Trinity Bay SHS Class Course Planner – 2020...• Parts of the piano and piano technique • C Major scale – accidentals, tones, semitones Course Planner T1 Wk2 Singing, Ukulele,

Class Course Planner – 2020

Term 1 Semester 1

Trinity Bay SHS Hoare Street

PO Box 5071

Ph. 40 375 222

www.trinitybayshs.eq.edu.au Class: 7 Dance –Move It T-Bay Style

Term Week

Curriculum Intent Assessment x 3 Feedback x 3

T1 Wk1 Introduction to Dance

• Establish rules and classroom procedures • Learn a Move It Mobstyle routine (piece number 1) • Learn the dance using: FOCUS, UNISON, • Add a FREEZE FRAME at the end of the routine

Course Planner

T1 Wk2 Dance elements

• Workshop ENERGY and TEMPO • Revise Move It Mobstyle (piece number 1) • Change the TEMPO and ENERGY in a section of the dance in small groups


• Learn Move It Mobstyle (piece number 2) • Learn FORMATIONS, LEVELS and DIRECTIONS and apply these to the dance • Apply FORMATIONS and DIRECTIONS to the dance • Perform dances and identify FORMATIONS and DIRECTIONS shown

T1 Wk4 Dance Elements

• Learn Move It Mobstyle (piece number 3) • Learn CANON and UNISON and apply these to the dance. • Perform dances and identify CANON and UNISON shown • Recall all dance elements

T1 Wk 5 Revision of Dance Elements

• What dance elements do we know so far? Dance Elements Quiz • Revise all Mobstyle routines • In small groups, manipulate piece number 3 using two Dance Elements of student’s

choice. • Perform dances and audience identifies Dance Elements used to manipulate routines

DANCE ELEMENTS QUIZ

T1 Wk 6 Revision of Routines / Fusion

• How do we fuse a number of movements from different routines together? • Teacher demonstrates short fusion choreography (A exemplar) • Teacher hands out Assessment Task and addresses task, conditions and music • Teacher picks groups of 4/5

TEACHER A EXEMPLAR

ASSESSMENT TASK IS HANDED OUT

T1 Wk7 Assessment Preparation

• Students fuse Move It Mobstyle dance pieces together and apply dance elements

T1 Wk8 Assessment Preparation

• Students fuse Move It Mobstyle dance pieces together and apply dance elements • Dress Rehearsal- get into your dance costume/ use props

Feedback is given to each group

• Use performance elements FOCUS, STRENGTH, TIMING, ACCURACY T1 Wk9 Presenting Task Due

• Perform group dance

CHOREOGRAPHY and PRESENTING TASK DUE

Teacher offers students feedback to improve performance

T1 Wk10 Reflection

• Reflect on dance performance and choreography • Cloze exercise based on dance elements learnt • Dance workshop preparing students for year 8 dance

Reflection and cloze activity

Teacher gives back results to students

Class Course Planner – 2020 Semester 1, Term 1

Trinity Bay SHS Hoare Street PO Box 5071

Ph. 40 375 222 www.trinitybayshs.eq.edu.au

Class: 7 Drama Teacher: Mrs V Walsh ([email protected]); Ms A Gould ([email protected] ); Mrs M Humphreys ([email protected])

Term Week Curriculum Intent Assessment x 3 Feedback x 3

T1 Wk1 Introduction to Drama • What is Drama? • Introduction and expectations • Warm-up / getting to know you

games

Introduction to Drama • Warm-up / getting to know you

games • Freeze frames

Course Planner

T1 Wk2 Elements of Drama • Taking on a role

Elements of Drama • Focus in Drama • Revise taking on a role

T1 Wk3 Elements of Drama • Relationships – creating clear

relationships • Revise taking on a role

Acting Skills • Projection • Movement • Vocal skills

T1 Wk4 Introduction to story structure • Parts of a story • Identify parts of a traditional

