This assessment gathers evidence of learning for the following Essential Learnings: The Arts Essential Learnings by the end of Year 9 Ways of working Students are able to: make decisions about arts elements, languages and cultural protocols in relation to specific style, function, audience and purpose of arts works create and shape arts works by manipulating arts elements to express meaning in different contexts modify and refine genre-specific arts works, using interpretive and technical skills present arts works to particular audiences for a specific purpose, style and function, using genre specific arts techniques, skills, processes and cultural protocols reflect on learning, apply new understandings and justify future applications. Knowledge and understanding Music Music involves singing, playing instruments, listening, moving, improvising and composing by manipulating the music elements to express ideas, considering specific audiences and specific purposes, through sound. Duration, beat, time values and metre are used to create and vary rhythm. tonalities, scales and intervals are used to create and vary the horizontal arrangement of sound. Tonalities and harmonies are used to organise music in different vertical arrangements. Contemporary, traditional and genre-specific musical forms are used to structure music. Interaction between the linear and the vertical arrangement of music is used to create the texture or density of sound. Vocal, instrumental, electronic and sound sources have characteristic sound qualities (tone colour) that can be altered through methods of production and manipulation. Relative softness and loudness of sounds, and digital and electronic devices, are used to change dynamic levels and expression of music. Assessable elements Knowledge and understanding Presenting Responding Reflecting Source: Studies Authority 2007, The Arts Essential Learnings by the end of Year 9, QSA, . Listed here are suggested learning experiences for students before attempting this assessment. Explore and listen to a variety of blues songs. blues songs in a social and historical context. Learn about the blues genre.
Sample implementation plan This table shows one way that this assessment can be implemented. It is a guide only — you may choose to use all, part, or none of the table. You may customise the table to suit your students and their school environment. Suggested time Student activity Teacher role Setting the scene 1 lesson Watch a blues performance and determine the key musical elements of a successful blues performance. Form small groups of 3–4, choose a blues song to perform, decide which instrument each student will play and what role each student will have (e.g. bass line, chords, melody). Play a blues recording and guide students’ listening to determine the essential musical elements used in a blues performance. student groupings ensuring that each group will be able to produce a balanced performance incorporating bass line, chords, melody and instrumental fillers. Consider how more experienced performers can be challenged. Clarify performance goals. Section 1: Rehearsal reflection 3–4 lessons (May vary depending on students and the difficulty of the performance pieces.) Revise performance goals in the Student booklet. Set clear group goals, rehearse individual parts and gradually layer them together. Improvise and experiment with different combinations of musical elements that ensure the song has a distinctly blues flavour. Ensure students know the meaning of all musical terms and encourage them to use these terms when writing in their rehearsal diary. Assist students in setting clear rehearsal goals. Supervise students’ use of instruments and group participation. Encourage students to experiment with improvisation as well as musical elements (e.g. dynamics and phrasing). Give regular feedback. Section 2: On stage Dependent on number of groups Perform their rehearsed songs for an audience. Remind students of performance and audience etiquette. Encourage confident participation. Section 3: Performance reflection 1 lesson (Could be completed as out of class work) Evaluate and reflect on their performance after watching or listening to a recording of their group’s performance. Encourage students to use music language in writing their reflections.