CURRICULUM GRID 4: Student book Workbook NelsonNet resources Explore the elements of music, apply The musical elements of The musical elements of aural skills and experiment with folk protest music, p. 47 folk protest music, texture and timbre using a range of pp. 40–42 sound sources Chord charts, pp. 44–45 Develop musical ideas by The musical elements of improvising, combining and folk protest music, manipulating the elements of music pp. 40–42 when composing and performing Playing the acoustic guitar, pp. 42–43 Creating a folk protest song, pp. 43–44 Chord charts, pp. 44–45 Practise & rehearse a variety of Playing the acoustic music, including Australian music by guitar, pp. 42–43 Aboriginal and Torres Strait Islanders Creating a folk protest artists to develop technical and song, pp. 43–44 expressive skills Chord charts, pp. 44–45 responding Structure compositions by combining Playing the acoustic and manipulating the elements of guitar, pp. 42–43 Music music, and recording ideas using Creating a folk protest notation song, pp. 43–44 and Chord charts, pp. 44–45 Perform and present a of music, Playing the acoustic making using techniques and expression guitar, pp. 42–43 appropriate to style Creating a folk protest song, pp. 43–44 Music Chord charts, pp. 44–45 Analyse composer’s use of the in the Wind’, in the Wind’, ‘Blowin’ ‘Blowin’ elements of music and stylistic pp. 45–46 pp. 39–41 features when listening to an Fair/ Interpreting lyrics, ‘Scarborough interpreting music Canticle’, pp. 47–48 pp. 45–46 Pie’, pp. 49–51 Comparative listening ‘American – Was Only Nineteen’, folk protest music, p. 47 ‘I pp. 51–53 Train’, pp. 47–48 ‘Bridal pp. 53–54 ‘Bridal Identify and connect specific features The musical elements of The musical elements of Rock Book self of music from contemporary and past folk protest music, p. 47 folk protest music, test chapters – times to explore viewpoints pp. 40–42 3 & 4
CURRICULUM GRID 4: Student book Workbook NelsonNet resources Music making and Music responding Explore the elements of music, apply aural skills and experiment with texture and timbre using a range of sound sources The musical elements of folk protest music, p. 47 The musical elements of folk protest music, pp. 40–42 Chord charts, pp. 44–45 Develop musical ideas by improvising, combining and manipulating the elements of music when composing and performing The musical elements of folk protest music, pp. 40–42 Playing the acoustic guitar, pp. 42–43 Creating a folk protest song, pp. 43–44 Chord charts, pp. 44–45 Practise & rehearse a variety of music, including Australian music by Aboriginal and Torres Strait Islanders artists to develop technical and expressive skills Playing the acoustic guitar, pp. 42–43 Creating a folk protest song, pp. 43–44 Chord charts, pp. 44–45 Structure compositions by combining and manipulating the elements of music, and recording ideas using notation Playing the acoustic guitar, pp. 42–43 Creating a folk protest song, pp. 43–44 Chord charts, pp. 44–45 Perform and present a of music, using techniques and expression appropriate to style Playing the acoustic guitar, pp. 42–43 Creating a folk protest song, pp. 43–44 Chord charts, pp. 44–45 Analyse composer’s use of the elements of music and stylistic features when listening to an interpreting music ‘Blowin’ in the Wind’, pp. 45–46 ‘Scarborough Fair/ Canticle’, pp. 47–48 ‘American Pie’, pp. 49–51 ‘I Was Only Nineteen’, pp. 51–53 ‘Bridal pp. 53–54 ‘Blowin’ in the Wind’, pp. 39–41 Interpreting lyrics, pp. 45–46 Comparative listening – folk protest music, p. 47 ‘Bridal Train’, pp. 47–48 Identify and connect specific features of music from contemporary and past times to explore viewpoints The musical elements of folk protest music, p. 47 The musical elements of folk protest music, pp. 40–42 Rock Book self test – chapters 3 & 4
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