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Great Music Teaching Lessons and Programs

Good lesson materials provide a solid base from which to develop creative thinking. These printable and easy to use music resources can help introduce, reinforce and evaluate student learning. Busy teachers can use these time saving worksheets, ppt. and pdf guides and assessment rubrics. Best of all, copy to a usb and have students work at their own pace or use as a substitute or relief lesson.

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Good lesson materials provide a solid base from which to develop creative thinking. These printable and easy to use music resources can help introduce, reinforce and evaluate student learning. Busy teachers can use these time saving worksheets, ppt. and pdf guides and assessment rubrics. Best of all, copy to a usb and have students work at their own pace or use as a substitute or relief lesson.
HSC Musicology Viva-Voce Guide
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HSC Musicology Viva-Voce Guide

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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.
NSW HSC Music 1 Composition Portfolio template for students
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NSW HSC Music 1 Composition Portfolio template for students

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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!
GarageBand Project, Instructions and Music Assessment Rubric
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GarageBand Project, Instructions and Music Assessment Rubric

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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
Use this complete lesson with fun activities to review the music concept: Duration
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Use this complete lesson with fun activities to review the music concept: Duration

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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
16yrs Program for Popular and Rock Music
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16yrs Program for Popular and Rock Music

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Easy to modify or add to this detailed program. Too busy to deliver both Pop and Rock music? You can choose to take more time or less using this program. Add your own material, modify the rubrics and let the students know what to expect for their assessment at the end of the module. Educational outcomes are becoming universal in their language and this program can easily meet the expected outcomes for your system. Plain english for everyone to understand - no jargon! Covers Performance, Listening, Composition and Musicology all integrated and referenced. To add to the content - why not download my FREE ppt. on Music Elements? or purchase the 'starter' lesson on the 'Disruptive Elements of Rock music' and see your students enter into the debate on what constitutes real music!
Music Listening updated: Tone Colour complete aural lesson with listening  examples and activities
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Music Listening updated: Tone Colour complete aural lesson with listening examples and activities

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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.
Movie Music  Part 1 - Understanding how music is used in film
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Movie Music Part 1 - Understanding how music is used in film

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Film music brings to film the basic principles of music: melody, harmony, rhythm, meter, volume, tempo, form, tone colour, and instrumentation. Students will learn through these fun lessons, that music in film gets its power from its ability to tap into our expectations that music follow these principles. Conventions, shared between composers and audiences, means that we gain meaning through the power of association; through repetition, conventions such as brass and horns indicate hero or military scenes and these become ingrained in a culture as a kind of collective musical experience. Film music defines emotion in a film and often it generates it. Does film music always have a function? Students find what works in movie music! This pptx. gives recent examples, text slides for students to take brief notes and excellent, short film clips that illustrate powerful effects. Movie Music Part 1 (of two pptx presentations) gives opportunities for students to understand and explain the mix of two art forms: film and music. Movie Music Part 2 gives projects for students to use what they have learned!
HSC Music 1 Aural: Complete lesson on Pitch with listening extracts and activities
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HSC Music 1 Aural: Complete lesson on Pitch with listening extracts and activities

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HSC Music 1 course: Lesson has two short music extracts focussing on very specific terms: Melisma, Sequence, Phrasing. The two activities can be set as a 'relief lesson' or as self-paced independent learning while you target students who may need extra help in the classroom. The file can be used as both a printed resource for or use with an electronic copy for students. I simply pass a usb with the file, students copy it to their desktop and off they go! The lesson covers the Syllabus for Aural and Composition. Course topics: An Instrument and It's Repertoire; Music for Small Ensemble; Popular Music. 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 2.6.2Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.
Music Program with lesson sequence and assessment rubric for Year 7/8 - Film Music
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Music Program with lesson sequence and assessment rubric for Year 7/8 - Film Music

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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!
Baroque Music features and activities
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Baroque Music features and activities

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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
Musicology Viva-Voce Rubric
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Musicology Viva-Voce Rubric

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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!
HSC Music Aural Examination preparation and revision
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HSC Music Aural Examination preparation and revision

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A bundle to save you time! Each of the 6x lessons will provide students with music vocabulary and exam skills and techniques. Students can answer the exam style questions, improve writing techniques and listening. Excellent as a set of class activities if the teacher is unable to be with the class for a number of lessons. Use the NESA table provided to link with your PD folio!
HSC Music 1 Aural lesson on the music element: Structure - includes listening extracts and prompts
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HSC Music 1 Aural lesson on the music element: Structure - includes listening extracts and prompts

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Use this HSC Music 1 Aural exercise, with online listening activities and useful prompts, 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 questions with prompts differentiate the activity to reinforce their listening practise. 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.
HSC Music Program with Composition Focus including links, rubric and lessons
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HSC Music Program with Composition Focus including links, rubric and lessons

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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.
NSW HSC Composition Portfolio
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NSW HSC Composition Portfolio

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Great way to meet the HSC requirements and verify student work! Use the word document as a combination of tips for composing, guide for independent research, and a process checklist for ongoing development of skills. Students add in their drafts and annotate changes as they go...simply scan the finished portfolio pages for a record of their work - you can use the work sample to update/provide evidence for your own Teacher PD NESA profile as well! BTW! ......Music 1 Composition Focus Program “Methods of Notating Music” is also available on TES and provides all the learning material and links to assist the delivery of a successful 10 week unit of work. An Assessment rubric is included and makes assessing the wide range of abilities and results easy and fair. Links to free notation software and exercises to assist student learning are included as well. A perfect package!
HSC Music Aural - Comparing two versions lesson
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HSC Music Aural - Comparing two versions lesson

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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
HSC Music 1 Aural Exercise - Dynamics and Expressive Techniques
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HSC Music 1 Aural Exercise - Dynamics and Expressive Techniques

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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
Report comments High School - UK/AUS and US versions
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Report comments High School - UK/AUS and US versions

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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!
Summary Page for Viva-Voce
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Summary Page for Viva-Voce

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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!
Junior music class report comments
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Junior music class report comments

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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