ARC :: Additional Information

Additional Information

View the Recording Templates for this Activity (Microsoft Word, 47 KB)

Guidelines for marking

The following guidelines for marking show one approach to assigning a value to a student's work. Other approaches may be used that better suit the reporting process of the school. Categories, marks, grades, visual representations or individual comments/notations may be useful.

Range	A student in this range:
High (11-15)	successfully composes a work for between four and eight percussion parts successfully uses computer technology to create a score and recording of the composition chooses a variety of tone colours to provide contrast in the composition demonstrates a clear understanding of composing in 5/4 metre
Satisfactory (6-10)	composes a work for between four and eight percussion parts uses computer technology to create a score and recording of the composition but the score may not be entirely accurate chooses some tone colours to provide contrast in the composition demonstrates an understanding of composing in 5/4 metre
Progressing (1-5)	attempts to compose a work for percussion attempts to use computer technology to create a score and recording of the composition chooses a limited variety of tone colours to provide contrast in the composition has difficulty in composing in 5/4 metre.

Feedback

The teacher will provide oral feedback during the Activity and at various stages of the compositional process. Comments on their progress during the task will assist students in making musical decisions regarding the composition. Comments will assist them to make musical decisions about their choice of tone colours, and the rhythmic accuracy of their work and its effectiveness in 5/4 metre. The teacher will provide written feedback on the effectiveness of the score.

Future directions

As a result of this unit students will have developed skills in listening, score reading, composing and performing. They will also have built on their skills in the manipulation of the concepts of music as well as having improved their skills in composing using computer technology.

The task allows students to explore techniques that composers have used and how they can incorporate these ideas as a stimulus for their own compositional works.