Senior - Music (Term 1) “Australian Music”
Unit Overview Overview:
An exploration of rock and pop style evident in Australian music against the background of Australian Art Music.
Wk
Topics
Resources
Learning Outcomes/Goals
Criterion
1
What is Art Music
In Tune with
Music bk 1,
Aussie Rock
and Pop text
Solo Piano, Listening examples from text
Analysing
Music
Art Modes and transitions in modern
Australian music.
In Tune with
Music bk 1,
Aussie Rock
and Pop text
Mix- dorian modes and scales- SIBELIUS activity
Computer based Research
In Tune with
Music bk 1,
Aussie Rock
and Pop text
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Folk research task against pop music Exploring innovative music-making techniques
Determining how mood and character is achieved through use of musical elements
performing rock and pop styles
exploring computer notational software
Attending concerts, viewing videos
Performing and singing at sight
Analysing
Music
Performance
In Tune with
Music bk 1,
Aussie Rock
and Pop text

Theory- Quartets, alto clef, notations, score reading. Orchestral Music.
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Prac- Creating and notation rhythms, melodies and harmonies
Creating music for a variety of sound sources
Interpreting notation within context, style and genre
Analysing
Music,
Performance
2
3
Aim to attend concert this Term either
locally or in Brisbane.
4
Chamber Music- Set Assessment
 reading and notating chord symbols, bass riffs etc.
 exploring a variety of Australian rock/pop styles and musical elements
 composing songs in contemporary pop/rock idiom
 performing rock and pop styles
exploring computer notational software
Composing,
Performance
 reading and notating chord symbols, bass riffs etc.
 exploring a variety of Australian rock/pop styles and musical elements
 Performance of songs in contemporary pop/rock idiom
 performing rock and pop styles
exploring computer notational software
5-7
Choral Music- Performance Set
In Tune with
Music bk 1,
Aussie Rock
and Pop text
Listening examples, and performance set
6-9
Popular Music
In Tune with
Music bk 1,
Aussie Rock
and Pop text
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10
ASSESSMENT WEEK
In Tune with
Music bk 1,
Aussie Rock
and Pop text
Assessment
Rock, pop, Dance and their characteristics, performing rock and pop styles
Performing and singing at sight reading and notating chord symbols, bass riffs etc.
exploring a variety of Australian rock/pop styles and musical elements
Creating and notation rhythms, melodies and harmonies
Creating music for a variety of sound sources
ASSESSMENT TASK
See Framework
Analysing
Music,
Performance
and
Composing
Performance
Year 11/12- Music (Term 2) “Maestro of Movies”
Topic: Music
Lessons: 7 per fortnight
Unit Overview: study of how composers have portrayed heroes or a related mood (eg triumphant) in a variety of musical works. Genres and styles could include pop music,
music for film and television, dance music, opera, musicals, selected orchestral works, war cries and sporting anthems.
Possible repertoire could include: Willams ‘Schlinder’s List’ & ‘Indiana Jones’, Starwars, James Bond Theme, Handel “Hallelujah Chorus”, Queen ‘We are the Champions’,
Beethoven ‘Eroica Symphony, John Mayer ‘Daughters’, Webber, Jesus Christ Superstar, Chad Kroeger ‘Hero’, excerpts from the Mozart ‘Marriage of Figaro, Sweeny Todd, film
music, Verdi ‘Rigoletto, music from television, ‘ Twilight, X files,. Other repertoire could include musical villains such as Sex Pistols, Marilyn Manson. Music from movies
Dark knight, spiderman series, X- men scenes of Good vs Evil.
Wk
1
2
3
Topics
Introduction to Unit
What is Film Music?
Incidental/theme
Resources
Laptop,
speakers and
cd player.
Projector
Main title- setting a
scene
Music lets
do it
Conveying a
Character (Hero)
Exploring
text, laptop
and clips
saved in film
file
Exploring
text, laptop
and clips
saved in film
file
Score analysis
Compound time
Conveying a
Character (Villain)
4
Creating a mood or