story

Introduction to story structure – We do

• Work together to constructing a story with a clear structure

• Making a clear ending to your performance

T1 Wk5 Hero Stories • What is an every day hero? • Read exemplar hero story,

identifying and creating a clear beginning, middle, climax and end

Hero Stories • Create a hero story in small

groups

FORMATIVE MAKING TASK

T1 Wk6 Hero Stories • Create a hero story in small

groups

Showing • Show hero story

FORMATIVE MAKING TASK

T1 Wk7 Hero Stories • Watch recording of hero story

showing • Complete feedback sheets

Introduction to fairytales • Identify the messages/purpose of

fairytales • Consider the “larger than life”

characters of fairytales – watch examples from film

Feedback on created story

T1 Wk8 Fairytales • Consider the “larger than life”

characters of fairytales – watch examples from film

Assessment • Identify expectations for

assessment • Form assessment groups • Choose fairy tale story • Identify key moments

SUMMATIVE MAKING (FORMING & PRESENTING) TASK GIVEN

T1 Wk9 Creating and Rehearsing • Create 2 minute version of fairy tale – extension: twisted fairytale • Rehearse and show, get feedback • Use costumes and props

Check in/draft

T1 Wk10 Performance • Present polished performance in

groups

Reflection • Watch recording of performances • Complete reflection

SUMMATIVE MAKING (FORMING & PRESENTING) TASK DUE

Class Course Planner – 2020 Semester 1 Term 1


Ph. 4037 5222 www.trinitybayshs.eq.edu.au

Class: Yr 7 Music Teachers: Ms Sivijs ([email protected])

Term Week


T1 Wk1 Expectations Course Planner, Being Prepared for Music Class Singing Inanay Composition, timbre, style, structure

Composing focus adding loops, instrumentation, style, structure, saving to Arts shared

Course Planner

T1 Wk2 Garage Band, Structure, Tempo, Texture, Dynamics • Rhythm Tree and adding a beat drop in MIDI • Structure, Texture • Tempo/ BPM, Metronome/ click

Saving to Arts shared

Hand out Composing Task

A Exemplar for Composition Statement of Intent

T1 Wk3 Composing Task • Editing: splitting a region, copy, paste • Automation (volume, pan) fade in/ out, cross fade, master fade • Glossary of terms Literacy: Timbre, Tempo, rhythm, Dynamics • “William Tell Overture”

T1 Wk4 Literacy: Timbre, Tempo, Melody, Dynamics • “In the Hall of the Mountain King” Grieg Composing Task Composing checklist: • Min 20 bars long • Min 4 tracks • Added volume automation Changed the tempo

T1 Wk5 Composing Assessment • Composition work • Students to export songs as a mp3 file • Listening to classes composing tasks

COMPOSING TASK DUE

T1 Wk6 Treble Clef, Singing & Keyboard • Review treble clef, simple rhythmic patterns • Singing and playing “Inanay” • Parts of the piano and piano technique • C Major scale – accidentals, tones, semitones •

T1 Wk7 Singing, Ukulele, Timbre, Harmony • Singing “Can’t Stop the Feeling” • Reading and playing Ukulele chords • Timbre, Harmony (Major &Minor) • Body Percussion •

Hand out Performing Task

T1 Wk8 Guitar/ Bass “Inanay”/ “Can’t Stop the Feeling”

T1 Wk9 Performing Assessment • Performance Practice • Individual/ small groups (singing, playing, percussion/ body percussion) •

T1 WK10 Performing Assessment • Individual/ small groups (singing, playing, percussion/ body percussion) • Performance Statement

PERFORMING TASK & PERFORMANCE STATEMENT DUE




Class: Yr 7 Music Teacher/s: Ms Sivijs ([email protected])

Term Week


T1 Wk1 Expectations, Singing & Keyboard • Singing and playing “Inanay” • Review treble clef, simple rhythmic patterns • Parts of the piano and piano technique • C Major scale – accidentals, tones, semitones

Course Planner

T1 Wk2 Singing, Ukulele, Timbre, Harmony • Singing “Inanay” and “Can’t Stop the Feeling” • Reading and playing Ukulele chords • Timbre, Harmony (Major &Minor) • Body Percussion

