Music Investigation – Advice for teachers
MUSIC 2011–2015
Detailed example CREATE A SERIES OF SHORT SECTIONS FOR A WORK IN A CHARACTERISTIC STRUCTURE Students select a form that is typical/representative of works selected for performance. Identify sections of the form – include main and ‘connecting’ or subsidiary sections. Make decisions about aspects of the work such as instrumentation, tonality, time-signature.
• Trial options for adding other elements of music to complete each section. Seek feedback, compare possibilities with sample of works studied in Outcome 1 and/or works being prepared for performance.
Using a notation system appropriate to the music work and, as appropriate, ICT:
• Select preferred option and develop further, for example adding further expressive elements, refining to enhance idiomatic writing or extending music ideas.
• Create a required set of music ideas, for example melody, harmonic progression, key rhythmic motifs.
• Rehearse each section and review/refine as needed to address technical issues and/or further enhance expressive qualities.
• Apply relevant material to form an outline for each section of the work.
Area of study 3: Performance
Outcome 3
Examples of learning activities
Present a performance of music works that communicates understanding of the Focus Area.
sing selected parts of each work in the performance program to develop possibilities for phrasing, articulation, intonation, rhythmic feel and understand different roles/parts transcribe/annotate score for short excerpts showing use of melodic motifs, harmonic rhythm, rhythmic patterns, dynamics, phrasing, pedalling, bowing rehearse ‘unplugged’ rehearse selected instrument lines within an ensemble, for example without drums or just rhythm section or just melody parts undertake performance research: listen, observe, analyse, consult with experts to understand or comprehend conventions of performance appropriate to each work in the program experiment with performance conventions to achieve a creative and engaging interpretation of each work in the program explore possible repertoire to identify works that offer options for a thorough and comprehensive exploration of the Focus Area create a flow chart that shows a purposeful relationship between each work in the program; justify how each work relates to the Focus Area and how the works relate to each other articulate connections between research findings from Outcome 1 and the performance program
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vce study design