Jennifer Trease

Session Western Australian Syllabus Content
s
1 MAKING
Aural identification of the elements of
music in isolation and combination in a
range of music excerpts (not all content
may be relevant to the selected context):
Dynamics and expression
 dynamic gradations and
articulations to create contrast and
alter timbre
Key Teaching Points
MAKING
Introduce the Classical Era. Discuss
similarities and differences to the
Baroque Era – specifically dynamics,
orchestration, harmony, and form.
Refer to page 59 in In Tune with
Music Book 2. Have students read
through as a class, then discuss
together the characteristics that
they notice are different.
Assessment Resources/Text/Links
In Tune with Music Book 2 –
Ian Dorricott
Eine kleine Nachtmusik –
W.A. Mozart link to
audio/scrolling score:
https://www.youtube.com/w
atch?v=YqN-5EujyaM
Whiteboard and markers

Form and structure Introduce the Sonata Form. Write on

 use of theme
 add minuet and trio, sonata form
Timbre
 instruments and voice types,
groups/ensembles, method of
sound production, mutes, pedals
and distortion
(ACAMUM099)
2 RESPONDING
Identification and description of the use and
stylistic treatment of the elements of music,
comparing and discussing similarities and
the whiteboard the different
sections and subsections, of sonata
form. After an overview, introduce
Eine kleine Nachtmusik. First play
the entire piece with the visuals on
the screen for students to see. In the
second playthrough, only play the
first few bars of each section to
illustrate the differences in each
section comparatively.
RESPONDING In Tune with Music Book 2 –
Ian Dorricott
Begin the lesson with a recap of
sonata form, writing the form on the Whiteboard and markers

differences between musical works from a
range of styles and contexts
(ACAMUR104; ACAMUR105)
Identification, comparison and evaluation of
a variety of music with an understanding of
cultural and historical features, stylistic
characteristics and associated conventions
and music practices
(ACAMUR104; ACAMUR105)
3 MAKING
Use and application of composition models
to shape and refine arrangements and
original works; improvising, combining and
manipulating the elements of music;
applying compositional devices, stylistic
features and conventions to reflect a range
of music styles
Jennifer Trease
whiteboard. Scores for students - Sonata
in C, K 309, first movement –
Hand out scores for students while
W.A. Mozart
they turn to page 61 in In Tune with
Music Book 2. Link to audio/scrolling score:
https://www.youtube.com/w
Play Sonata in C, K 309, first
atch?v=7QgT4_e8PTg
movement and ask students to mark
where they think each section
begins. Review with students where
they thought each section was and
then listen again, asking students to
highlight the subjects. Teacher to call
out where the sections and subjects
are while the piece plays.
Discuss the similarities and
differences with Eine kleine
Nachtmusik from the previous
lesson. Identify the elements of
music in Mozart’s Sonata in C, and
explain why these are typical in the
Classical Era.
MAKING Laptops, computers
Begin by reminding students of Sibelius or other composition
compositional techniques and programs
conventions, focussing on melody
Teacher Generated
and harmonic movement.
Worksheet – Sibelius
Provide students with Sibelius Exercises
Exercises and monitor their

(ACAMUM100; ACAMUM102)
Use of a range of invented and
conventional notation, appropriate music
terminology and available technologies, to
organise, record and communicate music
ideas (ACAMUM100; ACAMUM102)
4-8 MAKING
Use of a range of invented and
conventional notation, appropriate music
terminology and available technologies, to
organise, record and communicate music
ideas (ACAMUM100; ACAMUM102)
9-10 MAKING
Development of technical skill and control;
musical expression; and consideration of
Jennifer Trease
completion on laptops and Composition IT Task sheet
computers. This worksheet will
remind students how to operate the
Sibelius system and input notes and
other musical devices into the
software.
Hand out Composition IT Task sheet.
Students to arrange themselves into
groups of 4 (or 5 if need be). Once
groups are decided, teacher to take
note of these groups and explain
how the assessment works: students
to compose a short piece in sonata
form for their group to perform in
week 6.
MAKING Week 4 (Session 8) Laptops, computers
Interim Feedback –
Supervise students’ compositions Sibelius or other composition
Composition IT Task
and aid students in their decisions, programs
as well as guiding them by using
simple compositional techniques.
Students may move on to practice in
the final session, once their
composition has been checked by
the teacher.
MAKING Individual instruments
Supervise students’ practice and
provide help where needed,
 Jennifer Trease

relevant stylistic musical features when especially regarding changes to their

practising, refining and performing a variety compositions.
of repertoire (ACAMUM101; ACAMUM103)

Consideration of the music practices of

others to inform and shape their own music
making through regular self-
directed practice of performance skills and
techniques (ACAMUM101; ACAMUM104)

Development of ensemble skills, working

collaboratively to perform with expression,
tonal control and awareness
of ensemble (ACAMUM101; ACAMUM103)

11 RESPONDING RESPONDING Individual instruments

Evaluation and comparison of attitudes and
practices towards the role of audience and
performer, recognising that different
practices and stylistic conventions can
influence a performance and
affect audience response and interpretation
(ACAMUR104; ACAMUR105)
MAKING
Development of technical skill and control;
musical expression; and consideration of
relevant stylistic musical features when
practising, refining and performing a variety
of repertoire (ACAMUM101; ACAMUM103)
Consideration of the music practices of
Provide students with Performance Teacher Made Handout –
Skills handout. Explain the role of the Performance Skills
performer and the role of the
audience. The performers must
introduce the piece and bow at the
end. Stress non-verbal
communication within the
ensemble, such as eye contact and
queuing, rather than counting in the
start.
MAKING
Supervise students’ practice and
watch each ensemble begin their
pieces as though they are in the

others to inform and shape their own music
making through regular self-
directed practice of performance skills and
techniques (ACAMUM101; ACAMUM104)
Development of ensemble skills, working
collaboratively to perform with expression,
tonal control and awareness
of ensemble (ACAMUM101; ACAMUM103)
12 MAKING
Development of technical skill and control;
musical expression; and consideration of
relevant stylistic musical features when
practising, refining and performing a variety
of repertoire (ACAMUM101; ACAMUM103)
Consideration of the music practices of
others to inform and shape their own music
making through regular self-
directed practice of performance skills and
techniques (ACAMUM101; ACAMUM104)
Development of ensemble skills, working
collaboratively to perform with expression,
tonal control and awareness
of ensemble (ACAMUM101; ACAMUM103)
Jennifer Trease
performance. Help students with
their nonverbal communication
skills, prompting them to remember
eye contact and synchronised
breathing.
MAKING Week 6 Individual instruments
Performance Task –
Students to hand in Composition IT
Group Compositions
Task at the start of class. Teacher
will attach the Performance Task Composition IT Task –
rubric to each student’s composition Sonata Form
in order to mark them separately.
Set up the room for performances,
preparing the students to perform in
their groups by allocating an order
and reminding them of proper
performance etiquette.
Performances will take place in
succession and be marked by the
teacher on created rubrics.