Australian Music Printable 2016.pdf

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Australian Music From Indigenous to Present Day PRINTABLE VERSION

A Unit of Work for Middle School students with SUPER SIX Reading Strategies

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Australian Music

I am sooo excited about this new product! It has lots of new features that will make your life and teaching of this topic so much easier and enjoyable for everyone! This unit covers everything from Indigenous Australian Music, both Traditional and Contemporary, Folk Music to Jazz, from Rock and Pop and beyond! There is something here for all of your students. You can choose to teach this unit from beginning to the end, or just pick the parts that suit your needs. There is a printable and IWB version included. Both versions have all the links to the music and videos incorporated. You just click on the link and off you go. Of course there are Super Six Reading Strategies included with each part of the unit, all to promote the literacy needs of your students. There are also a couple of options for the listening examples for each part of the unit. You can choose to do all, or do what I do and give the students the options and let them choose. The option is also there to extend your students writing skills with the T.X.X.X.C. paragraph writing OR skip that part and just do the questions—totally up to you! Another inclusion for you is the updated glossary of musical terms, this will ensure that all your students will know what those important musical terms mean. Happy teaching Julia from Jooya

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Contents Contents

Page 4-5 6-10

Introduction to Australian Music Traditional Aboriginal Music—Making Connections

11-16

Aboriginal Music Listening—Tone Colour

17-19

Australian Classical Music—Making Connections

20-25

Australian Classical Music Listening—Pitch and Melody

26-28

Australian Folk Music– Monitoring

29-34

Australian Folk Music Listening—Structure/Form

35-36

Australian Country Music– Predicting

37-42

Australian Country Music Listening—Tone Colour/Timbre

43-45

Australian Jazz Music– Summarising

46-51

Australian Jazz Music Listening– Dynamics and expressive Techniques

52

Australian Rock Music Introduction

53-55

Australian Rock Music in the 50’s– Visualising

56-61

Australian Rock Music in the 50’s Listening—Duration

62-64

Australian Rock Music in the 60’s– Making Connections

65-70

Australian Rock Music in the 60’s Listening—Texture

71-72

Australian Rock Music in the 70’s— Monitoring

73-79

Australian Rock Music in the 70’s Listening—Tone Colour/Timbre

80-82

Australian Rock the Golden Years– Summarising

83-88

Australian Rock the Golden Years Listening– Structure

89-92

Australian Music of the 80’s– Summarising

93-98

Australian Music of the 80’s Listening– Texture

99-101

Australian Indie Music– Summarising

102-107

Australian Indie Music Listening—Pitch/Melody

108-110

Australian Music of the 90’s– Summarising

111-116

Australian Music of the 90’s Listening—Dynamics and Expressive Technques

117-119

Australian Electronic and Dance Music– Visualising

120-125

Australian Electronic and Dance Music Listening—Duration

126-128

Australian Hip Hop Music– Making Connections

129-134

Australian Hip Hop Music Listening— Tone Colour/Timbre

135-137

Contemporary Indigenous Australian Music– Making Connections

138-143

Contemporary Indigenous Australian Music Listening— Structure/Form

144-160

Glossary of terms

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Australian Music What do you know about Australian Music? 3 Things I Know about Australian Music

3 Things I would Like to Know about Australian Music

3 Things I think I will Learn about Australian Music

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Australian Music The music of a culture reflects how the language is spoken, the rhythm patterns in speech, noises in the environment and different aspects of lie—all of which is culturally based. Every culture has music that is distinctive and an important part of it’s identity. Defining an “Australian musical sound” is about recognition of rhythmic patterns derived from our environment and a sense of place, as well as the Indigenous and culturally diverse aspects of Australian life. Indigenous music in Australia uses the environment itself to generate unique sounds and rhythms. In addition, traditional influences from a largely migrant population have contributed significantly to the definition of Australian music. Renowned Australian composer, Peter Sculthorpe said:

I’m mad about Australia, just mad about it. I care about this place. I’m involved in it: all my experience as a person is Australian and therefore I feel that in the very first place my music must be Australian.

Australian Musicians performing across a range of genres, or styles, have achieved international recognition with a unique Australian approach. The opera singer Dame Nellie Melba (look at the $100 note), the composers Percy Grainger and Peter Sculthorpe, the pop and rock bands The Seekers, Yothu Yindi, INXS, country singers Slim Dusty and Keith Urban have extended and refined the definition of Australian music.

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Making Connections Before Reading Text—to—Text

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Text—to—Self

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Text—to—World

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What clues does the heading give you about the text? Have read a text that you think is similar to this one?

How do you think the text will relate to you? Do you know another instance where this text is like something that you have experienced?

What information does the picture give you? Where have you seen an image like that before?

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Traditional Aboriginal Music Traditional Aboriginal people celebrated their land, beliefs or their tribal traditions by performing in a corroboree . This was where the people danced and played music which expressed their joy or sadness. Often they painted their bodies and performed at sunrise or sunset.

The music of the corroboree consisted of many short songs called a song cycle. Each song featured a melody, rhythm and instrumental accompaniment. This accompaniment was provided by man-made instruments such as clapping sticks and the boomerang. The music for the corroboree was passed down to each generation by word of mouth. This is known as oral tradition. The most popular and well known Aboriginal instrument is the didgeridoo, which is a hollowed out log through which air is blown to create a sound. The voice is also a very important in musical performances. The vocalist often varied the vocal quality of their voices to create different sounds. The tone is very nasal and when combined with the other instruments makes a very dramatic sound.

Link to Corroboree here

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Features of Traditional Aboriginal Music 1. The voice is the most common and important part of Aboriginal music. Much of the singing is performed by men. 2. The voice is nasal and often harsh in tone colour 3. There is little variation in dynamics 4. Group singing is usually in unison

5. Voices often slide from note to note 6. Songs are chant-like or move in steps and may be built on a short repeated section of the melody 7. The melodies used in the corroboree use a very small range of notes which are very repetitive 8. Aboriginal songs are not based on scales as in Western music. They may have two or more tonal centres 9. The didgeridoo and tapping sticks usually accompany the singer 10. Players of the didgeridoo use circular breathing. 11. Often melodies begin on a high pitch and move in a descending pattern to a lower pitch 12. Much body percussion is used in Aboriginal Music— clapping, body slapping, foot stomping 13. Most instruments are “idiophones” - they are hit or scraped to make a sound —boomerangs, tapping sticks, rattles, hollow logs and bull-roarers. Some regions use drums with skins (membranophones) 14. Rhythms to Aboriginal Music are often quite complex and are difficult to write on to manuscript paper.

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Traditional Aboriginal Instruments

Clap sticks

Did geri Link to the making of a didgeridoo here

Boomerang

Bull-roarer Link to Bull-roarer here

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Story Sharing Web Complete the story sharing web into your books. Information I learned about:

Information that I already knew about:

This information reminds me of:

Information I learned about:

Information that I already knew about:

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Tone Colour in Music—the instruments used What is the name of the Piece of Music? Yigi Yigi

What is the name of the group or soloist who performs this piece of music?

What style of music is it?

David Hudson Click on the headphones to listen

Answer each of the questions below. Complete the table below with the instruments that you can hear in the music Voices

Idiophone

chordophone

Aerophone

Membranophone

Electronic Sounds

Words to help you voice Keyboard

female male

guitar

saxophone trumpet

Double bass

flute

oboe

electric guitar trombone clarinet

bass guitar piano violin

xylophone

viola

cello

glockenspiel

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Paragraph Writing—Tone Colour Write a T.X.X.X.C. paragraph answering the following question -

How is Tone Colour used in this Music? TOPIC Introduce and define the music concept you will be discussing in the paragraph. —TONE COLOUR

EXTEND Explain the name of the music and performer.

EXPLAIN & EXAMPLE Explain how TONE COLOUR is used in this music. Rewrite your questions and answers into sentences.

CONCLUDE Write a sentence that restates the question and your first sentence in a different way and why this concept is important

_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

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Tone Colour in Music—the instruments used What is the name of the Piece of Music? Didgeridoo Dubstep

What is the name of the group or soloist who performs this piece of music?

What style of music is it?

Frank Ommerborn Click on the headphones to listen

Answer each of the questions below. Complete the table below with the instruments that you can hear in the music Voices

Idiophone

chordophone

Aerophone

Membranophone

Electronic Sounds

Words to help you voice Keyboard

female male

guitar

saxophone trumpet

Double bass

flute

oboe

electric guitar trombone clarinet

bass guitar piano violin

xylophone

viola

cello

glockenspiel

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Paragraph Writing—Tone Colour Write a T.X.X.X.C. paragraph answering the following question -

How is Tone Colour used in this Music? TOPIC Introduce and define the music concept you will be discussing in the paragraph. —TONE COLOUR

EXTEND Explain the name of the music and performer.

EXPLAIN & EXAMPLE Explain how TONE COLOUR is used in this music. Rewrite your questions and answers into sentences.

CONCLUDE Write a sentence that restates the question and your first sentence in a different way and why this concept is important

_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

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Performing Media & Timbre — Listening Response Worksheet 1

Name: _________________________________ Class: __________ Music: _____________________ Composer/Performer: ____________ 1. List all the instruments that you can hear in the music. ______________ _________________________________________________ _________________________________________________ _________________________________________________ 2. Classify each instrument you can hear. ________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

3. Choose FOUR instruments and describe their Timbre. _______________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

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Performing Media & Timbre — Listening Response Worksheet 2

Name: _________________________________ Class: __________ Music: _____________________ Composer/Performer: ____________ Music: _____________________ Composer/Performer: ____________ Listen to both pieces of music and compare the differences and similarities in Performing Media & Timbre.

Music 1

Music 2

Instruments

Instruments

Classify

Classify

Timbre

Timbre

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Making Connections Before Reading Text—to—Text

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Text—to—Self

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

Text—to—World

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

What clues does the heading give you about the text? Have read a text that you think is similar to this one?

How do you think the text will relate to you? Do you know another instance where this text is like something that you have experienced?

What information does the picture give you? Where have you seen an image like that before?

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Australian Classical Music Classical music is usually based on traditional forms,

such as sonata or symphony, and often follows strict stylistic and rhythmic rules which distinguishes it from simpler or more popular music. The extent of how popular Classical music is in Australia is demonstrated by the number of performances every year. There are around 2,500 concerts of classical music that are presented Australia wide by Classical Music organisers Musica Viva. Along with these each state and territory capital has as a symphony orchestra : Canberra, Sydney, Brisbane, Darwin, Perth, Adelaide, Melbourne and Hobart; all of which perform several concert seasons every year. Australia also has several classical musicians and teachers that are world standard. A couple of these are violinist and viola player Barbara Jane Gilby and orchestra director and soloist Elizabeth Wallfish. Bot h of these women have spent time in prestigious positions both overseas and in Australia. Australian pianist Duncan Gifford is established as a major artist with international success in many of the world’s most prestigious piano competitions. The Sydney Morning Herald described Duncan as a “virtuosic and musically eloquent soloist”. Duncan has performed in recital and as a soloist with many orchestras throughout Europe, Russia, japan and Australasia. Along with the Symphony and Chamber Orchestras, Australian military bands perform classical music at ceremonies, parades, church services, military dinners and concerts. Since the arrival of the First Fleet at Sydney Cove in 1788, when military music accompanied the reading of the Governor’s Commission, military music has had a defining role in Australian life, especially on ANZAC Day.

Link to Duncan Gifford here

Link to Barbara Jane Gilby here

Link to Elizabeth Wallfisch here

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Boxcar Build Name: ________________________________________________Class: _____________ Text: _____________________________________________________________________ In each box on the LEFT hand side, write ONE fact for the topic you are writing about from the text. In the box on the RIGHT rewrite your fact in your own words. Question:

Fact 1

My Connection is...

Fact 2

My Connection is...

Fact 3

My Connection is...

Fact 4

My Connection is...

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Pitch in Music—how high or low a sound is What is the name of the Piece of Music?

What is the name of the group or soloist who Sonatina No. 3 composed by performs this piece of music? Igor Escudero

What style of music is it?

Duncan Gifford Click on the headphones to listen

Answer each of the questions below. 1.

What instrument performs the melody? ___________________________________ ____________________________________________________________________

2.

Is the melody mainly high or low? ________________________________________ ____________________________________________________________________

3.

Name all the Pitched instruments that you can hear in the music. _______________ ____________________________________________________________________

____________________________________________________________________ ____________________________________________________________________

Words to help you voice Keyboard

female male

guitar

saxophone trumpet

Double bass

flute

oboe

electric guitar trombone clarinet

bass guitar piano violin

xylophone

viola

cello

glockenspiel

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Paragraph Writing—Pitch Write a T.X.X.X.C. paragraph answering the following question -

How is Pitch used in the music selected for analysis? TOPIC Introduce and define the music concept you will be discussing in the paragraph. —PITCH

EXTEND Explain the name of the music and performer.

EXPLAIN & EXAMPLE Explain how PITCH is used in this music. Rewrite your questions and answers into sentences.

CONCLUDE Write a sentence that restates the question and your first sentence in a different way and why this concept is important

_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

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Pitch in Music—how high or low a sound is What is the name of the Piece of Music? Port Arthur in Memorium composed by Peter Sculthorpe

What is the name of the group or soloist who performs this piece of music?

What style of music is it?

Barbara Jane Gilby solo violin Mark Skillington solo Trumpet Tasmanian Symphony Orchestra

Click on the headphones to listen

Answer each of the questions below. 1.

