Music 2: Unit Program

Topic: Music of the Last 25 Years

Focus: Music for Small Ensembles (Pop/ Rock)

This unit of work is designed for students undertaking Music 2 within their HSC course of Music. The unit fulfils the mandatory requirement of
the topic, ‘Music of the last 25 years (Australian Focus)’ and revisits the study of the preliminary topic Music 1945 to music 25 years ago with a
focus in a range of styles and genres.

This unit considers the current practices in music of particular styles or genres with focus on Australian music of both art music and music of
other genres. The unit is performance based and provides a variety of selected works for students to express their skills on their chosen
instruments in either small groups or as a soloist. Activities provided in this unit focus highly on the skills of the three listening experiences;
performance, listening and composition. The purpose of this unit is to explore the characteristics of rock and pop ensembles in Australia, which
may provide inspiration and influence to the preparation for the Core Composition component of the Higher School Certificate external
examination. The repertoire played, heard and discussed in this unit could serve as preparation towards compositional influences, selected
repertoire performances or topic specific musicology essays.

The assessment will consist of the presentation of a viva voce, a 1500-word written analysis of the selected repertoire piece that will be spoken
about and a 500-word reflection on the importance of musical identity within performance.

Unit Duration
This unit is designed for a six week program consisting of 4 lessons x 45 mins per week.

Resources
- YouTube
- Score and recording of selected repertoire.
- Teacher devised worksheets for structured aural, improvisation and musicology activities.
- Google Drive, Documents and Classroom

SYLLABUS CONTEXT: Music of the Last 25 Years (Australian Focus)
SYLLABUS OUTCOMES
H1: performs repertoire that
reflects the mandatory and
additional topics and addresses
the stylistic and technical
demands of the music as a soloist
and as a member of an ensemble.
H2: demonstrates an
understanding of the
relationships between
combinations of the concepts of
music, by interpreting, notating,
analysing, discussing, composing
and evaluating combinations of
musical symbols reflecting those
characteristics used in the
mandatory and additional topics.
H3: composes works focusing on
a range of concepts, for familiar
and unfamiliar sound sources,
solo, small and large ensembles,
or using a variety of musical
structures.
H4: stylistically creates,
improvises, arranges and notates
music which is representative of
the mandatory and additional
topics and demonstrates different
Course Music 2 – HSC
TOPIC: Music for Small Ensembles (Pop/Rock)
Performance FOCUS ASSESSMENT
Within this unit students will: • 500-word contribution
• Perform melodic phrases from the selected repertoire scores. on performance
• Improvise through the rehearsal of performative activities by using identity and the means
adaptive technologies in conveying stylistic features of pop or rock music. of self-expression.
• Perform a simple score utilising the existing materials and manipulating
and experimenting with other modern musical creations and technologies.
Composition
Within this unit students will:
• Improvise melodies to create musical interest and expression among their • Explain through a
own instrument and may use technological devices as a method of descriptive statement
modification. the effects of stylistic
• Identify and compose their own musical identity through the compositional features and
activities that allow for freedom of modern musical ideas in pop and rock improvisation on
genre music. existing composer and
performers work and
• Use a variety of compositional devices to arrange and develop new motifs
how it shapes their
for existing materials with focus on the relationship between musical
performance identity.
concepts.
• Compose their own graphically notated score through the representation of
a simple lead sheet for small ensembles groups and independent musicians
to perform.
Musicology
Within this unit students will: • Discussion of a
particular style with
• Identify and describe the musical features and characteristics represented
reference to selected
through the selected repertoire.
repertoire to support
• Explore the depth of rock music in Australia using selected repertoire as a
the use of musical
starting focus on popular small ensembles within Australia.
concepts and
• Critically analyse various techniques explored through the written scores of compositional
selected repertoires.
social, cultural and historical
contexts.
H6: discusses, constructively
criticises and evaluates
performances and compositions
of others and self with particular Aural
reference to stylistic features of Within this unit students will:
the context.
H7: critically evaluates and
discusses in detail the concepts of
music in works representative of
the mandatory and additional
topics.
H9: identifies, recognises,
experiments with, and discusses
the uses and effects of
technology in music.
H10: performs as a means of
self-expression and
communication.
• Demonstrate an understanding of the role of improvisation within rock and techniques in creating
popular music as conveyed through the various instrumental roles. music for a specific
• Demonstrate a knowledge in composing scores that consist of non- genre.
traditional and traditional notation and other compositional notating
techniques as explored in modern pop and rock scores.
• Aurally identify the characteristics of selected repertoire and similar scores • Analysis of selected
based around the genres of rock and pop music. repertoire in
• Critically analyse various compositional works to develop an preparation for the
understanding of the use of musical concepts. vice voce.
• Explore through comparison the differences between rock and popular
genres with the incorporation of cross-genre listening.
• Identify how musical interest is obtained and explore their own
performance identity through the interaction and understanding of various
performance repertoire allocated.
Concept Focus Focus Repertoire Resources
Duration: new methods of rhythmic notation, simple, Run to You – Pentatonix - Teacher generated activity worksheets
compound and mixed metre, syncopation, diminution & - YouTube
augmentation, silence and rests. Can’t help Falling in Love – Elvis - Selected Repertoire Sheet Music
Presley (Small Ensemble - Technology Devices
Dynamics and Expressive Techniques: Stylistic Arrangements) - Google Drive
indications including commonly used markings for - Google Classroom
expression, articulations and dynamic contrasts including - Google Documents
gradations, ornamentation, electronic manipulation of Thunderstruck – ACDC (Various - Internet Browser
sounds. Small Ensemble Arrangements)