atmosphere
5
Creating emotions
6
Soundtrack time music
in Film
Exploring
text, laptop
and clips
saved in film
file
Exploring
text, laptop
and clips
saved in film
Learning Outcomes/Suggested Activities (Lesson Breakdown)
Meet and greet students.
Who are you task?
Theme music- what is theme
Main TitleIntroduction and small
Unit Intro- What is film
music, (page 135- 139
Last emperor study- pg 12-13
survey, looking at what
music, how is used
text)Identify tv show and
Exploring film music pg 12)
music means to us. Discuss
(Incidental and theme)
movie themes and how they
Use comparison between
this Year’s Program.
Incidental on screen action
introduce characters.
(watch muted movie scene
Notebook (ask students to
Who are you task?
and guess musical elements
describe the type of movie
before playing clip. (Page
this would belong to.
130-133 text)
Basis behind conveying a character
John Mayer- Daughters (analysis lyrics) Raiders of the lost ark- chord and
Page 35-37 of text. (Use score)
The heart asks pleasure first- Michael
intervals use for heroic scene
Compare James bond with Forrest
Neyman, (Pg46-48 txt), full score
Gump (Music elements- both heroes)
analysis and performance of compound
time patterns.
Scoring for a shark sceneMusic from the Dark Knight
Dark Knight- Film scoring
Dark Knight- Film scoring
cannot use jaws theme- what
Task one- describe the scene
video
music elements will you use
this clip would belong to (use
handout shark comic stripintroduce a little anarchy)
(page 134 lets do it)
remember theme/incidental
character?
Theme from mission impossible pg 101- Theme from batman and parade of
Introduce assessment- handout and
102 with activities
charioteers analysis (pag 103)
explain criteria-
Pysho movie emotion Pg
127- 129
Schindlers list (pg134-136)
Soundtrack week
Using Pop music to create
Students select pop song that
emotions. Use year 10
will portray message.
structure for plot and
description
Watch student examples
Watch student examples
Criterion
Score Reading
Analysing
repertoire
Analysing
repertoire
Composing
Analysing
repertoire
Assessment
item
Students select pop song that
will portray message.
Analysing
Repertoire
7
Assessment Help week
8
Movie Review
featuring Spiderman
and Xmen
Class time for
assessment
9
10
”
Senior wall- aspects for an
appropriate composition
Use as knowledge board and
use
Use booklet to review score
As a class write a one minute As a class write a one minute As a class write a one minute
composition from a movie.
composition from a movie.
composition from a movie.
We will select a scene and
We will select a scene and
We will select a scene and
use orchestral instruments.
use orchestral instruments.
use orchestral instruments.
Use booklet to review score and plot
Booklet to review score and plot.
Assessment finalised
ASSESSMENT TASK- DUE WEEK 9 THURSDAY 3PM
See Framework
Year 11/12- Music (Term 3) “Musicals”
Topic: Music
Deconstruction of the development of musical theatre styles from foundations in Vaudeville to the modern American musical. This unit has a strong
vocal theme. (connects with school musical each Year) Students will be provided with study book which must be completed throughout the term. Study book will
contain listening examples, score analysis and key details for final exam. Students will again use senior thinking wall to record thoughts about each era and style.
Unit Overview:
Possible repertoire: could include: Musicals such as Les Miserables, South Pacific, West Side story, Cats, Phantom of the Opera, Evita, Chicago, The Producers,
Rent, The Boy from Oz, Shout and Dusty. Purcell: excerpts from Dido and Aeneas; excerpts from Handel: The Messiah; excerpts from Mozart: Marriage of Figaro:
excerpts from musicals such as The Sound of Music; My Fair Lady; South Pacific; Fiddler on the Roof;and rock opera e.g. Phantom of the Opera; Joseph and the
Amazing Technicolour Dreamcoat, Moulin Rouge, Grease.
Wk
Topics
Resources
1
What is a musical?
Text and
Projector
Where to start
