Activity Introduction

Quick summary: This lesson is designed to expose students to multicultural elements of music. They consider the musical influences of other cultures (including Afro-Cuban and Indonesian Gamelan music) that may be incorporated into their fanfare compositions.

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.

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 experiment with Afro-Cuban claves and/or Indonesian rhythms.
  • Students build their capacity to be creative and express ideas musically.

21st century skills:

Australian Curriculum Mapping

Content descriptions:

Year 9 & 10 Music

  • Improvise and arrange music, using aural recognition of texture, dynamics and expression to manipulate the elements of music to explore personal style in composition and performance (ACAMUM099).
  • Manipulate combinations of the elements of music in a range of styles, using technology and notation (ACAMUM100).
  • Plan and organise compositions with an understanding of style and convention, including drawing upon Australian music by Aboriginal and Torres Strait Islander artists (ACAMUM102).
  • Evaluate a range of music and compositions to inform and refine their own compositions and performances (ACAMUR104).

This lesson is also suitable for Year 11 & 12. Outcome alignment will variety depending on your state or territory.

Syllabus OutcomesMUS5.4, MUS5.5, MUS5.6, MUS5.7, MUS5.8, MUS5.9, MUS5.10.

General capabilities: Critical and Creative Thinking

Cross-curricular priorities: Asia and Australia’s engagement with Asia

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. They use their understanding of music making in different cultures, times and places to inform and shape their interpretations, performances and compositions.

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 students. Device capable of presenting a video to the class. Percussion, melodic instrument/s. Optional: Fanfare Competition DIY Student Toolkit.

Key words: fanfare, composition, Gamelan, syncopation, rhythm, Son clave, Rumba clave, Afro-Cuban, claves, Indonesian, synergy, pentatonic.

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 experiment with Afro-Cuban claves and/or Indonesian rhythms.
  • Students build their capacity to be creative and express ideas musically.

Success criteria:

Students can...

  • ... incorporate Afro-Cuban and.or Indonesian rhythms into their fanfare compositions.


Teacher content information:

Artology Fanfare Competition 2016-17 (

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 fa

- or - to view worksheets

Student Worksheet

Thought Starter: From which continent do most of the world’s rhythms originate?

Studentworksheet rhythm

In pairs, invent pitches for each line of rhythm, using the notes of one pentatonic scale.

Some pentatonic scales used in many countries of the world:





- or - to view worksheets

Leave your Feedback

We appreciate your feedback. Let us know what you like or don't like about this activity:

Sorry. You must be logged in to view this form.