T1 Wk3 Literacy: Timbre, Tempo, Melody, Dynamics • “In the Hall of the Mountain King” Grieg Guitar/ Bass • “Can’t Stop the Feeling”/ “Inanay”

Hand out Performing Task

T1 Wk4 Performing Assessment • Performance Practice • Individual/ small groups (singing, playing, percussion/ body percussion)

T1 Wk5 Performing Assessment • Individual/ small groups (singing, playing, percussion/ body percussion) • Performance Statement

PERFORMING TASK & PERFORMANCE STATEMENT DUE

T1 Wk6 Literacy: timbre, tempo, rhythm, dynamics • “William Tell Overture” Composition, timbre, style, structure • Composing focus adding loops, instrumentation, style, structure, saving to Arts shared

T1 Wk7 Garage Band, Structure, Tempo, Texture, Dynamics • Rhythm Tree and adding a beat drop in MIDI • Structure, Texture • Tempo/ BPM, Metronome/ click • Saving to Arts shared


A Exemplar for Composition Statement of Intent

T1 Wk8 Composing Task • Editing: splitting a region, copy, paste • Automation (volume, pan) fade in/ out, cross fade, master fade • Glossary of terms

T1 Wk9 Composing Task Composing checklist: • Min 20 bars long • Min 4 tracks • Added volume automation • Changed the tempo

T1 WK10 Composing Assessment • Composition work • Students to export songs as a mp3 file • Listening to classes composing tasks

COMPOSING TASK DUE

Week Curriculum Intent Assessment x 3

Feedback x 3

T1 Wk1 Introduction to Dance – Hip Hop

• Establish rules and classroom procedures. Hand out course planners. • Questioning activity: What dance elements do you remember from last year? • What is a warm up? Why do we warm up? • Complete a warm up including stretches, arm sequences, travelling steps. • Begin learning a basic Hip-hop routine

Revision Course Planner

T1 Wk2 Hip Hop

• Revision of hip-hop routine • Define ENERGY (sharp vs flowing vs bouncy) SPACE, TEMPO. • How can Energy, Space and Tempo be applied to the routine?

T1 Wk3 Contemporary

• Introduction to contemporary dance workshops • Learn contemporary routine with clear meaning. How is meaning expressed through the movement?

T1 Wk4 Contemporary

• Continue learning contemporary routine with clear meaning • Revise CANON, UNISON and FORMATIONS • Students identify when the above elements are employed in contemporary routine

T1 Wk5 Salsa

• Introduction to Salsa dance • Revise: LOCOMOTOR and NON-LOCOMOTOR • Begin learning salsa routine • Students apply own locomotor movements to salsa routine

T1 Wk6 Salsa

• Salsa routine completed. • Define: REPETITION, DIRECTIONS • Task sheet given to students – requirements discussed. • Students begin choreographing last 16 counts of each section.

TASK SHEET GIVEN

T1 Wk7 Presenting Task

• Define: TRANSITIONS • Rehearse choreography and performance in groups • Add transitions to the piece in small groups, add formation changes and rehearse them for assessment

next week

Teacher offers students feedback to improve performance


• Rehearsal of performance task


PO Box 5071

Ph. 40 375 222

www.trinitybayshs.eq.edu.au Class: 8 Dance – Dance Styles

T1 Wk9 Responding Task

• Presentation of Performance and Choreography

TASK DUE

T1 Wk10

Reflection

• Reflect on performance

MARKS RETURNED




Class: Year 8 Drama Teacher: Ms Gould, Mrs Humphreys, Mrs Walsh

Term Week Curriculum Intent Assessment

x3 Feedback x3

T2 Wk1 Review Elements of Drama • Review rules and expectations of Drama • Review role, relationships and focus

Elements of Drama • Tension – identifying and creating the four

types of tension

Course Planner

T2 Wk2 Introduction to scripts • The parts of a script • How to take on a role from a script • Identifying tension in a script

