“Fanfares and Celebrations”
VELS and the Year 7 Band Program
Fanfare and Celebrations
This unit is designed for use in a classroom/instrumental Band program. The unit
includes learning and assessment activities that draw on aspects of domains from each
of the strands in the Victorian Essential Learning Standards (VELS)
Level 5
VELS domains addressed in this unit:
The Arts (Music), Interpersonal Development, Personal Learning, Thinking
Contents
Introduction
Learning focus
VELS links
Teaching and learning activities
Activity 1: Listening / Responding / Musical Language - Fanfares
Activity 2: Performing Fanfare Music – “Aussie Debut Concert” Hultgren
Activity 3: Composing Fanfare Music
Activity 4: Performing and reflecting on Fanfare compositions
Assessment
Unit Resources
Teacher materials
Student materials
Fanfares and Celebrations- Level 5, The Arts: Music
St Joseph’s College, Geelong
Amy Wert
1
“Fanfares and Celebrations”
Level 5 – Year 7 Band Class – Semester 1
Introduction
Fanfares and Celebrations provides students with the opportunity to reflect
upon music composed in different styles and at different times, through an
exploration of the concept of fanfare/celebration/ceremony/special occasion.
Students make connections to music to their everyday lives and special
occasions. Students investigate the musical devices used by composers to
convey a sense of fanfare and ceremony through sound. They develop
instrumental skills in performing concert band music which demonstrate the
kinds of patterns used to create fanfare-like effects. They apply knowledge
from the listening to, and the performance of, fanfare music to the
development of an original composition in which they are also encouraged to
explore ceremony and celebrations in their own lives.
This unit provides opportunities for students to demonstrate achievement
against the standards in The Arts (Music), Interpersonal Development,
Personal Learning, and Thinking.
Fanfares and Celebrations- Level 5, The Arts: Music
St Joseph’s College, Geelong
Amy Wert
2
Learning focus
This unit addresses aspects of learning focus statements from domains in all
three strands. These include;
Physical, Personal and Social Learning
Level 5 Interpersonal Development
http://vels.vcaa.vic.edu.au/essential/personal/development/level5.html
Students accept responsibility as a team member and support other members
to share information, explore the ideas of others, and work cooperatively to
achieve a shared purpose within a realistic time frame when composing,
arranging and performing.
Level 5 Personal Development
http://vels.vcaa.vic.edu.au/essential/personal/learning/level5.html
Students develop understanding and acceptance of personal strengths and
weaknesses and identify, select and use expanded repertoire of learning
strategies when making choices about musical elements, skills and
techniques which can be manipulated in composing and performing tasks.
Discipline-based Learning
Level 5 The Arts
http://vels.vcaa.vic.edu.au/essential/discipline/arts/level5.html
Students explore and respond to arts works from a range of styles, forms,
times, traditions and cultures. They use research to inform their concept of
style and apply their observation skills when describing, comparing and
analysing arts works.
Students use appropriate arts language when discussing their own and other
artists’ intentions and expressive use of arts forms, elements, principals and
/or conventions and when describing, analysing, interpreting and evaluating
specific expressive, technical and aesthetic qualities of their own and others’
works by:
• researching common uses of aspects of the elements of music on the same
theme in music to develop music ideas
• drawing on a broad range of sound sources and cultural techniques to
develop ideas
• composing music using concrete and abstract ideas using given criteria
• performing own compositions making own decisions about the technical and
artistic interpretation of their music
• expressively articulating intended meaning in their performance
Fanfares and Celebrations- Level 5, The Arts: Music
St Joseph’s College, Geelong
Amy Wert
3
Interdisciplinary Learning
Level 5 Thinking Processes
http://vels.vcaa.vic.edu.au/essential/interdisciplinary/thinking/level5.html
Students increasingly focus on tasks that require creative thinking for
understanding, synthesis and decision making. They develop creative thinking
behaviours and strategies through flexible approaches; for example,
considering alternative perspectives, suspending judgment, seeking new
information and testing novel ideas. They evaluate alternative conclusions
and perspectives using criteria developed individually and in collaboration with
their peers by;
• applying logical and creative thought, working with given criteria
• completing activities focusing on problem solving and decision making which
involve an increasing number of variables and solutions
Fanfares and Celebrations- Level 5, The Arts: Music
St Joseph’s College, Geelong
Amy Wert
4
Victorian Essential Learning Standards Level 5
Fanfares and Celebrations can be used to assess a range of Victorian
Essential Learning Standards.
The table below is an example of how this unit might be used to assess some
Level 5 standards.
Strand
Physical,
Personal and
Social Learning
Domain
Dimension
Interpersonal
Development
Working in teams
Personal
Learning
The individual
learner
Managing personal
learning
DisciplineBased Learning
The Arts
Creating and
making
Key elements of standards
Students:
 accept responsibility as a team
member and support other
members to share information,
explore the ideas of others, and
work cooperatively to achieve a
shared purpose within a realistic
timeframe
 reflect on individual and team
outcomes and act to improve their
own and the team’s performance
 identify, select and use an
expanded repertoire of learning
strategies appropriate to particular
tasks.
 seek and respond to feedback
from peers, teachers and other
adults and explain how their ideas
have changed to develop and
refine their content knowledge and
understanding.
 complete short, extended and
group tasks within set timeframes,
prioritising their available time,
utilising appropriate resources and
demonstrating motivation.




