Year 12 Unit One Traditions

/ Unit focus is on analysing repertoire, reinforcing past understanding with the impetus to extend & refine this knowledge / A variety of music styles will be explored / Unit duration is eight weeks / Unit focus is on analysing repertoire, reinforcing past understanding with the impetus to extend & refine this knowledge / A variety of music styles will be explored / Unit duration is eight weeks

Music Styles / Possible choices of study / Spanish / Popular / Latin / Australian / Art Music / Baroque / CLassical / Romantic / Possible choices of study / Spanish / Popular / Latin / Australian / Art Music / Baroque / CLassical / Romantic

Goals / Analyse the cultural & technical aspects of composers & the influences which contribute to their music / Explore characteristics & compositional devices of specific styles / To establish, develop & refine skills in preparation for task work / Analyse the cultural & technical aspects of composers & the influences which contribute to their music / Explore characteristics & compositional devices of specific styles / To establish, develop & refine skills in preparation for task work

Musical Elements / A review of the musical elements & the language used to communicate the written & spoken word / A review of the musical elements & the translation of the written word into aural representation / A review of the musical elements & the language used to communicate the written & spoken word / A review of the musical elements & the translation of the written word into aural representation

Duration / Refers to the length of sounds & silences in a piece of music / It does not refer to the length of the song / Refers to the length of sounds & silences in a piece of music / It does not refer to the length of the song

Duration / Duration focuses on four key areas

Beat / Beat refers to the underlying pulse & is described as either: / Strong/Definite / Weak/Indefinite / Beat refers to the underlying pulse & is described as either: / Strong/Definite / Weak/Indefinite

Strong & Weak Beats

Activity 1 / Listen to the following music examples & describe the beat in terms of strong & weak / Evaluate the effect it has on the music / Locate an musical example with an indefinite beat / Notate the beat of the first two bars on a percussion staff (Soundbite 1.4) / Listen to the following music examples & describe the beat in terms of strong & weak / Evaluate the effect it has on the music / Locate an musical example with an indefinite beat / Notate the beat of the first two bars on a percussion staff (Soundbite 1.4)

Metre / The grouping of beats in combinations of 2, 3, 4 etc. / Duple Metre / Triple Metre / Quadruple Metre / Tap the pulse of the following examples as they are played for you & determine which of the above types of metre they represent (Soundbite 1.5, 1.6, 1.7) / The grouping of beats in combinations of 2, 3, 4 etc. / Duple Metre / Triple Metre / Quadruple Metre / Tap the pulse of the following examples as they are played for you & determine which of the above types of metre they represent (Soundbite 1.5, 1.6, 1.7)

Time Signature / A symbol which tells us the number & quality of the beats per bar in a piece of music

Metre & Time Signature / Show example of different types of time signatures & metre

Mixed Metre / Soundbite 1.8 / Score example / Soundbite 1.8 / Score example

No Metre / Weblink - Threnody for the victims of Hiroshima / Soundbite 1.9 / Weblink - Threnody for the victims of Hiroshima / Soundbite 1.9

Concept Map

Activity 2 / Locate & name three pieces of music which demonstrate / 12/8 time signature / Mixed metre / No metre / Name the time signature in Soundbite 1.10 / Choose two time signatures & create an 8 bar rhythm using mixed metre / Analyse the Stockhausen score & describe how the composer has indicated metre / Locate & name three pieces of music which demonstrate / 12/8 time signature / Mixed metre / No metre / Name the time signature in Soundbite 1.10 / Choose two time signatures & create an 8 bar rhythm using mixed metre / Analyse the Stockhausen score & describe how the composer has indicated metre

Rhythm / Is the pattern of long & short sounds & silences

Types of Rhythm / Soundbite 1.13 / Soundbite 1.11, 1.12

Rhythmic Devices / Soundbite 1.14 Syncopation / Soundbite 1.15 Imitation / Soundbite 1.16 Riff / Soundbite 1.17 Polyrhythm / Soundbite 1.18 Ostinato / Soundbite 1.19 Hemiola / Soundbite 1.14 Syncopation / Soundbite 1.15 Imitation / Soundbite 1.16 Riff / Soundbite 1.17 Polyrhythm / Soundbite 1.18 Ostinato / Soundbite 1.19 Hemiola

Rhythmic Devices 2

Activity 3 / Choose a piece of music and list three rhythmic devices you can find / Describe their effect on the music / Analyse the Stockhausen score and discuss all the aspects of rhythm evident / Choose a piece of music and list three rhythmic devices you can find / Describe their effect on the music / Analyse the Stockhausen score and discuss all the aspects of rhythm evident

Activity 3 / Match the rhythmic device in column 2 with the notation in column 1

Activity 3 / Individually or in pairs after listening to Clapping Music by Steve Reich / Create an 8 bar score of your own clapping music / Create a 2nd 8 bar score of clapping music for two people to perform / Prepare & perform the composition for the class / Weblink for Clapping Music / Individually or in pairs after listening to Clapping Music by Steve Reich / Create an 8 bar score of your own clapping music / Create a 2nd 8 bar score of clapping music for two people to perform / Prepare & perform the composition for the class / Weblink for Clapping Music

Tempo / The speed at which music is performed