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

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1 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. playing a polyrhythm within a small ensemble. Pitch and intervals are used to create melody e.g. composing a short melody over a tonic and dominant chord progression. Tonalities and harmonies are used to organise music in vertical arrangements e.g. playing major/minor keys, chord progressions and riffs. Contemporary and traditional musical forms are used to structure music e.g. playing music in strophic form; composing a 12-bar blues song; identifying repetitive singing in vocal sequences of Aboriginal music and songs. Vocal, instrumental and electronic sound sources have characteristic sound qualities (tone colour) e.g. hearing and identifying orchestral timbres. Relative softness and loudness and emphasis of sounds are used to change dynamic levels and expression ofmusic e.g. using accents to emphasise particular beats of a song. Hit it - An Introduction to the Musical Elements Context for learning FOCUS :Students will be introduced to the musical elements and their uses through a range a analysis, performance and composition activities. PURPOSE: This unit will equip the students with basic musicianship and music literacy skills as well as beginner performance techniques on keyboard, guitar and drum kit. Repertoire (teacher selected): Responding LMFAO - 'Party Rock', Bee Gees - 'Spicks and Specks', The Who - 'Baba O'Reilly', Monty Norman - 'The James Bond Theme' Identify curriculum Knowledge and understanding Students are able to: select and develop ideas for musical works, considering intended audiences and intended purposes, and make decisions about arts elements and languages create and shape musical works by modifying musical elements to express purpose and to include influences from their own and other cultures and times present musical works to informal and formal audiences for intended purposes, using musical techniques, skills and processes respond by analysing and evaluating musical works in social, cultural, historical and spiritual contexts, using musical elements and languages reflect on learning, apply new understandings and identify future applications. LITERACY : School priorities Subject Specific Key Terminology - DURATION, PITCH, HARMONY, TONALITY, STRUCTURE, TEXTURE, TIMBRE, DYNAMICS, RHYTHM, BEAT, TEMPO, STYLE and MELODY Secondary terminology - CROTCHET, QUAVER, MINUM, SEMIBREVE, STAFF, CLEF, CHORD, FLAT, SHARP, TABLATURE, REST, TIME SIGNATURE NUMERACY: Counting, counting in patterns, Subdivision, Recognition of numbers Presenting A selection of current 'dance' tracks from the Aria charts Danny Elfman - 'The Simpsons Theme', The Who - 'Baba O'Reilly', Monty Norman - 'The James Bond Theme', Lorde - 'Royals', David Guetta - 'Without You' CCE's : The Common Curriculum Elements (CCE's) assessed in this unit are: 1. Recognising letters, words and other symbols 2. Interpreting the meaning of words or other symbols 3. Setting out/presenting/arranging/displaying 4. Creating/composing/devising 5. Analysing 6. Translating from one form to another

2 Type of assessment PRESENTING CREATING KNOWLEDGE AND UNDERSTANDING RESPONDING Develop assessment What will be assessed Solo Performance - from studied repertoire Technique and skill on keyboard, guitar and or drum kit Ensemble Performance - from studied repertoire Technique and skill on keyboard, guitar and or drum kit + Ensemble skills Composition - Melody 8 bars Composition - Chord Progression 16 bars - verse and chorus. Formal Written Test - Short Response. The use and manipulation of musical elements in studied and unstudied repertoire When it will be assessed Week 3-6 Week 6-9 Week 6 Week 8 Week 10 Purpose of assessment To develop basic performance skills on drum kit, guitar and keyboard To develop an understanding of melody and harmony in composition To form judgements on students understanding of the musical elements. Make judgments Assessable elements Students use their creativity, imagination and senses to express ideas across a range of social, cultural, historical, spiritual, political, technological and economic contexts through Music. They enhance their aesthetic understandings of musical elements and languages. They create their own music works and present and respond to their own and others music works, considering specific audiences and specific purposes. Students use the essential processes of Ways of working to develop and demonstrate their Knowledge and understanding. They enhance their understanding of arts practice through active engagement, both individually and collaboratively, with music elements, techniques, skills and processes, working creatively and imaginatively, to take risks and focus on how the music reinforce and challenge their own experiences and those of other artists. They develop their ability to critically analyse and reflect on the creative process that has occurred within one or across many arts disciplines. Students select and use a range of tools and technologies, including information and communication technologies (ICTs). They routinely demonstrate an autonomous and purposeful use of ICTs to inquire, create and present arts works, and to communicate their own arts practice and that of others. Students demonstrate evidence of their learning over time inrelation to the following assessable elements: knowledge and understanding creating presenting responding reflecting.