Fanfares and Celebrations- Level 5, The Arts: Music
St Joseph’s College, Geelong
make and present arts works that
represent and communicate
ideas and purpose
generate and develop ideas that
explore particular concepts,
techniques and issues when
making arts works.
experiment with, select and use
appropriate skills, techniques,
processes and technologies
across a range of arts forms and
styles.
combine and manipulate arts
elements, to represent and
communicate ideas and develop
imaginative solutions to set
tasks.
Amy Wert
5
DisciplineBased Learning
(continued)

The Arts
(continued)
Exploring and
responding
Interdisciplinary
Learning
Thinking
Reasoning,
processing and
inquiry
Creativity
Fanfares and Celebrations- Level 5, The Arts: Music
St Joseph’s College, Geelong
evaluate (and) refine arts works
that represent and communicate
ideas and purpose.

compare, analyse, evaluate, and
interpret the content, meaning
and qualities in arts works
created in different social,
cultural and historical contexts,
offering informed responses and
opinions
 reflect on their explorations to
develop, discuss, express and
support opinions about their own
and others’ use of arts elements,
skills, techniques (and) processes.
 use appropriate arts language.
 use a range of appropriate
strategies of reasoning and
analysis to evaluate evidence and
consider their own and others’
points of view.
 apply creative thinking strategies
to explore possibilities and
generate multiple options,
problem definitions and solutions
 demonstrate creativity, in the
ways they engage with and
explore ideas in a range of
contexts
Amy Wert
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Teaching and learning activities
– Fanfares and Celebrations
The Fanfares and Celebrations Unit comprises a series of interrelated
activities where music is the central connecting learning device for activities
employing an array of disciplines and learning styles. Students are
encouraged to work individually and collaboratively, to develop skills based on
suggested criteria and also take responsibility for their own learning
development. They are encouraged to reflect on their own work and the work
of others and to develop their creative, dexterous and analytical skills.
Fanfares and Celebrations provides students with the opportunity to reflect
upon music composed in different styles and at different times, which explore
the concept of fanfare/celebration/ceremony/special occasion. Students make
connections to music to their everyday lives and special occasions. Students
investigate the musical devices used by composers to convey a sense of
fanfare and ceremony through sound. They develop instrumental skills in
performing concert band music which demonstrate the kinds of patterns used
to create fanfare-like effects. They apply knowledge from the listening to, and
the performance of, fanfare music to the development of an original
composition in which they are also encouraged to explore ceremony and
celebrations in their own lives.
Extended activities, for example those involving project-based learning
supported by team teaching, could involve researching the history and
technical development of brass instruments, the harmonic series, or the
Olympic Games. Such a unit might include the recording of a class CD where
students are encouraged to write program notes or design a front cover for a
of “Fanfares and Celebrations” CD.
Refer to Unit Resources (see pages 19-33) for materials required throughout
the unit and other student and teacher support materials.
Fanfares and Celebrations- Level 5, The Arts: Music
St Joseph’s College, Geelong
Amy Wert
7
Activity 1: Listening / Responding / Musical Language
(1 or 2 classes)
Discussion (to provide context) – special occasions and celebrations in our
lives, the traditions and the music that accompanies or leads the celebrations.
For example –
 Birthdays “Happy Birthday”
 Christmas - carols
 New Year’s Eve – “Auld Langs Syne”
 School Functions – graduations, awards evenings, assemblies “School
Song,” “Underscore”
 Masses / Liturgies – Sung Mass, Underscore, Instrumental Music
 Football Finals “Advance Australia Fair”
 Olympic Games – fanfares and anthems
Thinking strategy - “think, pair, share”
http://vels.vcaa.vic.edu.au/support/teaching.html#collaborativeStrat
Ask students to think about special occasions in their lives and the music that
accompany or lead the celebration. Give students “thinking” time, then ask
class to “pair” up and give their own ideas with the student next to them about
special occasions and the music that is associated with it. Then “share” with
the whole class their ideas.
Explain to students that we will listen, performing and composing our own
music for a special occasion.
Listening / Responding – i-tunes file Fanfares and Celebrations
Pre-prepare -Student resource sheet – increase to A3 size (one per student)
Teacher track listening sheet (one for teacher)
CD player / stereo system
Suggested Listening Tracks
I-
Fanfare for the Common Man – Aaron Copland. “A Copland Celebration”
II-
Smetana Fanfare – Karel Husa. Ithaca College Wind Ensemble. www.markmusic.com
III-
The Arrival of the Commonwealth – Christopher Gordon. Melbourne Symphony Orchestra– 2006
Melbourne Commonwealth Games Soundtrack
IV-
Also Sprach Zarathustra (opening) – R. Strauss “A-Z of Classical Music”
V-
Gonna Fly Now – Bill Conti. Rocky Movie Theme, Rocky Motion Picture Soundtrack
VI-
Wedding March – Mendelssohn (excerpt) Music Matters 14-16
VII-
Fanfare for Rocky – Bill Conti. Rocky Movie Theme, Rocky Motion Picture Soundtrack
Fanfares and Celebrations- Level 5, The Arts: Music
St Joseph’s College, Geelong
Amy Wert
8
Step 1. Review “Elements of Music” sheet (one for each student)
Fill out listening sheet - guide students through
Individually students complete the task sheet Fanfares and Celebrations
Listening Sheet which highlights the different elements of music. By
identifying the ways in which these elements are used in different pieces,
students draw their own conclusions as to what the common features of train
music are.
In groups of four or five students then map the similarities and those
differences they thought effective to create the feeling of train music by
comparing the work of all group members. The ideas in this ‘Listening Profile’
are used by students when planning their own Fanfare composition
Step 2. Still in these groups, students create a listening profile. They discuss
and record ideas about features that they agree identify a piece as ‘fanfare
music’. (for example, one member of the group undertakes the role of
recorder, see http://vels.vcaa.vic.edu.au/support/teaching.html#establishing ).The
group records features that have assisted them to develop their definition of
this particular genre of music and/or relevant information about the
individual/group performing the work.
Step 3. The “spokesperson” for each group contributes to the full class
common and different elements of each fanfare piece.
http://vels.vcaa.vic.edu.au/support/teaching.html#collaborativeStrat
Discuss musical elements / aspects that are common and different to each
piece – write the responses on the whiteboard and assist in the teaching of
the musical language appropriate to the music.
e.g. Unison rhythms, chordal and harmonic notes (history of “natural” horns),