Review Performance skills • Use of stage space • Presenting skills – speaking in a clear voice,

facing the audience, not blocking etc. • Working with practice scripts

T2 Wk3 Script Context • Watch film and complete worksheets

Script Context • Complete film • Examine roles from film

T2 Wk4 Making (Presenting) assessment • Identify assessment expectations • Groups and scripts allocated • How to block a scene and effectively

rehearse

Making (Presenting) assessment- Check in • Learning lines • Creating the elements of drama in

performance

MAKING (PRESENTING) TASK GIVEN

DRAFT/CHECK IN

T2 Wk5 Making (Presenting) assessment- Check in • Learning lines • Creating the elements of drama in

performance • Show work so far, get feedback

Dress rehearsal/Polishing/Feedback • Rehearse (in costume) • Make changes based on feedback given

DRAFT/CHECK IN

T2 Wk6 Assessment • Perform script in costume with lines

memorised

Reflection • Watch recording of performances • Feedback

MAKING (PRESENTING) TASK DUE

T2 Wk7 Creating a script/scene • Review parts of a script • Review parts of a story – beginning,

middle, climax and end • Work to expand scripts from 2 line starters

Review School of Rock • Review School of Rock characters and key

plot points • Examine the idea of ‘deleted scenes’

T2 Wk8 Making (Forming) assessment • Identify assessment expectations • Groups allocated • Review - how to block a scene and

effectively rehearse • Create and rehearse scene

Making (Forming) assessment/Check in • Create and rehearse scene • Creating the elements of drama in

performance

MAKING (FORMING) TASK GIVEN

T2 Wk9 Making (Forming) assessment/Check in • Create and rehearse scene • Creating the elements of drama in


Making (Forming) assessment/Check in • Create and rehearse scene • Creating the elements of drama in


DRAFT/CHECK IN

T2 Wk10 Assessment • Demonstrate deleted scene (costumes

may be used)

Reflection • Watch recording of scenes • Results • Clean up

MAKING (FORMING) TASK DUE

Results





Term Week


T1 Wk1 Introduction, Revision & Expectations • Review treble clef, ledger lines, rhythmic patterns & notations • C Major scale – tones, semitones • Keyboard playing

Course Planner

T1 Wk2 Nursery Rhyme EDM Remixes • Key features of EDM • Record and edit in Garage Band

T1 Wk3 Garage Band editing tools, Composition Planning • Garage band – editing and recording skills • Beat drop, climax


T1 Wk4 EDM – tension and release • Composition techniques associated with Tension and Release • Volume

T1 Wk5 Composing Task • Composition Task • Bass Clef • Playing LH of Keyboard

FORMAL – COMPOSING TASK DUE

T1 Wk6 Bass Clef, Accidentals, Left hand keyboard playing • Introduce Bass clef, accidentals, • Playing keyboard repertoire • Evaluation of Music elements in music

T1 Wk7 Chords • Revise chords • Putting a Band together

T1 Wk8 Presenting Task • A Exemplar • Reflection for Performance • Practice for Assessment

Hand out Presenting Task

A Exemplar

T1 Wk9 Presenting Task • Practice for Assessment

T1 Wk10

PRESENTING TASK § Presenting Task § Reflection & Feedback

FORMAL – PRESENTING TASK DUE

Feedback & Review





Term Week


T1 Wk1 Introduction, Revision & Expectations • Review treble clef, ledger lines, rhythmic patterns & notations • C Major scale – tones, semitones • Keyboard playing

Course Planner

T1 Wk2 Bass Clef, Accidentals, Left hand keyboard playing • Introduce Bass clef, accidentals, • Playing keyboard repertoire • Evaluation of Music elements in music

T1 Wk3 Chords • Revise chords • Putting a Band together

T1 Wk4 Presenting Task • A Exemplar • Reflection for Performance • Practice for Assessment

Hand out Presenting Task

A Exemplar

T1 Wk5 Presenting Task • Practice for Assessment

T1 Wk6 PRESENTING TASK § Presenting Task § Reflection & Feedback

FORMAL – PRESENTING TASK DUE

T1 Wk7 Nursery Rhyme EDM Remixes • Key features of EDM • Record and edit in Garage Band

T1 Wk8 Garage Band editing tools, Composition Planning • Garage band – editing and recording skills • Beat drop, climax


