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 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.

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

this full program with full lesson guide for 10-week term provides useful links 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

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

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 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!

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!

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.

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.

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.

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.

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.

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

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

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

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!

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