A complete lesson or revision tool for any study of Baroque Music. The 2 activities reinforce learning the music features and provide score reading extracts/listening for students to identify the features. Suits GSCE, HSC Music Musicology courses. Set as a homework task or leave as a lesson when you are unable to be in class. Teachers may continue to use the summary page and choose various extra listening examples for listening practise and to focus on: Baroque Period use of the concepts of music: – duration – pitch – dynamics and expressive techniques – tone colour – texture – structure. 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

Student music composition work develops when materials are provided that prompt creative thinking and guide them to try new techniques. This guide is invaluable to Music Teachers - simply print or have students save the document. They can add draft pages to provide proof of authorship. Short exercises make research and musicology a part of the process along with learning terms that they can then put into practice in their own creative composition. Also doubles as a handy process portfolio that can be submitted in stages. Students can work with a part of the task to meet Core Assessment requirements or fully develop the portfolio as an Elective option. BOS requirements and information are in the document for easy reference!

The Musicology Viva-Voce is a great opportunity for any music student to develop a hypothesis on a music topic that interests them. This handy guide helps both the Teacher and the student. A very clear outline and step-by-step process will act as a checklist and helps the student see where they may need to take time to develop their viva-voce. Teachers can use the extra, Free! rubric to assess the in-school assessments and write comments to help the student see their progress. Feel free to change the outcomes to your program or school level - the word format enables you to adapt and change to suit your needs.

Give yourself time to work with your students and use this detailed program for any 16yrs+Music class . It is particularly aimed at meeting the NSW Preliminary or HSC Music 1 Syllabus outcomes. The composition focus has a comprehensive rubric with marking schema to cover all levels of participation. Each lesson for the 10-week term includes hyperlinks for both the program(teacher) and a page for students to access the links on their device. The links include free music software, exercises for music notation and tutorials for understanding and using chords. It makes this resource useful for those times you cannot be in class! for a little bit extra, the companion TES "HSC Composition Portfolio" extends the unit outcomes for the student who chooses to have composition as an elective option. All BOS/NESA examination requirements are listed along with a thorough process for students to develop their skills at every level. I encourage you to complete the package with this handy timesaving addition! NESA Teaching Standards Standard 3 may be met through your adaptation and use of this package: Plan for and Implement Effective Teaching and Learning - Proficient Level 3.1.2 Set explicit, challenging and achievable learning goals for all students. 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 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.

Easily extended beyond a few lessons, this resource includes two Projects that meet learning outcomes for Music while building strong content knowledge through purposeful reading, writing, viewing, listening, and research. GarageBand software makes music composition easy for middle school aged students. Meaningful and active learning can easily be experienced through these fun activities. Ease of navigation also makes it appealing to students and teachers (who could easily learn to use it alongside their students). Since music can be listened to, played, and seen through GarageBand, it also presents it through different modes of learning. Multiple modes of presentation and the need for student choices, creates a more meaningful learning experience. Your students will respond to varying demands of audience, task, purpose, and discipline by taking notes, making notes and selecting convincing evidence. Students can use their own creativity in completing projects that are authentic. The Projects also reinforce the right use of repetition, adjusting tempo (speed), key, dynamics (volume), melodic flow, etc. For your program: Students will also be introduced the concepts of • meter, • beats per minute, • time signature, and • musical patterns/repetition. By the end of the two Projects students will be able to: • know the basics of using music technology for fun & the Garageband software • insert loops into a project to create a simple composition of their own • and with extended time they will be able to change the tempo and time signature of a song Teachers can assess by: • Listening to a students’ composition and reading their written work to see if they have understood how to create a musical pattern within the Garage band software. • Checking to see if the students can identify patterns within other students’ work. • Listen for precise vocabulary to describe rhythm and metre as well as their music. • Students are able to talk about similarities and differences in rhythmic patterns. checking for understanding through simple note taking and note making rounds off the exercise! 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 Geography concepts are revisited through this fun group activity. An excellent self-contained activity to leave for another teacher looking after a lesson or, use to demonstrate student group work and collaboration. Step back and flip the learning! This resource has all instructions and key terms (page 1). A partially completed mind-map for students to use (page 2). The suggested answer page for students to map their results or for the teacher to correct their work (page 3). Alternatively, students can use technology by using the site: https://www.goconqr.com/ Deliver amazing content with ease using an open platform that’s designed to engage students and revitalise learning. This activity meets ACARA Year 7 Geography Communicating standard: Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate (ACHGS053)

