Transcript Listening Journal - AMUSE Professional Learning

Music Performance
Music Performance Outcome 2 Performance Technique
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Technical work and exercises linked to a Listening Journal approach towards
greater understanding of the elements of Music
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The combined class approach using a Listening Journal highlights the elements of
Music in a progressive pedagogy to develop greater depth of understanding in the
elements of Music.
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Previous and current examiners reports, detail the lack of understanding by many
students of the elements of Music eg. melody – students discuss rhythm, dynamics
etc but not the characteristics of the melody! This workshop aims to give teachers
a Listening Journal approach that highlights a variety of Musical elements and
builds on student knowledge progressively throughout the year, to bring depth of
understanding. Technical work and exercises are designed based on the elements
of Music, to cement the understanding, via the practical application of Music
terminology, being directly linked to the Performance Program.
Lynne Morton
Belmont High School
Music Performance
Lynne Morton
Belmont High School
Music Performance
Music Performance Outcome 3 Musicianship - Analysis
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The combined class approach using a Listening Journal highlights the elements of
Music in a progressive pedagogy to develop greater depth of understanding in
the elements of Music.
“ . . analyse the interpretation of expressive elements of music in pre-recorded
works. . .
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Listen analytically to pre-recorded performances by Australians of works that were
created after 1910 by Australian composers/song writers, and identify and discuss
ways in which expressive elements of music, including tone colour, blend of
instrumental voices, balance of music parts/lines, articulation,
ornamentation/embellishment (melodic, harmonic and rhythmic), dynamic range
and shape, phrase shaping and tempo choices, have been interpreted to achieve
expressive outcomes and create character in performance”
Lynne Morton
Belmont High School
Elements of Music
Lynne Morton
Belmont High School
Listening Journal
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Name the instruments
Detail the Form/structure
Rhythm
Melody
Harmony
Tone Colour
Texture
Instrument techniques
Style?
Lynne Morton
Belmont High School
Key Words
Melody
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Ascending, descending, repetitive, short, long, high, low, wide range, small range,
stepwise/smooth, based on a scale, based on a triad, jagged, made up of phrases, uses sequences,
tonality – scale forms, modal,contour, draw a line-graph of the phrase shape, upbeat, anacrusis,
angular contour (leaps), motive, register, unison, chromaticism
Rhythm
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Riff, straight, shuffle, jazz, swing, latin, describe note values within a phrase, short rhythmic
patterns, call and response, ostinatos, off beat, notation, time signatures, mixed metres,
polyrhythms, dotted rhythms, even, syncopation, tacet, duration, note values, pulse, regular,
irregular, repetitive, hemiola, isometric
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Used as – to maintain momentum, as part of the structure/form, ostinato, to provide pulse/beat, to
create unity, to create contrast
Harmony
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Chord progression, tonality, primary triads, 7ths, altered chords, describe the chords within a
phrase, modulation, consonance, dissonance, resolution
Lynne Morton
Belmont High School
Key Words
Dynamics
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Loud, soft, crescendo, decrescendo, diminuendo, fade-out, fade-in, moderately loud, moderately
soft, sforzando, smorzando
Tone Colour
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Timbre, warm, cold, shrill, mellow, woody, bright, bleak, dark, light, heavy, percussive, Guitar amp
effects, effects units, Powerchords, mute
Texture
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Monophonic, homophonic, polyphonic
Interpretation
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Rubato, rallentando, register, Piano pedalling, vibrato, change of register,
Recording techniques – effects, reverberation, mutlitracking,
Ornamentation – trills, mordents, drops offs, smears, pause, harmonics, melismas, scat,
Articulation – legato smooth, semi-legato, staccato, mezzo-staccato, marcato, accents, tenuto,
slides, bends, hammer ons, pull offs, damping, pizzicato, double stop, mute
Tempo – slow, fast, broadly, lively, accelerando, rallentando, ritenuto, ritardando,
Lynne Morton
Belmont High School
Listening Journal
• Describe the different rhythms heard in excerpt 1
• Write the different rhythms heard in excerpt 1 that
you have described
• Describe the shape of the melody in excerpt 2
• Draw the shape of the melody in excerpt 2
• Describe the variations in tone colour throughout the
excerpt
• Describe the structural and expressive role of each
instrument in excerpt 2
Lynne Morton
Belmont High School
Listening Journal
• Select one instrument, and detail the use of
articulation throughout the excerpt
• Write the rhythm of 2 instruments/voices that
performed in excerpt 1, include the articulations
• Identify and describe the interpretative decisions you
believe is evident in the pre-recorded work
• What expressive elements have been used in the
excerpt and what effect do they have?
Lynne Morton
Belmont High School
Keywords highlighted to extend
language skills
Lynne Morton
Belmont High School
Listening Journal
• What style is this piece of Music? Describe why you
think it is this style.
• Discuss how the performer’s approached performing
the melody and rhythm to highlight the style.
• Discuss how the performer’s approached performing
the melody and rhythm to demonstrate variety within
the style.
Lynne Morton
Belmont High School
Listening Journal
• Describe the similarities and differences between how
the different instruments are being played.
• Describe the similarities and differences between
excerpt 1 & 2
• Describe the similarities and differences with the
rhythms being performed.
• Describe the similarities and differences with the
expressive elements used.
Lynne Morton
Belmont High School
eMail Address
[email protected]
Lynne Morton
Belmont High School