concepts of outdoor / acoustic instruments, use of percussion – timpani, crash
cymbals, forte dynamics, some use of cres, fp cres., brass and bright tone
colours, lead instrument/s and responding/echoing instruments
Fanfares and Celebrations- Level 5, The Arts: Music
St Joseph’s College, Geelong
Amy Wert
9
Responding / Musical Language / Composition / Transcription
(Aural comprehension / transcription) - listen to Mendelssohn’s Wedding
March
Pre-prepare Listening and Transcription Sheet (one for each student)
i-tunes file track 6, CD player / stereo system, scissors and glue sticks
Step 1
 Introduce the concept of “triplet” and the use of crotchets (ta), triplets
(tri-pel-et) and minims (to-o) and dotted minims (to-o-o) used in the
Wedding March
 Point/ Follow along the first given 8 beats and transcribe the next 8
beats– like Kodaly style / format, use of circles for each beat. Explain
that they have two options, either one stroke in a circle or three strokes
in a circle. Train students in rhythmic shorthand – to draw strokes in
each circle – if there is only one stroke it translates to a crotchet, if
there are three strokes per circle it translates to triplets.
 Students to cut out the 8 circles which have either triplets or a single
crotchet in them, and re-arrange them in the correct order. Paste them
in the correct order.
Step 2. (extension activity) Listening and Transcription sheet page 2.
 Compose – students cut out another set of triplets and crotchets, paste
into their preferred order, perform with the teacher and the metronome,
students to transcribe.
 Use of metronome, students can play their pasted rhythm on a drum or
wind instrument or clapping. Some students may like you to play the
rhythm with them for support and rhythmic security, this will ensure that
everyone in the class feels supported and being able to achieve.
 Collect sheets as a form of assessment. Assess how student perform
their piece to the metronome/ or along with the Teacher.
Fanfares and Celebrations- Level 5, The Arts: Music
St Joseph’s College, Geelong
Amy Wert 10
Activity 2: Performing – Aussie Debut Band Concert
(1 lesson)
Pre-prepare “Aussie Debut Band” Fanfare movement by Ralph Hultgren, 5
note scale page and fingering charts, spare reeds, valve oil, mouthpiece
extractor etc
Performing
Step 1 – warm up – 10 ways to use the 5 note scale (pick 2 or 3 each lesson)
IUnison long notes ascending and descending
II4 crotchets on each note, train band to watch the 4/4 pattern (ask a
student to come and conduct the 4/4 pattern
IIILong notes with cut offs. Train band to give the “ready play” and
“ready stop” conducting signals ask students to try conducting the
group
IVUnison rhythm on each note (use rhythms from the Aussie Debut
Fanfare piece in preparation for the performance)
VGive each instrument section one note by saying “note 1, note 2
etc) then play the scale – focus on timbre elements of music. Switch
groups
VIPlay unison scale 1, 12, 123, 1234, 12345, 5, 54, 543, 5432, 54321
VII- Play same scale pattern but leave out note “3” but imagine the note
in your head, switch for different notes
VIII- Pass the “concert f” note 5 pass it around the room start at one end
of a row or a number of rows each band member to join in with the
playing of note 5 by listening and waiting their turn
IXPass the concert f note 5 with a rhythm – this works great between
rows or smaller groups. Students may like to come up with their
own rhythm which is then passed around
X“Bopping” play one note on beat one, three beats of rest, then note
2 then three beats rest etc. This takes a few goes for the band to
listen and breath together, but this is a great way to focus a
rehearsal
Step 2
 Perform Aussie Debut Band “Fanfare” Brolga Publications R. Hultgren
 Sight read through
 Break down layers, get other parts to listen and answer questions, or
clap, beat time or conduct 4/4 pattern
 Discuss aspects / musical elements that make this piece a fanfare
(refer and compare responses from listening sheets)
 Imagine context of playing this piece – be creative! Ask students to
imagine the context of playing this piece
 Extension activity – students to contact R. Hultgren / B. Hogg by email
(students to write their questions, teacher to compile and send off one
email). www.brolgamusic.com Students can give their stories, feelings
and ideas for the context for this piece. Students can devise interview
questions about the piece or any questions for a “real life” Australian
Composer.
Fanfares and Celebrations- Level 5, The Arts: Music
St Joseph’s College, Geelong
Amy Wert 11
Activity 3: Composition – Group Fanfare Composition
(2-3 lessons)
Composition – see resource sheets
Pre-prepare
Yr 7 Band – Group Composition – Fanfares and Celebrations booklet which
includes cover page, Y-diagram, Rough Copy, Good Copy, Assessment
Rubric and Student Evaluation sheet
Students will not need instruments for the first lesson
From lesson 2 your will need instruments, percussion instruments – timpani
tuned to Bb and F (notes 1 and 5 of the 5 note scale), if you don’t have
access to timpani you can use a keyboard or synthesiser timpani sound, rotatoms, or tom toms from the drum kit, suspended cymbal, crash cymbal (or
cymbals from the drum kit), triangle etc.
Optional recording equipment – audio or video
Group 3-4 people per group cards (approx 6-7 groups per class). Have 7
different names / colours / characters from film (Shrek, Princess Fiona,
Donkey, Pinocchio, Prince Farquiore, etc
Step 1
Revise general concepts of fanfares e.g. Unison rhythms, chordal and
harmonic notes (history of “natural” horns), concepts of outdoor / acoustic
instruments, use of percussion – timpani, crash cymbals, forte dynamics,
some use of cres, fp cres., brass and bright tone colours, lead instrument/s
and responding/echoing instruments. This reminds students of the common
features.
 Ways of forming groups – give each student a card with a colour or a
team name on it, let them work out how to find each other
 Explain task – Fanfares and Celebrations booklet. Students to use
booklet to record their generation, planning, and refinement of ideas.
 To assist students to develop and record ideas, thinking tools such as
Y-charts are used. The Y-chart allows students to devise the context
and the audience for their piece - how does it look, sound and feel.
Such diagrams help focus students on the context and style of the
fanfare music as they develop their ideas
 Within the group, different roles are undertaken and strategies are
employed to develop both the structural and expressive qualities of
music, for example through treatment of particular elements of music or
use of improvisation techniques associated with selected music styles.
 Stress the importance of planning away from the instruments, talking,
singing, rapping etc.
 Students record and develop ideas by writing a rough copy – using
elements of a timeline, notated music, words, pictures and graphic
notation
 Throughout the composition process, teachers encourage and assist
students to make their choices based on reflection of their own
capabilities, but also challenging themselves to try new ideas and
skills.
Step 2 – refining ideas, practising with instruments, completing good copy
Fanfares and Celebrations- Level 5, The Arts: Music
St Joseph’s College, Geelong
Amy Wert 12

