicated to All those who offered me grace over the years The teachers The students The friends My family Who could have made my life miserable Given all the mistakes I made

More information

Hingham Middle School Curriculum Summary. Grade 6 Band

Hingham Middle School Curriculum Summary. Grade 6 Band Grade 6 Band This elective course is open to all students in grade six that have completed one previous year of band instruction, or can demonstrate an equivalency at the discretion of the director. The

More information

Clair de Lune, from Suite bergamasque (1890) (orch. Stokowski) Concerto No. 23 in A Major for Piano and Orchestra, K. 488 (1786)

Clair de Lune, from Suite bergamasque (1890) (orch. Stokowski) Concerto No. 23 in A Major for Piano and Orchestra, K. 488 (1786) November 28-30, 2014 Bramwell Tovey, conductor Orion Weiss, piano Women of the Kansas City Symphony Chorus, Charles Bruffy, Chorus Director Debussy Clair de Lune, from Suite bergamasque (1890) (orch. Stokowski)

More information

Middle School Elective Courses

Middle School Elective Courses Middle School Elective Courses 6 th Grade Electives ARTS Visual Art 6 Students in grade 6 explore and experiment with a variety of art media and techniques. They apply the elements of art and the principles

More information

Briefly review music theory units

Briefly review music theory units Framework for Lesson Plans It is important that students are always being presented with new concepts or elements while simultaneously practicing known concepts in each lesson. In your introductory lecture,

More information

STUDY GUIDE. Illinois Licensure Testing System. Music (143) This test is now delivered as a computer-based test.

STUDY GUIDE. Illinois Licensure Testing System. Music (143) This test is now delivered as a computer-based test. Illinois Licensure Testing System STUDY GUIDE Music (143) This test is now delivered as a computer-based test. See www.il.nesinc.com for current program information. Illinois State Board of Education IL-SG-FLD143-05

More information

I Have to Read/Write in Music? Or Stop fighting it and embrace it! Michelle Ewer

I Have to Read/Write in Music? Or Stop fighting it and embrace it! Michelle Ewer I Have to Read/Write in Music? Or Stop fighting it and embrace it! Michelle Ewer mewer@jeffco.k12.co.us S Has this happened to you? Have you been asked to provide a writing sample from your instrumental/vocal

More information

MUSIC. Syllabus for Primary Schools. Curriculum Department, Floriana Year 3 19

MUSIC. Syllabus for Primary Schools. Curriculum Department, Floriana Year 3 19 MUSIC Syllabus for Primary Schools Curriculum Department, Floriana Year 3 19 YEAR 3 Curriculum Department, Floriana Year 3 20 LEARNING OUTCOMES for YEAR 3 Curriculum Department, Floriana Year 3 21 3.1

More information

The Planets? Suite! The Cleveland Institute of Music Class Materials. Table of Contents

The Planets? Suite! The Cleveland Institute of Music Class Materials. Table of Contents 1 Dear Educator, Thank you for choosing the Cleveland Institute of Music. Inside this packet, you will find all of the materials your class will need for your upcoming The Planets? Suite! videoconference.

More information

18. Brahms Piano Quintet in F minor, Op. 34: movement III 3 rd Movement (For Unit 6: Musical Understanding)

18. Brahms Piano Quintet in F minor, Op. 34: movement III 3 rd Movement (For Unit 6: Musical Understanding) 18. Brahms Piano Quintet in F minor, Op. 34: movement III 3 rd Movement (For Unit 6: Musical Understanding) Background information and performance circumstances Biography Brahms composed this piano quintet

More information

22. Mozart Piano Sonata in B flat, K. 333: movement I

22. Mozart Piano Sonata in B flat, K. 333: movement I 22. Mozart Piano Sonata in B flat, K. 333: movement I (for Unit 3: Developing Musical Understanding) Background Information and Performance Circumstances Biography Mozart was born in Austria on the 27

More information

Learn By Doing (Note: all programs will differ due to resources & if instruments are available to the program)

Learn By Doing (Note: all programs will differ due to resources & if instruments are available to the program) Music: A guide for Strategic Planning Grade Level: K-2 3-5 Learn By Doing (Note: all programs will differ due to resources & if instruments are available to the program) The study of music contributes

More information

East Sussex Music Summer School 2016. Course Information

East Sussex Music Summer School 2016. Course Information East Sussex Music Summer School 2016 Course Information 1a Junior Violin (2 days) This course is aimed at pupils in year 3 and above pupils should be between A and D major in Suzuki Violin Book 1 and have

More information

Music Set Songs and Set Works

Music Set Songs and Set Works Music Set Songs and Set Works It is not necessary to carry out all the activities contained in this unit. Please see Teachers Notes for explanations, additional activities, and tips and suggestions. Theme

More information

Discoveries Sounds & Stories: Peter and the Wolf Music/Language Arts

Discoveries Sounds & Stories: Peter and the Wolf Music/Language Arts Cincinnati Symphony Orchestra Sound Discoveries Sounds & Stories: Peter and the Wolf Music/Language Arts Instructional Objectives: Students will become familiar with Peter and the Wolf by using a listening

More information

Version 5: August 2012 DOK 2. Total physical response assessment: Recommend a four-point rubric for assessment.

