Music 7–10 syllabus support
Technology in music
Overview
The new Music Years 7-10 Syllabus requires students to engage in the use of
Information and Communication Technologies (ICT) in both the mandatory and
elective courses. It recommends integrating computer-based notation and
performance software into performing, composing and listening activities.
The suggested range of technologies include:
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•
•
•
•
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sequencing programs for composition and performing
MIDI files and MP3s for file sharing
the internet as a tool for research and learning
word processing for preparing reports and reviews when studying music
creation of digitally generated and manipulated music
use of multimedia to create presentations with graphic and auditory components.
The following six lessons are written for Stage 4. They reflect a range of musical
contexts and illustrate some of the ways in which technology can be incorporated
into a teaching program.
Lesson
Topic / concept
Technology
African music
Music of a culture
Composition & sequencing.
The blues
Jazz
Creating a backing track, MIDI
files, improvisation, performance.
Dance music
Popular music
Digital manipulation and
generated music, loops.
Birthday composition
Pitch
Composition, sequencing &
notation software.
Popular music in the
1990’s
Australian music
Multimedia / CD-ROM for
research and listening.
Short films
Music for radio, film,
television and multimedia
Internet, graphics, audio files,
multimedia software.
Curriculum K-12 Directorate, NSW Department of Education and Training.
1
Music 7–10 syllabus support
MUSIC OF A CULTURE
African Music
This lesson is working towards the achievement of the following outcomes.
A student:
4.2 performs music using different forms of notation and different types of
technology across a broad range of musical styles
4.6 experiments with different forms of technology in the composition process
4.10 identifies the use of technology in the music selected for study, appropriate to
the musical context.
Duration: 2 X 40 minute lessons
Resources:
• Computer
• Sequencing software (Music Master / Cubase / or shareware downloadable from
internet site www.sharewaremusicmachine.com)
• MIDI keyboard
• Worksheet – African music (see attached).
Procedure:
Distribute worksheet to students and work through together.
•
•
•
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Features of African music – ostinato, syncopation, polyrhythmic and
pentatonic.
Tone colour / instrumentation – balophon, kora, kalimba, drums, rattles,
scrapers and bells.
Composing - rhythms for percussion (3) and pentatonic ostinatos (2)
Software – using sequencer to record, notate and perform compositions.
Curriculum K-12 Directorate, NSW Department of Education and Training.
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Music 7–10 syllabus support
AFRICAN MUSIC
African music is very important in many aspects of African life. Many communities
have no written language and depend on music to preserve their culture. Stories of
past events, moral teachings and religious beliefs are passed on from one
generation to the next through song and dance. Music is also used for
entertainment, to accompany work and for ceremonial occasions.
Features of African music
1. Define the following musical terms:
Ostinato
Syncopation
Polyrhythm
Pentatonic
2. Write the pentatonic scale in C using the treble clef:
African instruments
3. Name the following African instruments and the family to which they belong:
Instrument:
Family:
Instrument:
Family:
Instrument:
Family:
Instrument:
Family:
Instrument:
Family:
Instrument:
Family:
Curriculum K-12 Directorate, NSW Department of Education and Training.
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Music 7–10 syllabus support
Composition activity
Using the computer, MIDI keyboard and software, compose a song for an
African ensemble.
1. Select five African sound sources / instruments from those available in the
sequencing software. Two of these instruments must be tuned, while the
other three will be untuned. List your choices below.
Instrument A - _______________________
Instrument B - _______________________
Instrument C - _______________________
Instrument D - _______________________
Instrument E - _______________________
(untuned)
(untuned)
(untuned)
(tuned)
(tuned)
2. Notate a two bar rhythmic ostinato (using some syncopation) for instruments
A, B & C.
Instrument A
Instrument B
Instrument C
4
4
4
4
4
4
3. Notate a two bar pentatonic ostinato (in C) for instrument D & E.
Instrument D:
Instrument E:
4. Open the sequencing software. Assign instruments A to E onto separate
tracks 1 to 5. You may need to set your midi channel to 10 on some tracks if
they are untuned percussion.
5. Record each of the ostinatos onto the tracks. Quantize each track to bring
it all into time. Remember to save your work regularly!
6. You may like to include a title and performance directions for your
composition. Print a score of your composition.