Students rehearse and refine their composition works. The aim is to
prepare each work for performance in such a way that ideas are
realised. Throughout, teaching strategies are selected to focus
students’ attention on the need to use rehearsal and refinement
processes to ensure that the performance will express the intended
ideas and/or feelings they conceptualised, attending, for example the
use of unison rhythms, the use of crescendo and the use of percussion
to accentuate key moments of the work.
 Class warm up on 5 note scale – this time adding in some, crash
cymbals, sus cymbal, 2 timps (Bb and F)
 Students work out a rehearsal schedule refer to personal learning
domain
 Teachers should assist students with ongoing use of decision making
processes that are effective, and give each student in the group the
opportunity to contribute and promote trailing of possibilities
 Alternate groups through the percussion instruments e.g. use finger
cymbals and keyboard timps. in 5 minute rotations. Teach can be at
the larger percussion instruments in the room and can discuss, refine,
check the development and correlation between the written timeline/graphic score and the sounds that are produced
 Students document the process of the development and refinement of
their words. Documentation might involve annotation on the rough copy
score, and audio or video blog etc
 Rotate groups around use of instruments / talking /reviewing / refining /
writing good copy
Step 3 – Performing and reflecting
Pre-prepare – recording equipment, audio or video. Extra assessment
rubric sheets for teacher
 Students make decisions about, for example, where they will place
themselves in order to convey meaning of the piece, and communicate
effectively with each other in the group
 Focus students on performance etiquette, their role as a performer to
introduce, bow, and their role as audience to give full attention, clap as
appreciation (only) and offer positive and constructive comments –
students can use language from assessment rubrics as a starting point
for generating their own ideas/comments
 Students present their works carefully communicating with each other
and their audience.
 Record performances in either audio or video format
 Transfer sound / video files to student network for self assessment and
peer assessment
 Student to complete self assessment on the rubrics in their own booklet
Fanfares and Celebrations- Level 5, The Arts: Music
St Joseph’s College, Geelong
Amy Wert 13
Activity 4: Student Evaluation / Assessment / Reporting




Assessment rubrics – ask student from audience to offer positive and
constructive comments.
Encourage students to refer to and use language from the assessment
rubric
Self assessment – copy extra pages of assessment rubric, students to
self assess by circling and writing comments
Students to complete “student evaluation” sheet. Students reflect on
their performance, suggesting ways in which they might alter it in the
future, or considerations they might have for future composing tasks.
Fanfares and Celebrations- Level 5, The Arts: Music
St Joseph’s College, Geelong
Amy Wert 14
Assessment
The Victorian Essential Learning Standards supports a combination of
assessment practices:
 Assessment of learning (summative) tests, performances, assignments
 Assessment for learning (formative) feedback, small groups, mind maps
 Assessment as learning (ongoing) self assessment, reflection
(See supplementary sheets – from SJC PD Day 7th May)
Further information on these can be found at:
http://www.sofweb.vic.edu.au/blueprint/fs1/assessment.asp
When assessing student achievement, assessment criteria can be developed
from relevant standards and associated tasks or activities. The table below
shows a range of assessment criteria, tools and strategies applicable to this
unit. Teachers could choose to use some or all of these.
Fanfares and Celebrations- Level 5, The Arts: Music
St Joseph’s College, Geelong
Amy Wert 15
Assessment
Standards
Interpersonal Development
Working in teams
Personal learning
The individual learner
Assessment Criteria
(Examples)
Ability to:
Work cooperatively and
responsibly as a team member
within a set timeframe
Reflect on, discuss and refine
team tasks
Ability to:
Expand on skills and abilities in
creative, open-ended tasks
Managing personal learning
Demonstrate motivation and
thorough application to task in
set time frame
The Arts
Creating and making
Ability to:
 Generate and develop ideas
 Experiment with, select, use
appropriate skills, techniques
and processes
 Combine and manipulate
music elements developing
imaginative solutions
 Evaluate and refine works
Exploring and responding

Evidence



Teacher observation
Student documentation
Recordings of performances
of student compositions and
arrangements
(Activities 2, 3 and 4)
 Monitor development of skills
and ideas and compare with
previous work through
teacher observation and
teacher and student
documentation. Discussion.
(Activities 2 and 3)

Teacher observation.
Student aural and written
documentation.
(All activities)

Teacher observation of
collaborative process,
development of ideas, use of
skills, ability to analyse and
refine works
 Assessment Rubric
 Student use of given criteria
 Student aural and written
documentation
(Activities 2, 3 and 4)

Y-chart.
(Activity 3)
Discuss, express, support
and reflect on opinions
formed about the use of
specific elements, skills and
techniques in others’ music

Students’ completed task
sheets
 Teacher observation of
collaborative discussion and
decision making
 Assessment Rubric
 Student/Teacher discussion
(Activity 1)

Compare, analyse and
interpret the meaning of
music works from different
times and places on the
same theme (fanfares)

Use appropriate arts
language when discussing
features of others’ works.



