Welcome to Arts Online

Te Kete Ipurangi Navigation:

Te Kete Ipurangi
Communities
Schools

Te Kete Ipurangi user options:


Back to the 'Jump link' navigation, at the top of the page

Symbol 2 Sound - Sound 2 Symbol

Chapter navigation:

Writer: Chris Archer

Years 12 & 13
Curriculum Level 7 & 8
NCEA Level 2 & 3

AIM:

The aim of this unit is to develop students' abilities to explore and use visual symbols 'working with and making meaning of the codes in which knowledge is expressed' (The New Zealand Curriculum, p12) as a source of motivation in which to create, structure and represent musical instrumentations/arrangements and compositions, and express imaginative thinking and personal understandings. The unit uses images from the  Museum of New Zealand Te Papa Tongarewa  to provide examples of visual artistic works that express unique identities. These images reflect New Zealand's cultural diversity and illustrate how artists value histories and traditions. The unit also explores ways in which students can develop competencies in working effectively together and independently.

DURATION:

12 - 14 weeks

SUMMARY OF UNIT FOCUSING QUESTIONS:
  • Why/how have composers used symbols and/or visual works of art as sources of inspiration for their own communication and representation of experiences and musical ideas? How can art works influence the composition of music?
  • How do we share ideas with others about music - interpreting language and expressive symbols, using our creative, critical and meta-cognitive processes, to make sense of ephemeral ideas?
  • How can language, symbols and texts provide structures for creating and refining musical compositions?
SUMMARY OF UNIT LEARNING OUTCOMES:

Students will:

  • Listen to, read about, research and analyse a range of music that has been composed as responses to various sources of motivation. (UC, PK)
  • Listen to a variety of compositions known to be influenced by works of art and discuss / share ideas about the art work and how it has influenced the mood, shape, structure, language etc. of the music. (UC, PK, DI)
  • Consider the language we use to discuss, investigate, describe and evaluate music. (UC, PK)
  • View and share ideas about the art works that influenced the composition of Pictures at an Exhibition by Mussorgsky. (UC, PK)
  • Listen to, study and discuss the original piano version and a selection of orchestral and non-orchestral arrangements of Mussorgsky's Pictures at an Exhibition. (UC, PK)
  • Generate an instrumentation using around 32 bars of Promenade from Pictures at an Exhibition by Mussorgsky as the source material. (Level 2 students) (DI)
  • Create an arrangement for an instrumental ensemble of at least three instruments of The City Gates from Pictures at an Exhibition by Mussorgsky. (Level 3 students) (DI)
  • Discuss the creative process and explore similarities and differences between creative art forms. (UC, PK)
  • Use an image from Digistore as a source of inspiration for an original musical composition. (UC, DI)
  • Create, structure, refine and represent a composition using a Digistore image as the source of motivation. (DI)
  • Use the elements of music, instruments, appropriate technologies and conventions to communicate expressive intent and imaginative thinking. (DI)
  • Reflect on and evaluate compositional processes and presentation conventions. (DI)
ACHIEVEMENT OBJECTIVES: MUSIC - SOUND ARTS
Understanding Music - Sound Arts in Context

Students will:

  • Level 7: Research and analyse music from a range of sound environments, styles, and genres, in relation to historical, social, and cultural contexts, considering the impact on music making and production.
  • Level 7: Apply their understandings of the expressive qualities of music from a range of contexts to a consideration of their influence on their own music practices.
  • Level 8: Research, analyse and evaluate the production and presentation of music works from historical, social and cultural contexts.
  • Level 8: Apply their understandings of the expressive qualities of music from a range of contexts to analyse the impact on their own music practices.

 

Developing Practical Knowledge in Music - Sound Arts

Students will:

  • Level 7: Apply knowledge of expressive features, stylistic conventions, and technologies through an integration of aural perception and practical and theoretical skills and analyse how they are used in a range of music.
  • Level 8: Analyse, apply, and evaluate significant expressive features and stylistic conventions and technologies in a range of music, using aural perception and practical and theoretical skills.

