Activity Introduction

artology-violins-1Quick summary: This lesson is designed to help students ‘tune in’ to the concept of the Fanfare Competition. Students are introduced to the concept of a fanfare and explore methods of grabbing attention (inside and outside of music). After listening to some examples of attention-grabbing music, they are inspired to start thinking about composing their own attention grabbing fanfare.

Fanfare logoThis lesson is part of the Fanfare Competition unit. The unit is designed for students to build their aural and technical skills while exploring music as an art form through listening, composing and performing. Students are encouraged to apply their learning by planning and organising a composition for the Fanfare Competition. The competition encourages young people aged 12‐21 years to write a new work to be played in the Sydney Opera House to replace the ‘cue bells’ for audiences to take their seats. It is a wonderful way to showcase young artists and musicians, and encourage creativity in young people.

 Learning goals:

  • Students consider the role of fanfare and create their own attention grabbing music.
  • Students build their capacity to be creative and express ideas musically.

General capabilities: Critical and creative thinking.

Australian Curriculum content descriptions:

Year 7 & 8 Music

  • Analyse composers’ use of the elements of music and stylistic features when listening to and interpreting music (ACAMUR097).
  • Identify and connect specific features and purposes of music from different eras to explore viewpoints and enrich their music making, starting with Australian music including music of Indigenous peoples (ACAMUR098).

Year 9 & 10 Music

  • Evaluate a range of music and compositions to inform and refine their own compositions and performances (ACAMUR104).

Syllabus Outcomes: MUS4.7, MUS4.8, MUS4.10, MUS4.11, MUS4.12, MUS5.7, MUS5.8, MUS5.9, MUS5.10.

Time needed: 40-60 minutes.

Level of teacher scaffolding: Low.

GbandDigital Learning opportunity: As a quick means of exploring attention grabbing music, students might spend a few minutes on GarageBand, creating 30 seconds of energetic, colourful music. 

Resources required: YouTube, computer, speakers, whiteboard, manuscript, Student Worksheet – one copy per student OR computers/tablets to access the online worksheet. Fanfare Competition DIY Student Toolkit.

Key words: fanfare, composition, attention-grabbing, dynamics, tone colour, variety, motif, riff.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

artology-musicTeacher preparation

Overarching learning goal: This lesson provides the opportunity for students to explore fanfares and contemplate methods of grabbing attention (which can be translated into musical composition). They are encouraged to start formulating some ideas for writing their own short 30 second attention grabbing composition to enter into the Fanfare Competition.

Teacher content information:

Artology Video (https://youtu.be/bGRy4oXULFo).

What is a fanfare?
A fanfare is normally a relatively short piece of music that is typically played by trumpets, cornets, french horns or other brass instruments, often accompanied by percussion. It is usually intended for important social purposes, such as ceremonial events involving important people or animals; exclamations of significant activities during an event (such as the introduction and closing); or to precede announcements with the purpose of gaining the attention of the audience. Similarly, musical works themselves often begin

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- or - to view worksheets

Student Worksheet

Thought Starter: As an audience member, what kind of musical story might grab your attention in the first thirty seconds?

Part 1 - Listen to the opening of John Williams' Star Wars Main Theme and then fill in the tables below:

(http://bit.ly/1gP1bYe)

How does this music make you feel?
Which instrument grabbed your attention?
Which aspects of the music made the music bold and exciting? (E.g. extreme dynamics, floating melody, energetic rhythm, variety of instrumental tone colours)
Which musical ideas could you borrow to create your own music?

Listen to the opening of Richard Strauss' Also sprach Zarathustra, Op.30 and then fill in the tables below:

(http://bit.ly/1AyoqR0)

How does this music make you feel?
Which instrument grabbed your attention?
Which aspects of the music made the music bold and exciting? (E.g. extreme dynamics, floating melody, energetic rhythm, variety of instrumental tone colours)
Which musical
...
 
- or - to view worksheets

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