Pitch: new methods of pitch notation, modulation &

tonicisation, cadences, modal harmony, chromaticism,
diatonic harmony, pitch direction and melody contour,
variety of clefs, various notation systems, definite and
indefinite pitch.

Structure: unity and contrast, use of standard patterns and

patterns that don’t conform to standard patterns, multi-
movement structures and structures used in different
cultures like pop and rock genre.

Texture: linear and vertical arrangement of music,

thematic material, terms used to describe texture, harmony
and voicing, register, range and roles of instruments and
voices.

Tone Colour: recognition of tone colour, individual voices

and instruments, techniques used to manipulate tone
colour, electronic and synthesised sounds, commonly used
directions for instrumental and vocal techniques, methods
of sound production.
Week C A M P Sequence Chart D D/E P S T TC
1 x x x x - Explore the stylistic features between rock and pop genres through the listening of x x x
short musical excerpts and the activity of characteristic identification with some
reference to the musical concept of structure. E.g. Unity and contrast, standardised
patterns, particular structures found in pop and rock genres.
- Introduce “Thunderstruck” by ACDC. Complete a listening analysis of the use of
musical concepts within this piece and draw on existing characteristics presented
within the listening.
- Complete various activities that will explore the linear and vertical arrangement of
the piece, the individual voices and instruments; their roles and any manipulation of
these instruments to create interest and expression.
- Score Performance of “Thunderstruck” as a class through performance activity using
human actions and movements to convey the meaning of the song to the group.
- “Thunderstruck” Music Clip Reflection on the performance aspects like identity,
persona and setting.

Introduce the assessment task.

Provide time for students to plan how they will approach the task. Allow students to
research on the following points that will assist in the completion of the assessment.
(performance identity, compositional techniques of rock/ pop music, influence of
technology, further research into selected repertoire piece).
2 x x x x - Explore Australian Rock Music through a timeline presentation of bands and small x x x x
groups that were important in defining Australia’s Rock History.
Identify what characteristics were most present at the time and how technology has
affected the sound production of rock music.
- In small groups, students will listen to various covers of the song ‘thunderstruck’
before commencing practice on the first verse and chorus of ‘Thunderstruck’. They
are to manipulate either the style of the song to one of another genre, the selection of
instruments or whether the sound aesthetic is natural or amplified.
 - In rehearsal students are to think about the importance of structure and texture within
small ensembles and performance to ensure the piece is unified and provides contrast
to maintain the audience’s attention.
- Students are advised to some form of technology within rehearsal as a tool for
preparing for performance. (e.g. tuner, loop pedal system, recording and playback
device)
- Practice your selected repertoire piece for the HSC performance examination.

Home work: Write a page of personal reflection on your performance identity.

