Arts – Stage 2 Music

Students generally choose two 10 Credit units depending on ability and achievement.  Please contact the appropriate staff member to discuss options.

Staff Contact

Jo Panizzolo jpanizzolo@navigator.sa.edu.au

 

SACE Credits/Course Length

Each unit attracts 10 SACE Credits and is usually studied over the course of a full year (i.e. for a total of 20 credits for the full year)

 

Unit Options

Musicianship, Musical Styles, Composing and Arranging, Performance Special Study, Solo Performance, Ensemble Performance and Music Individual Study.

 

Required Background

For Musicianship, Musical Styles, Composing and Arranging, Performance Special Study successful completion of Stage 1 Music Advanced.

For Solo Performance, Ensemble Performance and Music Individual Study successful completion of Stage 1 Music Experience or by negotiation with the contact staff member.

 

Course Outlines – please refer to the SACE Music Subject Outline for detailed information on each unit.

Music Subject Outline

 

Composing and Arranging

Stage 2 Composing and Arranging is a 10‑credit subject in which students’ musical imagination and creativity are developed by composing and/or arranging musical works.

The following two areas of study must be covered:

  • Folio of Minor Works with Commentary
  • Major Work with Analysis.

The exploration of a range of techniques and styles develops students’ appreciation of arranging and/or composing as a creative music-making process. Analysing their own compositions and/or arrangements gives students the opportunity to discuss and present their ideas about their work clearly and confidently.

Through the process of completing a number of compositions and/or arrangements, students develop the skills to pursue composing and/or arranging in further study or as a career.

Students are introduced to a variety of composing and arranging techniques by listening to music and taking part in activities that explore the different devices, techniques, and styles of composing and/or arranging. Students develop their skills in analysis and observation as they deepen their knowledge and understanding of composing and/or arranging techniques.

Students experiment with the manipulation of rhythm, melody, harmony, form and structure, texture, and choice of medium, to create imaginative and individual compositions and/or arrangements.

 

Assessment

School Assessment (70%)

  • Assessment Type 1: Folio of Minor Works (50%)
  • Assessment Type 2: Commentary (20%)

External Assessment (30%)

  • Assessment Type 3: Major Work.

Students should provide evidence of their learning through four, five, or six assessments, including the external assessment component. Students undertake:

  • two, three, or four minor works for the folio
  • one commentary
  • one major work with analysis.

 

Ensemble Performance

Stage 2 Ensemble Performance is a 10‑credit subject that develops students’ skills on a chosen instrument or their voice and the application of these skills and other musical knowledge in an ensemble.

Students develop ensemble performance skills as well as aural perception, musical sensitivity, and an awareness of style, structure, and historical conventions in ensemble performance. Students are required to participate in regular rehearsals and performances, some of which may be outside school hours.

Students who undertake this subject are assumed to have attained a performance standard that reflects at least 3 years of development on their chosen instrument or their voice. Students without this background may have difficulty in successfully meeting the performance standards for this subject.

Assessment

Students prepare and present three public performances, comprising two school-assessed performances and one final, externally assessed performance.

When preparing for performance, teachers and students must ensure that the program includes:

  • either works of contrasting character or an extended work with a number of contrasting sections
  • works that allow students to extend their performance techniques on their instrument or voice
  • a minimum of 20 minutes of repertoire. A work may be timed only once when the duration of the repertoire presented in this subject is calculated.

Following each performance, students are required to provide evidence of their individual parts. This evidence should be chosen by the teacher, be unprepared, and consist of two to three minutes.

School Assessment (70%)

  • Assessment Type 1: First Performance (30%)
  • Assessment Type 2: Second Performance (40%)

External Assessment (30%)

  • Assessment Type 3: Final Performance (30%)

 

Musicianship

Stage 2 Musicianship is a 10‑credit subject. The following three areas of study, which constitute the core concepts, must be covered:

  • Theory, Aural Recognition, and Musical Techniques
  • Harmony
  • Arrangement

Theory, Aural Recognition, and Musical Techniques

Students develop their aural acuity and ability to acquire fundamental, functional musical knowledge, and associated aural, theoretical, and notational skills. Students learn theory, aural recognition, and musical techniques in a variety of contexts through a variety of learning activities. Students develop their understanding of the relationship between theoretical notation and sound, using aural and visual recognition, and notation.