 

Developing Ideas in Music - Sound Arts

Students will:

  • Level 7: Create, structure, refine, and represent compositions and musical arrangements using technical and musical skills and technologies to express imaginative thinking and personal understandings.
  • Level 7: Reflect on and evaluate composition processes and presentation conventions.
  • Level 8: Create, structure, refine, and represent compositions and musical arrangements, using secure technical and musical skills and technologies to express imaginative thinking and personal understandings.
  • Level 8: Reflect on and evaluate composition processes and presentation.

 

Communicating and Interpreting in Music - Sound Arts Students will:

Students will:

  • Level 7: Analyse and evaluate the expressive qualities of music and production processes to inform interpretations of music.
  • Level 8: Critically analyse and evaluate the expressive qualities of music and production processes in order to refine interpretations of music.

 

SUMMARY OF KEY COMPETENCIES EMBEDDED IN UNIT
Thinking Consider the kinds of creative, critical and meta-cognitive thinking processes that help us make sense of visual and auditory information, experiences and ideas. Consider how personal experiences and challenges to our own personal understanding of the arts can be a stimulus for creative thought and action. Consider personal goals in music composition and how the knowledge shared and built upon in this unit may be integrated into our own personal practice, identity and expertise.
Participating and contributing Consider how sharing ideas with others, especially around culture and difference helps to build tolerance, understanding and our own perspectives. Consider how respecting other people's ideas builds our capacity to listen more intently, recognise different points of view and negotiate solutions. Consider how our capacity to contribute appropriately as a group member allows us to make connections with others and stimulate opportunities for our friends and peers.
Using language, symbols, and texts Consider how composers have used symbols and/or visual works of art as sources of inspiration for their own communication and representation of experiences and musical ideas. Consider how the language of music, and its symbolic representation, provides a means of communicating personal and musical understandings. Consider how the choice of musical language can be affected by the source of inspiration for the conception and creation of music. Consider how the visual arts and music can help us to tap into experiences, thoughts and actions and help us to make meaning in our lives.
Managing self Consider how the way we learn is often unique and impacts on our confidence and attitude towards subject content. [Students may wish to complete a questionnaire, which helps them to identify their own learning style. See Index of Learning Styles Questionnaire ] Consider individual active listening skills ensuring that students spend time listening to the ideas and concerns of others (teacher and peers) and reflect upon these. Consider how we react to feedback (criticism) intellectually and emotionally and how we use (or not use) what others say.
Relating to others Consider the four phases known as: Forming (initial stage of joining together and approaching a topic); Storming (stage of discussion, conflict, diverse opinions and emotional meltdowns!); Norming (harmony, successful task allocation and mutual support); Performing (constructive work heading to completion) when working as groups. Consider personal assertiveness when working with and interacting with other people. [Students may wish to complete a questionnaire, which helps them to identify their own learning style. See The Assertiveness Quiz ]
SEQUENCE ONE (3 - 4 lessons)
SEQUENCE TWO (15 - 20 lessons)
SEQUENCE THREE (15 - 20 lessons)
SUGGESTED UNIT ASSESSMENT TOOLS:
L2 AS90267 Create an instrumentation 2 credits Internal
L2 AS90266 US10655 Compose effective pieces of music OR Demonstrate developing music compositional skills through three music compositions 5 credits 6 credits Internal Internal
L3 AS90527 US10663 Arrange Music OR Arrange 3 music pieces for 3 or more instruments 4 credits 5 credits Internal Internal
L3 AS90775 US10656 Present a portfolio of musical composition OR Demonstrate developed music compositional skills through two or three compositions of substance 8 credits 8 credits Internal Internal
ASSESSMENT TOWARDS ACHIEVING AS 90267 (L2) or AS 90527 / US 10663 (L3)
ASSESSMENT TOWARDS ACHIEVING AS 90266 (L2) or AS 90775 (L3)
ASSESSMENT TOWARDS ACHIEVING US 10655 (L2) or US 10656 (L3)
Museum of New Zealand Te Papa Tongarewa images
At The Intersection of Music and Visual Art
Back to the 'Jump link' navigation, at the top of the page

Footer: