VCE
MUSIC INVESTIGATION
Units 3 and 4
INTRODUCTION
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TO
MUSIC INVESTIGATION
Further develop your music performance skills but
in a context of their own choice
60% of the final assessment is on performance
May do an AMEB or equivalent music examination
around this time
Builds on knowledge and skills developed over
VCE Music Performance Units 1-4
This is a new accredited subject available from
2011.
FURTHER DETAILS
 Focus
Area- skeleton of the whole course
 THREE
Outcomes:
1. Investigation
2. Composition/arrangement/improvisation
3. Performance areas of study
Aural and theoretical musicianship skills are
developed across all areas of study
WORKS SELECTED
FOR STUDY
At least TWO works
 At least ONE work from Prescribed List of Notated
Solo Works from VCAA
 All works must relate to the Focus Area
 The program should represent a diversity of
character
 Unit 3 Outcome 3- about 15 minutes

QUESTIONS
TO ASK BEFORE YOU START

What thread or topic of music would make my
music research and performance program
interesting and challenging?

What are my strengths in music I already can
perform and how can I build this into a research
topic and performance program with a wide
variety of styles and characters?

What new technical work do I need to set in order
to achieve the new styles and characters?
QUESTIONS
TO ASK BEFORE YOU START

How can I give the research focus so it is
manageable?

What characteristic and style can I use to complete
a creative organisation of sound task?
(composition/arrangement/improvisation)
AREA
OF
STUDY 1: INVESTIGATION

Select a Focus Area

Use aural comprehension, music theory and general
musicianship knowledge and skills as they listen
critically to recordings of performances and
examine relevant texts including musical scores.

Analyse aurally and visually, a sample of music
works that includes works selected for performance
to gain a broad understanding of stylistic and
structural characteristics.
AREA
OF
STUDY 1: INVESTIGATION (CON’T)

develop knowledge of relevant influences on the
works that are representative of the Focus Area

use appropriate music terminology and language
to describe and discuss characteristics of selected
works.
AREA OF STUDY 2:
COMPOSITION/IMPROVISATION/ARRANGEMENT

Apply research findings from Outcome 1

Create a folio of composition of arrangement
exercises, sketches, or recorded improvisations that
demonstrate understanding of the Focus Area

Undertake a variety of composition/
improvisation/ arranging tasks to explore
characteristics typical of the a sample of works
studied in Outcome 1 and works selected for
performance.
AREA OF STUDY 2:
COMPOSITION/IMPROVISATION/ARRANGEMENT
(CON’T)

Develop an understanding of the influence of
idiomatic instrumental techniques, performance
conventions, the skill levels of performers and other
practical considerations that may have an impact on
the compositional process.

Create a score or recording that can be used to
prepare and present a performance of selected
exercises.

Discuss characteristics of their completed exercises
in relation to research findings from Outcome 1.
AREA
OF
STUDY 3: PERFORMANCE

Plan, rehearse and perform a program of works
representative of the selected Focus Area.

Develop relevant instrumental and performance
techniques and apply performance practices to
build their expertise as performers.

Consolidate their ability to present musically
engaging performances using the performance
practices and conventions relevant to their selected
Focus Area
AREA
OF
STUDY 3: PERFORMANCE (CON’T)

Through regular performance in a variety of
contexts, they explore ways of expressively shaping
their chosen works and develop their ability to
communicate their artistic intentions to an
audience.

Extend their instrumental skills through regular
practice and explore ways to develop empathy and
other ensemble skills through rehearsal with other
musicians, as appropriate.
AREA
OF
STUDY 3: PERFORMANCE (CON’T)

Refine their understanding of ways to expressively
shape their chosen works by applying research
findings from Outcome 1 regarding stylistic
characteristics, performance techniques, practices
and conventions, and approaches to interpretation

Explore possibilities for performance of each work
in the program

Develop interpretations that balance relevant
personal, stylistic, practical, technological, historical and
cultural influences.
AREA