What instrument performs the melody? ___________________________________ ____________________________________________________________________

2.

Is the melody mainly high or low? ________________________________________ ____________________________________________________________________

3.

Name all the Pitched instruments that you can hear in the music. _______________ ____________________________________________________________________

____________________________________________________________________ ____________________________________________________________________

Words to help you voice Keyboard

female male

guitar

saxophone trumpet

Double bass

flute

oboe

electric guitar trombone clarinet

bass guitar piano violin

xylophone

viola

cello

glockenspiel

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Paragraph Writing—Pitch Write a T.X.X.X.C. paragraph answering the following question -

How is Pitch used in the music selected for analysis? TOPIC Introduce and define the music concept you will be discussing in the paragraph. —PITCH

EXTEND Explain the name of the music and performer.

EXPLAIN & EXAMPLE Explain how PITCH is used in this music. Rewrite your questions and answers into sentences.

CONCLUDE Write a sentence that restates the question and your first sentence in a different way and why this concept is important

_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

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MELODY - Listening Response Worksheet 1 Name: _________________________________ Class: __________ Music: _____________________ Composer/Performer: ____________ 1. What instrument/s perform melody? __________________________ _________________________________________________ 2. Is the melody mainly conjunct or disjunct? _______________________ _________________________________________________

3. What is the range of the melody? ___________________________ _________________________________________________ 4. What is the register of the melody? _________________________ _________________________________________________ 5. Is there any use of ornamentation, if so what type and in what section? _________________________________________________ _________________________________________________ _________________________________________________

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MELODY — Listening Response Worksheet 2 Name: _________________________________ Class: __________ Music: _____________________ Composer/Performer: ____________ Music: _____________________ Composer/Performer: ____________ Listen to both pieces of music and compare the differences and similarities in Melody.

Music 1

Music 2

Melody

Melody

Conjunct/disjunct

Conjunct/disjunct

Range

Range

Register

Register

Ornamentation

Ornamentation

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Making Connections Before Reading Text—to—Text





Text—to—Self





Text—to—World





What clues does the heading give you about the text? Have read a text that you think is similar to this one?

How do you think the text will relate to you? Do you know another instance where this text is like something that you have experienced?

What information does the picture give you? Where have you seen an image like that before?

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Australian Folk Music Australia's bush music has had a tradition of belonging to oral and folkloric tradition. It was only in later years that music was published in print in volumes such as Banjo Paterson's “Old Bush Songs” in the 1890s. The distinctive themes and origins of Australia's “Bush Music” or “Bush Band Music” can be traced to the songs sung by the convicts who were sent to Australia during the early period of British Colonial Invasion, beginning in 1788. Early Australian ballads sing of the harsh ways life of the lives led by such people and events as bushrangers, swagmen, drovers, stockman and shearers. Convict and bushranger verses often had lyrics that were in protest against government tyranny. Classic bush songs on such themes include—The Wild Colonial Boy, Click go the Shears, The Eumeralla Shore, the Drover’s Dream, The Queensland Driver, The Dying Stockman and Moreton Bay. Over time, musical themes have changed along with Australian and world events like the experiences of war, of droughts and flooding rains, of Aboriginality and the railways and trucking routes which link Australia's vast distances. Isolation and loneliness of life in the Australian bush has been another theme. Waltzing Matilda, often regarded as Australia’s unofficial national Anthem, is a quintessential Australian Folk Song. It is heavily influenced by Celtic musical traditions. Country and folk artists such as Tex Morton, Slim Dusty, The Bushwackers, John Williamson and Redgum have continued to record and popularise the old bush ballads of Australia through the 20th and into the 21st century– and contemporary artists such as Sara Storer and Lee Kernaghan are heavily influenced by these musical traditions. Other notable Australian exponents of the Folk revival movement include both migrant and Indigenous Australians. Eric Bogle, a European migrant is noted for his sad lament to the battle of Gallipoli “And the Band Played Waltzing Matilda”. Indigenous Australian, Archie Roach is another musician who uses the Folk Music style. Paul Kelly, a mainstay of the Australian music scene for over three of decades, composes songs about the vastness of the land, the Australian landscape and the fight of land rights of indigenous Australians. In the 1970s, Australian Folk Music saw a strong revival of the tradition. Artists and bands of this era include Redgum and The Bushwackers. Redgum is most famous for their anti-war protest song “I Was Only Nineteen” a song about the Vietnam war. This song was number 1 on the National Singles chart in 1983. The band Yothu Yindi blended both Folk Music and Indigenous music styles with several hits in the 1990s. Their biggest hit was “Treaty”.

Link to Wild Colonial Boy here

Link to Waltzing Matilda here

Link to I was Only 19 here

Link to Paul Kelly here

Link to Yothu Yindi here

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Monitoring– Text Text: During the reading of the text, write down 5 facts.

After reading the text, complete the rest of the table. Fact

What does this make me think?

Why do I think this?

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Structure in Music—the parts of a piece of music What is the name of the Piece of Music?

Dumb Things

What is the name of the group or soloist who performs this piece of music?

What style of music is it?

Paul Kelly and the Coloured Girls

Click on the headphones to listen

Answer each of the questions below. 1.

What is the structure of the music? _______________________________________ ____________________________________________________________________

2.

Name an instrument that performs a melodic ostinato in the music. ____________________________________________________________________ ____________________________________________________________________

3.

Name an instrument that performs a rhythmic ostinato in the music.

____________________________________________________________________ ____________________________________________________________________

Words to help you voice Keyboard

female male

guitar

saxophone trumpet

Double bass

flute

oboe

electric guitar trombone clarinet

bass guitar piano violin

xylophone

viola

cello

glockenspiel

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Paragraph Writing—Structure Write a T.X.X.X.C. paragraph answering the following question -

How is Structure used in the music selected for analysis? TOPIC Introduce and define the music concept you will be discussing in the paragraph. —STRUCTURE

EXTEND Explain the name of the music and performer.

EXPLAIN & EXAMPLE Explain how STRUCTURE is used in this music. Rewrite your questions and answers into sentences.

CONCLUDE Write a sentence that restates the question and your first sentence in a different way and why this concept is important

_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

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Structure in Music—the parts of a piece of music What is the name of the Piece of Music?

Old Man Emu

What is the name of the group or soloist who performs this piece of music?

What style of music is it?

John Williamson Click on the headphones to listen

Answer each of the questions below. 1.

What is the structure of the music? _______________________________________ ____________________________________________________________________

2.

Name an instrument that performs a melodic ostinato in the music. ____________________________________________________________________ ____________________________________________________________________

3.

Name an instrument that performs a rhythmic ostinato in the music.

____________________________________________________________________ ____________________________________________________________________

Words to help you voice Keyboard

female male

guitar

saxophone trumpet

Double bass

flute

oboe

electric guitar trombone clarinet

bass guitar piano violin

xylophone

viola

cello

glockenspiel

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Paragraph Writing—Structure Write a T.X.X.X.C. paragraph answering the following question -

How is Structure used in the music selected for analysis? TOPIC Introduce and define the music concept you will be discussing in the paragraph. —STRUCTURE

EXTEND Explain the name of the music and performer.

EXPLAIN & EXAMPLE Explain how STRUCTURE is used in this music. Rewrite your questions and answers into sentences.

CONCLUDE Write a sentence that restates the question and your first sentence in a different way and why this concept is important

_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

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STRUCTURE — Listening Response Worksheet 1 Name: _________________________________ Class: __________ Music: _____________________ Composer/Performer: ____________ 1. What is the overall Structure of the music? _____________________ _________________________________________________ 2. List the instruments that you can hear in the music.. ________________ _________________________________________________ _________________________________________________ _________________________________________________ 3. What is the phrasing of the music? __________________________ _________________________________________________ 4. Draw a diagram of the first TWO sections of the music showing the entry of each instrument. Instruments

Section A

Section B

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STRUCTURE — Listening Response Worksheet 2 Name: _________________________________ Class: __________ Music: _____________________ Composer/Performer: ____________ Music: _____________________ Composer/Performer: ____________ Listen to both pieces of music and compare the differences and similarities in Rhythm.

Music 1

Music 2

Structure

Structure

Instruments

Instruments

Phrasing

Phrasing

Diagram

Diagram

Section A

Section B

Section A

Section B

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Prediction Bingo Text: Before reading the text, look at the heading, pictures and graphics. Now write down 9 words that you think will appear in the text into each box on the game card.

During reading if your word is read place a counter on it. When the text has been read to the end, the person with the most words covered wins. After reading discuss with your partner the words that are covered and the words that are left on your board.

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Australian Country Music Australia has had a long tradition of country music, which has developed a style quite distinct from its American counterpart. The early roots of Australian country are related to folk traditions of Ireland, England, Scotland along with many other European countries. Another form of Australian Country music was pioneered in the 1930s by New Zealand born singer Tex Morton. He is regarded as the “Father of Australian Country”, and his music influenced artists such as Slim Dusty. Slim Dusty is best remembered for his 1957 international number 1 hit—”A Pub With No Beer”. Slim Dusty, even after his death, is still the best selling Australian recording artists of all time. He has sold more than 7 million records in his career. British born country singer and yodeller, Frank Ifield, was one of the first Australian post-war performers to gain widespread international recognition. After returning to the UK in 1959, Ifield was successful in the 1960s becoming the first performer to have three consecutive number one hits in the UK with “I Remember You”, Lovesick Blues” and “The Wayward Wind”. The song “I Remember You” was also a Top 5 hit in the USA. Other Australian country artists that have had International success include Olivia NewtonJohn, Sherrie Austin and Keith Urban. Many contemporary Country Music artists have a widespread appeal due to their “cross over” of musical styles. These musicians include David Hudson, John Williamson, Gina Jefferys, Lee Kernaghan, Troy Cassar-Daley, Sara Storer, Felicity Urquhart and Kasey Chambers. Other Indie Rock musicians influenced by the country music genre include Nick Cave, Paul Kelly, the John Butler Trio, Jagged Stone and The Waifs.

Link to Frank Ifield here

Link to Slim Dusty here

Link to Olivia Newton John here

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Tone Colour in Music—the instruments used What is the name of the Piece of Music? Somebody Like You

What is the name of the group or soloist who performs this piece of music?

What style of music is it?

Keith Urban Click on the headphones to listen

Answer each of the questions below. Complete the table below with the instruments that you can hear in the music Voices

Idiophone

chordophone

Aerophone

Membranophone

Electronic Sounds

Words to help you voice Keyboard

female male

guitar

saxophone trumpet

Double bass

flute

oboe

electric guitar trombone clarinet

bass guitar piano violin

xylophone

viola

cello

glockenspiel

38

Paragraph Writing—Tone Colour Write a T.X.X.X.C. paragraph answering the following question -

How is Tone Colour used in this Music? TOPIC Introduce and define the music concept you will be discussing in the paragraph. —TONE COLOUR

EXTEND Explain the name of the music and performer.

EXPLAIN & EXAMPLE Explain how TONE COLOUR is used in this music. Rewrite your questions and answers into sentences.

CONCLUDE Write a sentence that restates the question and your first sentence in a different way and why this concept is important

_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

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Tone Colour in Music—the instruments used What is the name of the Piece of Music? Dancing with Elvis

What is the name of the group or soloist who performs this piece of music?

What style of music is it?

Gina Jeffreys Click on the headphones to listen

Answer each of the questions below. Complete the table below with the instruments that you can hear in the music Voices

Idiophone

chordophone

Aerophone

Membranophone

Electronic Sounds

Words to help you voice Keyboard

female male

guitar

saxophone trumpet

Double bass

flute

oboe

electric guitar trombone clarinet

bass guitar piano violin

xylophone

viola

cello

glockenspiel

40

Paragraph Writing—Tone Colour Write a T.X.X.X.C. paragraph answering the following question -

How is Tone Colour used in this Music? TOPIC Introduce and define the music concept you will be discussing in the paragraph. —TONE COLOUR

EXTEND Explain the name of the music and performer.

EXPLAIN & EXAMPLE Explain how TONE COLOUR is used in this music. Rewrite your questions and answers into sentences.

CONCLUDE Write a sentence that restates the question and your first sentence in a different way and why this concept is important

_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

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Performing Media & Timbre — Listening Response Worksheet 1

Name: _________________________________ Class: __________ Music: _____________________ Composer/Performer: ____________ 1. List all the instruments that you can hear in the music. ______________ _________________________________________________ _________________________________________________ _________________________________________________ 2. Classify each instrument you can hear. ________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

3. Choose FOUR instruments and describe their Timbre. _______________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

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Performing Media & Timbre — Listening Response Worksheet 2

Name: _________________________________ Class: __________ Music: _____________________ Composer/Performer: ____________ Music: _____________________ Composer/Performer: ____________ Listen to both pieces of music and compare the differences and similarities in Performing Media & Timbre.

Music 1

Music 2

Instruments

Instruments

Classify

Classify

Timbre

Timbre

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Making Connections Before Reading Text—to—Text





Text—to—Self





Text—to—World





What clues does the heading give you about the text? Have read a text that you think is similar to this one?

How do you think the text will relate to you? Do you know another instance where this text is like something that you have experienced?

What information does the picture give you? Where have you seen an image like that before?

