Musicology Experiences

• First impressions analysis/discussion of Rush with only Audio. Discussion will focus on key features stated by students, such as:

  • Instrumentation,Rhythmic cells noted, Any dynamic and expressive techniques,Structure

  • Students to use mentimeter to create classroom word cloud of first impressions. The terms used are then categorised into the concepts.

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• Discussion of how rhythm cells are created from small rhythmic combinations of notes and rests.

  • Development of rhythm cells through augmentation and diminution.

  • Link to how Syncopation is created through emphasis of weaker beats.

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• Notation of classroom composed rhythmic cells (standard and other types), and discussion of hocketing effect created (and defined). Use of dovetailing as a way to join layers. Use of a limited pitch set in the rhythmic cells.

  • Brief classroom look at Fourth movement of Mendelssohn Octet, identifying use of rhythmic cells, dovetailing, and hockets.

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• Class learns key characteristics of Minimalist and Techno music through a research task found on the website. In pairs students will choose a work by a minimalist or techno composer and analyse it, sharing their work with the class in a class discussion. Their analysis will be posted on their EverNote, and key terms added to classroom Coggle for vocabulary building.

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• Further analysis of Rush, focussing on Minimalist and Techno elements. Defined Cross Rhythms, and Moto Perpetuo. Resources in Lesson. Repertoire explored:

  • Schubert – Impromptu D.899 No.2 E flat major

  • Rimsky-Korsakov – Flight of the Bumblebee

  • Penguin Café Orchestra – Perpetuum Mobile

 

• Concept Based Questions:

  • Outline the structure of the piece, using bar numbers in your answer.

  • Describe how a ‘rushed’ effect is created in Rush through elements of Duration

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• By listening to the classroom performance, create texture diagram of Time, through discussion and teacher modelling, labelling using correct terminology.

  • Returning to Rush, in pairs, students are given sections of the piece to create a texture diagram, focussing on repeated patterns, changes in texture, and instrumental roles. Students use the classroom texture diagram of Time as a model. This is to be uploaded onto the classroom EverNote, and combined into a single large texture diagram for the entire work.

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• Students complete harmonic analysis of the theme of Beethoven - 32 Variations in C minor, noting chromatic descending bassline..

  • Discussion on how a descending bass line and harmonic progression create interest and a sense of direction, looking at Bach Crucifixus and Beethoven 32 Variations.

  • Link to descending bass line in Rush, linking how rate of harmonic progression influences tension in the piece.

  • Mentimeter question: What’s more effective in create the mood of the work, duration or pitch? Reasons to be added to Coggle.​

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• Listen and analyse Hindson- Spirit Song (on website), focussing on Dynamics and Expressive Techniques and Tone Colour. Add vocabulary and descriptive words onto Coggle.

  • Essay Scaffolding and concept based questions.


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• Discussion on how Technology has influenced the production of sounds, creating new qualities of sounds.

  • Paul Kelly and James Ledger - ‘The Chimes at Midnight’ (2012) from Conversations with Ghosts

  • Aviva Endean and Evelyn Ida Morris - ‘Speak to me’ (2018) from Crush Crush

  • Comparison of pieces and sounds to be inputted into Evernote as a post.

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• Written analysis entry of own Composition on EverNote, in preparation for presentation of composition in week 8.

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• Musicology question 4-type practice. All students are provided with scores and recordings of Rush. All students to answer the question: Discuss how Interest is created in Hindson’s Rush, with reference of the concepts of music.

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• Students present composition with analysis, relating how they have reused the compositional tools and features from Rush in their own piece. Peer feedback, using the language of the concepts created using Coggle throughout the unit.