Mangere College
10 Music
Course Description
Teacher in Charge: Mr B. Euden.
Music classes in year 10 involve a lot of practical and performance study either as a solo performer or as a member of a group. Students learn pieces from a range of different musical styles and genres and begin to put their own interpretation to a mixed repertoire of tunes. Students explore how to create their own ideas and compose simple melodies as well as developing their understanding of basic music theory. This course leads on to studying Music at NCEA Lv1, Lv2, and Lv3 at years 11, 12, and 13 which can further develop your interest, skills and knowledge in the subject and prepare you for Music at University.
In Music you will learn:
- Performance & Musicianship
- Composition, arranging and songwriting
- Improvisation
- Notation and basic harmony
- Different styles and genres of Music
- Listening: Music appreciation
Music is a unique way of organising and making sense of sound. It is a way of knowing that influences how we see the world, express our views of the world, and come to know the world.
In music, emotion, intellect, and imagination are articulated through sound. Music allows us to express our feelings and ideas about ourselves and our place in the world. It can directly evoke emotional responses and capture the elusive essence of who and what we are.
Music encompasses a wide range of sounds, from natural and found sounds through to those generated by conventional musical instruments and electronic technologies. We organise these sounds by manipulating pitch, rhythm, dynamics, harmony, timbre, texture, and form to develop musical ideas and create musical works.
Music is a fundamental form of both personal and cultural expression. As social and historical texts, musical works use a range of traditional and alternative signs and symbols, both heard and seen. Through music, we can appreciate and understand our diverse New Zealand heritage as well as that of other cultures.
Pathway
Music education provides students with many opportunities for self-expression and assists them to develop to their full potential. It helps students to make sense of sound and to appreciate the aesthetic qualities in the sounds of natural and technological environments. Students also learn unique approaches to problem solving through the active and reflective processes of both listening to and making music.
Literacy in music involves the development of knowledge and skills relating to styles, genres, technologies, and musical structures. It implies an appreciation of the conventions that relate to creating, to performing, and to critically evaluating musical compositions and performances.
The development of aural skills is intrinsic to all music learning. As students listen to music, they develop understandings about music history, biography, and theory. They are actively listening and developing aural sensitivity while composing and performing, and they enhance their understandings of the world through listening to music within and from diverse musical contexts.
Assessment Information
Achievement Objectives:Developing Practical Knowledge in Music:
In this strand, students explore and respond to the elements and expressive qualities of music through such activities as listening, moving, singing, and playing. They develop a vocabulary in music by learning and using symbols and systems for representing sound, and they use focused listening to develop aural skills and sensitivity.
Students investigate ways of creating sounds, using conventional and unconventional sound sources. They experiment with the elements of music and discover structural devices for shaping sound into music. They recall and transcribe increasingly complex rhythm patterns, melodies, and harmonies, and they explore techniques for creating sound with instruments and voices.
Developing Ideas in Music:
In this strand, students draw on their experiences and perspectives to develop and refine musical ideas. They develop an awareness of different sounds and the potential of sound for resourcing and generating ideas and for communicating feelings. They use aural skills, imagination, and a developing knowledge of structural devices, musical instruments, technologies, and the elements of music to improvise, compose, and notate music with increasing sophistication and refinement.
Students draw on their developing knowledge to inform their compositions, arrangements, and improvisations. They manipulate materials within particular styles, genres, conventions, and cultural forms, and they compose and arrange music for specific purposes.
Communicating and Interpreting in Music:
In this strand, students develop fluency, musicianship, and technical control as they rehearse and present individual and group performances. They play and sing individually and in groups, using appropriate techniques and performance practices. They reflect on and evaluate their own performances and make critical judgments about the interpretation of music in others’ performances.
Students prepare, rehearse, refine, present, and direct musical works. They listen to, read, and interpret music, and they develop understandings of composers’ and arrangers’ intentions and of cultural protocols. They explore how technologies contribute to performance, and they record their own and others’ performances.
Understanding Music in Context:
In this strand, students develop knowledge and understanding of music in past and present contexts. They share the music of their homes and communities, and they investigate musical works as social texts that deepen our understandings about people and environments.
Students recognise music’s contribution to, and significance in, contemporary cultures. They associate music with particular events, times, places, and feelings. They compare and contrast styles and genres of music in relation to past and
present contexts, and they investigate and celebrate traditional Màori music and the multicultural musical heritage of New Zealand.
Pathway Possibilities
Musician, composer, arranger, producer, sound engineer, lighting technician, recording engineer, tour manager, roadie, instrument repair, musical theatre, instrument tutor, teacher, artist manager, music publicist, music therapist, arts liaison officer, songwriter, festival organiser, event manager, session musician, booking agent, conductor, music journalist,
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