OF
STUDY 3: PERFORMANCE (CON’T)
Study of technical work and exercises supports
students as they develop their performance
program and their overall ability as performers
OUTCOMES FOR UNITS 3
MUSIC INVESTIGATION
AND
4
OVERALL FINAL ASSESSMENT
Unit 3 SAC
25%
Final Assessment
Unit 4 SAC
100%
25%
End-of-year
Performance
Examination
50%
UNIT 3 OUTCOMES
Outcomes
Assessment Tasks
Marks Allocated
Outcome 1
Demonstrate understanding of
performance practices, context(s) and
influences on music works
Present a report that discuss characteristics,
techniques and performance practices of
works representative of a Focus Area
20
Outcome 2
Compose, improvise and/or arrange and
discuss music characteristics and
performance practices
A portfolio of
compositions/improvisation/arrangement
exercises that demonstrate understanding of
the Focus Area
S/N task
Performance of selected exercises
Outcome 3
Present a performance of music works
that communicates understanding of the
Focus Area
Discussion of characteristics of the completed
exercises in relationship to research findings
from Outcome 1
Performance of technical work and exercises 5
relevant to the Focus Area and describe how
the technical work assist with the
development of the performance program
Prepare a recital performance between 10
and 15 minutes
S/N task
TOTAL MARKS
25
UNIT 4 OUTCOMES
Outcomes
Assessment Tasks
Marks Allocated
Outcome 1
Prepare a two-minute introduction to each work in the
S/N task
Evaluate and present their interpretive performance program, outlining its connection to the Focus Area
approach to a program of music works
Evaluations of performances of works
Present a printed performance program
Outcome 2
Present a composition, improvisation or arrangement of a music
20
Compose, improvise and/or arrange
work that uses characteristics, performance techniques and other
and perform a music work and discuss conventions relevant to the Focus Area.
the use of music characteristics
An explanation of how the work is representative of the Focus Area.
instrumental techniques and
The explanation may be in one or more of the following formats:
conventions in the work
written, oral or multimedia
Outcome 3
Demonstrate artistic intent and
understanding of the Focus Area in a
cohesive and engaging performance of
music works.
Demonstration of performance techniques, technical work and
exercises relevant to preparing for performance of a program of
works that relate to the Focus Area, and discussion of how this
technical work relates to the Focus Area.
5
Performance of a program of selected works that demonstrates
application of individual and, as appropriate ensemble, technical,
stylistic and expressive techniques and performance conventions to
communicate artistic intent in performance of works that are
representative of a Focus Area, of a duration between 10 and 15
minutes.
S/N task
Performance of at least four contrasting works that relate to the
S/N task
Focus Area which underpin the study in Units 3 & 4 of a duration of
25 minutes and presented with a printed performance program with
a Focus Statement.
TOTAL MARKS
25
PERFORMANCE OPPORTUNITIES
(DRAFT ONLY)
IN
2011
Term 1
• Visit to Mercy Place
• End-of-term Assembly
Term 2
• Senior Music Soiree
• Outcome 3 Performances
• End-of-term Assembly
Term 3
• Production
• Visit to Mercy Place
• End-of-term Assembly
• Outcome 3 Performances
Term 4
• VCE Recital Performance
• Awards Night
BRAINSTORMING
OF IDEAS FOR
FOCUS AREA
Repertoire
for Solo
Performance
in 2010
Repertoire
for leisure
in 2010
My
weakness
My
strength
Focus
Area
Favourite
band/music
ian/
composer
Area of
interest
Favourite
genre
OUTCOME 2 WHICH
ONE(S) SHOULD
I
Composition
Improvisation
Arrangement
CHOOSE?
COMPOSITION
Create music based on the brainstormed ideas from
Outcome 1
 Can be short (exercises) or long
 Can be simple or complicated
 Ideas have to be original and authentic
Examples
 Compose exercises to assist technical development for a
work in a performance
 Transcribe a typical melodic or rhythmic motif and
extend through composition
 Create a series of short sections that are typical of the
part an instrument will play in each section of a work

ARRANGEMENT
Based on an existing idea or a fragment the piece
 Re-arrange to suit to the context
 Can be simple or complicated
 Can be short or long
 Can be for one or more instruments
Examples
 Take a piano score and revoice for an ensemble
 Create a two-stave reduction of an orchestral or a small
ensemble work

IMPROVISATION
Based on an existing idea or a fragment the piece,
create and extend new musical ideas
Examples
 Improvise a melody over a chord progression
 Improvise a second ‘verse’ for a work that has a decorated
repeat

EQUIPMENTS
Recording tools e.g.
Flip cam (library),
camera, phone
 ipod or mp3
 Metronome
 Labtop or desktop
computer

Pencils and eraser
 Large folder with
plastic pockets
 Manuscripts
 Note book
 Journal Book/ Sketch
Book

RESOURCE
Books and magazines
 Local libraries
 Internet
 Your instrumental teacher
 Ms Ma
 itune
 youtube
 CDs (JB Hi-fi)
 Newspapers
 Performances in other venues

DIGITAL RESOURCE
Music notation
 MuseScore (free download)
 Sibelius 6 (available at school)
Recording/ Composition/Arrangement
 Audacity (available at school)
 Garage Band (free on mac)
 Sony Acid (available at school)
 Karaoke itune prompter Download at:
http://www.griffintechnology.com/products/tunepro
mpter/
 Myna: http://www.aviary.com/online/audio-editor
 Soundation Studio:
http://www.soundation.com/studio
PLANNING
OF A
FOCUS AREA
Check
Prescribed List
Pick 1-2
pieces you
want to play
Why do you
want to play
this piece?
Brainstorm
plans and
approaches
Brainstorm
ideas
FOCUS
AREA
THINGS









TO DO OVER THE HOLIDAY
Practise regularly- try to practise your repertoire broadly, not
just the exam pieces.
Choose music for fun to play with, as a bit of holiday treat.
If possible, contact your instrumental teacher and have your
instrumental lessons regularly.
Explore your own strengths and weaknesses on your
instrument using the journal book to keep a record
Use existing technical exercises, or create your own collection
of exercises
Work on areas you are weak in
Build up the stamina of performance
Listen to as many songs as possible
Watch other people performing from youtube or live concerts
to inspire and motivate you. Keep a record on the good ones
and share with your friends.