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Details

Topic: 'The Infernal Dance of King Kastchei' from 'The Firebird Ballet Suite' (1919) by Igor Stravinsky
Duration: 1 term (approx. 25 hours)

Music elective course stage 5

  • Art Music of the 20th and 21st Centuries
  • Music for Large Ensembles
  • Theatre Music

Teaching materials

  • Score and recording of 'The Infernal Dance of King Kastchei' from 'The Firebird Ballet Suite' (1919) by Igor Stravinsky
  • Classroom instruments or individual students’ instruments
  • Manuscript, worksheets and assessment sheets as included in this unit of work

Context

In this unit of work, students will gain a comprehensive understanding of compositional techniques used in music of the 20th century. Through performing, composing and listening activities, students will recreate their own version of Movement 3 – 'The Infernal Dance of King Kastchei' from Stravinsky’s 'The Firebird Ballet Suite' (1919). Compositional techniques taken from Stravinsky’s original work will be used as the stimulus for the composition process.

Content

Students learn to:

  • perform individually and in groups a range of repertoire and styles characteristic of the compulsory and additional topics studied
  • perform musical compositions and arrangements both individually and in groups characteristic of the compulsory and additional topics studied
  • improvise and arrange both individually and in groups in the styles of the compulsory and additional topics studied
  • improvise and compose musical ideas both individually and in groups characteristic of the compulsory and additional topics studied
  • notate compositional work using a range of notational forms and technologies
  • listen to, analyse and compare a range of repertoire characteristic of the compulsory and additional topics studied identify, compare and discriminate between ways in which musical concepts have been used and manipulated in a broad range of repertoire
  • interpret the range of repertoire used for listening and analysis

Students learn about musical concepts through:

  • recognising the use of musical concepts in a range of repertoire and styles characteristic of the compulsory and additional topics studied
  • understanding how the musical concepts are used and manipulated in compositions and arrangements in a range of styles, periods and genres
  • improvising and arranging music in various styles, periods and genres
  • creating compositions both individually and in groups characteristic of the compulsory and additional topics studied
  • notating compositions using various forms of traditional and non-traditional notation and technologies
  • analysing and comparing music of various styles, periods and genres characteristic of the compulsory and additional topics studied
  • identifying and discriminating between ways in which musical concepts have been used and manipulated
  • interpreting and analysing a broad range of repertoire characteristic of the compulsory and additional topics studied

Objectives

Students will develop knowledge, understanding and skills in the concepts of music through:

  • performing as a means of self-expression, interpreting musical symbols and developing solo and/or ensemble techniques
  • composing as a means of self-expression, musical creation and problem solving
  • listening as a means of extending aural awareness and communicating ideas about music in social, cultural and historical contexts.

Students will value and appreciate the aesthetic value of music and the enjoyment of engaging in performing, composing and listening.

Outcomes

5.1 - performs repertoire with increasing levels of complexity in a range of musical styles demonstrating an understanding of the musical concepts

5.3 - performs music selected for study with appropriate stylistic features demonstrating solo and ensemble awareness

5.4 - demonstrates an understanding of the musical concepts through improvising, arranging and composing in the styles or genres of music selected for study

5.5 - notates own compositions, applying forms of notation appropriate to the music selected for study

5.7 - demonstrates an understanding of musical concepts through the analysis, comparison, and critical discussion of music from different stylistic, social, cultural and historical contexts

5.8 - demonstrates an understanding of musical concepts through aural identification, discrimination, memorisation and notation in the music selected for study

5.9 - demonstrates an understanding of musical literacy through the appropriate application of notation, terminology, and the interpretation and analysis of scores used in the music selected for study

5.11 - demonstrates an appreciation, tolerance and respect for the aesthetic value of music as an artform

5.12 - demonstrates a developing confidence and willingness to engage in performing, composing and listening experiences

Australian Professional Teaching Standards

Professional Teaching Standards:

1.5.2 – Develop teaching activities that incorporate differentiated strategies to meet specific learning needs of students across the full range of abilities

2.1.2 – Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities

2.2.2 – Organise content into coherent, well-sequenced learning and teaching programs

2.3.2 – Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements.

3.1.2 – Set explicit, challenging and achievable learning goals for all students

3.2.2 – Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning

3.3.2 – Select and use relevant teaching strategies to develop knowledge, skills, problem-solving, and critical and creative thinking

3.4.2 – Select and/or create and use a range of resources, including ICT, to engage students in their learning

4.1.2 – Establish and implement inclusive and positive interactions to engage and support all students in classroom activities

5.1.2 – Develop, select and use informal, formal, diagnostic, formative and summative assessment strategies to assess student learning

5.2.2 – Provide timely, effective and appropriate feedback to students about their achievement relative to their learning goals

6.2.2 – Participate in learning to update knowledge and practice targeted to professional needs and school and/or system priorities

6.4.2 – Undertake professional learning programs designed to address identified student learning needs

Strategies

Please refer to the Activities worksheets provided for explicit teaching and learning strategies for implementation based on the following activities:

Outcomes
Strategies
5.7, 5.11
Students are to complete the historical background comprehension sheet on Stravinsky and Diaghilev.
5.1, 5.4, 5.8, 5.12
Performance Activity – In small groups, re-enact the synopsis of 'The Firebird Suite' incorporating a narrator, movement, acting and simple thematic musical accompaniment.
5.7, 5.8, 5.9, 5.12
Listening Activity – Listen to Stravinsky’s 'The Infernal Dance of King Kastchei' with the score. Read through the worksheet in regards to the structure and pitch material incorporated.
5.1, 5.3, 5.4, 5.5, 5.7, 5.8, 5.9, 5.11
Work through the extensive composition/performance activities provided, resulting in a final performance of the finished product.
5.7, 5.9
Complete the Glossary of musical terms.
5.7, 5.8, 5.9, 5.12
Aural/Musicology Activity – Students are to complete the listening questions provided with guidance from the teacher.

Assessment

Composition Portfolio

Throughout the duration of the Performance/Composition project, students will keep a comprehensive composition portfolio outlining the composition process. This will be handed in on completion of the unit. Please refer to the detailed assessment task sheet for further information.

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