Sample course outline Music – General Year 11 Unit 1 – Sample course outline (exemplified for performance practical component) Week Written component Practical component Aural and Theory Composing and arranging Investigation and Analysis Performance 1–3 Teachers should integrate music learning across all aspects of the course through the selected context, including performance where possible. Opportunities should be provided for integrated tasks which incorporate two or more assessment types. Rhythm introduce note values , ,, use a range of labels and identifying symbols (e.g. crotchet, ¼ note, ta, I ) simple time signatures, correct rhythmic grouping, bar lines echo clapping, rhythm clocks, beat/rhythm coordination activities, simple dictations Pitch C major pentatonic sing/play back and notate simple pentatonic pitch patterns in C major 2nd and minor 3rd as occurring in C major pentatonic scale, ascending only Theory introduce rhythmic note values , ,, use a range of labels and identifying symbols (e.g. crotchet, ¼ note, ta, I ) simple time signatures beat/subdivision exercises provide bar lines and/or time signatures in given extracts, rhythmic regrouping treble clef and note names write C major pentatonic scales in treble clef identify and write major 2nds and minor 3rds ascending only in treble clef Composition (rhythm/melody writing) simple rhythm compositions, 2–4 bars add pentatonic notes to rhythmic compositions or given 2–4 bar rhythm pattern Introduction to context/culture, selected genre/style or era/period discussion of the main characteristics and features of the context/culture, genre/style or era/period selected for study listen to key works by important composers/artists and discuss main musical characteristics e.g. form and structure, use of thematic material, instrumentation and orchestration, texture, dynamics, rhythmic, melodic and harmonic elements Outline assessment requirements for the semester in consultation with instrumental teachers and/or composition portfolio/production project supervisors/teachers.
14–15 Rhythm simple 2–4 bar dictations in simple time signatures, treble and bass clef, include anacrusis/up-beat/pick-up identify and correct at least one rhythmic discrepancy in a short musical example Pitch revise all intervals (m2, M2, m3, M3, P4, P5, P8ve) in isolation and as part of a melodic excerpt 2–4 bar melodies on stipulated scales in treble and bass clef identify and correct at least one pitch discrepancy in a short musical example Chords simple chord progressions in C major, root position, I, IV and V in treble and bass clef identify chord changes in simple melodies using I, IV and V in C major Aural analysis recognition of music elements, form (binary or ternary), compositional devices (pedal), instruments and instrumental techniques Week 15: Task 5 – Aural and theory test (6%) Theory harmonise a melody using primary triads visual analysis of given score identifying form, compositional devices, intervals, chords, scales, dynamics and expressive devices and simple music terms Melody writing compose a 4–8 bar melody for a given chord progression, using primary triads write a contrasting B section for a given A section to create a ternary form composition Complete analysis of selected works and comparative analysis tasks using familiar and unfamiliar examples Revision of Semester 1 Week 15: Task 6 – Aural and visual analysis test (4%) Unit 2 – Sample course outline (exemplified for performance practical component)