7. Use your file to perform your composition for the class.
Curriculum K-12 Directorate, NSW Department of Education and Training.
4
Music 7–10 syllabus support
Jazz
The blues
This lesson is working towards the achievement of the following outcomes.
A student:
4.3
4.4
4.7
4.8
performs music in a range of musical styles demonstrating an understanding of
musical concepts
demonstrates an understanding of musical concepts through exploring,
experimenting, improvising, organizing arranging and composing
experiments with different forms of technology in the composition process
demonstrates an understanding of musical concepts through aural identification
and discussion of the features of a range of repertoire.
Duration: 2 X 40 minute lessons
Resources:
•
Computer
•
MIDI keyboard
•
Band in a Box
•
Sequencing software (Music Master / Cubase / or shareware downloadable
from Internet site www.sharewaremusicmachine.com)
•
Worksheet – (see attached)
Procedure:
Handout worksheet to students and work through together:
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Discuss the origins of the blues.
Write out a 12-bar blues progression in D.
Follow steps 1–7 to create a chordal accompaniment in Band in a Box
Follow steps 8–13 to improvise and record a melody in the D blues scale, over
this accompaniment.
Students play their composition to the class.
Curriculum K-12 Directorate, NSW Department of Education and Training.
5
Music 7–10 syllabus support
THE BLUES
The blues was a type of music developed by African-American slaves. Blues
songs were often sung by black minstrels and were originally sad and slow. Blues
songs used a set form and chord progression. They were sung to a particular
scale with much expression.
Notate the 12 bar blues chord progression in D below.
D
Creating the blues progression
1.
2.
3.
4.
5.
6.
7.
Open Band in a box by double clicking on the icon.
Type in the blues progression in D as above.
Make the program repeat this progression 2 times.
Choose an appropriate jazz/swing style for your composition.
Create a MIDI file of this song by clicking on the .MID icon
Name and save your file in your folder on the server.
Close Band in a Box.
Improvising the melody
8. Open the sequencing software and load your saved MIDI file.
9. Create a new track and choose an appropriate sound source for the
improvised lead. You may also like to adjust the tempo.
10. Play the chord progression and improvise along with the accompaniment using
the blues scale in D. Write it on the stave below.
11. When comfortable with your performance, arm the record function and
record your improvised solo.
12. Save your file as a MIDI file.
13. Play your composition to the class.
Curriculum K-12 Directorate, NSW Department of Education and Training.
6
Music 7–10 syllabus support
POPULAR MUSIC
Dance music
This lesson is working towards the achievement of the following outcomes.
A student:
4.1
4.4
4.5
4.6
4.8
performs music in a range of musical styles demonstrating an understanding of
musical concepts
demonstrates an understanding of musical concepts through exploring,
experimenting, improvising, organising arranging and composing
notates compositions using traditional and/or non-traditional notation
experiments with different forms of technology in the composition process
demonstrates an understanding of musical concepts through aural identification
and discussion of the features of a range of repertoire
Duration: 2 X 40 minute lessons
Resources required:
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•
•
Computer & soundcard
ACID Music Xpress (free download and some loops available at
www.acidplanet.com)
Worksheet
Procedure:
Work through the worksheet with the class.
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•
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Discuss characteristics of popular dance music
Discuss texture and structure and its use in dance music
Using ACID, select a number of loops and compose a piece of dance music (see
steps 1–8).
Curriculum K-12 Directorate, NSW Department of Education and Training.
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Music 7–10 syllabus support
POPULAR MUSIC
Much of today’s popular dance music is made up of layers of sound. It also
uses short, repeated melodic motifs and rhythms (ostinatos).
Composition task:
‘Compose a piece of dance music – minimum 32 bars in length.
‘Use at least 4 layers of sound (bass, percussion, harmony & melody)
‘Create textural variety through staggering the entries and exits
‘Create a sense of structure – eg. Ternary (ABA).
PROCEDURE:
1. Open ACID music from the icon.
2. Open loops from either CD ROM or hard drive destination.
3. Browse loops by genre in the Explorer window. Select loops that are
typical sound sources used in this style of music.
4. When you have chosen a loop to insert into your composition, rightclick on the file and simply drag it to the track view. You can alter the
length of these loops by using the draw tool (pencil) and dragging them
longer or shorter. Use the eraser to delete sections that are not
required.
