music investigation outcome 3 performance (including technical work) on completion of this unit the...

Music InvestigationOutcome 3 Performance (including Technical Work)

• On completion of this unit the student should be able to present a performance of music works that communicates understanding of the Focus Area.

Key Knowledge includes:• Strategies for planning a performance program that communicates

understanding of a selected Focus Area• Strategies for developing and refining accuracy, control, fluency,

flexibility, dexterity, security, coordination and clarity in performance as relevant to the selected works and instruments

• Idiomatic instrumental tone qualities and variation of tone relevant to the selected repertoire

• Stylistic characteristics, musical structures and textures, and use of other elements of music in selected works as they relate to the Focus Area

• Ways of achieving purposeful shape in music through artistic variation of expressive elements of music, including tone quality, tempo, phrasing, articulation, dynamics and texture

Lynne Morton Belmont High School

Cont. Outcome 3

• Strategies for developing expressively shaped, informed interpretations of works that demonstrate understanding of relevant historical and contemporary performance practices, conventions and artistic balance between relevant personal, stylistic, practical, technological, historical and cultural influences

• Roles of, and relationships between, instrumental voices in selected group works, or parts within the texture of solo works in achieving artistic balance, blend and variation of texture


Outcome 3Key skills include the ability to:• Prepare and perform a program of group or solo works that communicates

understanding of a selected Focus Area• Demonstrate accuracy, control, fluency, flexibility, dexterity, security, coordination

and clarity in the performance of selected works• Control idiomatic tone quality, and artistic variation of tone in the performance of

selected works• Demonstrate artistic intent• Create shape in performance of selected works through artistic variation of

expressive elements of music• Communicate direction in performance through considered, expressive contrasts

between structural and textural sections of each work and across the program of selected works

• Demonstrate developing mastery of historical and contemporary performance conventions in interpreting and performing selected works


Outcome 3• Perform informed interpretations of selected works that demonstrate

understanding of artistic balance between relevant personal, stylistic, practical, technological, historical and cultural influences

• Demonstrate understanding of the roles of, and relationships between, instrumental voices in selected group work/s, or parts within the texture of solo work/s, to achieve artistic balance, blend and variation of tone.

• Demonstrate communication, interaction, cooperation and empathy with other musicians and audience as appropriate to the performance of selected works

• Reflect on and evaluate development of a performance program


Music Investigation

Elements of Music


Focus Area


Variety of Focus Areas

• The development of Nocturnes (for Solo Piano) beginning with the style’s origin with John Field (Nocturne in C minor) and then looking at innovations made by other composers such as Chopin and Faure as well as the different approach of C20 composers.

• The stylistic characteristics used by Guitarists Jeff Beck, Mark Knopfler and Albert King, and the use of different variations of a finger-picking method to achieve the style.


Class Time Structure

• Listening Journal – Elements of Music• Aural Training – Intervals, Chords and progressions, rhythmic

and melodic dictation as appropriate• Theory – select one piece from program, specify the tonic

key, find the modulations and how they relate to the tonic or chord progression within a phrase/section

• Technical work or exercises designed and practical work on exercises OR

• Investigation research question OR• Composing/Arranging/Improvisation exercises linked to the

above


Unit 3 Timeline• Week of March 12 Trial performance of Focus Area works,

(at least 15 minutes of contrasting works), and technical work and exercises

• Week of March 19 Submit draft of how technical work and exercises is assisting your development and understanding in preparing your Outcome 3 pieces & submit draft of progressive analysis and research discussing characteristics, techniques and performance practices of your Focus Area works

• Week of April 19 Submit draft of composition/improvisation/arrangement and how thisrelates to your Focus Area


Unit 3 Timeline cont.• Week of May 2 Presentation of technical work and

exercises explaining how they have improved your instrumental skills and understanding of the Focus Area

• Week of May 10 Report Presentation - (performance and commentary or multimedia or written or a combination) discussing characteristics, techniques and performancepractice of works representative of your Focus Area- SAC

• Week of May 18 Technical work and exercises SAC (including a written description of how selected performance

techniques, technical work and exercises have supported the student as an instrumentalist, and in their preparation of works for Outcome 3)


Unit 3 Timeline cont.• Week of May 25 Performance of at least a 15 minute

program of Focus Area works

• Week of May 25 Submit and perform composition/improvisation/arrangement and outline how your created work relates to your Focus Area

• Weekly Aural and Theory exercises relevant to Focus Area analysis

• Weekly Progress report and plan for next week Focus Area Research


Listening Journal


Listening Journal

• Name the instruments• Detail the Form/structure• Rhythm• Melody• Harmony• Tone Colour• Texture• Instrument techniques• Style?


