Year 11 or 12 HSC Music 1. Use this HSC Music 1 Aural examination exercise (with structured activities) as a stand-alone lesson (also useful for relief) or take the opportunity to work one-on-one with your students as they work independently through the activities. The worksheets develop: - the ability to discriminate between sounds and to make judgements about their use in a wide range of musical styles, periods and genres. - an understanding of the aural paper, the various question styles and how to write a detailed response in a limited, timed paper. - develop skills meeting both syllabus and examination requirements. NESA Australian Professional Standards for Teachers Know students and how they learn: 1.5.2 Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities 2.1.2 Apply knowledge of the content and teaching strategies to develop engaging teaching activities Know the content and how to teach it 2.2.2 Organise the content into coherent, well-sequenced learning and teaching programs

Use this lesson many times to help develop skills for recognising, analysing and writing a response for the Music 1 Aural Skills Examination. The question ‘two versions’ requires planning to maximise the writing time and present a clearly written response. Teachers may choose various listening examples for practise and to focus on: • the concepts of music: – duration – pitch – dynamics and expressive techniques – tone colour – texture – structure • the use of technology • music of various cultures • unity, contrast and style NESA Australian Professional Standards for Teachers Know students and how they learn: 1.5.2 Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities 2.1.2 Apply knowledge of the content and teaching strategies to develop engaging teaching activities Know the content and how to teach it 2.2.2 Organise the content into coherent, well-sequenced learning and teaching programs

Use this HSC Music 1 Aural examination exercise (with online listening activities) as a stand-alone Year 12 revision lesson (also useful for relief lesson) or take the opportunity to work one-on-one with your Preliminary students as they work to deepen their understanding of the music concepts.  Guided focus questions differentiate the activity to reinforce their listening practise. You can set a variety of listening extracts/examples of contrasting music styles to test student learning and provide practise answering the HSC style question. Use past HSC papers and you tube recording's to further deepen the experience - links provided. NESA Australian Professional Standards for Teachers  Know students and how they learn:  1.5.2 Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities 2.1.2 Apply knowledge of the content and teaching strategies to develop engaging teaching activities Know the content and how to teach it 2.2.2 Organise the content into coherent, well-sequenced learning and teaching programs

Year 7/8 students will learn to listen carefully to the film score as they complete a Film Music Review activity. By selecting the 'best' of three short music reviews, they will learn how to write their own. Short sentence starters help the process and students complete the activity by composing their own review. Contributes to achieving the outcome (ACAMUR097) Analyse composers’ use of the elements of music and stylistic features when listening to and interpreting music. The particular elements of Literacy addressed by this content description: - Comprehending texts through listening, reading and viewing - Comprehend texts - Navigate, read and view learning area texts - Listen and respond to learning area texts - Interpret and analyse learning area texts Text knowledge - Use knowledge of text structures Word Knowledge - Understand music vocabulary Students will: - build on their aural skills by identifying and manipulating rhythm, pitch, dynamics and expression, form and structure, timbre and texture in their listening - aurally identify layers within a texture

This Junior Music program outlines clear objectives in plain English. Meets requirements/outcomes for Listening, Composition and Performance. The assessment rubric links directly to the classroom activities and...the students will have fun learning to play easy to learn film themes as they develop their listening skills and vocabulary! Students will: - build on their aural skills by identifying and manipulating rhythm, pitch, dynamics and expression, form and structure, timbre and texture in their listening, composing and performing of music written for Film. - aurally identify layers within a texture - play independent parts against accompanying parts (melody, chordal and bass lines) - recognise rhythmic, melodic and harmonic patterns and beat groupings - understand their role within an ensemble choosing tone colours and gradations in volume - perform with expression and some technical control - identify a variety of purposes for which film music is made - draw on music exploring a range of cultures, times and locations as they experience film music over its development. The Composition unit may be used with Garage Band or other sequencing/notation software to develop: - Inquiring – identifying, exploring and organising information and ideas in a music soundtrack - Identify and clarify information and ideas in pairs as the work is developed - Organise and process information to meet the task requirements - Generating ideas, possibilities and actions based on a study of film music - Imagine possibilities and connect ideas creating a sound track. - Consider alternatives - Reflecting on thinking and processes - Think about thinking (metacognition) - Reflect on processes - Analysing, synthesising and evaluating reasoning and procedures - Draw conclusions and design a course of action. Simply follow the ten week (or, modify to suit) program!

