Year
Title
Understanding the conventions of Neo Classicism
Stage and
objective of
understanding
Identify and Relate
Context
(matched to stage of
understanding)
Conventions,
processes and
procedures
(matched to stage of
understanding)
Focus of practical
experience
Features of
musical elements
Development of
skills
Expected
outcome of
understanding
(related to context
and conventions and
how it will be
demonstrated in
practical work)
Learning/Understanding that Neoclassicism was a reaction against the huge
Orchestral works of Romantic times with a return to smaller chamber works with
simpler harmonies and clearer textures.
How there was a shift from emphasis on nature and personal emotion in late 19 th
Century to logic and intellect in the early 20th Century. Within this movement there
was an emphasis on how musical patterns, structures and inter-relationship of ideas
communicate feeling without need for an external stimulus.
How societies look back to previous art forms for inspiration: look at fashion and pop
music.
How earlier regular structures (Rondo) are used and simple keys to reflect that wind
instruments able to play in tune in every key were not developed in the classical
period. Also the use of smaller ensembles, simple melodic phrasing plus modern
musical characteristics like discords and irregular rhythms.
Performing a Rondo as an ensemble
Structure: Rondo Form
Timbre
Ensemble Performance – To maintain a part and respond to instrumental changes
within a structure
Pupils understand neo-classical music, comparing and relating it ti Classical and
Romantic music, and its origins in early 20th Century thinking. They begin to identify
how neoclassical music reverts to the conventions of earlier times to create new
expressive outcomes that reflected current thinking. They can apply the principles of
neoclassicism in an ensemble performance, showing an awareness of both the ‘cool’
character and the underpinning Rondo structure. All pupils will start to develop this
understanding; and a few will be starting to move beyond this understanding.
(assessed as developing, secure or strong)
Expected
outcome of
knowledge and
skills
(for all, some,
a few pupils)
Element(s)
All students will be able to recognise and understand the structure of Rondo and
differences in instrumentation between the Romantic and Baroque Orchestras. Some
students will be able to identify how structure can be outlined with a variety of
instrumental changes that ensure simple contrast and appropriate balance. A few will
be able to direct an ensemble indicating through conducting section changes and
groups of musicians to perform. They will decide on combinations of instruments and
ensure dynamic contrasts, plus appropriate tempos.
Skill(s)
All to maintain a part accurately within the theme or episode. Some a degree of
ensemble awareness making suggestions for changes in combinations of
instruments. Few more complicated parts with both hands and a sense of leadership
to guide a section through a performance.
Sequence of learning
Lessons 1 - 4
Learning about a Rondo structure
through performance.
Becoming more familiar with the
instrumentation, size of ensemble and
function of instruments.
Analysing the melody and harmony
and reasons for these choices. Looking
at the uneven phrase lengths and
choice of key to reflect earlier
instruments.
Lessons 5 -6 (continue with performing
and when reinforcing / discussing neo
classical traits)
Understanding the differences
between Romantic Orchestra and
Baroque Orchestra. Reinforcing the
differences between neoclassical
music and Baroque / Classical.
Reinforcing the traits of modern and
Classical/Baroque within Carillon. In
terms of key, harmony,
instrumentation.
Lessons 7 – 8
Learning how to combine different
instruments to achieve clarity of sound
and contrast between sections.
Learning how to direct and play in an
ensemble performance with in an
orchestral setting.
Essential activities
Learning the sections and structure
Everyone learns Theme A.
Split class into groups and share out episodes
Ask questions:
Do you notice anything particular about design of the note
patterns? Quite scalic and simple in construction? Why is this?
Which key is piece in? Why is this?
How would you describe the sound of the different chords –
Concord / Discord. How would you describe the metre of the
snare drum? Is this different to the metre of the rest of the piece?
When was the piece composed?
Which instruments would play these parts? Why?
Listening and discussion.
Listening and discussion. Music and fashion pictures.
Choosing instrumental sounds that emphasise melody and
harmony respectively and showing understanding of the roles of
instruments. Allocating to different sections for performance.
Playing in an ensemble with accuracy learning to take
appropriate cues and directions from a conductor.