T1 Wk9 EDM – tension and release • Composition techniques associated with Tension and Release • Volume

T1 Wk10

Composing Task • Composition Task • Bass Clef • Playing LH of Keyboard

FORMAL – COMPOSING TASK DUE

Class Course Planner –

Term 1 Semester 1


PO Box 5071

Ph. 40 375 222

www.trinitybayshs.eq.edu.au Class: 9 Dance – SOCIAL, RITUAL AND ARTISTIC DANCE

Teacher/s

Term Week

Curriculum Intent Assessment 3 Feedback x 3

T1 Wk1 Introduction to Functions of Dance

• Give course planner, discuss demands this unit, vocabulary list • Give vocabulary list, focus for this semester • What are the functions of Dance? Teacher gives definitions • Students watch videos of Social, Ritual and Artistic Dances from around the

world

Social Dance

• Learn Social dances - Heel and Toe Polka and The Macarena

Course Planner

T1 Wk2 Ritual Dance

• Review the functions of Dance. Social, Ritual, Artistic • Focus on Ritual Dance – Discuss the cultural and/or religious significance of

Ritual dances and why they must be respected. • Watch and learn the ritual dance Tanko Bushi (Japan).

T1 Wk3 Artistic dance

• Focus on Artistic Dance • Students watch dances from So You Think You Can Dance and identify the

elements that make them Artistic. • Teacher teaches a piece of Artistic, contemporary dance.


• Students begin learning the Soran Bushi for their assessment

Start learning performance repertoire


• Students continue learning the Soran Bushi for their assessment

Presenting Task Sheet Given


• Students continue learning the Soran Bushi for their assessment


• Students perform the Soran Bushi for their assessment • Students reflect on their performance • Identify swinging and percussive movement qualities • Students do manipulation activity of the Soran Bushi using dance elements

Presenting Task Due


• Revise dance vocabulary – formations, directions, tempo, unison, canon, size, repetition, energy

• What is a Dance Description Table and how do we use it? • Students watch various dance clips and complete the dance description table to

describe specific movement components and to determine its function. T1 Wk9 Responding Activities - Dance elements

• Students watch various dance clips and complete the dance description table to describe specific movement components and to determine its function.

• Students practice transferring information from Dance Description Table into paragraphs using correct PEEL structure

Teacher gives presenting marks back

Achievement ladder

T1 Wk 10 Responding Activities - Dance elements

• Students watch various dance clips and complete the dance description table to describe specific movement components and to determine its function.

• Students practice transferring information from Dance Description Table into paragraphs using correct PEEL structure




Class: 9 Drama Teacher: Ms Ryan

Term Week Curriculum Intent Assessment x 3 Feedback x 3

T1 Wk1 Elements of Drama • Review elements of drama from grade 7 & 8 – role, relationships, focus, tension • Introduction to symbol, movement and mood

Course Planner

T1 Wk2 Introduction to Movement techniques • Communicating non-verbally • Experiment with movement pace and tempo • Use of symbolic objects and gestures

T1 Wk3 Mask and Body Bags • History and rules of masks • Rules of body bags • Creating meaning/character

T1 Wk4 Mood and Traditional Stories • Using music to create mood • Identify parts of a traditional story • Enact traditional stories

T1 Wk5 Creating Task • Form groups for assessment • Choose traditional story and begin creating

MAKING/FORMING TASK GIVEN

T1 Wk6 Creating movement story • Work on creating story • Check in and feedback

Draft/Check in

T1 Wk7 Creating movement story • Work on creating story • Check in and feedback

Draft/Check in

T1 Wk8 Dress Rehearsal • Rehearse in costume, with all props

T1 Wk9 Demonstration • Present movement story

MAKING/FORMING TASK DUE

T1 Wk10 Reflection & Introduction to Melodrama • Watch recording of performances • Introduction to Melodrama • Experiment with characters and situations

RESULTS GIVEN




Class: Yr 9 Music Teacher/s: Mrs Gibbins ([email protected]), Ms Sivijs ([email protected])

