SCHOOL
SYLLABUS CONTEXT Baroque Music
SYLLABUS OUTCOMES
H1: performs stylistically music that
is characteristic of the topics studied,
both as a soloist and member of an
ensemble
H2: reads, interprets, discusses and
analyses simple musical scores that
are characteristic of the topics
studied
H3: improvises and composes music
using the range of concepts for
familiar sound sources reflecting the
cultural and historical contexts
studied
H4: articulates an aural
understanding of musical concepts
and their relationships in a wide
variety of musical styles
H5: critically evaluates and discusses
performances and compositions
H6: critically evaluates and discusses
the use of the concepts of music in
works representative of the topics
studied and through wide listening
H7: understands the capabilities of
performing media, incorporates
technologies into composition and
performance as appropriate to the
contexts studied
H9: performs as a means of self
expression and communication
historical, cultural, social and musical
considerations
COURSE Music 1 HSC
TOPIC An introduction to Baroque Music
Performance FOCUS ASSESSMENT
Through this unit students will: - Partake in whole class performance,
perform in small groups. fulfilling a specific role and
perform own compositions. improvising
perform arrangements as a class, fulfilling specific roles and improvising. (Formative - In-class)
Composition
Through this unit students will: - Notate short compositions
compose short pieces influenced by characteristics of Baroque music. (Formative - In-class)
notate pieces.
improvise over a class performance based on a set harmonic progression.
Musicology
Through this unit students will: - Prepare and present a viva voce
develop an understand of the characteristics and forms of Baroque music discussing a topic within Baroque
identify performing media used in Baroque music music. (Summative: Due on last
research musical styles, genres and forms associated with Baroque music. lesson of unit)
Prepare and present a Viva Voce based on a topic within Baroque music.
understand and discuss the historical context of Baroque music.
Aural
Through this unit students will:
recognise characteristics and features of Baroque Music.
discuss concepts of Baroque music.
use aural skills to analyse of Baroque work
apply aural skills in preparing and presenting a Viva Voce
 CONCEPT FOCUS FOCUS REPERTOIRE RESOURCES
A focus on the study of musical style and genres from a number of Corelli - Trio Sonata Op.1, No.4 Recordings of Trio Sonata -
perspectives, identifying and commenting on: Corelli, Canon - Pachelbel,
Pachelbel - Canon in D Major Messiah Handel.
Pitch: tonality, pitch contour, melodic sequence. Score of Canon - Pachelbel
Handel - Messiah
Duration: A range of note values and note groupings, methods of Projection device
notating music. Audio system
Dynamics and Expressive Techniques: Articulation and Instruments
ornamentation, score conventions, dynamic contrasts. Student access to laptops with
Texture: Roles of instrumentation, contrasts in layers of sounds either Sibelius or Finale
based on structure, basso continuo Notepad installed.
Tone Colour: Instrumentation associated with topic,
combinations of instrumentation.
Using different technologies
Score reading skills.
Performing compositions and arrangements
Learning about music within a historical context.

Rationale:

Baroque music is a useful unit of work for a Year 12 Music 1 class as the harmonic and tonal structures, forms and other characteristics of Baroque
have become a foundation for multiple other styles and periods of music. By teaching students a unit on Baroque music they will gain context for other
units such as classical. This unit will develop student's musical knowledge, the method in which they compose, how to notate compositions, the different
roles of instruments and many other skills which will act as scaffolding for future units.
WEEK SEQUENCE CHART P C M A
1 Guided listening of Corelli Trio Sonata Op.1, No.4 to introduce Baroque topic and style.
Class discussion of general techniques, use of concepts within piece.
Introduce Baroque's key features, prominent genres and historical context.
2 Guided listening of Pachelbel - Canon in D Major, students use graphic notation to illustrate the roles of
instruments as well as their observations of technique, contour, etc. Afterward the piece's score is analysed as
a class, with specific focus on the piece's use of main Baroque characteristics.
In small groups students compose a short piece which incorporates some techniques or characteristics related
to Baroque music. At the end of the lesson student's perform their pieces. The class discusses each groups
incorporation of Baroque musical devices.
3 Students notate their short compositions.
Overview of Baroque instrumentation with specific focus on the Baroque orchestra.
4 Overview of baroque musical forms: Concerto, Suite, Fugue and Baroque sonata. Teacher provides examples of
each form.
Students select a Baroque piece and begin to prepare a Viva Voce to be presented at the conclusion of the
topic. The viva voce must contain at least TWO audio examples in its presentation.
5 Concept based aural analyses of Handel - Messiah
Overview of Baroque secular vocal music -Opera and religious vocal music - Oratorio and Cantanta.
Students learn chord progression and thematic material of Pachelbel - Canon in D Major
6 Class performance of arrangement of Pachelbel - Canon in D Major, the class repeats the chord progression
and alternates between playing the original melody together or individually improvising over the progression.
Finalising of viva voces
Students present their viva voces to the class or teacher.
SCHOOL
SYLLABUS CONTEXT Baroque Music
SYLLABUS OUTCOMES Performance
H1 performs repertoire that reflects the Through this unit students will:
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
characteristically 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 social, cultural and historical
contexts
H5 analyses, discusses, evaluates and
clearly articulates compositional
processes with stylistic, historical,
cultural, social and musical
considerations
H6 discusses, constructively criticises and
evaluates performances and
compositions of others and self with
particular reference to stylistic features
of the context
COURSE Music 2 HSC
TOPIC An introduction to Baroque Music
FOCUS ASSESSMENT
- Prepare either a solo or group
perform in small groups. performance of a Baroque piece.
Perform individually. (Summative: Due in last lesson)
perform own compositions.
perform arrangements as a class, fulfilling specific roles and improvising.
Composition
Through this unit students will: - Write, notate and justify a
compose short pieces influenced by characteristics of Baroque music. composition. (Formative, completed
notate pieces. during lesson and at home)
improvise over a class performance based on a set harmonic progression.
Musicology
Through this unit students will:
develop an understand of the characteristics and forms of Baroque music
identify performing media used in Baroque music
research musical styles, genres and forms associated with Baroque music.
apply musicology aspects to performances.
understand and discuss the historical context of Baroque music.
Aural
Through this unit students will:
recognise characteristics and features of Baroque Music.
discuss concepts of Baroque music.
use aural skills to analyse of Baroque work.
apply aural skills in melodic dictation.
 CONCEPT FOCUS FOCUS REPERTOIRE RESOURCES
A focus on the study of musical style and genres from a number of Bach - Invention No.1 Recordings of Invention No.1 -
perspectives, identifying and commenting on: Bach, Canon - Pachelbel,
Pachelbel - Canon in D Major Messiah Handel.
Pitch: tonality, pitch contour, melodic sequence, melodic Score copies of Invention No.1
Handel - Messiah
dictation. - Bach, Canon - Pachelbel,
Duration: A range of note values and note groupings, methods of Messiah Handel.
notating music. Projection device
Dynamics and Expressive Techniques: Articulation and Audio system
ornamentation, score conventions, dynamic contrasts. Instruments
Texture: Roles of instrumentation, contrasts in layers of sounds Student access to laptops with
based on structure, basso continuo either Sibelius or Finale
Tone Colour: Instrumentation associated with topic, Notepad installed.
combinations of instrumentation.
Using different technologies
Score reading skills.
Performing compositions and arrangements
Learning about music within a historical context.

Rationale:

Baroque music is a useful unit of work for a Year 12 Music 2 class as the harmonic and tonal structures, forms and other characteristics of Baroque
have become a foundation for multiple other styles and periods of music. By teaching students a unit on Baroque music they will gain context for other
units such as classical. This unit will develop student's musical knowledge, the method in which they compose, how to notate compositions, the different
roles of instruments, score reading skills and many other skills which will act as scaffolding for future units. Baroque music makes uses of various devices
such as ornamentation which students can apply to their future compositions and performances.
WEEK SEQUENCE CHART P C M A
1 Guided listening and score analyses of Bach - Invention No.1 identifying the key features of the music which is
characteristic of Baroque music.
Identify and explain conventional or unfamiliar features of the score.
Class discussion of general techniques, use of concepts within piece.
Introduce Baroque's key features, prominent genres and historical context.
2 Music dictation activity of Pachelbel's Canon in D Major, students focus on a single instrument at a time until
an initial 16 bars of string quartet has been notated. Once complete the class has a discussion on the roles and
compositional devices of the piece which are characteristic of Baroque music.
Overview of Baroque instrumentation with specific focus on the Baroque orchestra.
Overview of baroque musical forms: Concerto, Suite, Fugue and Baroque sonata. Teacher provides examples of
each form.
3 Students select a Baroque piece and begin to prepare a 2-3 minute performance, either solo or in a group, to
be performed in front of the class at the conclusion of the topic. The performance should demonstrate several
characteristics typical of the style of Baroque music.
Students learn chord progression and thematic material of Pachelbel's Canon in D Major
Class performance of arrangement of Pachelbel - Canon in D Major, the class repeats the chord progression
and alternates between playing the original melody together or individually improvising over the progression.
4 Concept based aural analyses of Handel - Messiah with included score.
Students compose and notate using Finale or Sibelius an EIGHT bar composition which includes a melodic line
and a bass line with figures for a basso continuo. Included in this activity, students write a short justification on
how their composition incorporates characteristics of Baroque music. Students continue to work on the
composition for homework.
5 Students either perform their composition in groups or play a midi recording of their composition for the class.
After each performance the class discusses the compositional devices (especially those characteristic of
Baroque music) used in each composition.
6 Overview of Baroque secular vocal music -Opera and religious vocal music - Oratorio and Cantanta.
Finalising of performances
Students perform their chosen pieces to the class or teacher followed by class discussion and feedback.
Game Music Amplification:

The music for games vodcast is a useful tool for applying scaffolding, differentiation and other teaching strategies and theories support student's
learning. The vodcast was a "how to" guide also known as a video tutorial which aimed to aid students with a step by step guide on how to create music for
a video game and set the music to a short trailer using various types of technology. This activity requires students to use a vast amount of skills which they
likely may not have developed or be confident with, these skills can be efficiently taught to students with the use of a vodcast.

Vodcasts and video tutorials relate to the learning theory Cognitive Constructivism which theorises that learners experience an ongoing assimilation
of new information being built onto already existing knowledge. This learning theory is similar to the teaching strategy of scaffolding which aims to
introduce students to new skills in a logical order which will promote the development of future skills (Gipps, 2012). The vodcast applies this by providing
students with step by step instructions which follow a logical, linear progression, starting with basic skills such as opening a music program or how to input
notes so that more advanced skills can be taught later. Each step relies on students understanding the step before and can effectively direct how students
undertake a task without causing every student's composition to be identical.

Differentiation is a teaching strategy which aims to present work and allow work to be completed using a combination of tools and strategies to
promote the learning and inclusion of all students within a classroom (Glenda Beamon Crawford, 2008). The vodcast achieves differentiation as it presents
work in a variety of forms when providing instruction, such as the aural instruction of the person speaking during the video and the visual instruction of
completing every step while explaining it in the video. By presenting instruction in two ways the vodcast can support a greater range of student needs as
some students may learn visually while others learn aurally, by providing both we support each type of learner (Adewunmi Payne-Akinhanmi, 2015). These
different types of learning strengths relate to Gardner's (1999) theory of multiple intelligences, the theory that individual learners can have several types of
intelligences, e.g. existential intelligence, mathematical-logical intelligence, etc. By supporting these different intelligences teachers support the learning
strengths of students and the more that work is differentiated the greater variety of intelligences will be catered to.

By applying these teaching strategies and learning theories with the use of a music for games vodcast teachers allow students choice in how they
undertake a task and how they receive information and instruction. By providing these choices we support the diverse learning needs and strengths of
students while also allowing freedoms in how students can undertake tasks as individuals.
References

Crawford, G. (2008). Differentiation for the adolescent learner (1st ed.). Thousand Oaks, CA: Corwin Press.

Gipps, C. (2012). Beyond testing. 1st ed. London: Routledge, pp.18-31.

Gardner, H. (2011). Frames of mind (1st ed.). New York: Basic Books.

Payne-Akinhanmi, A. (2015). Differentiated Strategies to Promote Inclusion (1st ed.). London: BettShow. Retrieved from
http://www.bettshow.com/files/differentiated_strategies_to_promote_inclusion__adewunmi_payne_akinhanmi.pdf

Hayden Clark

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