Version 5: August 2012 DOK 2. Total physical response assessment: Recommend a four-point rubric for assessment. Code Content Statement Item Specifications Depth of Knowledge Essence S1C1-1 Singing rounds on pitch with an appropriate tone quality. Performance based assessment only Total physical response assessment:

More information

Unit: Solar system. Musical focus: Listening Subject link: Science 9-10 AGE. Click here to view the plans:

Unit: Solar system. Musical focus: Listening Subject link: Science 9-10 AGE. Click here to view the plans: This unit embarks on a musical journey through the solar system, exploring how our universe inspired composers including Debussy, Holst and George Crumb. The children learn a song, and compose pieces linked

More information

Review pulse, rhythm of melody accent, metric grouping and meter Recognize and utilize syncopation

Review pulse, rhythm of melody accent, metric grouping and meter Recognize and utilize syncopation MP 1 Sing more difficult tunes as the past years work continues on going Extend the techniques of singing to a higher art form Continue to increase permanent repertoire, recordings, 1.2 Responding to Expand

More information

MARTONGATE PRIMARY SCHOOL MUSIC

MARTONGATE PRIMARY SCHOOL MUSIC MARTONGATE PRIMARY SCHOOL MUSIC POLICY UPDATED BY: HELEN GEE MARTONGATE PRIMARY SCHOOL MUSIC POLICY CONTENTS PAGE 2 PAGE 3 PAGE 4 PAGE 5 PAGE 6 PAGE 8 PAGE 9 PAGE 10 PURPOSE/PHILOSOPHY AIMS/OBJECTIVES

More information

Band & Orchestra instruments taught at Drew Model School

Band & Orchestra instruments taught at Drew Model School Band & Orchestra instruments taught at Drew Model School The String Family: The four major instruments in the string family, the violin, the viola, the cello and the double bass, are built the same way.

More information

MUSIC STUDIES (B.A.) Program Overview. Degree Offered. Music Studies Minor. Related Programs. Rider University 1. Contemp Music Experience

MUSIC STUDIES (B.A.) Program Overview. Degree Offered. Music Studies Minor. Related Programs. Rider University 1. Contemp Music Experience Rider University 1 MUSIC STUDIES (B.A.) Program Overview The music studies major prepares students for professional careers in music. Students will work closely with renowned faculty and recognized professionals

More information

MUSIC. BACHELOR OF ARTS (MUSIC) BA (Music)

MUSIC. BACHELOR OF ARTS (MUSIC) BA (Music) MUSIC Subject to approval the BA Mus [1330] as presented in the Undergraduate Yearbook up to 2013 is phased out as from 2014. New students will register according to the exposition below. Transitional

More information

Liszt s germinal motive in his Les Preludes.

Liszt s germinal motive in his Les Preludes. Liszt s germinal motive in his Les Preludes. 1. Introduction Franz Liszt used in his orchestral works (most important: the "Faust" and "Dante" symphonies and the thirteen Symphonic Poems), Berlioz s idea

More information

EIRE CURRICULUM LINKS The Lion King EXPERIENCE: KIDS EDITION

EIRE CURRICULUM LINKS The Lion King EXPERIENCE: KIDS EDITION The Lion King Experience: KIDS Edition is a theatre education programme which additionally offers primary schools cross curricular support for teaching and learning in English, Drama, Music, Social Personal

More information

Assessment Guidelines

Assessment Guidelines Instrumental and Vocal Music The Music prime at Patapsco High School and Center for the Arts provides both instrumental and vocal music. Each program allows students to explore areas such as performance,

More information

behind the scenes curriculum mapping: primary The following curriculum mapping is relevant for all 10 episodes of THE LION KING - Behind The Scenes

behind the scenes curriculum mapping: primary The following curriculum mapping is relevant for all 10 episodes of THE LION KING - Behind The Scenes curriculum mapping: primary The following curriculum mapping is relevant for all 10 episodes of THE LION KING - Behind The Scenes Episode 1 from screen to stage Episode 2 BEHIND THE STORY Episode 3 meet

More information