44

Australian Jazz Music The history of Jazz Music and related genres in Australia has it’s origins in the 1800s. During the Gold Rush, locally formed “Blackface” (white actor musicians with their faces painted black) minstrel troupes began to tour Australia. They toured both regional and capital cities. The Minstrel orchestra music features include improvisation, poly rhythms and the use of the banjo and percussion solos. Other Jazz Music from this era included “Cake-walk” music and early Ragtime. The next two decades after the Gold Rush brought ensemble, piano and vocal ragtime and leading American musicians of the time. Some of these musicians included Ben Harney, Gene Greene and pianist Charlie Straight. Some of these visitors taught the local musicians how to “rag” - improvise popular music into a syncopated “ragtime” style. By the mid 1920s, the invention and sale of phonograph machines, increased contact with American popular music. Visiting and touring American dance musicians had firmly established Jazz in Australia. The first recordings of Jazz in Australia are Mastertouch Piano Rolls recorded in Sydney from around 1922, but Jazz began to be recorded on disc by 1925, first in Melbourne and soon after in Sydney. During the World Wars, American soldiers would bring their music with them and this heavily influenced the course of Australian music history. Local musicians would copy these styles and different Jazz styles were performed and recorded in Australia. These styles included Dixieland, Big Band, Swing, Boogie Woogie and Bop Jazz. It was from these early influences that Rock Music developed around the world. The 1970s brought Tertiary Jazz Education courses and continuing innovation and diversification of the Jazz Music style. By the late 1980s, this led to Jazz Music including influences from world music, classical music and crossovers of Jazz styles. From this time, the trend towards eclectic style fusions has continued with ensembles like –The Catholics, Australian Art Orchestra, Tongue and Groove among many others. There have been many Australian Jazz musicians that have gained international success. The most notable of these is trumpeter—James Morrison. He works and records with musicians from around the world and in many different genres from Jazz to Rock Music.

Link to James Morrison here

Link to Ragtime here

Link to The Catholics here

45

V.I.P.—Very Important Points After reading the text, write down the three Very Important Points. Using only your three Very Important Points, write a summary.

V.I.P. 1

V.I.P. 3

V.I.P. 2

Summary

46

Dynamics & Expressive Techniques in Music—how loud or soft AND how a sound is special What is the name of the Piece of Music?

What is the name of the group or soloist who performs this piece of music?

The Flintstones

What style of music is it?

James Morrison & Schargerl All Star Big Band

Click on the headphones to listen

Answer each of the questions below. 1.

What are the overall dynamics of the music? ________________________________ ____________________________________________________________________

2.

Choose one instrument and describe how the sound produced is unique. ____________________________________________________________________ ____________________________________________________________________

3.

Choose another instrument and describe how the sound produced is unique.

____________________________________________________________________ ____________________________________________________________________

Words to help you voice

female

male

saxophone double bass strummed

guitar

trumpet flute

sung

Picked

electric guitar bass guitar trombone

oboe bowed

violin

clarinet hit

piano

viola

cello

xylophone shaken

keyboard

glockenspiel

scraped

blown

47

Paragraph Writing—Dynamics & Expressive Techniques Write a T.X.X.X.C. paragraph answering the following question -

How are Dynamics & Expressive Techniques used in the music selected for analysis?

TOPIC Introduce and define the music concept you will be discussing in the paragraph. —DYNAMICS & EXPRESSIVE TECHNIQUES

EXTEND Explain the name of the music and performer.

EXPLAIN & EXAMPLE Explain how DYNAMICS & EXPRESSIVE TECHNIQUES is used in this music. Rewrite your questions and answers into sentences.

CONCLUDE Write a sentence that restates the question and your first sentence in a different way and why this concept is important

_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

48

Dynamics & Expressive Techniques in Music—how loud or soft AND how a sound is special What is the name of the Piece of Music?

What is the name of the group or soloist who performs this piece of music?

Blackbird

What style of music is it?

Katie Noonan

Click on the headphones to listen

Answer each of the questions below. 1.

What are the overall dynamics of the music? ________________________________ ____________________________________________________________________

2.

Choose one instrument and describe how the sound produced is unique. ____________________________________________________________________ ____________________________________________________________________

3.

Choose another instrument and describe how the sound produced is unique.

____________________________________________________________________ ____________________________________________________________________

Words to help you voice

female

male

saxophone double bass strummed

guitar

trumpet flute

sung

Picked

electric guitar bass guitar trombone

oboe bowed

violin

clarinet hit

piano

viola

cello

xylophone shaken

keyboard

glockenspiel

scraped

blown

49

Paragraph Writing—Dynamics & Expressive Techniques Write a T.X.X.X.C. paragraph answering the following question -

How are Dynamics & Expressive Techniques used in the music selected for analysis?

TOPIC Introduce and define the music concept you will be discussing in the paragraph. —DYNAMICS & EXPRESSIVE TECHNIQUES

EXTEND Explain the name of the music and performer.

EXPLAIN & EXAMPLE Explain how DYNAMICS & EXPRESSIVE TECHNIQUES is used in this music. Rewrite your questions and answers into sentences.

CONCLUDE Write a sentence that restates the question and your first sentence in a different way and why this concept is important

_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

50

DYNAMICS — Listening Response Worksheet 1 Name: _________________________________ Class: __________ Music: _____________________ Composer/Performer: ____________ 1. Is the music mainly loud or soft? ____________________________

_________________________________________________ 2. Are there any changes in the dynamics in the music, if so in what section and what does it change from and to. ___________________________ _________________________________________________ _________________________________________________ _________________________________________________ 3. What emotion does the music make you fell because of the dynamics and

why? _____________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

51

DYNAMICS — Listening Response Worksheet 2 Name: _________________________________ Class: __________ Music: _____________________ Composer/Performer: ____________ Music: _____________________ Composer/Performer: ____________ Listen to both pieces of music and compare the differences and similarities in Rhythm.

Music 1

Music 2

Overall dynamic level

Overall dynamic level

Beginning dynamic level

Beginning dynamic level

Middle dynamics level

Middle dynamics level

Ending dynamics level

Ending dynamics level

Emotion

Emotion

52

Australian Rock Music Australian Rock Music has its roots in the 1950s and 1960s when the style of music was growing in popularity around the world. In the 1970s Australian rock bands became well known for their classic hard rock style. By the 1980s Australian music developed its own distinctive rock sound and became popular the world over. First appearing in the USA, Rock Music was a fusion of white country and western music with black rhythm and blues music. These days, rock music is harder to define. Over the years it has influenced and been influenced by many other styles—elements of pop, funk, folk and world music can be heard in many songs that are classified as rock songs.

53

Making Connections Before Reading Text—to—Text





Text—to—Self





Text—to—World





What clues does the heading give you about the text? Have read a text that you think is similar to this one?

How do you think the text will relate to you? Do you know another instance where this text is like something that you have experienced?

What information does the picture give you? Where have you seen an image like that before?

54

Australian Rock in the 50’s Music In these early days, performers like Johnny O’Keefe and The Easybeats were easy to categorise as rockers with songs such as—Wild One, Shout and Friday on My Mind. Both of these artists mimicked the heavy guitar sound and strong beat produced by rock performers in the USA and Britain. Johnny O’Keefe went on to become the very first Australian musician to appear in the Australian Top 40 with his hit—Wild One. He was also the first Australian to be signed and record with an international label—US Liberty. O’Keefe was the first Australian Rock and Roll artist to host his own radio program called—Rockville Junction, on ABC Radio. At this time, Channel 9 began broadcasting an Australian version of the “American Bandstand” with Brian Henderson as host. This show lasted for 14 years. In 1959, Johnny O’Keefe took over the recently launched “Six O'Clock Rock” on the ABC, this show ran until 1962. Because Australia had military ties with the USA in the 1950’s—through the Korean War, various Australian agents would invite the biggest American stars of the day such as Frank Sinatra, Little Richard and Ricky Nelson to come to Australia to perform in Sydney, Melbourne and other state capitals. Johnny Ray was the first to do this in 1952. Until the late 1950s, Australian Music was limited to Jazz and Country Music, as well as, traditional Indigenous music. Television was introduced to Australia in 1956, but because many people could not afford one at the time, the main outlet for music was radio. Those people who could not attend concerts, relied on the radio to hear the newest and most popular music. Nearly all singles released in Australia at the time were recorded by American artists. The original “Rock ‘n’ Roll” popularised by Buddy Holly and Chuck Berry in America became popular in Australia as well. It fitted in with the changing image of Australian popular culture. The first “Rock ‘n’ Roll” dances were held at the Preston Town Hall in Melbourne. Bill Haley and the Comets song— “Rock Around the Clock”, released in 1955, sold over 150 000 records in Australia. By the end of the 1950s, Rock ‘n’ Roll music was the most popular source of entertainment among young Australians. It was through these artists that Australians started recording its own version of modern popular music.

Link to Six O'clock Rock here

Link to Little Richard here

Link to Rock Around the Clock here

55

Visualising—Stretch your Sketch Text: After reading the text, draw what you see in your mind’s eye

Describe what you saw in your mind’s eye through writing. Use both words from the text and adjectives/adverbs to make your image clear.

_______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________

56

Duration in Music—how long or short a sound is What is the name of the Piece of Music? Shout

What is the name of the group or soloist who performs this piece of music?

What style of music is it?

Johnny O’Keefe

Click on the headphones to listen

Answer each of the questions below. 1.

What is the tempo of the music? _________________________________________ ____________________________________________________________________

2.

Are the notes long or short? ____________________________________________ ____________________________________________________________________

3.

What is the time signature of the music. ___________________________________ ____________________________________________________________________

4.

What instrument/s keeps the beat? _______________________________________ ____________________________________________________________________

Words to help you Fast

medium

4/4

drums

slow

walking

bass guitar

short

long

double bass

2/4 percussion

3/4

57

Paragraph Writing—Duration Write a T.X.X.X.C. paragraph answering the following question -

How is Duration used in the music selected for analysis? TOPIC Introduce and define the music concept you will be discussing in the paragraph. —DURATION

EXTEND Explain the name of the music and performer.

EXPLAIN & EXAMPLE Explain how DURATION is used in this music. Rewrite your questions and answers into sentences.

CONCLUDE Write a sentence that restates the question and your first sentence in a different way and why this concept is important

_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

58

Duration in Music—how long or short a sound is What is the name of the Piece of Music? Blue Moon

What is the name of the group or soloist who performs this piece of music?

What style of music is it?

The Delltones

Click on the headphones to listen

Answer each of the questions below. 1.

What is the tempo of the music? _________________________________________ ____________________________________________________________________

2.

Are the notes long or short? ____________________________________________ ____________________________________________________________________

3.

What is the time signature of the music. ___________________________________ ____________________________________________________________________

4.

What instrument/s keeps the beat? _______________________________________ ____________________________________________________________________

Words to help you Fast

medium

4/4

drums

slow

walking

bass guitar

short

long

double bass

2/4 percussion

3/4

59

Paragraph Writing—Duration Write a T.X.X.X.C. paragraph answering the following question -

How is Duration used in the music selected for analysis? TOPIC Introduce and define the music concept you will be discussing in the paragraph. —DURATION

EXTEND Explain the name of the music and performer.

EXPLAIN & EXAMPLE Explain how DURATION is used in this music. Rewrite your questions and answers into sentences.

CONCLUDE Write a sentence that restates the question and your first sentence in a different way and why this concept is important

_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

60

RHYTHM — Listening Response Worksheet 1 Name: _________________________________ Class: __________ Music: _____________________ Composer/Performer: ____________ 1. What instrument/s perform the beat? _________________________ _________________________________________________ 2. Describe the tempo of the music using the correct Italian term. _________ _________________________________________________ _________________________________________________ 3. What is the time signature of the music? ______________________ _________________________________________________ 4. Is the music isometric or mutlimetric? _________________________ _________________________________________________ 5. Are there any rhythmic ostinatos in the music, if so what instrument performs it and in what section? __________________________________ _________________________________________________ _________________________________________________

61

RHYTHM — Listening Response Worksheet 2 Name: _________________________________ Class: __________ Music: _____________________ Composer/Performer: ____________ Music: _____________________ Composer/Performer: ____________ Listen to both pieces of music and compare the differences and similarities in Rhythm.

Music 1

Music 2

Beat

Beat

Tempo

Tempo

Time signature

Time signature

Isometric/multimetric

Isometric/multimetric

Ostinatos

Ostinatos

62

Making Connections Before Reading Text—to—Text





Text—to—Self





Text—to—World





What clues does the heading give you about the text? Have read a text that you think is similar to this one?

How do you think the text will relate to you? Do you know another instance where this text is like something that you have experienced?

What information does the picture give you? Where have you seen an image like that before?

