Modern Music

Resources

AusVELS

Music. Level 6: students listen to and discuss the mood created in selected advertisement jingles or sound tracks for a cartoon or a theme for a movie character, then using a variety of sound sources and a range of sounds they create two arrangements of group-devised music to convey two different moods.

English. Level 6: Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)

Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522)

Introduction

As students enter the classroom play clip "Evolution of dance", students learnt this dance in a previous year, allow students to dance along to the song as they enter. Prompt students to take a seat on the floor when the song has finished.

Body

Allow students to select one of the songs from a hat. Inform students that the song they choose is the song they will write about and that this is the fairest way to allocate songs. Each student is to write a persuasive piece of writing either for or against the notion that "Classical music relied on instruments whereas modern music relies on lyrics to promote emotion/mood". Students may select any piece of classical music (piece of interest or piece previously looked at) to help inform their piece of writing. The writing piece must have an introduction, between 3 and 4 paragraphs and a conclusion. Students are not expected to finish this piece of writing during this session.

Conclusion

5 minutes before the end of class, students are to ensure their work has been saved. A brief reflection should be held for students to acknowledge the quality and quantity of work they have completed, (Thumbs up for grade 6 standard, thumbs to the side if average, thumbs down if below standard).