Thinking
Reasoning, processing and
inquiry

Analyse, compare and
evaluate devices used in
fanfare music to determine
common features.


Creativity

Generate ideas applying
creative thinking strategies to
solve composing and
arranging tasks.
Transcription sheets
Student/Teacher discussion
Peer evaluation
Student task sheets
Teacher observation and
participation in student
discussion
(All Activities)
 Teacher observation of
discussion of the
development of ideas
 Student aural and written
documentation
(Activities)
Fanfares and Celebrations- Level 5, The Arts: Music
St Joseph’s College, Geelong
Amy Wert 16
Unit Resources
CDs – Amy’s i-tune fanfare and celebrations
DVD films celebrations etc. DVD Melbourne Commonwealth
Games, Rocky, Anzac Day, AFL Grand Final, Christmas Carols by
Candlelight, School Song, Advance Australia Fair
Student Resource Sheets
Teacher Resource Sheets
Superscope Digital CD recording device
CD track listing – for other alternatives see i-tunes type in ‘fanfare’
Fanfare for the Common Man – Aaron Copland. “A Copland Celebration”
Smetana Fanfare – Karel Husa. Ithaca College Wind Ensemble. www.markmusic.com
The Arrival of the Commonwealth – Christopher Gordon. Melbourne Symphony Orchestra– 2006 Melbourne
Commonwealth Games Soundtrack
Also Sprach Zarathustra (opening) – R. Strauss “A-Z of Classical Music”
Gonna Fly Now – Bill Conti. Rocky Movie Theme, Rocky Motion Picture Soundtrack
Wedding March – Mendelssohn (excerpt) Music Matters 14-16
Fanfare for Rocky – Bill Conti. Rocky Movie Theme, Rocky Motion Picture Soundtrack
Websites
www.brolgamusic.com Aussie Band, Ralph Hultgren
www.hbe.com.au Hawker Brownlow Education
Teacher materials
Teaching and learning resource
This document provides information about teaching and learning strategies
referred to in this unit. It is available at:
http://vels.vcaa.vic.edu.lau/support/teaching.html
http://vels.vcaa.vic.edu.au/support/teaching.html#graphic
“Reaching out to all Thinkers” How teachers can help all students become
better thinkers, Oliver Caviglioli and Ian Harris. Hawker Brownlow Education
“Reaching out to all Learners” A Mind-friendly Framework for Learning, Alistair
Smith. Hawker Brownlow Education
Essential Elements 2000 – Band Method
5-note scale page for individual instruments
Band Scores; Aussie Band Debut Concert, G Force 5, Hand Clappers on
Parade, Power Rock,
Sibelius Program
Fanfares and Celebrations- Level 5, The Arts: Music
St Joseph’s College, Geelong
Amy Wert 17
Assessment resource
This document provides information about assessment strategies referred to
in the unit. It is available at:
http://vels.vcaa.vic.edu.au/support/assessment_resources.html
Student materials
Band Method – Essential Elements 2000 (suggested text) ex. 1-16.
Aussie Band Début Concert – instrumental parts by Ralph Hultgren,
www.brolga.com
Fanfare and Celebrations Listening Sheets (p19)
Fanfare and Celebrations Elements of Music Sheet (p20)
Fanfare and Celebrations Listening and Transcription exercices (p21, 22)
Fanfare and Celebrations Group Composition sheet (p24)
Fanfare and Celebrations Y-chart (p25)
Fanfare and Celebrations Rough Copy Page (p26)
Fanfare and Celebrations Good Copy Page (p27)
Fanfare and Celebrations Assessment Rubrics (p28)
Fanfare and Celebrations Self reflection/ /evaluation sheet (p29)
5-note scale page
How to tune the timpani’s to Bb and F – instruction sheet
Electronic tuner – to help tune timpani
Fingering Charts –Essential Elements
Blank CD’s for recording
Fanfares and Celebrations- Level 5, The Arts: Music
St Joseph’s College, Geelong
Amy Wert 18
Unit Resources
Fanfares and
Celebrations
Fanfares and Celebrations- Level 5, The Arts: Music
St Joseph’s College, Geelong
Amy Wert 19
Fanfares and Celebration – listening and responding to music (A3 sheet)Find the folder
“Fanfares and Celebrations” in the “S” Drive – Arts-Music-Yr 7 Band
Pitch/Melody
Tune/conture
Duration/Rhythm
Beats / patterns
Dynamics
Volume levels
Tempo
speed
Timbre/Tone
Instruments/moods
Texture
Layers of sound
1.Fanfare for
the common
man
2. Smetana
Fanfare
3. Arrival of
the Heads of
the
Commonwealth
4. Also Sprach
Zarathurstra
5. Gonna Fly
Now
Fanfares and Celebrations- Level 5, The Arts: Music
St Joseph’s College, Geelong
Amy Wert
20
Elements of Music – Resource Sheet
These elements are used when discussing and describing music. Because these words are such an
important part of your vocabulary, you should make sure you know them and can use them correctly
when talking or writing about music.
Here is a list of the elements of music. Learn them off by heart.
pitch / melody
is the sound high or low? Is there a main theme?
duration / rhythm
is the sound long or short? are there patterns or repeated beats?
dynamics
is the volume of the music loud or soft? Does the volume change?
tempo
Pace of the music fast or slow?
Can you keep a beat or is the tempo free with the breath
timbre/ tone colour
what instruments are playing? What is the sound of the music like? e.g. tinny, woody, reedy
texture / layers of sound
is the sound of the music thick or thin? Are a lot of instruments playing at once or only a few?
How do the elements of sound change, vary or contrast as the piece goes along?
How do these changes add interest to the music?
Fanfares and Celebrations- Level 5, The Arts: Music
St Joseph’s College, Geelong
Amy Wert
21
Fanfares and Celebrations – listening and responding
to music
Listening and Transcription exercise
Concept – rhythmic transcriptions of crotchets and triplets, score reading, composition, and performance.
Step 1 - Listen to the opening part of the Wedding March
Step 2 – Keep the beat with a stomp
Step 3 - Listening again to Wedding March
Follow each beat circle by pointing at the circle, notice that the first 8 circles are provided
for you
Fill in the open circles with a one stroke (ta) crotchet or three strokes (tri-pil-et) triplet
Check again
