Week/ Learning activities/ Teaching and Learning Strategies including P C M A Resources

Sequence assessment for learning.

Ongoing Students will be given time throughout this unit to work on their   
throughout performances and compositions
the unit Students will always be revising the concepts of music in relation to the
focus topic.
In the first five minutes of the lesson students will participate in
classroom composition revision. Some lessons will use worksheets as
the revision activity. (Refer to the recourses at the bottom of the page)
Students will also be reminded of the assessment task from week 2 on.
Week 1 This week will start with an introduction to the unit of music for small  Instruments for the practical activities,
ensembles. percussion and melodic instruments.
Class will be going through what a small ensemble is, while looking at 
different examples of small ensembles from the rock/pop focus.
There will be practical classes that involve students working through 
small activities in table groups. Students will be played small excerpts
from rock/pop groups and bands; they are to use one aspect from the
concepts of music and arrange the excerpt to make it their own on their
tables. This activity will be carried out through the week, each lesson
will have two excerpts and two focus concepts. Students must
implement improvisation. Sheet music for Gotye ‘Somebody That I Use
For example, the two focus concepts for lesson 2 will be pitch and    To Know’, Bars 3 to 10.
duration. Class will listen to the first eighteen seconds of Gotye’s https://musescore.com/user/11778241/scores/2895891
‘Somebody That I Use To Know’, and re arrange the melody within the
same key and use different note values to create variation in the
rhythm within the time signature. Sheet music will be given as stimulus
and the song will be played to the class multiple times.
They will have fifteen minutes per excerpt to arrange, rehearse and
perform their arrangement in their table groups (these activities will be
one or two bars).
The purpose is to get students into a composer’s mindset and using 
 aspects from the concepts of music to compose pieces that they will
eventually expand on in their focus topic.
Students will be told of the assessment task due in week 6. Specify the
weighting and what is expected of them.
Student homework is to find a rock/pop small ensemble and describe 
the genre of music they perform, how many people are in that group,
what instruments do they play, describe why you find this group
interesting.
This homework can provide the teacher with student interests
Week 2 Break down the concepts of structure and instrumentation in rock/pop Aural listening examples. (Instrumentation
small ensembles, using aural activities the examples will be those that and structure)
the students found in their homework.   Australian Crawl - Oh No Not You Again (1981)
Students will then create groups/bands within the class, they will be https://www.youtube.com/watch?v=1hpzRJCZ0oE
working with these groups throughout the unit of work. (students
should build their groups/bands using different types of musicians in Powder finger - These Days
https://www.youtube.com/watch?v=7XaSm9-r_4U
the class.
Bands will be organised depending on the students preferred Delta Goodrem - Born to Try
instrument, if there is a group of drummers and a group of bass players https://www.youtube.com/watch?v=qTBOJ71ypRw
we will mix and match.
Developing students understanding in compositional techniques, both Jessica Mauboy - Never Be the Same
traditional and non-traditional. Students will use these techniques in https://www.youtube.com/watch?v=20Z_U1DLTyg
drafting and creating their compositions. 
"Battle Scars" Lupe Fiasco & Guy Sebastian
Students will be reminded of their individual composition portfolio that https://www.youtube.com/watch?v=e1OTWjNnFWE
they will need to submit in the first lesson of week six Notation software
Students will compose pieces for small ensembles using notation
software, then transfer the music into a DAW (digital audio works Digital audio workstation
station) available at the school, students will work on creating their  
Computer lab
pieces using the software, with reference to their compositions. The
piece they create will be the piece for their performance, and the final
product of their composition portfolio. Students will be working in their
ensembles to compose their individual role.
Week 3 In this week’s concept revision students will look at tone colour, Instruments
dynamics and expressive techniques, implementing these concepts into Access to computers for research
 their compositions.  
This week students will study the evolution of rock/pop small Kahoot quiz for revision
ensembles and the impact of technology. This includes effect pedals, 
digital sound, synthesizer, and musicology aspects such as social
platforming and the music industry. From a historical/political
perspective, we will briefly discuss and look at some examples of
musical movements created by small ensembles from the focus topic.
Students will also be given time to work on their pieces and
compositions.
Revise the concepts of music in reference to the impact of technology 
in music.
Week 4 This week will be focussed on the performances and composition  
progress, students are asked to present their progression in class during
their practical time.
Each ensemble will have teacher mentoring opportunities. Students will
take this time to example the progress of their compositions and have
small discussions with the class and teacher on their choice of
instrumentation, characteristics, and sound in relation to the focus
topic.
Week 5 Classroom will work on performance and composition assessment   
Will also ask students to display their progress so far to the rest of the
class.
Week 6 Assessment due date:   
Each student will be asked to submit their composition portfolio in the
first lesson and will perform their pieces at the end of the week.
Students will have rehearsal time throughout the week to prepare for
their assessment
Assessment Details Outcomes

Part A 10% - Students are to hand in a progress portfolio compiled of both traditional P1 performs music that is
and non-traditional compositional techniques used in drafting their compositions. A characteristic of the topics
final product will be composed on the notional software and an MP3 file with the studied.
audio will also be submitted with the portfolio. P3 improvises and creates melodies, harmonies and rhythmic
 - This piece must be 24 – 32 bars long. accompaniments for familiar sound sources reflecting the cultural
- Must have rhythm, melody, harmony, percussion, and syncopation and historical contexts studied.
- MP3 Audio file P2 observes, reads, interprets, and discusses simple musical
- Notation file scores characteristic of topics studied.

Part B 5% - Students are to perform their piece written for their small ensemble.