Sample work Creative Arts K–6 Stage 2: Music: Composing for performance

Description of activity

Students work in small groups to compose and perform a piece of music using a simple form and the pentatonic scale. They represent their composition using a simple form of notation.

Outcomes

Organising Sound (MUS2.2)
Improvises musical phrases, organises sound and explains reasons for choice.
Organising Sound (MUS2.3)
Uses commonly understood symbols to represent own work.

Criteria for assessing learning

Students will be assessed on their:

• use of the pentatonic scale
• understanding of structure
• use of a symbol system to show notation

Work Sample Assessment

Bailey

Bailey has displayed a thorough understanding of the concepts of structure and pitch. There is evidence of a high level of competence in organising musical ideas. A solfa system has been used to represent pitch but there are no symbols to represent duration. The pentatonic scale has been used and the structure is evident through the use of melodic phrases linked to identifiable A, B and C sections. This work sample demonstrates characteristics of work typically produced by a student performing at grade B standard at the end of Stage 2.

Casey

Casey has demonstrated a high level of competence in organising musical ideas and a thorough understanding of musical structure. A variety of tuned and untuned instruments have been used and there is appropriate notation to represent pitch but no attempt to represent duration. The pentatonic scale has been used. An excerpt from a piano piece currently being learnt is also included. Although the initial section of the notation is confusing, the section entitled ‘structure’ is clearer. This work sample demonstrates characteristics of work typically produced by a student performing at grade B standard at the end of Stage 2.

Jessie

Jessie has demonstrated an adequate level of competence in organising musical ideas but there is a discrepancy between the performance and the written notation. A variety of tuned and untuned instruments have been used but these have not been indicated on the score. Pitch, dynamics and duration have been adequately demonstrated in the performance but the written notation lacks these details. The piece does not use a strict pentatonic scale but some understanding of this is evident. This work sample demonstrates characteristics of work typically produced by a student performing at grade C standard at the end of Stage 2.

Kerry

Kerry has demonstrated an adequate level of competence in organising musical ideas but there is a discrepancy between the performance and the written notation. A variety of tuned and untuned instruments have been used but these have not been indicated on the score. An adequate attempt has been made to notate pitch, but duration has not been represented. The pentatonic scale has been used but there is no clear distinction between sections in the performance. This work sample demonstrates characteristics of work typically produced by a student performing at grade C standard at the end of Stage 2.

Prior learning

Students have been working with solfa using hand signs and simple rhythms using French time names. They have learnt about various musical concepts including beat, pitch, duration, dynamics and structure. Students have experimented with body percussion and non-melodic instruments, and discussed how to relate concepts or images to sounds and symbols. They have read rhythms in traditional notation and sung a variety of repertoire including songs in unison, rounds and simple part songs. The repertoire has been used to reinforce the musical concepts.