Learning Outcomes/Suggested Activities
(AM= appreciating musicals text
IM= In Tune with Music Book 1)
Introduction and start work
Musical Making
The book (creating a
Lyrics
book with reworded pg 78
AM pg 1-6
musical)
AM- pg 13-18
IM
Styles and classifications
AM- pg 7- 12
Can you pick these songs
Q- pg 12
test?
Songs
The score
Dance
AM- Page 19-25
Pg 27-32
Pg- 33- 38
With listening examples (see below)
With listening examples (see below)
Q page 38 play music and get entire
class to dance to musical mood.
The Production
The 1920’s
The 1930’s
With listening examples (see Wizard of Oz
below)
Worksheet (brief)
1940-1950
Score Reading from this era.
Watch film musical from this era.
Song list below
Use analysis sheet
Pg- 73-89 select key pages
Introduce Assessment- Performance
Task
2
Songs and Score
Text and
Projector
3
Production and
Musical Evolution
Text and
Projector
4
1940-1950
musicals
Guys and Dolls,
West side story
and singing in the
Rain
1960- and away
from Broadway
Text and
Projector
Text and
Projector
1960’s- Off Broadway
1980’s
Text and
Projector
1980’s analysis score reading
5
6
West Side story
See work book Questions
Musical analysis of Phantom or Les
Miserables
Musical analysis of Phantom or Les
Miserables
Criterion
Analysing
Music
Analysing
music
Analysing
music,
Performance
Analysing
music,
Performance
7
Revision and Class
Performance Set
Text and
Projector
Term Revision
Organise Groups for
Performance
8
Modern Musical for
Film
Text and
Projector
Moulin Rouge or Chicago? Score
Rehearsal
9
Revision and Class
Performance Set
Text and
Projector
Pop quiz foe exam
preparation
Performance Practice
Performance Practice
Performance week
Performance Practice
Performance WEEK
Listening examples for each week
West Side Story, Phantom of the Opera, Les Miserables, Moulin Rouge. My Fair Lady, Fiddler on the Roof, The Music Man.
ASSESSMENT TASK
See Framework
Performance Practice
Musical Exam in
exam block
Senior - Music (Term 1) “Get Up Stand Up”
Unit Overview: This unit is inspired by popular music and has a combined instrumental/vocal focus. It is an exploration of historical and contemporary issues and events
which have inspired the use of music as a uniting force in affecting social consciousness.
Wk
1
2
Topics
Week One: What is Protest Music
Week Two : What is Protest Music
Resources
Protest Text
book,
mfiles.co.uk
Learning Outcomes/Suggested Activities
Recognizing the characteristics of Protest music and the technical devices through analysis of
repertoire.Listening to recordings and reading scores to correlate sounds with notation.
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Protest bk page
9
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3
Song Analysis
Set assessment this week.
Protest book
page 10-22
select relevant
questions for
each song
Deconstruct the social meaning of the song by critically evaluating the social and/or
political context of the lyrics.
Listening to recordings and reading scores to correlate sounds with notation
Bob Dylan, Marvin gaye and Don Mclean score analysis
Research groups formed for political movements
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Song Analysis Week 3- Modern Issues
Computer lab
Overview of political movements after 1960’s and songs analysis of unifying songs.
5-7
Class time for assessment
Computer Lab
Reading and researching historical context
Researching and deconstruction of musical elements for suitable repertoire for discussion.
6-9
Performances and Draft week 8.
Computer Lab
Creating music for a specific purpose relative to context, genre and style
Reading and researching historical context
Researching and deconstruction of musical elements for suitable repertoire for discussion.
ASSESSMENT TASK
Essay and Performance
Analysing
Music,
Performance
Improvise using voice and instruments using genre specific techniques.
Listening to musical examples and through discussion compare and contrast popular
music and the message of repertoire.
Performing analyzed repertoire
4