5. Continue this process of adding layers of sound. Be sure not to use too
many layers, as they will become incoherent and unmusical.
6. Your composition must have a sense of structure – binary or ternary.
You may achieve this by inserting new rhythmic or melodic ideas or you
may change the texture.
7. Saving your project – Select save as, enter your file name, select save.
8. Draw a graphic diagram indicating your layers of sound and how they
have been used in your composition e.g. bars 1-12
1
1
0
2
0
Voice
Synth
Bass
Kit
9. Submit the recording and graphic diagram for marking.
Curriculum K-12 Directorate, NSW Department of Education and Training.
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Music 7–10 syllabus support
MUSICAL CONCEPT
Pitch
This lesson is working towards the achievement of the following outcomes:
A student:
4.3 performs music using different forms of notation and different types of
technology across a broad range of musical styles
4.4 demonstrates an understanding of musical concepts through exploring,
experimenting, improvising, organizing arranging and composing
4.8 experiments with different forms of technology in the composition process
4.10 identifies the use of technology in the music selected for study, appropriate to
the musical context.
Duration: 3 X 40 minute lessons
Resources required:
•
•
•
•
Computer
Sequencing software (Music Master / Cubase / or shareware downloadable from
Internet site www.sharewaremusicmachine.com)
MIDI keyboard
Worksheet (see attached).
Procedure:
Work through the worksheet with the class.
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•
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Have students write in their date of birth
Using a student’s birthday, demonstrate how numbers can be transferred to pitch
Discuss compositional devices such as use of register, retrograde,
augmentation, diminution, and ostinato. Have students notate their original motif
using these devices.
Have students select a solo instrument and check its range.
Students notate their composition (firstly by hand), within the guidelines given.
Students record their composition using sequencing software. Encourage
students to compare the written score and computer generated score for
accuracy.
Edit computer generated score to include appropriate dynamic and expressive
markings.
Students complete a self evaluation of their composition (see attached)
Students submit the original hand notated score, computer score and recording
for assessment.
Curriculum K-12 Directorate, NSW Department of Education and Training.
9
Music 7–10 syllabus support
Birthday Compositions
Follow these instructions to create a musical composition using the numbers of
your birthday.
1. Write your birthday e.g. 25/12/90 _______________________________
These numbers will become the basis of your composition.
2. Using the following musical code, transfer your birthday numbers into a
musical motif on the stave below. Use crotchet beats.
A
1
Bb
2
B
3
C
4
C#
5
D
6
Eb
7
E
8
F
9
F#
10
G
11
G#
12
2. Try manipulating your original motif in the following ways.
(a) Change the register of some notes by moving them up or down an octave.
(b) Retrograde – write your original motif backwards.
(c) Augmentation – the note values of the original form are doubled.
(d) Diminution – reducing the duration to a smaller value than the original
form.
(e) Ostinato – the motif is repeated continuously.
Curriculum K-12 Directorate, NSW Department of Education and Training.
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Music 7–10 syllabus support
3. Choose the solo instrument you will compose for (e.g. flute, clarinet,
saxophone, trombone, violin etc.)
My composition will be for the _____________________ .
4. Using
-
the manuscript below, compose a piece of music that is:
a minimum of 16 bars in length
begins and ends with the original “birthday” motif
uses the retrograde motif at least once
uses augmentation, diminution and ostinato of the motif.
4. Using the computer, keyboard and sequencing software, record your
composition as notated above.
5. When editing your computerized score, be sure to include expression
markings in appropriate places.
6. Complete a self-evaluation of your composition.
7. Submit your handwritten score, computer score and recording to be marked.
Curriculum K-12 Directorate, NSW Department of Education and Training.
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Music 7–10 syllabus support
Self evaluation
1. What compositional techniques did you use to create this composition?
2. What did you find most challenging about this composition task?
3. The strengths of my composition were:
4. The areas I will need to improve next time are:
5. My scores were successful for the following reasons:
Overall I rate my composition as being:
1
Poor
2
3
Satisfactory
4
5
Excellent
NAME:___________________________ CLASS:________
Curriculum K-12 Directorate, NSW Department of Education and Training.