Draw noteheads for the “ta’s” and beam the strokes for “triplets”
Fanfares and Celebrations- Level 5, The Arts: Music
St Joseph’s College, Geelong
Amy Wert
22
Compose your own 8 circle piece by cutting out the circles and re-arranging them in the
order that you choose.
Practice your composition to the beat – play your part to the class with the help of Ms Wert
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(cut out circles) --- ---
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Paste your circles in your preferred order
Transcribe your fellow class member’s rhythms
Transcription 1
Transcription 2
Fanfares and Celebrations- Level 5, The Arts: Music
St Joseph’s College, Geelong
Amy Wert
23
Transcription 3
Transcription 4
Transcription 5
Transcription 6
Transcription 7
Transcription 8
Fanfares and Celebrations- Level 5, The Arts: Music
St Joseph’s College, Geelong
Amy Wert
24
Yr 7 Band - Group Composition – Fanfares and Celebrations
We have discussed how music is involved with special occasions, listened to some fanfare and celebratory compositions, and played the “Fanfare and
March” band music. Now it is your turn to work in groups to create an original piece of music!
Using your knowledge of your own wind instrument, theory and aural skills, melodies from our Band Method and practical skills of conducting, as
well as the musical elements of fanfares to give you some inspirations or starting points for your composition. Work co operatively in groups to
explore and create your own sounds, melodies, rhythms and combinations of sounds. Be creative and entertaining!
1.
2.
3.
4.
5.
6.
7.
8.
9.
Create a composition in small groups (3-5 musicians)
Choose different instruments as part of your group
Create a Music Score/Timeline – rough copy
Use the elements and explore how they can be used in combination with each other: MELODY, RHYTHM, DYNAMICS, TEMPO, TONE
COLOUR, TEXTURE.
Find an effective start, middle and end to your composition – Be creative!
Rehearse your music score/composition and make any changes that are needed
Draw up your good copy of your score/timeline
Rehearse your group and refine ideas to present an effective performance. Use the rubrics as a checklist to make sure you have covered all
areas.
Perform your Fanfare composition to the class – an appropriate introduction of your piece to the audience at the start, and bow to your audience
at the end.
Term 2
Week 5 – exploring sounds, form groups
Week 6 – working in groups – plan rough copy
Week 7 – working groups – finalise good copy /
photocopy your score for assessment
Week 8 – Hand up your good copy to your instrument teacher and perform your composition to the class. Offer positive comments for class mates,
complete self assessment on the assessment rubric.
Transposing Grid
Flute/Trombone/Tuba/ Piano: Bb C D Eb F G A Bb
Clarinet/Trumpet/Tenor Sax: C D E F G A B C
YOUR NAME_________________________ Class 7______
GROUP MEMBERS____________________
_____________________________________
Alto Saxophone:
_____________________________________
G A B C D E F# G
Fanfares and Celebrations- Level 5, The Arts: Music
St Joseph’s College, Geelong
Amy Wert
25
Fanfares and Celebration – Y diagram
Imagine the purpose, day, time and place for your fanfare to be premiered!
SEE
FEEL
Fanfares and Celebrations- Level 5, The Arts: Music
St Joseph’s College, Geelong
HEAR
Amy Wert
26
Yr 7 Band Group Composition – ROUGH COPY
Name _________________________ Class7______
Group Members____________________________
____________________________________________
____________________________________________
Fanfares and Celebrations- Level 5, The Arts: Music
St Joseph’s College, Geelong
Amy Wert
27
Yr 7 Band Group Composition – GOOD COPY
Name _________________________ Class7______
Group Members____________________________
____________________________________________
____________________________________________
Fanfares and Celebrations- Level 5, The Arts: Music
St Joseph’s College, Geelong
Title of Group _____________________________
Title of Composition _______________________
Amy Wert
28
Yr 7 Band - Group Composition
Fanfares and Celebration
Teacher Name: Ms. Wert, Mrs. Zampatti, Mr. Fraser, Mr. Wilding
Student Name:
_______________________________________ Yr 7 ____________
Group Member’s Names:__________________________________________________
______________________________________________________________________
Composition Title:________________________________________________________
4 Expert
3 Capable
2 Progressing
1 Novice
Music Score
Music Score is very
neat and all required
elements are included:
Song Title, Group
Member's Names,
graphic numbers /
timeline. The “Fanfare”
style is realised in the
work.
Music score is neat.
Two or less of the
required elements are
missing from the
musical score. Fanfare
elements are clearly
evident in the work.
Music score is legible.
Three to four of the
required elements are
missing from the
musical score. Fanfare
elements are evident in
the work.
Music Score is illegible
and many of the
required musical score
elements are missing.
Graphic Notation
Graphic Notation
always reflects the
overall sound created
by the ensemble.
Pictures, words and
symbols are very neat
and well organised.
Graphic Notation
reflects the sound
created by the
ensemble. Pictures,
words and symbols are
neat.
Graphic Notation does
not always reflect the
sound created by the
ensemble. Pictures,
words and symbols are
recorded.
Graphic Notation does
not reflect the sound
created by the
ensemble. Pictures,
words and symbols are
unorganised.
Musical Elements
All musical elements
including melody,
rhythm, dynamics,
tempo, tone colour,
texture, are used and
refined, effectively and
creatively.
Musical elements
including melody, rests,
tempo (fast/slow),
dynamics (loud/soft),
rhythms and sound
effects are combined /
manipulated effectively.
Most musical elements Two or more elements