Analysing
Music
Deconstruct the social meaning of the song by critically evaluating the social and/or
political context of the lyrics.
Recognizing the characteristics of folk music and the technical devices through analysis
of repertoire.
Listening to recordings and reading scores to correlate sounds with notation
Activity 5 and 1960;s civil movements, Aretha –Respect
Vietnam and Imagine John Lennon
Overview of political movements
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Criterion
Analysing
Music
Performance.
Analysing
Music
Senior - Music (Term 2-3) “Musical Evolution”
Key Learning Area:
An investigation and study into Music styles/genres
Websites: Thinkquest.com or org- Classical Times then into Music Notes
Wk
Topics
Resources
Learning Outcomes/Suggested Activities
Music History- Classical Times------ lead into Musical Notes and interactive.
Allmusic.com,
 Minor keys and scales, characteristics of Baroque Period, aural activity of scales in
The Baroque Period
classicalcompoe
minor keys, Score reading and responding, Comparing musical works
rs text,
 Investigating musical contexts, genres and styles with reference to related historical,
51composers.co
social, cultural and philosophical backgrounds
m
 Determining the style of a composition and evaluating stylistic consistency
 Creating and notating rhythms, melodies and harmonic progressions
 Listening to performances of a variety of instrumental and vocal repertoire and
discussing how genres and styles developed as societies and their music progressed.
 Analysing repertoire to discover how composers developed genres and styles through
musical elements, compositional devices and evolving compositional techniques.
2
Allmusic.com,
 Characteristics of Classical Music, composers, definitions and sonata form, intervals,
Classical Music
classicalcompoe
triads, 7 musical elements Comparing musical works
rs text,
 Investigating musical contexts, genres and styles with reference to related historical,
51composers.co
social, cultural and philosophical backgrounds
m
 Determining the style of a composition and evaluating stylistic consistency
 Creating and notating rhythms, melodies and harmonic progressions
 Listening to performances of a variety of instrumental and vocal repertoire and
discussing how genres and styles developed as societies and their music progressed.
 Analysing repertoire to discover how composers developed genres and styles through
musical elements, compositional devices and evolving compositional techniques.
 Listening to performances of a variety of instrumental and vocal repertoire and
discussing how genres and styles developed as societies and their music progressed.
 Analysing repertoire to discover how composers developed genres and styles through
musical elements, compositional devices and evolving compositional techniques.
1
3
Romantic Period
Allmusic.com,
classicalcompoe
rs text,
51composers.co
m
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Characteristics of Romantic Period, composers and leitmotifs, arias, 6 musical elements
Comparing musical works
Investigating musical contexts, genres and styles with reference to related historical,
social, cultural and philosophical backgrounds
Determining the style of a composition and evaluating stylistic consistency
Creating and notating rhythms, melodies and harmonic progressions
Assessable
Elements
Aanlysing
Music
Composing,
Performance
Analysing
Music
4
20th Century
Allmusic.com,
classicalcompoe
rs text,
51composers.co
m
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5-7
Rock and Pop
Allmusic.com,
classicalcompoe
rs text,
51composers.co
m
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6-9
Characteristics of 20th Century, harmony, 5 musical elements, Jazz and Blues
Comparing musical works
Investigating musical contexts, genres and styles with reference to related historical,
social, cultural and philosophical backgrounds
Determining the style of a composition and evaluating stylistic consistency
Creating and notating rhythms, melodies and harmonic progressions
Listening to performances of a variety of instrumental and vocal repertoire and
discussing how genres and styles developed as societies and their music progressed.
Analysing repertoire to discover how composers developed genres and styles through
musical elements, compositional devices and evolving compositional techniques.
Analysing
Music
Characteristics of Modern pop, 6 musical elements, cross rhythms, definitions,
Comparing musical works
Investigating musical contexts, genres and styles with reference to related historical,
social, cultural and philosophical backgrounds
Determining the style of a composition and evaluating stylistic consistency
Creating and notating rhythms, melodies and harmonic progressions
Analysing
Music,
Performance
and
Composing
Listening to performances of a variety of instrumental and vocal repertoire and
discussing how genres and styles developed as societies and their music progressed.
Analysing repertoire to discover how composers developed genres and styles through
musical elements, compositional devices and evolving compositional techniques.
Other Modern Styles
6 musical elements, classifying genres, syncopations, technology, performance media.
SET ASSESSMENT
Scaffolding assessment.
ASSESSMENT TASK
See Framework
Year 11/12- Music (Term 1) “Maestro’s of the Movies”
Topic: Music
Deconstruction of what makes film music. Students study some of the most successful film composers and learn composing techniques about how
to convey a character, a personality and emotion and settings. They compare scores and establish a connection with award winning films.
Unit Overview:
Possible repertoire: Willams ‘Schlinder’s List’ & ‘Indiana Jones’, Starwars, James Bond Theme, Handel “Hallelujah Chorus,
 Jaws, E.T, Jurassic Park, Schindler’s List,
Indiana Jones, Harry Potter (John Williams) Psycho (Bernard Herrman), Meet Joe Black, Shawshank Redemption (Thomas Newman), Toy Story’s- Monsters Inc (Randy Newman) Lord of
the Rings- (Howard Shore) , Titanic, Avatar, Legends of the Fall (James Horner) , Gladiator, Rain Man, The Holiday (Hans Zimmer) , Spiderman and Batman (Danny Elfman), Forrest Gump
(Alan Silvestri), Up (Michael Giacchino) Pink Panther Theme, Baby Elephant- (Herny Mancini)
Wk
Topics
Resources
Learning Outcomes/Suggested Activities
1
Film Music Intro
Text and
Projector