63

Australian Rock Music in the 60’s In the 1960s more and more Australians were buying television sets, which gave the four television networks—Seven, Nine, Ten and ABC, an opportunity to air it’s own music show. In the music shows of this era, every single song was performed live in a small studio in front of an audience of around 300, mostly teenage guests. The British Invasion, which started with The Beatles, swept Australia in the early 1960s. When The Beatles toured Australia in 1964, there were fans running to meet them everywhere. They performed to sell-out crowds in Sydney, Melbourne, Brisbane, Adelaide and Perth. The Rolling Stones toured a year later in 1965, and like The Beatles, their shows were sell-outs. Most Australians acts of the 1960s were influenced by what is now known as “The British Invasion”. As a result most of the music recorded during this era reflected this British style of Rock. However, there were some Australians who were willing to stay Americanised and record Surf Rock or Rock ‘n’ Roll songs. Because of its small population at the time, not every Australian singer could be signed to an Australian label in the routine way through a “demo”. So in order to pursue their dreams of becoming a music star, artists had to enter talents shows. The winner of each talent show would get a chance to travel to Los Angeles, New York or London and be signed to a major British or American recording label. Olivia NewtonJohn and Helen Reddy were two such winners. The Bee Gees, influenced by the big bands of the 1940s and 1950s also had to go on a talent show before they could start their recording careers. A cover of the original song Poison Ivy, by “The Coasters’, gave Billy Thorpe and the Aztecs, a surf band, their first number 1 hit, even being more popular than The Beatles! In 1964 Jimmy Little had a hit with “Royal Telephone” - he was the first Indigenous Australian to do so. At this same time the Easybeats, who met as migrants at Sydney’s Villawood Migrant Hostel in 1964, were one of the first Australian bands to become famous world wide with their hit “Friday on my Mind”. Other Australian rock bands to gain international success during the 1960s and 1970s include— The Masters Apprentices, Billy Thorpe and the Aztecs, Daddy Cool and Skyhooks. By 1966,the folk rock band—The Seekers became the first Australian band to sell over one million records internationally. The Seekers’ biggest hits were “Georgie Girl” and “The Carnival is Over”.

Link to the Beatles here

Link to Jimmy Little here

Link to The Seekers here

64

Combining New with Old—Text After reading the story, answer the following What does this remind you of?

How can you make sense of this information?

How could you use this information in the future?

Where is this information valuable?

What new ideas does this information inspire in you?

How can you share this information with others?

65

Texture in Music—how sparse or dense What is the name of the Piece of Music? Poison Ivy

What is the name of the group or soloist who performs this piece of music?

What style of music is it?

Billy Thorpe and the Aztecs Click on the headphones to listen

Answer each of the questions below. 1.

Is the music mainly sparse or dense? ______________________________________

2.

List the instruments that perform in the first section of the music. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

3.

List the instruments that perform in the second section of the music.

____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

Words to help you voice Keyboard

female male

guitar

saxophone trumpet

Double bass

flute

oboe

electric guitar trombone clarinet

bass guitar piano violin

xylophone

viola

cello

glockenspiel

66

Paragraph Writing—Texture Write a T.X.X.X.C. paragraph answering the following question -

How is Texture used in the music selected for analysis? TOPIC Introduce and define the music concept you will be discussing in the paragraph. —TEXTURE

EXTEND Explain the name of the music and performer.

EXPLAIN & EXAMPLE Explain how TEXTURE is used in this music. Rewrite your questions and answers into sentences.

CONCLUDE Write a sentence that restates the question and your first sentence in a different way and why this concept is important

_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

67

Texture in Music—how sparse or dense What is the name of the Piece of Music? Friday on my Mind

What is the name of the group or soloist who performs this piece of music?

What style of music is it?

Easybeats Click on the headphones to listen

Answer each of the questions below. 1.

Is the music mainly sparse or dense? ______________________________________

2.

List the instruments that perform in the first section of the music. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

3.

List the instruments that perform in the second section of the music.

____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

Words to help you voice Keyboard

female male

guitar

saxophone trumpet

Double bass

flute

oboe

electric guitar trombone clarinet

bass guitar piano violin

xylophone

viola

cello

glockenspiel

68

Paragraph Writing—Texture Write a T.X.X.X.C. paragraph answering the following question -

How is Texture used in the music selected for analysis? TOPIC Introduce and define the music concept you will be discussing in the paragraph. —TEXTURE

EXTEND Explain the name of the music and performer.

EXPLAIN & EXAMPLE Explain how TEXTURE is used in this music. Rewrite your questions and answers into sentences.

CONCLUDE Write a sentence that restates the question and your first sentence in a different way and why this concept is important

_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

69

TEXTURE — Listening Response Worksheet 1 Name: _________________________________ Class: __________ Music: _____________________ Composer/Performer: ____________ 1. What is the overall thickness of the texture? ____________________ _________________________________________________ 2. Is the music monophonic, homophonic or polyphonic? ________________ _________________________________________________

3. List the instruments that you can hear in the music. ________________ _________________________________________________ _________________________________________________ _________________________________________________ 4. Draw a diagram of the entry and exit of each instrument in the first TWO sections. Instruments

Section A

Section B

70

TEXTURE— Listening Response Worksheet 2 Name: _________________________________ Class: __________ Music: _____________________ Composer/Performer: ____________ Music: _____________________ Composer/Performer: ____________ Listen to both pieces of music and compare the differences and similarities in Texture.

Music 1

Music 2

Thickness

Thickness

Monophonic/homophonic/polyphonic

Monophonic/homophonic/polyphonic

Instruments

Instruments

Diagram

Section A

Section B

Section A

Section B

71

Making Connections Before Reading Text—to—Text





Text—to—Self





Text—to—World





What clues does the heading give you about the text? Have read a text that you think is similar to this one?

How do you think the text will relate to you? Do you know another instance where this text is like something that you have experienced?

What information does the picture give you? Where have you seen an image like that before?

72

Australian Rock Music in the 70s The popularity of surf culture continued to grow in the 1970s. From 1972 to 1975 the Sunbury Music Festival, considered to be Australia’s answer to Woodstock, was held in Victoria. It featured artists such as Billy Thorpe and the Aztecs, Daddy Cool and the Skyhooks. At this point, however, Australians were being exposed to a new distinctly American style of music—Soft Rock. Although people could listen to this sort of music through television and radio, it wasn’t popular here until it came to Australia via the band The Eagles. The Australian band ‘”The Little River Band”, is one of the noted bands of this era to play this style of music. In 1972, Michael Gudinski formed the record label—Mushroom Records. In 1975, Skyhooks, who were signed to Mushroom, released “Living in the 70s”. Six tracks from this album were banned, and the controversy ensured their success! This band was originally a Surf Rock Band, but they became famous for their “Glam Rock” style. They were hugely successful because they gave the Australian public what they wanted—songs about Australia. Their songs told stories of Australian experiences and values, rather than just love songs. Their very first single—”You Just Want Me Cos I’m Good in Bed” was banned after being aired in 2JJ. The Skyhooks were one of several glam rock bands of the era including Sherbet and Split Enz. At the end of 1974, the ABC began broadcasting “Countdown” with Ian “Molly” Meldrum as host. This show became hugely popular and influential in the music industry. The show started with a conventional format, and it was still common for each song to be performed live. By 1976 onwards, overseas artists began to send the ABC and other television networks, promotional videos to air on their shows when they couldn't perform live. This led to Australian bands following suit and the local bands started to create their own videos of their music. Bands such as Dragon, The Little River Band and Skyhooks, all made videos of their songs. Songs that were seen on Countdown were almost guaranteed success because after being promoted on the show, record sales would go up. Disco emerged in the America in the mid to late 70s and came to Australia through artists such as KC and the Sunshine Band. The Bee Gees, who had stopped recording in the Big Band style, used the Disco style to make a comeback to Australian Charts. In 1977, the Bee Gees’ soundtrack to the movie “Saturday Nigh Fever” was a huge success worldwide and broke all previous Australian sales records. Other artists that recorded in the disco style included—Leo Sayer and John Paul Young. This Disco style was popular at the same time as hard rock with AC/DC. Australian music was starting to gather momentum overseas. The Skyhooks toured the USA, AC/DC and Sherbet had huge followings in Britain. In the 1970s, as Punk Rock grew in popularity, bands like The Saints and Radio Birdman began to lead the scene in Melbourne. At this time Melbourne became a haunting ground for many influential, although not popular artists such as Nick Cave, The Go-Betweens and The Triffids.

Link to Daddy Cool here

Link to Skyhooks here

Link to Countdown here

Link to Bee Gees here

Link to The Saints here

73

Read, Write, Think, Define Text: READ the text and WRITE any words that you are unsure the meaning of. THINK and WRITE down what you think the word means. DEFINE the words by researching their meaning—dictionary, online dictionary, other people, etc..

Words I am not sure of

What I think they mean

What they actually mean

74

Tone Colour in Music—the instruments used What is the name of the Piece of Music? Love is in the Air

What is the name of the group or soloist who performs this piece of music?

What style of music is it?

John Paul Young Click on the headphones to listen

Answer each of the questions below. Complete the table below with the instruments that you can hear in the music Voices

Idiophone

chordophone

Aerophone

Membranophone

Electronic Sounds

Words to help you voice Keyboard

female male

guitar

saxophone trumpet

Double bass

flute

oboe

electric guitar trombone clarinet

bass guitar piano violin

xylophone

viola

cello

glockenspiel

75

Paragraph Writing—Tone Colour Write a T.X.X.X.C. paragraph answering the following question -

How is Tone Colour used in this Music? TOPIC Introduce and define the music concept you will be discussing in the paragraph. —TONE COLOUR

EXTEND Explain the name of the music and performer.

EXPLAIN & EXAMPLE Explain how TONE COLOUR is used in this music. Rewrite your questions and answers into sentences.

CONCLUDE Write a sentence that restates the question and your first sentence in a different way and why this concept is important

_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

76

Tone Colour in Music—the instruments used What is the name of the Piece of Music? Help is on its way

What is the name of the group or soloist who performs this piece of music?

What style of music is it?

Little River Band Click on the headphones to listen

Answer each of the questions below. Complete the table below with the instruments that you can hear in the music Voices

Idiophone

chordophone

Aerophone

Membranophone

Electronic Sounds

Words to help you voice Keyboard

female male

guitar

saxophone trumpet

Double bass

flute

oboe

electric guitar trombone clarinet

bass guitar piano violin

xylophone

viola

cello

glockenspiel

77

Paragraph Writing—Tone Colour Write a T.X.X.X.C. paragraph answering the following question -

How is Tone Colour used in this Music? TOPIC Introduce and define the music concept you will be discussing in the paragraph. —TONE COLOUR

EXTEND Explain the name of the music and performer.

EXPLAIN & EXAMPLE Explain how TONE COLOUR is used in this music. Rewrite your questions and answers into sentences.

CONCLUDE Write a sentence that restates the question and your first sentence in a different way and why this concept is important

_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

78

Performing Media & Timbre — Listening Response Worksheet 1

Name: _________________________________ Class: __________ Music: _____________________ Composer/Performer: ____________ 1. List all the instruments that you can hear in the music. ______________ _________________________________________________ _________________________________________________ _________________________________________________ 2. Classify each instrument you can hear. ________________________

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ 3. Choose FOUR instruments and describe their Timbre. _______________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

79

Performing Media & Timbre — Listening Response Worksheet 2

Name: _________________________________ Class: __________ Music: _____________________ Composer/Performer: ____________ Music: _____________________ Composer/Performer: ____________ Listen to both pieces of music and compare the differences and similarities in Performing Media & Timbre.

Music 1

Music 2

Instruments

Instruments

Classify

Classify

Timbre

Timbre

80

Making Connections Before Reading Text—to—Text





Text—to—Self





Text—to—World





What clues does the heading give you about the text? Have read a text that you think is similar to this one?

How do you think the text will relate to you? Do you know another instance where this text is like something that you have experienced?

What information does the picture give you? Where have you seen an image like that before?

81

Australian Rock– The Golden Years During the 1970s Australian music, and the Pub Rock scene were very popular. This era in Australian music history saw the rise of rock bands such as Cold Chisel, AC/DC, The Radiators, The Angels and many more. Cold Chisel formed in Adelaide in 1973 under the name of Orange. Their music was characterised by meaningful lyrics, a catchy tune and the aggressive singing style of front man—Jimmy Barnes. One of their classic songs– Khe Sanh, tells the story of a Vietnam veteran and his struggle after the war. Cold Chisel are also responsible for many other Australian Rock Anthems.

Perhaps the most internationally well know hard rock band Australia has produced is AC/DC. Formed in 1973, the band began with brothers Angus and Malcolm Young and Dave Evans. Although the band’s lead singer Bon Scott died in 1980, AC/DC has lived on for over three decades, performing to Stadiums and Concert Halls around the world. They deliver a no-nonsense, hard rock sound. Their lead guitarist, Angus Young, is well-known for still wearing his school boy uniform in concert today!

Link to Cold Chisel here

Link to The Angels here

Link to AC/DC here

82

5 W’s to Remember Text:

What?

Who?

When?

Where?

Why?

83

Structure in Music—the parts of a piece of music What is the name of the Piece of Music? You Got Nothing I Want

What is the name of the group or soloist who performs this piece of music?

What style of music is it?

Cold Chisel Click on the headphones to listen

Answer each of the questions below. 1.

What is the structure of the music? _______________________________________ ____________________________________________________________________

2.

Name an instrument that performs a melodic ostinato in the music. ____________________________________________________________________ ____________________________________________________________________

3.

Name an instrument that performs a rhythmic ostinato in the music.

____________________________________________________________________ ____________________________________________________________________

Words to help you voice Keyboard

female male

guitar

saxophone trumpet

Double bass

flute

oboe

electric guitar trombone clarinet

bass guitar piano violin

xylophone

viola

cello

glockenspiel

84

Paragraph Writing—Structure Write a T.X.X.X.C. paragraph answering the following question -

How is Structure used in the music selected for analysis? TOPIC Introduce and define the music concept you will be discussing in the paragraph. —STRUCTURE

EXTEND Explain the name of the music and performer.

EXPLAIN & EXAMPLE Explain how STRUCTURE is used in this music. Rewrite your questions and answers into sentences.

