Activity Introduction

Violin PracticeQuick summary: This lesson is designed to provide students with the knowledge and skills to enter the Fanfare Competition. They will build their understanding of orchestral score conventions and short score composing through studying past examples of winning fanfare entries. Students will explore the competition details and complete an entry in their own time

This 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.

Fanfare encourages young people aged 12‐21 years to write a new work to be recorded by the Australian Youth Orchestra and played at 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.

21st century skills:

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).

Year 9 & 10 Music

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

Syllabus OutcomesMUS5.7, MUS5.8, MUS5.9, MUS5.10, MUS4.7, MUS4.8, MUS4.10.

General capabilities: Critical and Creative Thinking

Relevant parts of Year 7 and 8 achievement standards: By the end of Year 8, students identify and analyse how the elements of music are used in different styles and apply this knowledge in their performances and compositions. They evaluate musical choices they and others from different cultures, times and places make to communicate meaning as performers and composers.
Students manipulate the elements of music and stylistic conventions to compose music. They interpret, rehearse and perform songs and instrumental pieces in unison and in parts, demonstrating technical and expressive skills. They use aural skills, music terminology and symbols to recognise, memorise and notate features, such as melodic patterns in music they perform and compose.

Relevant parts of Year 9 and 10 achievement standards: By the end of Year 10, students analyse different scores and performances aurally and visually. They evaluate the use of elements of music and defining characteristics from different musical styles. They use their understanding of music making in different cultures, times and places to inform and shape their interpretations, performances and compositions.
Students interpret, rehearse and perform solo and ensemble repertoire in a range of forms and styles. They interpret and perform music with technical control, expression and stylistic understanding. They use aural skills to recognise elements of music and memorise aspects of music such as pitch and rhythm sequences. They use knowledge of the elements of music, style and notation to compose, document and share their music.

Topic: Fanfare Competition.

Unit of work: Artology Fanfare Competition.

Time needed:  60 – 120 minutes.

Level of teacher scaffolding: High – teacher requires musical knowledge to guide student ideas.

Resources required: Student Worksheet, one per student. Y-Chart Worksheet – printed, one per student, Beethoven_Symphony No.3_Mov 1_piano score_pp1-2, Beethoven_Symphony No.3_Mov 1_full score_pp1-5, device capable of presenting a video to the class, manuscript paper Optional: Fanfare Competition DIY Student Toolkit, Music publishing software (e.g. Finale or Sibelius) might be used to time and finalise composition, then create an MP3 version.

Key words: fanfare, composition, full score, short score, attention-grabbing, orchestra, percussion, competition.

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


Teacher Worksheet

Teacher Preparation

Learning intentions:

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

Success criteria:

Students can...

  • ... define 'fanfare'.
  • ... identify orchestral score conventions.
  • ... recognise short score compositions.


Teacher content information:

Artology Fanfare Competition 2016-17 (

Introduction to a Fanfare (

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

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Student Worksheet

Thought starter: Imagine hearing your music played at the venues across Australia. How would that feel?

The Fanfare Competition encourages young people to write a new work to be played in venues across Australia to replace the ‘cue bells’ for audiences to take their seats. During this lesson you will learn skills and knowledge to complete an entry in your own time.

These compositions were the winners of last years' Fanfare Competition. Think about the elements of music that may have impressed the competition judges. When the time comes, share your thoughts with the class.


1. Write a definition of a 'fanfare' after the classroom discussion activity

2. Your teacher will play you 'Fanfare for the Common Man' by Copland. Fill in the 'Y-Chart Worksheet' identifying what the piece of music:

  • Looks like
  • Sounds like
  • Feels like

3. What are the strengths of the performance and/or composition: 'Fanfare for the Common Man' by Copland?


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