Term Week


T1 Wk1 Introduction, Revision & Expectations

• Major & Pentatonic scales • Improvise and Compose using pentatonic scales • Repertoire listening • Singing repertoire

Course Planner

T1 Wk2 Chords – I IV V, Repertoire Analysis • Repertoire analysis • Chords – I IV V • Prac – Piano or guitar • Intervals, time signature and rhythms

T1 Wk3 12 Bar Blues, Blues scale, Elements of Music, Walking Bass • 12 Bar Blues & Blues scale • Elements of Music • Walking Bass

T1 Wk4 Bass Clef, Sibelius inputting • Bass Clef • Walking Bass line • Inputting it into Sibelius • Analysis of repertoire

T1 Wk5 Melody Writing • Handout Performing Task • Melody Writing using the blues scale & 12 bar Blues

HANDOUT PERFORMING TASK

T1 Wk6 Melody Writing • Practice for Performing Task • Melody Writing using the blues scale & 12 bar Blues • Inputting into Sibelius

T1 Wk7 Repertoire Analysis • Practice for Performing Task • Melody Writing using the blues scale & 12 bar Blues • Draft Performances

DRAFT PERFROMANCE Feedback on Performance Assessment


T1 Wk9 PERFORMING TASK DUE • Practice for Performing Task

PERFORMING TASK DUE

T1 Wk10

Accompaniment Patterns, Cadences • Reflection • Accompaniment Writing • Cadences & Chord progression writing

Achievement Ladder




Class: Yr 9 Practical Music Teacher/s: MrMolen ([email protected])

Term Week


T1 Wk1 Introduction, Revision & Expectations

• Major & Pentatonic scales • Improvise and Compose using pentatonic scales • Repertoire listening • Singing repertoire

Course Planner

T1 Wk2 Chords – I IV V, Repertoire Analysis • Repertoire analysis • Chords – I IV V • Prac – Piano or guitar • Intervals, time signature and rhythms

T1 Wk3 12 Bar Blues, Blues scale, Elements of Music, Walking Bass • 12 Bar Blues & Blues scale • Elements of Music • Walking Bass

T1 Wk4 Bass Clef, Sibelius inputting • Bass Clef • Walking Bass line • Inputting it into Sibelius • Analysis of repertoire

T1 Wk5 Melody Writing • Handout Performing Task • Melody Writing using the blues scale & 12 bar Blues

HANDOUT PERFORMING TASK


T1 Wk7 Repertoire Analysis • Practice for Performing Task • Melody Writing using the blues scale & 12 bar Blues • Draft Performances

DRAFT PERFROMANCE Feedback on Performance Assessment


T1 Wk9 PERFORMING TASK DUE • Practice for Performing Task

PERFORMING TASK DUE

T1 Wk10

Accompaniment Patterns, Cadences • Reflection • Accompaniment Writing • Cadences & Chord progression writing

Achievement Ladder

Class Course Planner –2020

Term 1 Semester 1

Trinity Bay SHS

Hoare Street

PO Box 5071

Ph. 40 375 222

www.trinitybayshs.eq.edu.au Class: 10 Dance –

Teacher/s: Ms. Ryan ([email protected])

Term Week

Curriculum Intent Assessment Feedback

T1 Wk1 Introduction to unit:

• Students receive course planner and discuss the demands of year 10 Dance and unit • Students are introduced to unit on partner dancing • Participate in a variety of workshops exploring partnering techniques

Course Planner


• Participate in a variety of workshops exploring partnering techniques • Students identify effective moments in partner dances on film


• Participate in a variety of workshops exploring partnering techniques • Students manipulate teacher-led choreography using CONTACT, CONTRAST, CANON and UNISON •

T1 Wk4 Performance Task:

• Participate in a variety of workshops exploring partnering techniques • Focus on technical and expressive skills • Students are introduced to assessment task


• Students continue learning performance repertoire • Students begin performing short sections for audience of peers, focusing on expressive and

technical skills •

Performance Task Given


• Finish the last phrases of assessment repertoire, ensuring that spatial elements, levels, directions and floor patters are considered

• Students participate in a mock assessment lesson and are given feedback

Feedback given


• Continue rehearsing and refining movement phrases • Students participate in dress rehearsal, and receive final feedback.