Following the introductory 'Movie music' Part 1, this lesson continues to engage learners and is good for developing listening vocabulary and aural skills. The scaffolded pptx. picks one musical element (pitch for instance) and has students watch and listen to selected, short film clips using the Trailer from the Justice League Official Comic-Con (2017) movie. To begin, students focus on just one music element. Then, they listen again focusing on a different musical element. This pptx. gives short guides on each music element for students to copy and use as they watch and listen. The guides can be reused many times as general notes for listening skills in other topics. This exercise is engaging, promotes discussion and skilfully has students listening over and over with a focus on each element as they practise their skills. They won’t know how hard they are working! This lesson builds listening skills and helps students meet ACARA Year 7 and 8 Achievement Standard: "By the end of Year 8, students identify and analyse how the elements of music are used in different styles and apply this knowledge in their performances and compositions. They evaluate musical choices they and others from different cultures, times and places make to communicate meaning as performers and composers." http://www.australiancurriculum.edu.au/the-arts/music/curriculum Generally meets outcomes for: Enquiring – identifying, exploring and organising information and ideas • Identify and clarify information and ideas • Organise and process information Generating ideas, possibilities and actions • Imagine possibilities and connect ideas • Consider alternatives Reflecting on thinking and processes • Think about thinking (metacognition) • Reflect on processes Analysing, synthesising and evaluating reasoning and procedures • Draw conclusions • Analyse composers’ use of the elements of music and stylistic features when listening to and interpreting music. • identifying elements of music aurally and then discussing how these elements, composition techniques and devices are used and manipulated to create a style. • accessing and researching music through real or virtual performances to analyse performers’ interpretations of composers’ intentions

Writing Game music can be lots of fun! It can also teach how music can link with action, emotion, humour and responses. This pptx file will introduce the basics before quickly getting into activities - we all learn best by doing! Aimed at Years 7 - 8 music classes, the easy entry level activities enable instant participation, teach phrase lengths and the use of repetition and variety to create interest as well as having students participate in a creative music making activity without needing a music theory background. Look for the free rubric and use to assess the project work.

This is a part of the new Year 7 History Curriculum. Excellent as a self-contained lesson with great images, to leave for another teacher looking after a lesson or, use to demonstrate student research, inquiry based learning and scaffolded note making. This resource includes all background information and key terms (section 1). Questions and activities for students to use (Section 2). Extension activity for abler students and a mind map for the teacher to use to correct student work (Section 3). Alternatively, students can use technology to demonstrate their understanding and create their own flash cards, mind maps or questions/quiz by using the site: https://www.goconqr.com/ amazing content delivered with ease using an open platform that’s designed to engage students and revitalise learning. This activity meets ACARA Year 7 History content: Historical Knowledge and Understanding Investigating the ancient past • Students build on and consolidate their understanding of historical inquiry from previous years in depth, using a range of sources for the study of the ancient past. • How historians and archaeologists investigate history, including excavation and archival research (ACDSEH001) • The range of sources that can be used in an historical investigation, including archaeological and written sources (ACDSEH029) • Methods and sources used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists, such as in the analysis of unidentified human remains (ACDSEH030)

Inspiring and encouraging comment bank for high school teachers. Deliberately kept 'general' for you to add a reference to your specific subject or use for pastoral or home room and individual references. The pages are written in table format with girl and boy versions. Blend more than one comment to describe your students. Simply insert the student name in the space and copy and paste into your document. a few 'corrective' statements indicate how to make a few changes to best improve for the new semester or school year. Enjoy!

A part of a series, this HSC Music 1 Aural exercise, with online listening activities and useful prompts, 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. Easy to use with a lap top, presentation or students copy from moodle or usb. 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 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.

Revise the concepts of metre, tempo, note values and have your students research more complex devices such as Syncopation Ostinato Anacrusis Polyrhythm Irregular divisions etc. Practical, fun activities add meaning to the lesson and assist students with their learning. A useful and engaging lesson to leave if you can’t be with your class! Save to usb and the relieving teacher can display or pass around to students with BYOD. Use the lesson to present for your own NESA PD profile… 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

This lesson provides valuable practise in answering a specific question - How does the composer maintain interest? By focussing on individual music elements, students can refine their listening and writing skills. Using these resources provides teachers with a great 'relief or substitute lesson' material. Simply save to a usb and have students save to their desktop and work independently on their laptop - or, present onscreen to a class. It makes this resource useful for those times you cannot be in class! for a little bit extra, the companion TES "HSC Composition Portfolio" extends the unit outcomes for the student who chooses to have composition as an elective option. All BOS/NESA examination requirements are listed along with a thorough process for students to develop their skills at every level. NESA Teaching Standards Standard 3 may be met through your adaptation and use of this package: Plan for and Implement Effective Teaching and Learning - Proficient Level 3.1.2 Set explicit, challenging and achievable learning goals for all students. 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.

Free! rubric to assess the Musicology Viva-Voce in-school assessments. You can write comments to help the student see their progress. Feel free to add or change the outcomes to suit your program or school level - the word format enables you to adapt and change to suit your needs. Clear targets enable the students to see what they need to prepare for their best result. If you purchase the Guide - it makes a perfect partner for the student who chooses this as an HSC Elective option!

A handy student summary page for the Musicology viva-voce. Simple print the page for students to write their summary. Alternatively, give an electronic copy for students to type and edit their notes. Takes the guesswork out!

These slides give clear explanations and visual images to help reinforce these concepts. Use the 'notepad&' icon, included on some slides, to cue students to take notes from the screen. These can be used with flat screen motors or IWB.