3 WALT AND WILF Sequence learning / Scaffolding Learning experiences and teaching strategies (* rating level of difficulty) Differentiation Resources WALT - How to work safely in a music environment WILF - Safe practices, understanding of rules and uses of the music facility Introduction to the music facility - guided tour, procedures familiarisation, equipment care Demonstration / teacher modelling and guided practice. Drum Pads / Sticks Student equipment list WALT - The names of the musical elements WILF - Terminology / vocab recognition DURATION, PITCH, HARMONY, TONALITY, STRUCTURE, TEXTURE, TIMBRE, DYNAMICS *Guided tutorial - Musical Elements Prezi *Listening to a range of musical excerpts for demonstration *Worksheet - Defining vocabulary **Deconstruction and Evaluation of LMFAO 'Party Rock' ***Drum Pad activities demonstrating rhythm and beat ***Analysing studied and unstudied repertoire Teacher Modelling Scaffolding of practical exercises Testing for understanding Home practice Drum pads / Sticks Prezi Workbooks CD / Cd Player WALT - Rhythmic Notation *Clapping game warm up Crotchet only patterns for beginners Drum pads / Sticks WILF - Visual and aural recognition of semibreve, minum, crotchet, quaver and associated rests. Development of musical literacy for performance *Tabulating information **Numeracy activities relating to the value of the notation. **Worksheet testing for understanding ***Translating written notation into a performance Card activities for kinaesthetic learners Scaffolding of practical exercises Workbooks CD / Cd Player Drum Kit Notation card sets ***Performing four rhythmic patterns in sequence or as an ensemble. Repetition of ostinatos ***Aural dictation - translating a heard pattern into written form Performing to a backing track to maintain tempo ***Performing in time to a backing track WALT - What are time signatures? *Clapping game warm up Crotchet only patterns for beginners Drum pads / Sticks WILF - Recognition of time signature and understanding of their role in reading music and performing music *Time signature worksheet testing for understanding **Performing four rhythmic patterns in sequence or as an ensemble. ***Aural dictation - translating a heard pattern into written form Card activities for kinaesthetic learners Scaffolding of practical exercises Workbooks CD / Cd Player Drum Kit Notation card sets Repetition of ostinatos Performing to a backing track to maintain tempo

4 WALT - Introduction to the Drum Kit WILF - Knowledge of the drum kit in it's historical and social context and it's function in modern music *Video excerpt *Demonstration of the parts of the drum kit *Comprehension activity - the development of the drum kit. ***Performing basic drum beats on a drum kit. CLOZE activity Comprehension task Verbal quiz Diagram for labelling Drum Kit WALT - Melodic Notation - The notes of the staff WILF - The ability to recognize the notes on the spaces and lines of the musical staff *Name the note worksheet warm up *Building words activity **Translating notes on a musical score to keys on the keyboard ***Aural activity - Aurally recognising notes that are higher or lower than a given starting point. **Aural activity - Translating an aural dictation to a Boomwackers performance Repetition of note naming activities scaffolded in level of difficulty Open book exam Keyboard / note diagram Active listening practice Work books Keyboards / Headphones Whiteboard Practice Diary HW Diary You-Tube Excerpt - Piano Boomwackers WALT - What are ledger lines? WILF - Musical literacy of the notes above and below the staff. Recognition of Middle C *Recognising and labelling notes on ledger lines * worksheet ***Name that song - aurally identifying a musical excerpt that is sight read on a piano **Symbol recognition - card game Writing notes underneath the score for ease of translation. Labelled keys on keyboard Work books Keyboards / Headphones Whiteboard Practice Diary HW Diary WALT - How to deconstruct and evaluate the musical elements in a piece of keyboard music WILF - Use of musical terminology in score preparation ***Aural and visual analysis, deconstruction and evalution of the Bee Gee's 'Spicks and Specks' ***Aural notation of the piano bass line from Spicks and SPecks ***Performance of the piano bass line from Spicks and Specks in accompaniment with the recording Crotchet only score for performance Notes labelled on performance score Repetition of note four times in each bar. Work books Keyboards Whiteboard Practice Diary HW Diary CD / Cd player WALT - Introduction to the Modern Piano WILF - Knowledge of the piano in it's historical and social context and it's function in music. *Video excerpt *Demonstration of the parts and mechanism (action) of the piano *Comprehension activity - the development of the piano from the pianoforte CLOZE activity Comprehension task Verbal quiz Diagram for labelling