This updated lesson explains the concept ‘Tone Colour’ and uses relevant music terminology with excellent short (edited) diverse styles of listening examples to broaden experience. Suggested responses to the listening activities are now included. The music examples are a mix of popular and classical music. Both relate to each other as the melodic material in the popular extracts is based on the classical examples! Further talking and discussion points that link nicely to provide a useful segue to a Musicological focus - two lessons for one! Use this HSC Music Aural lesson, with listening activities included, as a stand-alone Year 12 revision lesson (also useful for relief lesson) or take the opportunity to work one-on-one with your Preliminary students as they work to deepen their understanding of the music concept ‘Tone Colour’. NESA Australian Professional Standards for Teachers The Proficient Standards underpin processes for full registration and accreditation as a teacher and support the requirements of nationally consistent teacher registration. Professional Practice: 3: Plan for and implement effective teaching and learning 3.2.2 Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning. 3.3.2 Select and use relevant teaching strategies to develop knowledge, skills, problem-solving, and critical and creative thinking. 3.4.2 Select and/or create and use a range of resources, including ICT, to engage students in their learning.

This ppt is self timed and is a fun review of key music words and terms. Students may work in pairs or individually to get their answers for each of the 10 second timed slides. May be used several times to reinforce these important Aural Terms. Especially useful to change the pace of a lesson, reintroduce the key terms or check for understanding and recall. Enjoy!

This simple page will enable the substitute teacher to introduce/continue class work. The page outlines important information: Class info, location, lesson type Lesson materials or on-line codes with instructions Special arrangements, assistance available Feedback info for regular teacher. The template allows movement of the ‘red’ markers/circles/arrows to save writing and re-writing information. The word format can be easily edited to add your name, School details etc. and then, printed or emailed if you are unable to attend work. All the best!

This HSC Music 1 Aural lesson, with online listening activities, may be used as a stand-alone Year 12 revision lesson (also useful for relief lesson) or take the opportunity to work one-on-one with your Preliminary students as they work to deepen their understanding of the music concepts. The recorded music clips are included. Pass the lesson around on a usb for lap top use, or present on screen. Guided focus questions differentiate the activity to reinforce their listening practise. You can set a variety of listening extracts/examples of contrasting music styles to test student learning and provide practise answering the HSC style question. Use past HSC papers and you tube recording’s to further deepen the experience. NESA Australian Professional Standards for Teachers  The Proficient Standards underpin processes for full registration and accreditation as a teacher and support the requirements of nationally consistent teacher registration. Professional Practice: 3: Plan for and implement effective teaching and learning 3.2.2 Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning. 3.3.2 Select and use relevant teaching strategies to develop knowledge, skills, problem-solving, and critical and creative thinking. 3.4.2 Select and/or create and use a range of resources, including ICT, to engage students in their learning.

This full program with full lesson guide for ten -week program provides useful information for ‘How to Compose Music’ , score study, composer reflections, rehearsal tips and guide and importantly - the Assessment rubric - plain English makes the program easy reading and makes the syllabus outcomes come to life. NESA Australian Professional Standards for Teachers Know students and how they learn: 1.5.2 Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities 2.1.2 Apply knowledge of the content and teaching strategies to develop engaging teaching activities Know the content and how to teach it 2.2.2 Organise the content into coherent, well-sequenced learning and teaching programs

What is it in Rock Music that disturbs, for some, our sense of what music should be? Looking at a quote from Robert Palmer, using online resources and youtube links (embedded in the lesson notes), students examine the ‘disruptive influences’ and Rock music elements through the sensational music of Jimi Hendrix. Use this as an introductory lesson or as a challenge for your students! Listen as they debate the core question of the desire to create cultural change and how this drives creativity in music today! Students are encourages to use music vocabulary to explain what they hear, compare with past music and examine the stylistic elements as they listen and take notes.

Easy to use comment bank - combine more than one to create detailed report comments or keep it simple with strong statements. Commend students for their participation, development or gently admonish for not making their best effort! NESA - Use this resource to meet STANDARD 5 ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING : 5.2.1 & 5.2.2: Provide timely, effective and appropriate feedback to students about their achievement relative to their learning goals 5.5.2: Report clearly, accurately and respectfully to students and parents/carers about student achievement, making use of accurate and reliable records