How do you identify yourself as a performer? What is your musical identity that you
want to or are trying to achieve? What purpose are you on the stage for?
3 x x x x - Group performance of “Run to You” by Pentatonix to be either sung or played on x x x x
instruments of the same tone colour. Be sure to record performance to listen back and
critically analysis.
- Listen to performance. Identity what musical concepts are used within this musical
piece and how is this piece creating interest.
(modulation, pitch melody and contour, harmony, dynamic contrasts, voicing and
roles of each instrument).
- Brainstorm the ways you could modify this song without changing the musical score
written. (Multiple parts for bigger ensemble, dynamic of the instruments, add rhythm,
tempo and beat).
Listen to variations of the musical examples of “run to you”.
- Explore the multiple ways of notating through many visual representations from
multimedia sources like videos, scores, apps and software.
- Score Notation: Create interest to the existing “run to you” score by exploring the
possible variations to tone colour, and dynamics and expressive techniques. Use your
instrument to understand the contrast between existing materials and your creation.

Solo Research Task/Homework: What Expressive Techniques are available for

your selected instrument? How are they played/ performed? Find a link that provides
detail showing how to convey an expressive technique on your instrument. Submit
 this link within the class google document for future resources in your own
independent study.
Week C A M P Sequence Chart D D/E P S T TC
4 x x x - Explore Musical Identity: the means of performance for self-expression. Brainstorm x x x x x
what is music? And why do we play music?
- Class discussion on What is a performer? How do we create a performer within
ourselves?
- Research task in pairs: tips for rehearsing for performance. Download the template
on performance tips from google drive and list the important tips for performing that
you gathered from your research. Find some articles on performing in groups to see if
there is different advice.
- Look into your specific instrument: techniques, associated characteristics and
different ways of playing (amplified, percussive, electronic). Explore how you would
as a performer convey expressive techniques, expression of setting, performance
persona and identity. Think about how music interest is obtained and kept.
- Critically analyse the performance identity of multiple performances. Is there
anything you would take from these artists as a contribution to your own musical
identity.
- Composing as a composer-performer: considering the stylistic features of a particular
style, genre or culture. Creating achievable goals and understanding creativity as a
mean of expressing yourself to the audience.
- Compose a song. Create lyrical content around an issue that is present and prominent
in your life. Create music that accompanies the lyrics through setting, mood and
theme. Think about how you would present emotions through music.
- Practice the song and share through performance to another student/s in the class.
- Practice your selected repertoire piece for the HSC performance examination.

Homework: Write 250 words on a composer/ performer that you wish/aim/could be?
5 x x x x - Provide the score for “Can’t Help falling in love” by Elvis Presley. Students will x x x x x x
need to listen and prepare a score analysis of the song’s musical direction. Students
will then be provided with 3 musical excerpt listening’s where they will be asked to
describe and sight read parts of the score.
 - Students will listen to multiple playing of the song “Can’t help falling in love” and
will discuss as a class how musical interest is shown in each piece and will complete
the activity with a comparison report on how each piece is different from another and
what musical qualities and characteristics are shown.
- Students will be provided viva voce analysis sheet to complete and fill out. It will be
expected that students have decided what selected piece of repertoire to talk about
and have started writing notes on the musical concepts, expression and musical
interest of the piece; as well as the composer’s musical performance, identity, intent
of the piece and further details regarding the question. “How does the composer
maintain musical interest?”

Submission of Assessment Part A due the last lesson this week.

6 x x x - Explore how technology effects the way that we identify music and contributes to x x x x x x
music within small ensembles.
- Recap on the musical qualities and characteristics of rock/pop music and how the
addition of technology has assisting in the shaping of the music culture over the past
25 years.
- Discuss the student views on Performer Identity, use of compositional techniques and
stylistic features shown from other artists.
- Students will present their viva voce in small groups, whilst the remainder of the
class practices their selected piece of repertoire for their HSC performance.

Submission of Assessment Part B due the first lesson this week.

Submission of Assessment Part C during allocated lesson this week.
Assessment Task
1. Viva Voce Assessment Task

This assessment task consists of three parts.

A: 500-word contribution on performance identity and the means of self-expression.

• Explain through a descriptive statement the effects of stylistic features and improvisation on existing composer and performers work and
how it shapes their performance identity.
• Discuss the importance of performance identity as a mean of expressing beliefs, ideas and styles that associate to culture, genres and your
performative self.