Harmony

Students learn to harmonise a melody by applying theoretical knowledge.

Students undertake one of the following three options:

  • Option A: Countermelody
  • Option B: Jazz-related Harmony
  • Option C: Four-part Vocal Style.

Arrangement

Each student creates a notated arrangement of a melody of his or her choice, taken from the existing repertoire (not created by the student). The arrangement is submitted with a score using standard notation (including the transposed score if transposing instruments have been used), a recording, and a statement outlining the ideas used in, and the musical intention of, the arrangement.

 

Assessment

School Assessment (70%)

  • Assessment Type 1: Skills Development (30%)
  • Assessment Type 2: Arrangement (40%)

External Assessment (30%)

  • Assessment Type 3: Examination (30%)

 

Musical Styles

Stage 2 Musical Styles is a 10‑credit subject that consists of two compulsory sections:

  • Section 1: Topics
  • Section 2: Investigation.

Topics

This section consists of two parts, as described below. From Part A students study two core topics. From Part B students study one school-developed topic.  This section develops students’ knowledge of music in its historical and cultural context.

Investigation

This section develops students’ skills in investigating a question or topic of their choice, and presenting their findings. Students gather and synthesise information from different sources and are encouraged to present their investigation in a variety of interesting ways.

Assessment

School Assessment (70%)

  • Assessment Type 1: Skills Development (30%)
  • Assessment Type 2: Investigation (40%)

External Assessment (30%)

  • Assessment Type 3: Examination (30%)

 

Music Individual Study

Students pursue an area of interest that is directly applicable to their intended vocation, career, further study, or recreation. Students develop skills in documenting the processes of negotiating, planning, structuring, developing, and evaluating their learning.

Some suggested areas or topics are: tutoring, community event management, musical instrument construction, music and cultures, recording and album of original songs and music industry skills (e.g. recording or role in a musical).

Music Individual Study is recommended for students who have a great deal of personal motivation and initiative, and who are self-directed learners. The ability to work independently is essential.

Assessment

School Assessment (70%)

  • Assessment Type 1: Folio (30%)
  • Assessment Type 2: Product (40%)

External Assessment (30%)

  • Assessment Type 3: Report (30%)

 

Performance Special Study

Stage 2 Performance Special Study is a 10‑credit subject that consists of two areas of study:

  • Part 1: Performance of Approved Work(s)
  • Part 2: Commentary.

Performance Special Study gives instrumentalists and vocalists the opportunity to address the technical and musical demands of performing approved work(s) in public. Students may perform as a soloist or as a member of a chamber ensemble (one performer per part).

Performance Special Study not only results in musical outcomes but also encourages the development of personal characteristics such as confidence and the ability to communicate sensitively and work cooperatively.

Students who undertake this subject are assumed to have attained a high enough standard of technique and performance to enable them to meet the technical and musical demands of approved work(s), and the analytical skills to enable them to undertake an in-depth study of the work(s).  This is roughly equivalent to AMEB Grade 5/6 Practical level.

 

Assessment

School Assessment (70%)

  • Assessment Type 1: First Performance (20%)
  • Assessment Type 2: Second Performance (30%)
  • Assessment Type 3: Commentary (20%)

External Assessment (30%)

  • Assessment Type 4: Final Performance (30%)

 

Solo Performance

Stage 2 Solo Performance is a 10‑credit subject that develops students’ skills on a chosen instrument or their voice, and the application of these skills, musical understanding, and aesthetic awareness in a solo performance.

Students also develop skills in preparing and presenting public performances, aural perception and musical sensitivity, and awareness of style, structure, and historical conventions in solo performance.

Solo Performance gives students the opportunity to extend their technical and performance skills on their chosen instrument or their voice, and to use this expertise as a means of developing musical expression.

Students who undertake this subject are assumed to have attained a performance standard that reflects at least 3 years of development on their instrument. Students without this background may have difficulty in successfully meeting the performance standards for this subject.

Assessment

School Assessment (70%)

  • Assessment Type 1: First Performance (30%)
  • Assessment Type 2: Second Performance (40%)

External Assessment (30%)

  • Assessment Type 3: Final Performance (30%).