Key WordsMelody

• Ascending, descending, repetitive, short, long, high, low, wide range, small range, stepwise/smooth, based on a scale, based on a triad, jagged, made up of phrases, uses

• sequences, tonality – scale forms, modal, contour, draw a line-graph of the phrase shape, upbeat, anacrusis, angular contour (leaps), motive, register, unison, chromaticism

Rhythm• Riff, straight, shuffle, jazz, swing, latin, describe note values within a phrase, short rhythmic patterns,

call and response, ostinatos, off beat, notation, time signatures, mixed metres, polyrhythms, dotted rhythms, even, syncopation, tacet, duration, note values, pulse, regular, irregular, repetitive, hemiola, isometric

• Used as – to maintain momentum, as part of the structure/form, ostinato, to provide pulse/beat, to create unity, to create contrast

Harmony• Chord progression, tonality, primary triads, 7ths, altered chords, describe the chords within a phrase,

modulation, consonance, dissonance, resolution


Key WordsDynamics

• Loud, soft, crescendo, decrescendo, diminuendo, fade-out, fade-in, moderately loud, moderately soft, sforzando, smorzando

Tone Colour

• Timbre, warm, cold, shrill, mellow, woody, bright, bleak, dark, light, heavy, percussive, Guitar amp effects, effects units, Powerchords, mute

Texture

• Monophonic, homophonic, polyphonic

Interpretation• Rubato, rallentando, register, Piano pedalling, vibrato, change of register, • Recording techniques – effects, reverberation, mutlitracking, • Ornamentation – trills, mordents, drops offs, smears, pause, harmonics, melismas, scat, • Articulation – legato smooth, semi-legato, staccato, mezzo-staccato, marcato, accents, tenuto,

slides, bends, hammer ons, pull offs, damping, pizzicato, double stop, mute• Tempo – slow, fast, broadly, lively, accelerando, rallentando, ritenuto, ritardando,


Listening Journal

• Describe the different rhythms heard in excerpt 1• Write the different rhythms heard in excerpt 1 that

you have described • Describe the shape of the melody in excerpt 2 • Draw the shape of the melody in excerpt 2• Describe the variations in tone colour throughout the

excerpt• Describe the structural and expressive role of each

instrument in excerpt 2


Listening Journal• Select one instrument, and detail the use of

articulation throughout the excerpt • Write the rhythm of 2 instruments/voices that

performed in excerpt 1, include the articulations • Identify and describe the interpretative decisions you

believe is evident in the pre-recorded work • What expressive elements have been used in the

excerpt and what effect do they have?


Listening Journal

• What style is this piece of Music? Describe why you think it is this style.

• Discuss how the performer’s approached performing

the melody and rhythm to highlight the style. • Discuss how the performer’s approached performing

the melody and rhythm to demonstrate variety within the style.


Listening Journal• Describe the similarities and differences between how

the different instruments are being played. • Describe the similarities and differences between

excerpt 1 & 2 • Describe the similarities and differences with the

rhythms being performed. • Describe the similarities and differences with the

expressive elements used.


Music Language


Highlight the use of key words to extend student language

Technical Work & Exercises

• Students specify one piece of Music from their program• Students state what the key of the Music is• Students write the scale one octave ascending• Students write three technical work scales related to the tonic key• Students highlight one rhythm in this piece• Students write an exercise using the tonic key scale, and the

rhythm • Students design three exercises using the rhythm and

combinations from the scale


Exercises

• Exercises are directly related to their piece of Music• All technical work and exercises are used in practical

sessions• Exercises are designed to enhance the knowledge of

the elements of Music• Students keep a weekly journal of technical work and

exercises• Student knowledge and technical skill is

progressively developed


Assessment Tasks


Unit 3 Assessment Tasks Outcome 3

• Weekly Listening Journal – Elements of Music and stylistic characteristics

• Weekly technical work and exercises documented and rehearsed

• Trial performances and feedback• Discussion and report of characteristics and practices and

other issues that influence interpretation of Focus Area works


Unit 3 & 4 Outcome 3 SAC• 1. Focus Area statement• 2. Performance Program outline• 3. Outcome 3: Performance of technical work and

exercises relevant to the Focus Area and description of how this technical work is informing development of the performance program.

MARKS /5


Unit 4 Music InvestigationTimeline


Unit 4 Timeline

• Week of July 12 Trial performance of Focus Area works, (at least 10 minutes of contrasting works), and technical work and exercises

• Week of July 19 Submit draft of composition/improvisation/arrangement and how this relates to your Focus Area

• Week of August 2 Presentation of technical work and exercises explaining how they have improved your instrumental skills and understanding of the Focus Area


Unit 4 Timeline cont.

• Week of August 10 Creative Work Presentation SAC - Outcome 2: Present and perform a composition, improvisation or arrangement of a music work that uses characteristics, performance techniques and other conventions relevant to the Focus Area AND an explanation of how the work is representative of the Focus Area (written or multimedia or oral)

• Week of September 18 Technical work and exercises SAC (including a written description of how selected performance techniques, technical work and exercises have supported the student as an instrumentalist, and in their preparation of works for Outcome 3)


Unit 4 Timeline cont.• Week of September 25 Performance of at least a 10

minute program of Focus Area works

• Week of September 25 Performance of created work, with explanation on how this relates to Focus Area

• Weekly Aural and Theory exercises relevant to Focus Area analysis

• Weekly Progress report and plan for next week Focus Area Research


eMail Address

[email protected]


music investigation outcome 3 performance (including technical work) on completion of this unit the...

Documents

performance of music

selected group

artistic variation of

selected focus areastrategies

variation of tone relevant

texture of solo works

music investigationoutcome

program of group