Music 2013
Teaching and learning resources
Sample unit — Grand Designs
Time allocation: 28 hours (1 term)
Overview
The purpose of this unit is to develop students’ musicianship by exploring, understanding and
demonstrating the way form and structure affect composition to create cohesive, memorable
music in a variety of contexts, styles and genres.
The effective use of motif, repetition and contrast, phrasing and formal design powerfully
influences the design and genre of music.
Possible repertoire
Depending on the focus or approach for the unit, repertoire could be selected from the following:
Verse-chorus
Angus and Julia Stone: Big Jet Plane; Michael Andrews & Gary Jules: Mad World; The Beatles:
Blackbird; Gotye: Somebody I Used to Know; The Audreys: Banjo and Violin; John Mayer: Paper
Doll; Mumford and Sons: I Will Wait For You; Coldplay: Fix You; Radiohead: Lotus Flower; John
Butler Trio: Zebra; Kings of Leon: Pyro; Florence and the Machine: You’ve Got the Love
Binary
Bach: Minuet in G; Air in D; Handel: Water Music — Bouree in D and Music for the Royal
Fireworks; Brahms: Lullaby (also see Jewel’s version)
Ternary
Tchaikovsky: Dance of the Reed Pipes (Nutcracker Suite); Handel: Water Music — Hornpipe
Rondo
Mozart: Rondo alla Turca; Beethoven: Für Elise
Theme and Variations
Mozart: Theme and Variations; Schubert: The Trout Quintet (4th movt)
Other possible forms for study
• Cyclic forms
• Sonata form
150200
• Strophic form
Possible learning experiences
Learning experiences are developed based on the purpose
and context of the unit and the repertoire selected.
• analysing and identifying how cohesion in composition is achieved through the use of the
music elements of structure (e.g. motif, repetition, variety, contrast, development and unity)
• analysing techniques in creating memorable melodies
• analysing and evaluating music to determine the relationships between music elements,
concepts and structure in selected music
• developing aural skills through notating rhythms, melodies and chord progressions of studied
repertoire
• developing aural skills through identifying form and structure in selected repertoire
• developing aural skills by identifying cadential patterns and phrasing in selected repertoire
• composing melodies in 4-bar phrases, to given chord progressions
• creating chord progressions that support 4-bar phrases and cadence points
• creating melodic motifs
• using and applying available software to explore methods of manipulating structure
• developing word setting skills
• selecting and applying music elements and concepts in composition
• demonstrating composition techniques in the creation of their own works, especially in the use
of motif, repetition, contrast, balanced phrasing, verse chorus form, use of structural chord
progression
• synthesising and communicating music ideas and stylistic characteristics to create and
perform repertoire illustrating specified form and structure
•
perceiving and interpreting music elements and concepts in repertoire and music sources
• interpreting and applying music elements and concepts in performance
• creating group arrangements of songs for performance
• demonstrating composition and performance skills and techniques in creating and performing
music
Syllabus dimensions and
objectives will be delivered
through learning
experiences over the unit
of work, as per these
examples.
Music 2013
Sample unit — Grand Designs
Queensland Curriculum & Assessment Authority
February 2015
Page 2 of 3
Assessment tasks are designed from the purpose and
context of the unit and should be aligned to the
identified dimensions and objectives.
Possible assessment
Assessment technique
Composition
Possible tasks
Compose a song for voice, piano and guitar, using verse-chorus
form. Students may use a given text or write their own lyrics.
Compose a work using one of the studied forms.
Dimension to be assessed
Composition
The dimension Composition involves the creation of music by
combining music elements and concepts in a range of contexts,
styles and genres. It entails innovation through exploring and
experimenting with sound to synthesise and express personal music
ideas and enhance musicianship in Musicology and Performance.
Objectives
By the conclusion of the course of study, students should:
• select and apply music elements and concepts in the creation of
their own works
• demonstrate composition techniques in the creation of their own
works
• synthesise and communicate music ideas and stylistic
characteristics to create their own works.
Assessment conditions
Year 11: A minimum of 16 bars or approximately 30 seconds in
length.
Year 12: A minimum of 32 bars or approximately 1 minute in length.
Assessment technique
Performance
Possible task
Perform a work, as soloist or in ensemble, which illustrates a
studied form. This may be a performance of the student’s own work.
Dimension to be assessed
Performance
The dimension Performance involves the interpretation of music
elements and concepts through playing, singing and/or conducting
in context. It entails communicating music to audiences through the
synthesis of music ideas, stylistic characteristics and practices,
while enhancing musicianship in Composition and Musicology.
Objectives
By the conclusion of the course of study, students should:
• interpret and apply music elements and concepts in performance
• demonstrate performance skills and techniques related to
contexts
• synthesise and communicate music ideas and stylistic
characteristics to create performances.
Assessment conditions
Years 11 and 12: Approximately three minutes in length.
Music 2013
Sample unit — Grand Designs
Queensland Curriculum & Assessment Authority
February 2015
Page 3 of 3