CONCLUDE Write a sentence that restates the question and your first sentence in a different way and why this concept is important

_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

85

Structure in Music—the parts of a piece of music What is the name of the Piece of Music?

Long way to the Top

What is the name of the group or soloist who performs this piece of music?

What style of music is it?

AC/DC Click on the headphones to listen

Answer each of the questions below. 1.

What is the structure of the music? _______________________________________ ____________________________________________________________________

2.

Name an instrument that performs a melodic ostinato in the music. ____________________________________________________________________ ____________________________________________________________________

3.

Name an instrument that performs a rhythmic ostinato in the music.

____________________________________________________________________ ____________________________________________________________________

Words to help you voice Keyboard

female male

guitar

saxophone trumpet

Double bass

flute

oboe

electric guitar trombone clarinet

bass guitar piano violin

xylophone

viola

cello

glockenspiel

86

Paragraph Writing—Structure Write a T.X.X.X.C. paragraph answering the following question -

How is Structure used in the music selected for analysis? TOPIC Introduce and define the music concept you will be discussing in the paragraph. —STRUCTURE

EXTEND Explain the name of the music and performer.

EXPLAIN & EXAMPLE Explain how STRUCTURE is used in this music. Rewrite your questions and answers into sentences.

CONCLUDE Write a sentence that restates the question and your first sentence in a different way and why this concept is important

_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

87

STRUCTURE — Listening Response Worksheet 1 Name: _________________________________ Class: __________ Music: _____________________ Composer/Performer: ____________ 1. What is the overall Structure of the music? _____________________ _________________________________________________ 2. List the instruments that you can hear in the music.. ________________ _________________________________________________ _________________________________________________ _________________________________________________ 3. What is the phrasing of the music? __________________________ _________________________________________________ 4. Draw a diagram of the first TWO sections of the music showing the entry of each instrument. Instruments

Section A

Section B

88

STRUCTURE — Listening Response Worksheet 2 Name: _________________________________ Class: __________ Music: _____________________ Composer/Performer: ____________ Music: _____________________ Composer/Performer: ____________ Listen to both pieces of music and compare the differences and similarities in Rhythm.

Music 1

Music 2

Structure

Structure

Instruments

Instruments

Phrasing

Phrasing

Diagram

Diagram

Section A

Section B

Section A

Section B

89

Making Connections Before Reading Text—to—Text

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Text—to—Self

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

Text—to—World

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What clues does the heading give you about the text? Have read a text that you think is similar to this one?

How do you think the text will relate to you? Do you know another instance where this text is like something that you have experienced?

What information does the picture give you? Where have you seen an image like that before?

90

Australian Music of the 80s The 1980s was a decade when Australian rock music gained confidence and worldwide attention. Nick Cave, Melbourne musician and lead singer of alternative rock band The Bad Seeds, said before the 1980s “Australia still needed America or England to tell them what was good”. The “Aussie Assault” on the world rock stage included bands such as Men At Work, Midnight Oil, INXS, Crowded House and New Zealand’s Split Enz. Alternative rock bands such as The Triffids, The Church, Hunters and Collectors, Celibate Rifles, The Saints and Laughing Clowns also contributed to the unique sound evolving in Australian music. The fickle European rock press devoured the unusual sounds and, intriguing lyrics that captured Australia’s intimidating landscape that belonged to The Triffids and other bands. The Triffids had financial success in England and other European countries, especially with the album “Born Sandy Devotional”. In Belgium they played to over 70 000 fans. Midnight Oil, one of the biggest bands at the time in Australia was their support act! In the 1980s, The Church, with their paisley shirts and catchy melodies, built a strong fan base in both Europe and America. Their commercial success came in 1988 with the album Starfish and the single “Under the Milky Way”. This single sold more than one million copies. After this success the band toured Europe and America often. Another band to have international success during this time was Men at Work. Their anthem—Down Under, introduced listeners to vegemite sandwiches. Their sound was an interesting mix of musical styles with a slight reggae beat, very unique Australian lyrics and the sounds of the flute. The band had other hits with “Who can it be Now?” and “It’s a Mistake”. Men at Work are still the only Australian band to have number one singles and albums in both the American and British markets.

Link to Nick Cave here

Link to INXS here

Link to Men at Work here

91

The Hunters and Collectors carved a path for themselves in Australian Rock culture as “the thinking man’s pub band”. Many of their songs, such as “Throw Your Arms Around Me”, are Aussie Rock classics. Midnight Oil used rock music to tell a story and send a message. Songs such as— Put Down That Weapon, Blue Sky Mining, Beds are Burning and River Runs Red made pop music charts around the world. The bands’ lead singer Peter Garrett said “Rock and Roll had traditionally been about cars and chasing girls and now we were … trying to make it about something else as well”. The band used music to raise awareness of environmental and political issues, often performing with Aboriginal rock bands such as Warumpi. INXS toured the world, to huge crowds. Their lead singer Michael Hutchence had rock-star attitude and the looks and voice to match. In Australia alone, over a period of 25 years, INXS had 38 Top 40 hits. On top of this they received Grammy nominations and MTV music awards in the USA, six consecutive top ten UK and US albums, 17 Billboard hits and 23 UK Top 40 songs. In 2005 they launched a worldwide search to replace the lead singer who had passed away under curious circumstances in 1997.

Female led bands such as The Divinyls, The Baby Animals, Do-Re-Mi, and of more recent times Spiderbait and Killing Heidi, are also responsible for many Australian and International hits. Chrissie Amphlett, lead singer of The Divinyls, said of the 1980s “You didn’t have to be a really slick singer but you could develop your own style. Everything was possible again and it was raw … it was a really great period that bred a lot of creativity”.

Link to Hunters and Collectors here

Link to Midnight Oil here

Link to The Divinyls here

92

Summarising Text Heading:

Main Idea:

One reason I know the main idea is because:

Summary– 5 sentences only:

Another reason I know the main idea is because:

Another reason I know the main idea is because:

93

Texture in Music—how sparse or dense What is the name of the Piece of Music? Under the Milky Way

What is the name of the group or soloist who performs this piece of music?

What style of music is it?

The Church Click on the headphones to listen

Answer each of the questions below. 1.

Is the music mainly sparse or dense? ______________________________________

2.

List the instruments that perform in the first section of the music. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

3.

List the instruments that perform in the second section of the music.

____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

Words to help you voice Keyboard

female male

guitar

saxophone trumpet

Double bass

flute

oboe

electric guitar trombone clarinet

bass guitar piano violin

xylophone

viola

cello

glockenspiel

94

Paragraph Writing—Texture Write a T.X.X.X.C. paragraph answering the following question -

How is Texture used in the music selected for analysis? TOPIC Introduce and define the music concept you will be discussing in the paragraph. —TEXTURE

EXTEND Explain the name of the music and performer.

EXPLAIN & EXAMPLE Explain how TEXTURE is used in this music. Rewrite your questions and answers into sentences.

CONCLUDE Write a sentence that restates the question and your first sentence in a different way and why this concept is important

_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

95

Texture in Music—how sparse or dense What is the name of the Piece of Music? Never Tear Us Apart

What is the name of the group or soloist who performs this piece of music?

What style of music is it?

INXS Click on the headphones to listen

Answer each of the questions below. 1.

Is the music mainly sparse or dense? ______________________________________

2.

List the instruments that perform in the first section of the music. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

3.

List the instruments that perform in the second section of the music.

____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

Words to help you voice Keyboard

female male

guitar

saxophone trumpet

Double bass

flute

oboe

electric guitar trombone clarinet

bass guitar piano violin

xylophone

viola

cello

glockenspiel

96

Paragraph Writing—Texture Write a T.X.X.X.C. paragraph answering the following question -

How is Texture used in the music selected for analysis? TOPIC Introduce and define the music concept you will be discussing in the paragraph. —TEXTURE

EXTEND Explain the name of the music and performer.

EXPLAIN & EXAMPLE Explain how TEXTURE is used in this music. Rewrite your questions and answers into sentences.

CONCLUDE Write a sentence that restates the question and your first sentence in a different way and why this concept is important

_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

97

TEXTURE — Listening Response Worksheet 1 Name: _________________________________ Class: __________ Music: _____________________ Composer/Performer: ____________ 1. What is the overall thickness of the texture? ____________________ _________________________________________________ 2. Is the music monophonic, homophonic or polyphonic? ________________ _________________________________________________

3. List the instruments that you can hear in the music. ________________ _________________________________________________ _________________________________________________ _________________________________________________ 4. Draw a diagram of the entry and exit of each instrument in the first TWO sections. Instruments

Section A

Section B

98

TEXTURE— Listening Response Worksheet 2 Name: _________________________________ Class: __________ Music: _____________________ Composer/Performer: ____________ Music: _____________________ Composer/Performer: ____________ Listen to both pieces of music and compare the differences and similarities in Texture.

Music 1

Music 2

Thickness

Thickness

Monophonic/homophonic/polyphonic

Monophonic/homophonic/polyphonic

Instruments

Instruments

Diagram

Section A

Section B

Section A

Section B

99

Making Connections Before Reading Text—to—Text

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

Text—to—Self

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

Text—to—World

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

What clues does the heading give you about the text? Have read a text that you think is similar to this one?

How do you think the text will relate to you? Do you know another instance where this text is like something that you have experienced?

What information does the picture give you? Where have you seen an image like that before?

100

Australian Indie Music Indie music is said to have resulted from the punk movement which began in the 1970s. With the punk movement came a formation of a new style of music, new bands, and independent music labels that were often born out of backyard operations. One of the pioneering bands for Indie music in Australia was the Brisbane based band—The Saints. Sir Bob Geldoff, of “I Don’t Like Mondays” fame, labelled The Saints as one of the three most influential punk bands of the 1970s. The Saints formed in 1974 and released their first single “I’m Stranded”, two years later. This single was released well before the British band The Sex Pistols gained notoriety and a following. Another band of this era, The Dugites, were a Perth based Indie/Pop band who formed in 1978 with lead singer Lynda Nutter. The Dugites combined elements of power pop, new wave and electronic genres with hit singles— Juno and Me, and In Your Car. The 1980s laid a solid foundation for the future music scene. One of the most successful Australian Indie bands of this time were The Go-Betweens. This band began their musical careers with simple pop tunes that had a new-age edge. As their sound matured and unique style developed, their music consisted of semi-spoken vocals, complex lyrics and a melodic pop guitar. This era also brought about the success of many other Indie bands such as the Hoodoo Gurus, Radio Birdman and The Beats of Burden. In 1986 the band the Plug Uglies formed and they were later described by Time Off Magazine as an... “inner-city Sydney Indie band that stood at arm’s length from so many of their peers, while busily forging a distinctive path of their own”. Ben Lee, since launching his solo career in 1995 as an indie singer/songwriter, has celebrated international success. His style that is likened to having a “Bob Dylanesque” sound, has won him several ARIA Awards. He had one of his songs featured on the hugely successful US Television series—Grey’s Anatomy. Keeping true to his musical origins in the Indie scene, Lee now produces his albums from his own independent record label—Ten Fingers. Another Indie style band—Architecture in Helsinki, uses a wide range of instruments in their music. Their songs often include instruments such as trombones, clarinets, tubas, the recorder and even a glockenspiel. Another Indie band with a unique blend of instrumental sounds and blend of genres are Bridezilla. Their sound is influenced by folk and jazz music and a growling vocal. In contrast, female indie artist— Sarah Blasko’s first album was simple with vocals, acoustic guitar and both live and programmed drums. Some of the more successful Indie bands, such as the John Butler Trio, also pay it forward by helping young aspiring musicians. The lead singer, John Butler, has set up a foundation called the JB Seed Foundation. This foundation is set up to give grants in specific categories to support the arts community.

Link to The Sex Pistols here

Link to Architecture in Helsinki here

Link to The Dugites here

101

The Power of 3– Text Text: Three important points from the text 1.

2.

3.

Three sentence summary

Three questions I have about the text 1.

2.

3.

102

Pitch in Music—how high or low a sound is What is the name of the Piece of Music? Zebra

What is the name of the group or soloist who performs this piece of music?

What style of music is it?

John Butler Trio Click on the headphones to listen

Answer each of the questions below. 1.

What instrument performs the melody? ___________________________________ ____________________________________________________________________

2.

Is the melody mainly high or low? ________________________________________ ____________________________________________________________________

3.

Name all the Pitched instruments that you can hear in the music. _______________ ____________________________________________________________________

____________________________________________________________________ ____________________________________________________________________

Words to help you voice Keyboard

female male

guitar

saxophone trumpet

Double bass

flute

oboe

electric guitar trombone clarinet

bass guitar piano violin

xylophone

viola

cello

glockenspiel

103

Paragraph Writing—Pitch Write a T.X.X.X.C. paragraph answering the following question -

How is Pitch used in the music selected for analysis? TOPIC Introduce and define the music concept you will be discussing in the paragraph. —PITCH

EXTEND Explain the name of the music and performer.

EXPLAIN & EXAMPLE Explain how PITCH is used in this music. Rewrite your questions and answers into sentences.

CONCLUDE Write a sentence that restates the question and your first sentence in a different way and why this concept is important

_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

104

Pitch in Music—how high or low a sound is What is the name of the Piece of Music? We Won’t Run

What is the name of the group or soloist who performs this piece of music?

What style of music is it?

Sarah Blasko Click on the headphones to listen

Answer each of the questions below. 1.

What instrument performs the melody? ___________________________________ ____________________________________________________________________

2.

