Activity Introduction

artology-orchestra-5Quick 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.

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

General capabilities: Critical and creative thinking

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

Australian Curriculum 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.

Time needed: 60 – 120 minutes.

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

Resources required: YouTube, computer, speakers, whiteboard, percussion, melodic instrument/s. 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

artology-orchestra-1Teacher preparation

Overarching learning goal: Students consider the musical influences of other cultures (including Afro-Cuban and Indonesian Gamelan music) that may be incorporated into their fanfare compositions.

Teacher content information:

Artology Video (

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 or fanfare-like themes. The term is also used symbolically, such as to describe occasions that are greatly publicised, even

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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:





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