including, melody, rests, were not addressed.
tempo (fast/slow),
dynamics (loud/soft),
rhythms and sound
effects are used.
Overall Performance
An excellent group
performance that
includes a convincing
introduction, a creative
performance of the
graphic score and an
appropriate bow at the
conclusion of the end of
the performance.
A very good group
performance that
includes an
introduction, an
accurate performance
of the graphic score
and an appropriate bow
at the conclusion of the
end of the performance.
A group performance
that includes an
introduction, accurate
performance of the
graphic score and an
appropriate bow at the
conclusion of the end of
the performance.
A group performance
that does not have an
appropriate introduction
or bow at the end of the
performance.
Group Work
Students are focused in Student are usually
group work.
focused in group work,
but are sometimes
distracted by others.
Students are sometimes
focused in group work,
but are easily distracted
by others and
sometimes distract
others.
Students are rarely
focused in group work,
sometimes disruptive to
the rest of the group/s.
CATEGORY
Mark ___ / 20
Percentage =
Grading Scale Very High 85-100, High 65-84, Medium 45-64, Low 25-44, Very Low 5-24, UG <5
Fanfares and Celebrations- Level 5, The Arts: Music
Amy Wert
29
St Joseph’s College, Geelong
Fanfares and Celebration – Student Evaluation
This is you a chance to reflect on your personal learning, your team work and
overall achievement for this task
Title of Group ______________________________
Name _________________________ Class7_____
Group Members____________________________
____________________________________________
Title of Composition ________________________
Did I complete all the set tasks throughout the unit? Yes / No
Did I complete all aspects of the tasks on time? Yes / No
If no, why not?
If no, how can I make sure I complete similar tasks on time in the future?
How well did our group work together? Great / OK / Not Effective
Did all members contribute equally? Yes / No
Give Details
Did our score match the final sound our group produced? Yes / No
Give Details
How happy was I with my final fanfare? Very happy / Happy / Just satisfied / Not happy
What was the best part about our fanfare?
What would I do differently if I were to complete the task again?
Fanfares and Celebrations- Level 5, The Arts: Music
St Joseph’s College, Geelong
Amy Wert
30
I-tunes Listening File
VIII- Fanfare for the Common Man – Copland “A Copland Celebration”
IX-
Smetana Fanfare – Karel Husa Ithaca College Wind Ensemble
X-
The Arrival of the Commonwealth – Christopher Gordon,
Melbourne Symphony Orchestra– 2006 Melbourne
Commonwealth Games Soundtrack
XI-
Also Sprach Zarathustra (opening) – R. Strauss “A-Z of Classical
Music”
XII-
Gonna Fly Now – Bill Conti - Rocky Movie Theme
XIII- Wedding March – Mendelssohn (excerpt) Music Matters 14-16
XIV- Fanfare for Rocky – Bill Conti Rocky Movie Theme
Fanfares and Celebrations- Level 5, The Arts: Music
St Joseph’s College, Geelong
Amy Wert
31
Andrew DRAFT 7 DRAFT
7Band
Arts
Year 7 Semester 1 2007
Rating
C
Creating and making
Exploring and
Responding
Working In Teams
Year 5
Year 6
Year 7
Year 8
Year 9
C
Interpersonal
Development
Thinking
Reflection,
Processes
Evaluation and
Metacognition
C
C
Work Habits
Needs Attention
Acceptable
Very Good
Excellent
Effort
Class Behaviour
Organisation
Assessment items
Solo and Group Performance
M
“My Instrument” Research Project
H
“Fanfares and Celebrations”
Composititon Assignment
H
Theory and Aural Skills
M/L
What Andrew has achieved
Andrew has made a very good start on the clarinet this semester. He has a great “ear” for music; easily learning songs
and exercises “off by heart” and by memorising finger patterns. Andrew has an excellent sense of rhythm and he can
play in time with the band class backing music and CD’s. Andrew is generally focused and attentive throughout class,
and follows directions to the best of his ability. Andrew completed an excellent research project on the life and music of
the famous clarinettist Benny Goodman. His depth of research was very high. Andrew’s amazingly detailed drawings
and diagrams enhanced the written statements made. His project was selected to be placed on the Year 7 music display.
Andrew displayed a high level of creativity and flair for the “Fanfares and Celebrations” composition assignment.
Andrew was able to combine levels of sounds from his clarinet, the timpani drums, the tuba and flute. His graphic score
accurately depicted the music played. Andrew was able to reflect on his performances and the performances of others in
the class with positive and constructive criticism, and set goals and aims for future performances.
Areas for improvement/future learning
An area of focus for Andrew is to review his reading and writing of musical notes. While his practical performance
marks are excellent, Andrew’s music reading and writing can be improved. He can review his finger position/ music
note charts, and begin to make stronger connections between the written music notes and the practical performances.
Andrew is invited to attend extra lunchtime rehearsal sessions and to consider joining the St Joseph’s College Junior
Band program. Andrew’s organisational skills need attention, in particular his consistent bringing of the correct
equipment to class, including his cleaning cloths, display book and text books. By being more organised Andrew will be
able to maximise his time spent in the practical aspects of the course he enjoys so much.
Teacher: Ms. Amy Wert
Fanfares and Celebrations- Level 5, The Arts: Music
St Joseph’s College, Geelong
June 2007
Amy Wert
32
Standards and progression points © VCAA November 2006 Page 1 of 6 For more information about the Victorian Essential Learning Standards
visit http://vels.vcaa.vic.edu.au The
Arts Levels 5–6
Music