Is the melody mainly high or low? ________________________________________ ____________________________________________________________________

3.

Name all the Pitched instruments that you can hear in the music. _______________ ____________________________________________________________________

____________________________________________________________________ ____________________________________________________________________

Words to help you voice Keyboard

female male

guitar

saxophone trumpet

Double bass

flute

oboe

electric guitar trombone clarinet

bass guitar piano violin

xylophone

viola

cello

glockenspiel

105

Paragraph Writing—Pitch Write a T.X.X.X.C. paragraph answering the following question -

How is Pitch used in the music selected for analysis? TOPIC Introduce and define the music concept you will be discussing in the paragraph. —PITCH

EXTEND Explain the name of the music and performer.

EXPLAIN & EXAMPLE Explain how PITCH is used in this music. Rewrite your questions and answers into sentences.

CONCLUDE Write a sentence that restates the question and your first sentence in a different way and why this concept is important

_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

106

MELODY — Listening Response Worksheet 1 Name: _________________________________ Class: __________ Music: _____________________ Composer/Performer: ____________ 1. What instrument/s perform melody? __________________________ _________________________________________________ 2. Is the melody mainly conjunct or disjunct? _______________________ _________________________________________________

3. What is the range of the melody? ___________________________ _________________________________________________ 4. What is the register of the melody? _________________________ _________________________________________________ 5. Is there any use of ornamentation, if so what type and in what section? _________________________________________________ _________________________________________________ _________________________________________________

107

MELODY — Listening Response Worksheet 2 Name: _________________________________ Class: __________ Music: _____________________ Composer/Performer: ____________ Music: _____________________ Composer/Performer: ____________ Listen to both pieces of music and compare the differences and similarities in Melody.

Music 1

Music 2

Melody

Melody

Conjunct/disjunct

Conjunct/disjunct

Range

Range

Register

Register

Ornamentation

Ornamentation

108

Making Connections Before Reading Text—to—Text





Text—to—Self





Text—to—World





What clues does the heading give you about the text? Have read a text that you think is similar to this one?

How do you think the text will relate to you? Do you know another instance where this text is like something that you have experienced?

What information does the picture give you? Where have you seen an image like that before?

109

Australian Music of the 90s The 1990s saw the continuous expansion and popularity of the alternative music scene. This was a time where many music festivals were revived and even more were established. Several of these festivals such as Homebake, Big Day Out and Livid, expanded beyond their beginnings to other cities across the nation. The trend was started with the Big Day Out in 1992, in Sydney. Grunge music had gained a large following, and after the death of Nirvana’s lead singer—Kurt Cobain in 1994, Newcastle based band— Silverchair benefited. Silverchair had success internationally, but especially in the US. During this time, many bands that started as “Alternate Rock” became mainstream with commercial success. One of these success stories came in 1994 when the band the Cruel Sea dominated the ARIA Awards with their album - The Honeymoon is Over. Nick Cave experienced more commercial success and the band You Am I had three successive albums debut at number one. Other bands of this era include Regurgitator, Magic Dirt and Spiderbait. By the 1990s, the Babyboomer generation who had grown up with Rock ‘n’ Roll, ensured the success of what is now known as “adult cotemporary” music. Artists such as Daryl Braithwaite, Wendy Matthews and the Screaming Jets found success in this genre.

In the late 1990s, pop music broke out everywhere. Brisbane duo—Savage Garden hit the US charts with a number one hit in “Truly Madly Deeply” and their debut album sold over eight million copies. At this same time, female artists Tina Arena and Natalie Imbruglia also found big chart success. Another phenomenon of this time was the rise of music created specifically for the children's market. The Wiggles, and Hi Five gained huge followings from a young market that could not get enough of them!

Link to Silverchair here

Link to Spiderbait here

Link to The Wiggles here

110

Summarising—Note taking Text: Important idea

Key Detail

Key Detail

Key Detail

Important idea

Key Detail

Key Detail

Key Detail

111

Dynamics & Expressive Techniques in Music—how loud or soft AND how a sound is special What is the name of the Piece of Music?

What is the name of the group or soloist who performs this piece of music?

Better

What style of music is it?

Screaming Jets

Click on the headphones to listen

Answer each of the questions below. 1.

What are the overall dynamics of the music? ________________________________ ____________________________________________________________________

2.

Choose one instrument and describe how the sound produced is unique. ____________________________________________________________________ ____________________________________________________________________

3.

Choose another instrument and describe how the sound produced is unique.

____________________________________________________________________ ____________________________________________________________________

Words to help you voice

female

male

saxophone double bass strummed

guitar

trumpet flute

sung

Picked

electric guitar bass guitar trombone

oboe bowed

violin

clarinet hit

piano

viola

cello

xylophone shaken

keyboard

glockenspiel

scraped

blown

112

Paragraph Writing—Dynamics & Expressive Techniques Write a T.X.X.X.C. paragraph answering the following question -

How are Dynamics & Expressive Techniques used in the music selected for analysis?

TOPIC Introduce and define the music concept you will be discussing in the paragraph. —DYNAMICS & EXPRESSIVE TECHNIQUES

EXTEND Explain the name of the music and performer.

EXPLAIN & EXAMPLE Explain how DYNAMICS & EXPRESSIVE TECHNIQUES is used in this music. Rewrite your questions and answers into sentences.

CONCLUDE Write a sentence that restates the question and your first sentence in a different way and why this concept is important

_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

113

Dynamics & Expressive Techniques in Music—how loud or soft AND how a sound is special What is the name of the Piece of Music?

What is the name of the group or soloist who performs this piece of music?

The Horses

What style of music is it?

Daryl Braithwaite

Click on the headphones to listen

Answer each of the questions below. 1.

What are the overall dynamics of the music? ________________________________ ____________________________________________________________________

2.

Choose one instrument and describe how the sound produced is unique. ____________________________________________________________________ ____________________________________________________________________

3.

Choose another instrument and describe how the sound produced is unique.

____________________________________________________________________ ____________________________________________________________________

Words to help you voice

female

male

saxophone double bass strummed

guitar

trumpet flute

sung

Picked

electric guitar bass guitar trombone

oboe bowed

violin

clarinet hit

piano

viola

cello

xylophone shaken

keyboard

glockenspiel

scraped

blown

114

Paragraph Writing—Dynamics & Expressive Techniques Write a T.X.X.X.C. paragraph answering the following question -

How are Dynamics & Expressive Techniques used in the music selected for analysis?

TOPIC Introduce and define the music concept you will be discussing in the paragraph. —DYNAMICS & EXPRESSIVE TECHNIQUES

EXTEND Explain the name of the music and performer.

EXPLAIN & EXAMPLE Explain how DYNAMICS & EXPRESSIVE TECHNIQUES is used in this music. Rewrite your questions and answers into sentences.

CONCLUDE Write a sentence that restates the question and your first sentence in a different way and why this concept is important

_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

115

DYNAMICS — Listening Response Worksheet 1 Name: _________________________________ Class: __________ Music: _____________________ Composer/Performer: ____________ 1. Is the music mainly loud or soft? ____________________________

_________________________________________________ 2. Are there any changes in the dynamics in the music, if so in what section and what does it change from and to. ___________________________ _________________________________________________ _________________________________________________ _________________________________________________ 3. What emotion does the music make you fell because of the dynamics and

why? _____________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

116

DYNAMICS — Listening Response Worksheet 2 Name: _________________________________ Class: __________ Music: _____________________ Composer/Performer: ____________ Music: _____________________ Composer/Performer: ____________ Listen to both pieces of music and compare the differences and similarities in Rhythm.

Music 1

Music 2

Overall dynamic level

Overall dynamic level

Beginning dynamic level

Beginning dynamic level

Middle dynamics level

Middle dynamics level

Ending dynamics level

Ending dynamics level

Emotion

Emotion

117

Making Connections Before Reading Text—to—Text





Text—to—Self





Text—to—World





What clues does the heading give you about the text? Have read a text that you think is similar to this one?

How do you think the text will relate to you? Do you know another instance where this text is like something that you have experienced?

What information does the picture give you? Where have you seen an image like that before?

118

Australian Electronic and Dance Music Electronic music in Australia emerged in the 1990s. This genre takes musical elements from many different styles such as funk, house, techno and trance. Early innovators of this style in Australia include the Severed Heads who first formed in 1979, and they were the first electronic band to play at The Big Day Out. The band achieved long term success winning an ARIA Award in 2005 for Best Original Soundtrack—The Illustrated Family Doctor. FSOM– Future Sound of Melbourne, were also a pioneering Australian success story. They released have tracks with several different labels including Candyline Records. FSOM have also played at several festivals such as the Big Day Out. This group has been a support act and toured with many international acts such as Bjork, Tricky and The Prodigy. They won an ARIA in 1996 for Best Dance Release for their Chapter One album and the single Since I Left You. The genre has developed a wide following since it’s beginnings, to the point where the University of Adelaide offers courses in Electronic Music teaching studio production and music technology. The School of Synthesis was set up in Melbourne by some pioneering artists of the genre to specifically cater to the training and development of Australian Electronic Music Producers.

Traditional rock bands such as Regurgitator have developed an original sound by combining heavy guitars and electronic influences. Rock-electro groups, like the Rogue Traders, have also become popular with mainstream Australian music fans. The genre is considered to be more popular in Melbourne where the city hosts several music festivals based around this genre. This style of music does not typically receive a lot of commercial radio airplay in Australia and this has made it difficult for artists to maintain a living, despite this the genre having a huge following. Over the past 15 years, bands and producers with elements of this style have found success. Bands such as The Presets, Miami Horror, The Potbelleez, Art vs Science, Empire of the Sun and Sneaky Sound System have all found their way into mainstream commercial success. The success of The Presets at the 2008 ARIAs demonstrated that this style is quickly gaining acceptance on the market.

Link to FSOM here

Link to The Presets here

Link to The Potbelleez here

119

Mind Pictures and Story Sharing Story: Read the story and jot down some images that come to mind, you can use words or pictures

Compare your thoughts and ideas to your partner. What is similar, what is different? Read the story again, write or draw any different images that come to mind

Compare your thoughts and ideas to your partner again. Draw your final and most memorable image.

120

Duration in Music—how long or short a sound is What is the name of the Piece of Music? UFO

What is the name of the group or soloist who performs this piece of music?

What style of music is it?

Sneaky Sound System

Click on the headphones to listen

Answer each of the questions below. 1.

What is the tempo of the music? _________________________________________ ____________________________________________________________________

2.

Are the notes long or short? ____________________________________________ ____________________________________________________________________

3.

What is the time signature of the music. ___________________________________ ____________________________________________________________________

4.

What instrument/s keeps the beat? _______________________________________ ____________________________________________________________________

Words to help you Fast

medium

4/4

drums

slow

walking

bass guitar

short

long

double bass

2/4 percussion

3/4

121

Paragraph Writing—Duration Write a T.X.X.X.C. paragraph answering the following question -

How is Duration used in the music selected for analysis? TOPIC Introduce and define the music concept you will be discussing in the paragraph. —DURATION

EXTEND Explain the name of the music and performer.

EXPLAIN & EXAMPLE Explain how DURATION is used in this music. Rewrite your questions and answers into sentences.

CONCLUDE Write a sentence that restates the question and your first sentence in a different way and why this concept is important

_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

122

Duration in Music—how long or short a sound is What is the name of the Piece of Music? Polyester Girl

What is the name of the group or soloist who performs this piece of music?

What style of music is it?

Regurgitator

Click on the headphones to listen

Answer each of the questions below. 1.

What is the tempo of the music? _________________________________________ ____________________________________________________________________

2.

Are the notes long or short? ____________________________________________ ____________________________________________________________________

3.

What is the time signature of the music. ___________________________________ ____________________________________________________________________

4.

What instrument/s keeps the beat? _______________________________________ ____________________________________________________________________

Words to help you Fast

medium

4/4

drums

slow

walking

bass guitar

short

long

double bass

2/4 percussion

3/4

123

Paragraph Writing—Duration Write a T.X.X.X.C. paragraph answering the following question -

How is Duration used in the music selected for analysis? TOPIC Introduce and define the music concept you will be discussing in the paragraph. —DURATION

EXTEND Explain the name of the music and performer.

EXPLAIN & EXAMPLE Explain how DURATION is used in this music. Rewrite your questions and answers into sentences.

CONCLUDE Write a sentence that restates the question and your first sentence in a different way and why this concept is important

_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

124

RHYTHM — Listening Response Worksheet 1 Name: _________________________________ Class: __________ Music: _____________________ Composer/Performer: ____________ 1. What instrument/s perform the beat? _________________________ _________________________________________________ 2. Describe the tempo of the music using the correct Italian term. _________ _________________________________________________ _________________________________________________ 3. What is the time signature of the music? ______________________ _________________________________________________ 4. Is the music isometric or mutlimetric? _________________________ _________________________________________________ 5. Are there any rhythmic ostinatos in the music, if so what instrument performs it and in what section? __________________________________ _________________________________________________ _________________________________________________

125

RHYTHM — Listening Response Worksheet 2 Name: _________________________________ Class: __________ Music: _____________________ Composer/Performer: ____________ Music: _____________________ Composer/Performer: ____________ Listen to both pieces of music and compare the differences and similarities in Rhythm.

Music 1

Music 2

Beat

Beat

Tempo

Tempo

Time signature

Time signature

Isometric/multimetric

Isometric/multimetric

Ostinatos

Ostinatos

126

Making Connections Before Reading Text—to—Text

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

Text—to—Self





Text—to—World





What clues does the heading give you about the text? Have read a text that you think is similar to this one?

