Music 2013
Sample work program
March 2013
Music (2013)
Sample work program
Compiled by the Queensland Studies Authority
March 2013
A work program is the school’s plan of a course of study based on the relevant syllabus.
Work programs allow for the characteristics of a school and its students to be considered
when implementing the syllabus. School work programs must demonstrate that syllabus
dimensions and objectives inform student learning.
Work programs provide information about the school's plan for course organisation, an
outline of intended student learning and the assessment plan as outlined in the work
program requirements for that syllabus.
2 | Music 2013
Sample work program
Course organisation
This course of study is based on developing students’ musicianship. Musicianship is achieved
through the knowledge and application of music elements and concepts, and experience in, and
appreciation of, a range of music contexts, styles and genres. The selected units and related
learning are sequential, developmental and lead to increasing independence.
The number of minutes allocated to Music per week is 210 minutes. This allocation exceeds the
minimum stated requirement of 220 hours of timetabled school time, including assessment, over
the four-semester course of study.
Year 11
Unit and time
allocation
Unit focus
Assessment for each dimension
Composition
Don’t stop the
music
28 hours
Developing
musicianship
through
understanding of
music elements
and concepts in
repertoire from a
range of styles
and genres.
Musicology
Written
examination
consisting of short
and extended
written responses:
· Time: 1–1.5
hours
Performance
Performance
within an
ensemble or as a
soloist:
· Approximately
3 minutes in
length.
· Short response:
50–250 words
per response
Year 11 (all formative)
· Extended
responses:
400–600 words
per response.
Traditions and
innovations
55 hours
Art music
classics,
emphasising
music displaying
innovation.
Performance:
Composition from
one of the genres
studied,
incorporating
specific techniques
associated with
that style.
· Approximately
3 minutes in
length.
Minimum of
16 bars or
approximately 30
seconds in length.
Riffs, ostinatos
and loops
27 hours
The concept of
repeated
patterns in
music, from
ground bass to
loops.
Composition or
arrangement on an
original or existing
riff:
· Minimum of
16 bars or
approximately
30 seconds in
length.
Extended
response:
Evaluate the
impact and effect
of repeated
patterns within the
genre/style
chosen:
· Written:
600–1000 words
· Spoken:
3–4 minutes
· Multimodal:
3–5 minutes.
Queensland Studies Authority April 2013
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3
Year 12
Unit and time
allocation
Unit focus
Assessment for each dimension
Composition
Film music
41 hours
Film music
techniques,
styles
conventions and
examples.
Compose music to
a pre-existing or
original film scene:
· Minimum of 32
bars or
approximately
1 minute in
length.
Musicology
Performance
Extended
response:
Performance of
music from a film:
Compare/contrast
the music from two
or more film
scenes:
· Approximately
3 minutes in
length.
· Written:
800–1200 words
· Spoken:
4–5 minutes
Year 12 (all summative)
· Multimodal:
5–7 minutes.
Music for
entertainment
41 hours
Music used for
entertainment
purposes.
Composition from
one of the genres
studied:
·
Minimum of 32
bars or
approximately
1 minute in
length.
Written
examination
consisting of short
and extended
written responses:
Performance:
· Approximately
3 minutes in
length.
· 1.5–2 hours
· Short response:
50–250 words
· Extended
response:
600–800 words.
Independent
topic
28 hours
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Exploration of a
student’s
particular area
of interest.
Sample work program
Student selection of individual assessment task in one
dimension:
·
Composition or
·
Musicology or
·
Performance.
Sample Unit: Music for Entertainment (Year 12) — 41 Hours
Overview
The purpose of this unit is to develop students’ musicianship by exploring, understanding and
demonstrating the way music elements and associated concepts have been used and
manipulated in music used for entertainment purposes.
Music can convey or evoke emotion specific to a given context or it can enhance storytelling.
Music is indispensable in dance and opera, and is usually incorporated into dramatic film or
theatre productions.
Contexts, styles and genres:
· Opera: e.g. Mozart: The Magic Flute; Richard Meale: Voss
· Music theatre: e.g. Bernstein: West Side Story; Marc Shaiman & Scott Wittman: Hairspray
· Ballet: e.g. Stravinsky: The Rite of Spring; Richard Mills: Snugglepot and Cuddlepie
· Art music: e.g. Handel: Water Music and Music for the Royal Fireworks; Penguin Café
Orchestra: Music for a Found Harmonium
· Film and TV: e.g. John Williams: Schindler’s List, Star Wars; Ryuichi Sakamoto et al: The
Last Emperor
· Australian film: e.g. Nigel Westlake: Babe; David Hirschfelder: Australia
· Jazz: e.g. Ella Fitzgerald, Diana Krall
· Australian jazz: e.g. Don Burrows, The Idea of North
· Popular music styles and genres: Australian rock and pop: e.g. Midnight Oil, Gotye
Possible learning experiences:
· viewing relevant sections of musicals, ballets and films and attending live theatrical
performances, where possible
· composing new music to a pre-existing film scene
· investigating music contexts, styles and genres with reference to other performing and visual
arts and related social, historical, cultural and philosophical backgrounds
· perceiving and interpreting music elements and concepts in repertoire and music sources
related to music for entertainment
· synthesising findings, justifying music viewpoints and communicating music ideas about
music for entertainment purposes
· developing and using aural skills and musical memory when listening to, composing and
performing music for entertainment
· improvising jazz melodies, bass lines and countermelodies
· investigating advanced chord structures (7th and 9th chords, suspensions, secondary
dominants, added note chords)
· demonstrating composition skills and techniques in creating and performing music for
entertainment purposes
· performing popular music, dance music, or excerpts from music theatre
· developing effective rehearsal practices to improve aural skills, accuracy, technique,
ensemble skills, style and presence in performance
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Possible assessment
Assessment
technique
Composition
Musicology —
Performance
Written examination
Possible
assessment
tasks
Composition of a
popular song, song for a
musical, an instrumental
or vocal jazz work, or a
soundtrack to a visual
stimulus.
Composition to match a
pre-existing or original
film scene.
Written examination
consisting of short and
extended written
responses dealing with
repertoire related to the
unit.
Performance of vocal or
instrumental repertoire,
either as a member of a
small ensemble or as
soloist, accompanist or
ensemble
conductor/director.
Performance of music
from a film score. This
may be a performance
of the student’s own
composition (see
above).
Assessment
conditions
Length:
Written examination
consisting of short and
extended written
responses:
Length:
· Minimum of 32 bars
or approximately
1 minute in length.
· 1.5–2 hours
· Short response:
50–250 words
· Extended response:
600–800 words per
extended response.
6 | Music 2013
Sample work program
· Approximately
3 minutes.
Sample profile
Name:
Unit
Unit 1
Year 11 (all formative)
Don’t stop the
music
Unit 2
Traditions and
innovations
Unit 3
Riffs, ostinatos and
loops
Teacher:
Assessment instrument
Year:
Composition
Musicology
Performance
1. Written examination
2. Performance task
3. Composition
4. Performance
5. Extended response
6. Composition
Interim standards (Year 11)
Interim level of achievement (Year 11)
Unit 4
1. Extended response
Film music
2. Composition
3. Performance
Year 12 (all summative)
Unit 5
Music for
entertainment
4. Written examination
5. Composition
6. Performance
Interim standards (Verification)
Interim level of achievement (Verification)
Unit 6
7. Student negotiated task
Independent topic
Exit standard in each criterion
Exit level of achievement
Queensland Studies Authority April 2013
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