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Music 7–10 syllabus support
AUSTRALIAN MUSIC
Popular music in the 1990s
This lesson is working towards the achievement of the following outcomes:
4.8 demonstrates an understanding of musical concepts through aural identification
and discussion of the features of a range of repertoire
4.10 identifies the use of technology in the music selected for study, appropriate to the
musical context
Duration: 1 X 40 minute lesson
Resources required:
•
•
•
Computer & soundcard
Real Wild Child CD-ROM distributed to all schools. Check your school library or council
library. Additional copies available at ABC shops.
Worksheet (see attached).
Procedure:
Work through the worksheet with the class.
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Explain the procedure for loading the CD-ROM
Read through the questions and discuss any unfamiliar terms
Set time-limit for completion
Students can either submit responses to the teacher for marking as a research task
OR it could be marked as a class together.
Curriculum K-12 Directorate, NSW Department of Education and Training.
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Music 7–10 syllabus support
Australian Popular Music in the
1990s
PROCEDURE:
1. Insert CD-ROM into drive.
2. Double click on My Computer, then the CD-ROM icon
3. Click on the RWC.exe icon
4. Click screen to skip the intro
Rwc.exe
5. Find the Garage and click to enter………………….
ELECTRONIC GARAGE LAND
Use the CD-ROM to answer the following question about Australian music in
the 1990s.
1.
Name five styles of music that competed for radio air time in the 1990’s.
__________________________________________________________
__________________________________________________________
2. Name the female artist who left Young Talent Time in 1983 to pursue a solo
career? Which two musicals did she tour with in the early 90’s?
__________________________________________________________
__________________________________________________________
3. Which Torres Strait Islander had a hit with My Island Home?
__________________________________________________________
4. Who was Australia’s first superstar in Asia?
__________________________________________________________
5.
What new home recording technology was introduced?
__________________________________________________________
__________________________________________________________
6.
What were the names of the duo who were Savage Garden?
__________________________________________________________
__________________________________________________________
7. Which Australian band made a technology-first, by launching their self-titled
album, in a radio and internet simulcast?
Curriculum K-12 Directorate, NSW Department of Education and Training.
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Music 7–10 syllabus support
__________________________________________________________
8. Which band, did Aboriginal school teacher Mandawuy Yunupingu form? Name
the important award did he received in 1993?
__________________________________________________________
9. Listening: Treaty. Find the musical excerpt and answer these questions.
(a) What traditional features of aboriginal music are evident in this song?
______________________________________________________
(b) What is the time signature? ________________
(c) The clapsticks are playing a repeated rhythm. This is called a
__________. Can you notate this rhythm?
10. At the 1994 ARIA awards, who won best album, best single and song of the
year?
_________________________________________________________
11. When did dance music get its own award category at the ARIA’s? Which band
won the first award in this category?
__________________________________________________________
12. What is the band name “d.i.g” an abbreviation for? What styles of music do
they play?
__________________________________________________________
__________________________________________________________
13. How many members make up the band Silverchair? What instruments do they
play? (Listen to the musical excerpt to check your answer).
__________________________________________________________
14. How has the Internet changed the musical world?
__________________________________________________________
__________________________________________________________
15. Who is Mark Lizotte better known as?
__________________________________________________________
14. What was the BDO? When did it first occur and how has it changed?
__________________________________________________________
__________________________________________________________
__________________________________________________________
IF YOU FINISH EARLY, TRY THE BRAINBUSTER QUIZ AND SEE HOW MUCH YOU KNOW
ABOUT AUSSIE MUSIC!
Curriculum K-12 Directorate, NSW Department of Education and Training.
15
Music 7–10 syllabus support
Music for radio, film,
television & multimedia
Short films
This lesson is working towards the achievement of the following outcomes:
4.6 experiments with different forms of technology in the composition process.
4.10 identifies the use of technology in the music selected for study, appropriate to the
musical context
Duration: 8 X 40 minute lessons
Resources required:
• Computer & soundcard
• Internet for sourcing images and sound effects.
• Video Factory software or similar video software eg. Sreenblast ACID 4.0, Adobe
Audition 1.5
• Worksheets (see attached).
Procedure:
• Students use visual stimuli to write a story about their encounter in a Haunted House
• Students create a storyboard of images based on their story. This requires internet
access and access to a word processor.
• Students download sound effects to accompany the storyboard. Internet access
required.