How do you think the text will relate to you? Do you know another instance where this text is like something that you have experienced?

What information does the picture give you? Where have you seen an image like that before?

127

Australian Hip Hop Music Australian Hip Hop artists have been strongly influenced by the American and Latino rappers from the US, and many Australian artists continue to incorporate such influences into their music. Australian artists, however, still have an authentic and distinct style in their music. Like many Hip Hop scenes outside of the US, some Australian Hip Hop musicians have other stylistic influences in their music such as funk, dancehall and Indigenous culture. While Hip Hop artists in the US are predominantly African American, many Australian Hip Hop artists are of Anglo heritage. Numerous Australian Hip Hop artists, including Diafrix, Tkay Maidza, Vida Sunhsyne, KillaQueenz, Remi and N’Fa are of African descent, which has influenced their music. There are many US artists that are key influencers of the Australian Hip Hop scene and these include Public Enemy, A Tribe Called Quest and Nas. Following the release of “Drinking From The Sun” in 2012, Hilltop Hoods included Organised Confusion, Kraz and De La Soul in their “ideal festival line up”. In Australia, dance moves associated with Hip Hop, like krumping, footworking, locking and popping have drawn public interest to the genre and have contributed to a gain in popularity. However, there is criticism that these dance moves are not unique to Australia and therefore the style lacks its own originality. Although Hip Hop started in the US, some Australian rappers see their Hip Hop scene as having it’s own unique character. Dialectrix has described it as a “mongrel mutation” of Afro-centric and Australian culture. According to the lyrics of Def Wish Cast, it is “down under, comin’ up”. Australian Hip Hop has been localised with the introduction of aspects such as the Australian accent, Australian slang, political views, as well as many references to Australian places and concerns of the Australian cultural identity. The lyrics of early Western Sydney artists like 046, Def Wish Cast and the White Boys, represent the process of localising Australian Hip Hop. Additionally, the non-Anglo immigrants of these areas were attracted to Hip Hop because it tackles the theme of racial opposition, as in African American and Chicano Hip Hop. Australian Hip Hop has been described as rich with Australian character, but also as inspirational for immigrants, providing “a voice and a purpose for those making their way home anew in Australia”. For example Diafrix use migrant experiences in some of their songs, although this is not their main focus. Many Australian Hip Hop artists have expressed concern that sections of Australia’s Hip Hop fan base seem to promote a “redneck” mentality that is ignorant of the culture’s international influences. In a 2009 interview, Cross Bred Mongrels member Flak explained—”I don’t go for that. [Only listening to Australian Hip Hop] I think that is a little narrow minded. If it is dope, I go for it”. Over time, Australian Hip Hop has diversified, absorbing influences from New Zealand, the UK and Caribbean. For example, Def Wish Cast described his style as influenced by reggae from London, rather than North-American rap, while he also acknowledged the Afro-Caribbean roots of the scene.

Link to Diafrix here

Link to Krumping Dance here

Link to Def Wish Cast here

Link to Cross Bred Mongrels here

Link to Hilltop Hoods here

128

Making Connections Text:

Choose three boxes in a row—vertical, horizontal or diagonal. Draw a picture or write how you have made a connection to the text.

My Life

My Feelings

My Family

My Friends

Where I live

My hobbies

My thoughts

School

My likes/dislikes

129

Tone Colour in Music—the instruments used What is the name of the Piece of Music? I Love It

What is the name of the group or soloist who performs this piece of music?

What style of music is it?

Hilltop Hoods featuring Sia Click on the headphones to listen

Answer each of the questions below. Complete the table below with the instruments that you can hear in the music Voices

Idiophone

chordophone

Aerophone

Membranophone

Electronic Sounds

Words to help you voice Keyboard

female male

guitar

saxophone trumpet

Double bass

flute

oboe

electric guitar trombone clarinet

bass guitar piano violin

xylophone

viola

cello

glockenspiel

130

Paragraph Writing—Tone Colour Write a T.X.X.X.C. paragraph answering the following question -

How is Tone Colour used in this Music? TOPIC Introduce and define the music concept you will be discussing in the paragraph. —TONE COLOUR

EXTEND Explain the name of the music and performer.

EXPLAIN & EXAMPLE Explain how TONE COLOUR is used in this music. Rewrite your questions and answers into sentences.

CONCLUDE Write a sentence that restates the question and your first sentence in a different way and why this concept is important

_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

131

Tone Colour in Music—the instruments used What is the name of the Piece of Music? Easy Come, Easy Go

What is the name of the group or soloist who performs this piece of music?

What style of music is it?

Diafrix Click on the headphones to listen

Answer each of the questions below. Complete the table below with the instruments that you can hear in the music Voices

Idiophone

chordophone

Aerophone

Membranophone

Electronic Sounds

Words to help you voice Keyboard

female male

guitar

saxophone trumpet

Double bass

flute

oboe

electric guitar trombone clarinet

bass guitar piano violin

xylophone

viola

cello

glockenspiel

132

Paragraph Writing—Tone Colour Write a T.X.X.X.C. paragraph answering the following question -

How is Tone Colour used in this Music? TOPIC Introduce and define the music concept you will be discussing in the paragraph. —TONE COLOUR

EXTEND Explain the name of the music and performer.

EXPLAIN & EXAMPLE Explain how TONE COLOUR is used in this music. Rewrite your questions and answers into sentences.

CONCLUDE Write a sentence that restates the question and your first sentence in a different way and why this concept is important

_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

133

Performing Media & Timbre — Listening Response Worksheet 1 Name: _________________________________ Class: __________ Music: _____________________ Composer/Performer: ____________ 1. List all the instruments that you can hear in the music. ______________ _________________________________________________ _________________________________________________ _________________________________________________ 2. Classify each instrument you can hear. ________________________

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ 3. Choose FOUR instruments and describe their Timbre. _______________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

134

Performing Media & Timbre — Listening Response Worksheet 2 Name: _________________________________ Class: __________ Music: _____________________ Composer/Performer: ____________ Music: _____________________ Composer/Performer: ____________ Listen to both pieces of music and compare the differences and similarities in Performing Media &

Music 1

Music 2

Instruments

Instruments

Classify

Classify

Timbre

Timbre

135

Making Connections Before Reading Text—to—Text





Text—to—Self





Text—to—World





What clues does the heading give you about the text? Have read a text that you think is similar to this one?

How do you think the text will relate to you? Do you know another instance where this text is like something that you have experienced?

What information does the picture give you? Where have you seen an image like that before?

136

Contemporary Indigenous Australian Music There are a number of Indigenous Australians who have achieved mainstream prominence, such as Jimmy Little (pop), Yothu Yindi (Australian Aboriginal rock), Troy Cassar-Daley (country) and NoKTuRNL (rap metal) and the Warumpi Band (alternative or world music). Indigenous music has also had broad exposure through the world music movement and in particular WOMADelaide. Geoffrey Gurrumul Yunupingu (formerly of Yothu Yindi) has attained international success singing contemporary music in English and in the language of the Yolngu. Torres Strait Islander musicians include Christine Anu (pop) and Seaman Dan. Contemporary Indigenous musicians often continue their traditions and as well as representing a fusion with contemporary mainstream styles of music, such as rock and country music. The Deadlys provide an illustration of this with rock, country and pop being found among the styles played. Common traditional instrumentation used are the didgeridoo and clapsticks which are used to give a different feel to the music. Country music has been particularly popular among the Australian Aboriginal and Torres Strait Islander peoples, as documented by Clinton Walker's in Buried Country. Dougie Young and Jimmy Little were pioneers and Troy Cassar-Daley is among Australia's most successful contemporary Indigenous performers. Aboriginal artists Kev Carmody and Archie Roach employ a combination of folk-rock and country music to sing about Aboriginal rights issues. The song type falls under the category of “Barnt”. The documentary, book and soundtrack “Buried Country” showcases significant Indigenous musicians from the 1940s to the 1990s. The movie Wrong Side of the Road and soundtrack (1981) gave broad exposure to the bands Us Mob and No Fixed Address and highlighted Indigenous disadvantage in urban Australia. There are also a number of Aboriginal exponents of Australian Hip Hop music.

Link to Warumpi Band here

Link to Archie Roach here

Link to No Fixed Address here

137

Connection Web Complete the connection web below. Information I learned about:

Information that I already knew about:

This information reminds me of:

Information I learned about:

Information that I already knew about:

138

Structure in Music—the parts of a piece of music What is the name of the Piece of Music?

My Island Home

What is the name of the group or soloist who performs this piece of music?

What style of music is it?

Christine Anu Click on the headphones to listen

Answer each of the questions below. 1.

What is the structure of the music? _______________________________________ ____________________________________________________________________

2.

Name an instrument that performs a melodic ostinato in the music. ____________________________________________________________________ ____________________________________________________________________

3.

Name an instrument that performs a rhythmic ostinato in the music.

____________________________________________________________________ ____________________________________________________________________

Words to help you voice Keyboard

female male

guitar

saxophone trumpet

Double bass

flute

oboe

electric guitar trombone clarinet

bass guitar piano violin

xylophone

viola

cello

glockenspiel

139

Paragraph Writing—Structure Write a T.X.X.X.C. paragraph answering the following question -

How is Structure used in the music selected for analysis? TOPIC Introduce and define the music concept you will be discussing in the paragraph. —STRUCTURE

EXTEND Explain the name of the music and performer.

EXPLAIN & EXAMPLE Explain how STRUCTURE is used in this music. Rewrite your questions and answers into sentences.

CONCLUDE Write a sentence that restates the question and your first sentence in a different way and why this concept is important

_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

140

Structure in Music—the parts of a piece of music What is the name of the Piece of Music?

Take a Walk in my Country

What is the name of the group or soloist who performs this piece of music?

What style of music is it?

Troy Cassar-Daley Click on the headphones to listen

Answer each of the questions below. 1.

What is the structure of the music? _______________________________________ ____________________________________________________________________

2.

Name an instrument that performs a melodic ostinato in the music. ____________________________________________________________________ ____________________________________________________________________

3.

Name an instrument that performs a rhythmic ostinato in the music.

____________________________________________________________________ ____________________________________________________________________

Words to help you voice Keyboard

female male

guitar

saxophone trumpet

Double bass

flute

oboe

electric guitar trombone clarinet

bass guitar piano violin

xylophone

viola

cello

glockenspiel

141

Paragraph Writing—Structure Write a T.X.X.X.C. paragraph answering the following question -

How is Structure used in the music selected for analysis? TOPIC Introduce and define the music concept you will be discussing in the paragraph. —STRUCTURE

EXTEND Explain the name of the music and performer.

EXPLAIN & EXAMPLE Explain how STRUCTURE is used in this music. Rewrite your questions and answers into sentences.

CONCLUDE Write a sentence that restates the question and your first sentence in a different way and why this concept is important

_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

142

STRUCTURE — Listening Response Worksheet 1 Name: _________________________________ Class: __________ Music: _____________________ Composer/Performer: ____________ 1. What is the overall Structure of the music? _____________________ _________________________________________________ 2. List the instruments that you can hear in the music.. ________________ _________________________________________________ _________________________________________________ _________________________________________________ 3. What is the phrasing of the music? __________________________ _________________________________________________ 4. Draw a diagram of the first TWO sections of the music showing the entry of each instrument. Instruments

Section A

Section B

143

STRUCTURE — Listening Response Worksheet 2 Name: _________________________________ Class: __________ Music: _____________________ Composer/Performer: ____________ Music: _____________________ Composer/Performer: ____________ Listen to both pieces of music and compare the differences and similarities in Rhythm.

Music 1

Music 2

Structure

Structure

Instruments

Instruments

Phrasing

Phrasing

Diagram

Diagram

Section A

Section B

Section A

Section B

144

Glossary of

Musical Terms

145

Term

Definition

RHYTHM

The arrangement of notes of differing lengths, often grouped and placed in time in relation to a pulse or steady beat BEAT The regular underlying recurring accent in a piece of music. A beat can be definite (easily heard or felt) or indefinite (not easily heard or felt) PULSE An underlying subdivision of the beat—usually grouped in twos, threes or fours METRE The arrangement of the number of beats in a bar of music. Can be described as duple (two), triple (three) or quadruple (four) SIMPLE TIME A metre based on crotchet or quarter note time— COMPOUND TIME

TEMPO

A metre based on dotted crotchet or quarter note timeThe speed of the music

OSTINATO

A repeated musical pattern

PHRASING

LARGO

A small musical “sentence” , usually heard when the singer takes a small breath or break between small sections of the melody Two numbers, at the beginning of the music that determine the number and type of notes in a bar of musicSlow pace

ADAGIO

Fairly slow pace

ANDANTE

At a walking pace

TIME SIGNATURE

MODERATO At a medium pace ALLEGRO

Fast pace

146

Term

Definition

VIVACE

Fast and lively pace

PRESTO

Very fast pace

PRESTISSIMO As fast as possible pace RUBATO

The robbing of time— free, flowing and flexible tempo or beat

SYNCOPATION Accent on the weaker or “off” beat CROSS RHYTHM The performing of two different metres at the same time

ANACRUSIS A note, or group of notes, performed before the first whole bar of a piece of music, also known as an UPBEAT SWING A dotted rhythm usually performed in Jazz Music BACK BEAT An accent on beats 2 and 4 of the bar, usually heard in Rock and Pop music ACCENT A slight stress of the beat or note STACCATO LEGATO

Short and detached Smooth and well connected

SUSTAINED A note that is held by the performer, often at the end of phrases ISOMETRIC

One time signature performed throughout a piece of music

MUTIMETRIC Two or more time signatures performed throughout a piece of music

147

Term DYNAMICS

Definition The loudness or softness of sound

FORTISSIMO Very loud FORTE

Loud

MEZZO FORTE A little loud MEZZO PIANO A little soft PIANO

Soft

PIANISSIMO Very soft SFORZANDO Suddenly CRESCENDO Gradually getting louder DECRESCENDO Gradually getting softer

DIMINUENDO Gradually getting softer TERRACED DYNAMICS

Changes from loud to soft, and back, without any graduations in between — often heard in Baroque Music.