B: Analysis of selected repertoire in preparation for the viva voce. (Form of a 1500-word essay)

• Demonstrates understanding and knowledge of musical concepts displayed through the selected repertoire chosen for analysis.
• Shows understanding of musical knowledge consisting of the composer’s intention, compositional techniques and personal identity.

C: Viva Voce on selected piece of repertoire from pop/rock genre regarding the question: “How does the composer maintain musical interest?”

• Discussion with reference to selected repertoire to support the use of musical concepts and compositional techniques in creating music
for the genre of rock/pop.
• Explanation of understanding of musical qualities and characteristics conveyed by the composer and explains in relevance to how
musical interest is presented throughout the repertoire provided.

Outcomes Assessed: H2, H6, H7, H9

Due Dates:
A: Week 5 Last Lesson
B: Week 6 First Lesson
C: Week 6 Allocated Lesson

Assessment Criteria
1. Viva Voce Assessment Task

Part A
- Shows understanding and knowledge of musical identity involving the means of performance as an expressive reflection of the
individual’s persona.
- Discusses the influence of supporting factors such as culture, genre and styles and their contribution towards compositional works and
musical persona.

Part B and C
- Application of skills o in-depth analysis
- Understanding of musical concepts and the relationships between them within the relevant context supported by relevant musical
examples and quotations drawn from primary sources.
- Organisation, development and expression of ideas.

Resources
“Tips for Performing as part of a band” (2017) Finley Roach. Retrieved from the National Music Academy on the 26 th of April 2018,
https://www.nationalmusicacademy.com.au/tips-performing-part-band/

“From Potential to Performance” (2017) Retrieved on the 26th of April 2018,

http://web.uniarts.fi/practicingtipsformusicians/performance/index.html
Selected Repertoire
1. ‘Run to You’ – Pentatonix (2014) Retrieved from YouTube on the 26th of April 2018, https://youtu.be/sp7PS_UN8Lo

- Run to You - The MadHatters (Pentatonix Cover) (2016) Retrieved from YouTube on the 26 th of April 2018,
https://youtu.be/vgSBsG7QNNA
- Run to you (Pentatonix) – Vital Signs A Capella (2017) Retrieved from YouTube on the 26th of April 2018, https://youtu.be/5Cac-
XL66FU

2. Elvis Presley - Can’t Help Falling in Love 1961 (High Quality) (2017) NoMadU55555. Retrieved from YouTube on the 26 th of April 2018,
https://youtu.be/pXhKWWCCdk8

- Can’t Help Falling in Love by Elvis Presley – Stringspace – String Quartet cover (2017) StringspaceLive. Retrieved from YouTube on
the 26th of April 2018, https://youtu.be/J7S5viqJT9o
- Elvis Presley – Can’t Help Falling in Love – 7th Ave A Capella cover. (2016) 7thAve Band. Retrieved from YouTube on the 26 th of April
2018, https://youtu.be/zp28RylttZ0
- UB40 – (I Can’t Help) Falling In Love with You. (2009) UB40VEVO. Retrieved from YouTube on the 26th of April 2018,
https://youtu.be/vUdloUqZa7w
- Meghan Trainor – Can’t Help Falling in Love (by Elvis Presley). (2016) Fe Shannen Cinco. Retrieved from YouTube on the 26th of April
2018, https://youtu.be/6VJfq0jb_tc

3. AC/DC – Thunderstruck (Official Video). (2012) acdcVEVO. Retrieved from YouTube on the 26th of April 2018,
https://youtu.be/v2AC41dglnM

- Thunderstruck by Steve’n’Seagulls (LIVE). (2014) Steve Seagulls. Retrieved from YouTube on the 26 th of April 2018,
https://youtu.be/e4Ao-iNPPUc
- AC DC – Thunderstruck (Crookers Remix). (2009) Technologicalsound. Retrieved from YouTube on the 26 th of April 2018,
https://youtu.be/VXhryz5DAzg
- Thunderstruck for Percussion Ensemble Alumnado PercuFest 2014 dirigido por Rafa Navarro. (2014) PercuFest International Percussion
Festival. Retrieved from YouTube on the 26th of April 2018, https://youtu.be/SYSxOj6W7IQ?t=3m47s
- 2CELLOS – Thunderstruck [Official Video]. (2014) 2CELLOS. Retrieved from YouTube on the 26th of April 2018,
https://youtu.be/uT3SBzmDxGk?t=38s