In the Arts Levels 1–4 progression points focus on the arts disciplines of Art, Dance, Drama, Media and Music individually and/or in combination. From Level 5 progression points have
been developed for the arts disciplines of Art, Drama and Music. Progression points for Dance, Media and Visual Communication will be available in Term 1, 2007.
The Arts (Music) – Progressing towards Level 5
Progression Point 4.25
Progression Point 4.5
Progression Point 4.75
At 4.25, the work of a student
progressing towards the standard at
Level 5 demonstrates, for example:
At 4.5, the work of a student progressing towards the
standard at Level 5 demonstrates, for example:
At 4.75, the work of a student progressing towards
the standard at Level 5 demonstrates, for
example:
Creating and making
Creating and making
Creating and making
• generation of ideas for original
music works in response to
stimulus material
• planning for original music works that shows
how characteristics of selected style/s might
be realised in the work
• generation of ideas for original music
works that incorporate ideas developed to
emphasise aspects of a selected style
• use of combinations of
elements of music to
communicate performance aims
• use of combinations and manipulation/s of
selected elements of music to communicate
performance aims
• refinement of the use of elements of
music to communicate performance aims
• experimentation with
techniques that are appropriate
to particular music styles
• selection of appropriate techniques to
communicate particular stylistic characteristics
of music works
• awareness of the structure of
music works
• awareness of how the content of music works
is characteristic of particular style/s
• understanding of the ways that
expressive qualities of music works are
characteristic of particular style/s
• exploration of different ways a
music work can be presented for
particular audiences
• documentation of rehearsal and performance
techniques they used to develop a
performance for a specific purpose
• refinement of their interpretation of
works to achieve aims for a specific
performance
Fanfares and Celebrations- Level 5, The Arts: Music
St Joseph’s College, Geelong
Amy Wert
• refinement of the use of techniques that
are appropriate to particular musical
style/s
33
Standards and progression points © VCAA November 2006 Page 2 of 6 For more information about the Victorian Essential Learning Standards
visit http://vels.vcaa.vic.edu.au Progression Point 4.25 At 4.25, the work of a student progressing towards the standard at Level 5 demonstrates, for
example: Progression Point 4.5 At 4.5, the work of a student progressing towards the standard at Level 5 demonstrates, for example:
Progression Point 4.75 At 4.75, the work of a student progressing towards the standard at Level 5 demonstrates, for example:
Exploring and responding 4.25
Exploring and responding 4.5
Exploring and responding 4.75
• awareness of the structural and
expressive characteristics of selected
works, expressed in language appropriate
to the music style, tradition or genre
• identification of the structural and
expressive characteristics of selected works,
using language appropriate to the music
style, tradition or genre
• evaluation, using appropriate music
language, of how structural and expressive
characteristics of other composers have
influenced their own music works
• awareness of features of music
works (heard or performed) that place the
work in a particular culture, tradition or
style
• identification of ways specific
elements of music and/or compositional
devices are used or interpreted in music
works from a range of cultures, traditions
and/or styles
• contribution to discussion about the
effect of specific elements of music and/or
compositional devices in music works from a
range of cultures, traditions and/or styles
• reflection on different
approaches to presenting a music work to
a particular audience
• use of research to inform a selected
approach to presenting a music work to a
particular audience; for example, research
about composers’ aims in creating the work
• evaluation of audience feedback in
response to presentation of a music work
The Arts – Level 5 Creating and making
At Level 5, students, independently and collaboratively, plan, design, improvise, interpret, evaluate, refine, make and present arts works that represent and communicate ideas
and purpose. They experiment with, select and use appropriate skills, techniques, processes, media, materials, equipment and technologies across a range of arts forms and
styles. They generate and develop ideas that explore particular concepts, techniques and issues when making arts works. They combine and manipulate arts elements,
principles and/or conventions to represent and communicate ideas and develop imaginative solutions to set tasks. They maintain a record of the creating and making of their
arts works and explain their decisions about how they present arts works for specific purposes and audiences.
Exploring and responding
At Level 5, students research, observe and reflect on their explorations to develop, discuss, express and support opinions about their own and others’ use of arts elements,
principles and/or conventions, skills, techniques, processes, media, materials, equipment and technologies. They compare, analyse, evaluate, and interpret the content,
meaning and qualities in arts works created in different social, cultural and historical contexts, offering informed responses and opinions and using appropriate arts language.
They describe aspects and requirements of different forms, audiences and traditions, and identify ways that contemporary arts works, including their own, are influenced by
cultural and historical contexts. They use appropriate arts language.
Fanfares and Celebrations- Level 5, The Arts: Music
St Joseph’s College, Geelong
Amy Wert
34
Notes :
Fanfares and Celebrations- Level 5, The Arts: Music
St Joseph’s College, Geelong
Amy Wert
35