148

Term HARMONY CHORD TRIAD CADENCE PERFECT CADENCE

Definition The succession of chords, or chordal progressions made by two ow more parts, or voices, playing or singing together A group of two or more notes performed at the same time A group of three notes performed together to form a chord, usually made up of the first, third and fifth note of any given scale The end of a section or phrase, generally made up of two chords on the last two notes A cadence that is made up of chords V-I

PLAGAL CADENCE

A cadence that is made up of chords IV-I

IMPERFECT CADENCE

A cadence that is made up of chords I-V

INTERRUPTED A cadence that is made up of chords V-VI CADENCE CHORD A series of chords performed in a repeated pattern or progression PATTERN CHORD A series of chords performed in a repeated pattern or progression PROGRESSION

12 BAR BLUES A common chord progression made up of the Primary Chords in the following order– I I I I IV IV I I V IV I I ICE CREAM A common chord progression made up of the primary Chords and the CHORD CHANGE Relative Minor— I VI IV V HARMONIC RATE OF CHANGE

MAJOR

The distance between chord changes— can be quick or slow, can be counted in number of bars OR number of beats A scale used in Western Music tradition, often associated with an upbeat sound

149

Term MINOR

Definition

MODE

A scale used in Western Music tradition, often associated with a sad sound A scale used in Medieval Music tradition, often has an unusual sound

ARPEGGIO

The performing of each note of the chord in succession and seperately

BLOCK CHORD The performing of each note of the chord together in unison PEDAL POINT The performance of a single repeated note, often in the bass line, by an instrument to maintain a tonal centre DRONE A type of pedal point, often performed by instruments such as the bagpipes and didgeridoo PRIMARY The chords of a scale— I, IV & V CHORDS RELATIVE MINOR

The minor scale that has the same key signature as a major scale, but starts and finishes on a different note and has accidentals in the scale MODULATION The change away from the home key, often up or down a semitone OR to another related key MELODIC Any melodic instrument that performs with and supports the melody ACCOMPANIMENT

BASS LINE HARMONIC ROLE

A melodic line that is performed in the bass clef— often is made up of the root notes of the chord progression Any instrument that performs in support of the melody

CONSONANT

An overall pleasant sounding piece of music

DISSONANT

An overall unpleasant sounding piece of music

150

Term

Definition

MELODY

A series of pitches that form a tune

CONTOUR

The shape of a melody, can be described using adjectives such as—jagged, smooth, jumpy, flowing, etc...

CONJUNCT

A melody moving mainly in steps

DISJUNCT

A melody moving mainly in leaps

PHRASING

A small musical “sentence” , usually heard when the singer takes a small breath or break between small sections of the melody Two or more notes sung on a syllable

MELISMA

SEQUENCE ARIA MOTIVE

A repetition of a phrase at a higher or lower pitch, rhythmic and melodic contour remain the same in each phrase

Italian for song A short melodic idea

PASSING NOTE A term given to a note/group of notes that fill in the gaps between the main notes of the melody—often producing a smoother melody

RANGE REGISTER

The number of notes performed by a melodic instrument, usually described as small, narrow, medium, large or extensive The placement of a melodic instruments’ “voice” on the stave—usually described as lower bass, middle bass, upper bass, lower treble, middle treble or upper treble

TREBLE

The notes on the stave that are above Middle C

BASS

The notes on the stave that are below Middle c

BALANCED

A phrase that is even on both sides, can also be described as symmetrical or even

151

Term

Definition

UNBLANCED A phrase that is not even on both sides, can also be described as asymmetrical or uneven

BENDING SLUR

The slight alteration of a pitch either up or down from the original or main pitch The performing of two or more notes in a joined manner

SLIDE

The performance of a small “sliding” motion between two notes making them sound connected GLISSANDO The performance of a large “sliding” motion between two notes making them sound connected— usually described as ascending or descending CADENZA A heavily ornamented ending to a phrase or song, often performed by Opera singers to make a dramatic ending (like vocal gymnastics!) TRILL The rapid alternation between two neighbouring notes TURN

A rise and fall around the main note

CALL & REPSONSE

The performance of a main melody that is answered by another melody, often performed by a group REPETITION The repeating of a musical element OSTINATO

A repeated musical pattern—can be rhythmic, melodic or chordal

RIFF

A repeated musical pattern—can be rhythmic, melodic or chordal heard in Popular music The height or depth of sound

PITCH ORNAMENTATION

The “fancy” parts to a melody— trills, turns, slides, glissandos, bends, etc…

152

Term TONALITY SCALE

MAJOR

Definition The overall relationship between melody and harmony and how they create a unique sound set when combined A series of eight notes that span an octave, from one root note to the same name note eight notes above it, for example from C to C— CDEFGABC A scale of notes with a set pattern of tones and semitones— TTTSTTS

MINOR

A scale of notes with a set pattern of tones and semitones— T S T T T T S (ascending) T T S T T S T (descending)

MODE

A family of scales that originated in early Church Music— Aeolian, Dorian, Phrygian, Lydian, and Myxolydian

BLUES

A scale of six notes

PENTATONIC

A scale of five notes

CHROMATIC

A scale that includes all 12 semitones

ATONAL

Music without a key or home centre

153

Term

Definition

MODULATION The change away from the home key, often up or down a semitone OR to another related key

DIATONIC

Using the notes of one scale, without any use of accidentals, it is often applied to music that is written in a major key

ACCIDENTAL A sign placed before a note that either raises or lowers a note by a semitone, known as sharps and flats

CONSONANT

An overall pleasant sounding piece of music

DISSONANT

An overall unpleasant sounding piece of music

TONE ROW

A set pattern of the 12 notes in a chromatic scale, used mainly in 20Th century Music known as Twelve Tone Music

OCTAVE

The distance between two notes of the same name e.g from C to C above it on the stave

154

Term

Definition

PERFORMING The instruments used in a piece of music MEDIA TIMBRE The unique sound quality of an instrument STRING FAMILY Instruments with strings, orchestral strings include— Violin, Viola, CelBRASS FAMILY Instruments made from Brass, orchestral brass includes— Cornet, WOODWIND FAMILY

Instruments originally made from wood OR have a reed in the mouthpiece, orchestral woodwind include— Piccolo, Flute, Clarinet, Oboe, Bassoon and Saxophone

PERCUSSION FAMILY

Instruments that are hit, shaken or scraped to make a sound, they can be further classified as Tuned (melodic) or Untuned (rhythmic) IDIOPHONE Instruments that are hit, shaken or scraped to make a sound, they can be further classified as Tuned (melodic) or Untuned (rhythmic) CHORDOPHONE Instruments that have strings on them MEMBRANOHPONE

Instruments with a skin or membrane stretched across them—drum,

AEROPHONE

Instruments that require air to make a sound

ELECTRONIC SOUNDS

Instruments that require electricity to make a sound— electric guitar, bass guitar, synthesizer, keyboard, etc…

MELODY

A series of pitches that form a tune— the main musical idea in a piece of music

MELODIC ACCOMPANIMENT

Any melodic instrument that performs with the melody and supports it

RHYTHMIC ACCOMPNIMENT

Any instrument that performs and supports the beat

BEAT

The underlying pulse of a piece of music

155

Term

Definition

BASS LINE

A melodic line that is performed in the bas clef— often it is made up of the root notes of the chord progression

MUTE

A device used to alter the sound of an instrument, for example a mute for a trumpet is placed in the bell and produces a very different sound

SOPRANO

The highest female voice

MEZZO SOPRANO

A mid range female voice

ALTO

The lowest female voice

TENOR

The highest male voice

BARITONE

A mid range male voice

BASS

The lowest male voice

STACCATO LEGATO

Short and detached Smooth and well connected

PIZZICATO

Plucked strings

ARCO

Bowed strings

GLISSANDO VIBRATO

The performance of a large “sliding” motion between two notes making them sound connected— usually described as ascending or descending A slight wavering of a pitch

156

TIMBRE Each instrument, and the way in which it played, creates a unique sound quality that can be described using adjectives. In this part of your answer, you generally can’t get this wrong unless you are completely off track identifying the sound source! Some words to help you to describe the sound quality of instruments are below. Feel free to add to this list!

mellow sensual

warm bright

sweet sparkling

resonant glittering

smooth shimmering

brilliant

silvery

clear

pure

divine

majestic

grand

powerful

strong

booming

ringing

distorted

aggressive

coarse

dark

muddy

dirty

breathy

airy

wheezing

panting

delicate

muffled

muted

nasal

haunting

reedy

eerie

sombre

sad

thin

murky

fat

piercing

metallic

brassy

blazing

artificial

electronic

synthetic

futuristic

buzzing

beeping

dry

hollow

percussive

rumbling

rich

velvety

lush

vibrant

ethereal

rough

grating

abrasive

raspy

scratchy

dull

gritty

cold

wooden

heavy

gentle

solid

distant

crunchy

dense

open

closed

harsh

157

Term

Definition

STRUCTURE

The order and arrangement of the different parts of a piece of music

FORM

The order and arrangement of the different parts of a piece of music

MONOTHEMATIC A piece of music based on a single melodic idea, it is often repeated by

different instruments each time BINARY

A piece of music with two main sections— AB or AA BB

TERNARY

A piece of music with three sections, the third is a return to the first— A B A

RONDO

SONG FORM

VERSE

CHORUS

SOLO

A piece of music with a return to the first section with a different section in between— A B A C A D A, etc...

A piece of sung music that consists of a combination of verse and chorus The same melody with different lyrics each time

The same melody and lyrics each time A section in a song where the singer doesn’t perform the melody — often eight bars in length

158

Term

Definition

INTRODUCTION The beginning of a piece of music that occurs before the start of the

main musical idea CODA

Italian for “tail”, it means the ending of the music

THEME & VARIATIONS

A melody that is repeated with variations each time— variations could be in note length or added ornamentation to the melody

REPETITION

A repeating of a musical idea— can be melodic, rhythmic or chordal

THROUGH COMPOSED

A piece of music with no repeating sections

STROPHIC

A song that consists of verses only

PHRASING

A small musical “sentence”, usually heard when the singer takes a small breath or break between small sections of the melody

OSTINATO

A repeated musical pattern— melodic, rhythmic or chordal

RIFF

A repeated musical pattern—melodic, rhythmic or chordal, usually heard in Popular music

12 BAR BLUES A common chord progression made up of the Primary Chords in the

following order– I I I I IV IV I I V IV I I ICE CREAM A common chord progression made up of the primary Chords and the CHORD CHANGE Relative Minor— I VI IV V

159

Term

Definition

TEXTURE

The relationship between the layers of sound or lines or voices, can be described as thin, medium or thick in texture depending on the number of

LAYERS OF SOUND

The relationship between the layers of sound or lines or voices

MONOPHONIC A single unaccompanied melodic line HOMOPHONIC

Melody with accompaniment

POLYPHONIC More than one melody performed at the same time HETEROPHONIC Two melodic lines that follow each other, but with more ornamentation

in the main part ROUND

The same melody that starts at different points by another voice or instrument also known as a Canon

CANON

The same melody that starts at different points by another voice or instrument also known as a Round

FUGUE

A piece of polyphonic music in where each line has a turn at the main theme, and then returns to accompany the main theme

SIMILAR MOTION

Two melodic lines with the same melodic contour

CONTRARY MOTION

Two melodic lines that move in opposite directions

PARALLEL MOTION

Two melodic lines with the same melodic contour

160

Term

Definition

COUNTERPOINT A type of polyphonic music where each line has its melody and moves

independently of other instruments/lines UNISON

The same melody performed by several voices/instruments at the same pitch

DOUBLING

The same melody either performed by two different instruments in unison OR two similar instruments an octave apart

DRONE

A type of pedal point, often performed by instruments such as the bagpipes and didgeridoo

PEDAL POINT The performance of a single repeated note, often in the bass line, by

an instrument to maintain a tonal centre DUET

A piece of music with two instruments or voices

TRIO

A piece of with three instruments or voices

QUARTET

A piece of music with four instruments or voices

QUINTET

A piece of music with five instruments or voices

CHAMBER ORCHESTRA

A small orchestra, an ensemble that can fit into a large room in a wealthy family home

ORCHESTRA

A very large ensemble consisting of the four Instrument Families— Strings, Brass, Woodwind and Percussion

ROCK ENSEMBLE

An ensemble usually consisting of to electric guitars, a bass guitar, drums a lead vocalist and backing vocalists. Sometimes includes other instruments such as saxophones, keyboards and a horn section

JAZZ BIG BAND An large ensemble consisting mainly of the Brass and Woodwind Family with the inclusion of drums and a bass instrument (double bass/bass guitar)

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