• Using Video Factory students create a short film using the images and sound effects
already downloaded from the Internet. (see worksheet for steps).
• Students burn final project to CD to take home.
Curriculum K-12 Directorate, NSW Department of Education and Training.
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Music 7–10 syllabus support
1. Write a story about your visit to the haunted house.
Curriculum K-12 Directorate, NSW Department of Education and Training.
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Music 7–10 syllabus support
NAME:_______________________________CLASS:____________
Curriculum K-12 Directorate, NSW Department of Education and Training.
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Music 7–10 syllabus support
Creating a story board
A storyboard is a series of pictures that outlines the scenes of a film.
Your Haunted House story is now the plot for your short film. To create a
storyboard for your short film you need to follow the steps below.
1. Write a scene outline below, indicating what image is required to accompany
the plot from beginning to end. Remember that the scenes must follow the
order of your story. You may require 20+ images to tell your story scene by
scene.
Example:
Scene 1 – the house
Scene 2 - cat on step
Scene 3 – the door
Scene 4 – the foyer
Scene 5 – spiders
Scene 6 – the internal staircase
SCENE
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
IMAGE
Curriculum K-12 Directorate, NSW Department of Education and Training.
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Music 7–10 syllabus support
2. Find images which illustrate your story. You may find some by going to
www.google.com, selecting images, and typing in a description of an image you
are looking for e.g. haunted house. If you save images from the internet, you
should check the copyright requirements.
3. Label the images in your file, named appropriately so you can place them in
order with ease.
4. Using a word document, create your storyboard by inserting a table and
copying your pictures in order, scene by scene.
5. Print your storyboard and submit it with your story for marking.
Sound effects
Curriculum K-12 Directorate, NSW Department of Education and Training.
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Music 7–10 syllabus support
Sound effects
Sound effects are vital for any film track. They enhance the scene and make it
appear more real.
1. With reference to your storyboard, list the sound effects required for each
scene below. You may require several sounds per scene.
Example:
SCENE 1 – wind, dog howls
SCENE 2- footsteps, cat meow
SCENE 3 – door creaks open &slams closed
SCENE 4 – wind chimes, dog howl, scurrying
SCENE 5 – human scream
SCENE 6 – creaking steps
SCENE
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
SOUND EFFECTS
2. Go to a sound effects site on the internet (www.stonewashed.net/sfx.html)
and download required sound effects into your folder. These effects can be
either in wav or mp3 formats. You will need these for the next task!
Curriculum K-12 Directorate, NSW Department of Education and Training.
21
Music 7–10 syllabus support
Creating a short film
Using computer software, you are going to create a short film by combining both
the images and sound effects you have compiled in earlier tasks.
Follow these steps:
1. Open Video Factory from icon on desktop
2. Click close to the tutorial
3. Find your file in the Windows docking area (bottom left)
4. To upload your storyboard images onto the screen:
• Click on your first storyboard image and drag it to the beginning of the
second track of the time line (the Video track)
• Click and drag your second picture and place it next to the first.
• Continue to do this until all of your storyboard images are uploaded in
order.
• Remember to save your work regularly as a Video Factory file.
• To view your pictures as a sequence, click the play button on the
transport bar.
5. For special fade in/fade out effects:
• There are blue triangular markers on corners of each image as you move
the mouse over them. The left triangle in for fading in and the right is
for fading out.
• Move the triangular markers in or out on the corner of an image by left
clicking and dragging the corner.
• Press play and preview your silent film.
6. To upload your sound effects:
• Click on the first sound effect for the first image and drag it to the
beginning of the fifth track (Sound Effects track)
• Click and drag the second sound effect and place it in the appropriate
place on the time line to so that it is heard with the correct image.
• This may take some time to sequence both the pictures and sound
effects.
• Press play and preview your film.
• Remember to save your work regularly as a Video Factory file.
7. When complete, your project needs to be rendered so it can be burnt to CDROM for you to take home and play on your home computer.
• Select file – Render As
• Type in the file name, save as type Video for Windows .avi in your folder
• Save. This will begin the rendering process, which may take some time
depending on the size of the file.
• Burn your file to CD and take your movie home for family viewing.
8. Play your movie for the class.
Curriculum K-12 Directorate, NSW Department of Education and Training.
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