5 WALT - What is composing? WILF - The ability to arrange notes in a appropriate format to create a simple 8 bar melody **Visual analysis of basic melodies ***Explore melody writing techniques for a basic 8 bar melody ***Analysis of the musical elements melody and pitch in 'The Simpsons Theme' by Danny Elfman ***Compose basic melodic patterns/ ideas on scoring software such as Finale. ***Perform own compositions *-***Performance of 'The Simpsons Theme' with the use of the computer program Finale on whiteboard via data projector. Student choice for level of difficulty of composition. Laptops Finale Notepad Keyboards /Headphones WALT - How to perform in an ensemble WILF - Demonstration of basic ensemble practices to produce a convincing short performance. *Discussion of strategies for working as a group of musical performers. *Flowchart for good rehearsal techniques *Score read and listen to 'Baba O'Reilly' by the Who **Perform 'Baba O'Reilly' in a group of three to six performers. Student leaders / models within each group to act as peer mentors. Notes written on score. Scaffolded parts for each performer - easy, moderate, challenging Keyboards Headphones WALT - What is texture? WILF - Recognition, understanding and use of the terms MONOPHONY, HOMOPHONY and POLYPHONY **Arrange ensemble performance from previous activity to demonstrate the differences between monophonic, homophonic and polyphonic texture Extension activity for higher level performers. Keyboards Headphones WALT - Introduction to the Modern guitar WILF - Knowledge of the guitar in it's historical and social context and it's function in music. *Video excerpt of guitar performance - electric and accoustic *Demonstration of the parts of the guitar *Labelling activity - worksheet *Comprehension activity - the development of the electric guitar from the acoustic guitar CLOZE activity Comprehension task Verbal quiz Diagram for labelling WALT - What is a chord? WILF - Demonstrate the ability to play four basic major chords on a guitar. Aurally identify a major chord. **Learn basic guitar chords - G, D, A and C major **Visually recognise and label guitar chords **Recognise aurally a major chord ***Perform 'Royals' by Lorde Two chord performance excerpt - alternate between only two basic chords Play the chord on the first beat of each bar only

6 WALT - The difference between a major and minor chord WILF - Demonstrate the ability to play two basic minor chords on a guitar. Aurally identify a minor chord. *Learn basic guitar chords - E minor, B minor and A minor *Visually recognise and label guitar chords **Recognise aurally a minor chord ***Perform 'Good Night' by Reece Mastin ***Perform ' Without You' by David Guetta ***Perform current rock songs that have basic major and minor chords ***Demonstrate the difference between a major and minor chords on Boomwackers Two chord performance excerpt - alternate between only two basic chords Play the chord on the first beat of each bar only CD / CD player WALT - What is harmony and tonality? WILF - Demonstration of the understanding of harmony and tonality by creating a chord progression for guitar that uses major and minor chords. **Creating and playing back 8-16 bar chord progressions using the Chord progression program on the laptops. **Identifying and establishing form and structure in chord sequences **Performing student compositions on guitar User friendly chord progression application Student choice for level of difficulty WALT - What is tablature? WILF - The ability to read and perform a simple riff using tablature. *Teacher demonstration of the difference between lead guitar and bass guitar tablature **Name that song activity using tablature ***Perform 'Pumped Up Kicks', 'Smoke on the Water' and 'Seven Nation Army' using tablature for bass or lead guitar Varying level of difficulty for guitar riffs Smoke on the Water - Easy Seven Nation Army - Moderate Pumped Up Kicks - Challenging Laptops WALT - What are dynamics? WILF - Visual recognition and interpretation of dynamics into a performance. *Soft Loud clapping game *Tabulation of dynamics signs, symbols and meanings **Aural and visual analysis of dynamics in 'James Bond Theme'. **Aural identification of dynamic changes Card matching activity Comparison of crescendo and decrescendo signs to the greater and lesser signs used in maths. CD/CD Player

7 Use feedback Ways to monitor learning and assessment Regular collection and marking of work book and extension book Graduated checklists for task completion Video evidence Testing for understanding via class quizes and warm up games Peer testing and checking Formal examination Class composition and performance tasks Scaffolded questioning Aural dictation Data capture Class discussion Call and response ostinato games Sightreading activities Translating scores to performances Composition portfolio