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 recorded by the Australian Youth Orchestra and played in venues across Australia 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 intentions:

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

Australian Curriculum Mapping

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.

General capabilities: Critical and creative thinking.

Relevant parts of Year 7 and 8 achievement standards: Students identify and analyse how the elements of music are used in different styles and apply this knowledge in their performances and compositions.
Students manipulate the elements of music and stylistic conventions to compose music. 

Relevant parts of Year 9 and 10 achievement standards: Students analyse different scores and performances aurally and visually. They evaluate the use of elements of music and defining characteristics from different musical styles.

Topic: Fanfare  Competition 

Unit of work: Artology Fanfare Competition

Time needed: 40-60 minutes.

Level of teacher scaffolding: Low.

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

Resources required: Device capable of presenting a video to the class, manuscript, Student Worksheet – one copy per student. Optional: 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

 Learning intentions:

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

Success criteria:

Students can...

  • ... describe what makes a piece of music 'attention grabbing'.

curric_2017_learningintentionsuccesscriteriavisible

Teacher content information:

Artology Fanfare Competition 2016-17 (https://youtu.be/O9JzUkERRfE).

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, transition, or end with fanfares

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Student Worksheet

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

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?

2. 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 i
...
 
- or - to view worksheets

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