Introduction to Film music and successful composer Identifying and analysing musical elements and their

manipulation while analysing repertoire, composing and performing
Analysing repertoire to discover how composers use music to underscore the action in a film (through the
manipulation of musical elements) Psycho
Assessable
Elements
Analysing
2
3
4
Conveying
characters
Text and
Projector
Forrest Gump- Composing techniques, the creation of a motif, minor and major themes used in personalities, Displaying
emotion with the use of dynamics and Timbre.

Viewing excerpts from films and analysing each in terms of the role the music plays in the sequence, the
relationship between the scene/action and the music and the use of musical elements and compositional
devices and their relationship to the music’s role in the film sequence
Forrest Gump- Music to fill a soundtrack, the purpose of time and place. Viewing excerpts from films and
Establsihing a
setting
Text and
Projector

Instrumentation
Text and
Projector

analysing each in terms of the role the music plays in the sequence, the relationship between the scene/action
and the music and the use of musical elements and compositional devices and their relationship to the music’s
role in the film sequence
Connection with a character, making the right decsions with instrumentation- Examples: Gladiator, Up and
spiderman and batman. Viewing excerpts from films and analysing each in terms of the role the music plays in
Analysing
Analysing/
Performing
Analysing,
Performance
the sequence, the relationship between the scene/action and the music and the use of musical elements and
compositional devices and their relationship to the music’s role in the film sequence
5
Theme music
Text and
Projector
Further comparision of composers and certain strengths leading towards certain films

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Performing songs being analysed
Playing and singing at sight
Identify and discuss elements of music and compositional devices in a range of genres and styles
Identify types of sound used in specific film sequences, and ways music is used in selected excerpts from
films
Experimenting with sounds, instruments, styles to portray character themes
6
Assignment
scaffolding
Text and
Projector
Assignment scaffolding- What is the assignment asking me to do.
710
Revision and
examples of film
Text and
Projector
Term Revision
Analysing
ASSESSMENT TASK
See Framework
Performance Practice
Performance Practice
Analysing
Performance
Senior - Music (Term 4- Year 11 Only) “Jazz”
Key Learning Area:
An investigation and study into Jazz Music
Wk
Topics
Resources
1
Roots of Jazz Music- In the beginning
Exploring Jazz
Text,
Allmusic.com

Exploring Jazz
Text,
Allmusic.com


2
Specific Style of Jazz Music
Bebop, Swing, Cool Jazz, Dixieland,
Learning Outcomes/Suggested Activities
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Identifying musical elements and compositional devices in heard and unheard music and how they
are used within the structure of the whole, or section of, a piece
Listening to recordings and reading the scores from a wide range of music contexts, genres and styles
Exploring the music conventions in different cultures
Investigating musical contexts, genres and styles with reference to related historical, social, cultural
and philosophical backgrounds
Directs rehearsals and conducting performances
Determining the style of a composition and evaluating stylistic consistency
Creating and notating rhythms, melodies and harmonic progressions
Representing musical compositions in score format
Assessable
Elements
Aanlysing
Music
Composing,
Performance

Arranging music from one context, genre or style to another
3
Listening examples and score analysis
Exploring Jazz
Text,
Allmusic.com
listening examples from Jazz Text
Analysing
Music
4
Composing Techniques
Exploring Jazz
Text,
Allmusic.com

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Determining the style of a composition and evaluating stylistic consistency
Creating and notating rhythms, melodies and harmonic progressions
Representing musical compositions in score format
Analysing
Music
5-7
Jazz Scales and Modes
Exploring Jazz
Text,
Allmusic.com

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Determining the style of a composition and evaluating stylistic consistency
Creating and notating rhythms, melodies and harmonic progressions
Representing musical compositions in score format
Arranging music from one context, genre or style to another
Analysing
Music,
Performance
and
Composing
6-9
Assessment Practice
ASSESSMENT TASK
See Framework