Feedback given

T1 Wk8 Performance Task

• Final reminder of technical and expressive skills needed to achieve highly in task 1 • Students perform the contemporary routine for assessment in front of audience (class)

T1 Wk9 Performance task due

• Dress rehearsal takes place • Students perform the contemporary routine for assessment in front of audience (class) • In small groups, students manipulate the performance repertoire, with focus on specific

choreographic devices

Performance Task Due

T1 Wk10 Project preparation: • Students watch back their performances and reflect on their work • In small groups, students manipulate the performance repertoire, with focus on specific

choreographic devices that build on previous year’s tasks - contrast, accumulation, retrograde and abstraction to creating skillset

• Students analyse, interpret and evaluate the meaning of dance on film, with strong focus on identifying narrative structure and viewpoints in preparation for next term’s project

• In groups, students choreograph short movement sequences that communicate a simple viewpoint. Styles to be chosen by teacher.

Marked task sheet returned



Ph. 40 375 222 www.trinity bayshs.eq.edu.au

Class: Year 10 Drama Teacher: Ms Gould ([email protected])

Term Week


T1 Wk1 Introduction to Senior Drama • Classroom Expectations • Senior terminology and elements of drama • Revise performance conventions and improvisational techniques

Course Planner

T1 Wk2 Play study • Read play as a class • Examine characters, themes and messages • Identify conventions of style

T1 Wk3 Play study & Stanislavski • Examine characters, themes and messages • Identify conventions of style • Introduce Stanislavski’s method • Practical activities using Stanislavski’s method and play text

PROJECT – DRAMATIC CONCEPT GIVEN

T1 Wk4 Presenting assessment & Stanislavski • Understand assessment expectations • Choose groups & receive scripts • Using Stanislavski’s techniques with scripts

PERFORMANCE TASK GIVEN

T1 Wk5 Rehearse using Method techniques • Rehearse scenes for assessment • Experiment with Method techniques

T1 Wk6 Check-in/Feedback • Show scene and receive feedback • Make changes based on feedback given

DRAFT/CHECK IN

T1 Wk7 Dress rehearsal, Assessment, Reflection • Dress rehearsal & polishing • Perform script in costume with lines memorised • View performance recording and reflect

PERFORMANCE TASK DUE

T1 Wk8 Responding to theatre • Review elements of drama • Identify conventions of styles • Responding paragraph structure

T1 Wk9 Identifying conventions of theatre in professional works • Identifying conventions of style in viewed works • Analysing how the conventions work to create dramatic action and meaning

T1 Wk10 Practice Assessment • Identify requirements of task • Annotation expectations • Review analysis/PEEL structure




Class: Yr 10 Music Teacher: Mr Molen ([email protected])

Term Week


T1 Wk1 • Outline of Semester Unit & Assessment • Key & Chords – writing 4 chords • Playing chords

Course Planner

T1 Wk2 Timbre, Structure – How do musicians incorporate the music elements to communicate meaning when performing and composing?

• Study EOM (timbre & Structure) in Rock repertoire • Play Rock repertoire • Cognitive Verb – Explain

T1 Wk3 Texture & Pitch – How do musicians incorporate the music elements to communicate meaning when performing and composing?

• Study EOM (Texture & Pitch) in Rock repertoire • Play Rock repertoire • Cognitive Verbs – Interpret, Demonstrate, Realise

T1 Wk4 Practical Activities – How do musicians use the music elements to communicate meaning when performing?

• Play Rock repertoire • Reflection • Cognitive Verbs – Use, Interpret, Demonstrate, Realise

T1 Wk5 Performance Task & Statement • Handout Performance Task • Performance Statement • Practice for Assessment • Cognitive Verbs – Explain, Apply, Interpret, Demonstrate, realise

Handout Assessment

A Exemplar for Performance Statement

T1 Wk6

Practicing for Assessment • Practice for assessment • Complete Performance Statement Book

T1 Wk7 Duration & Expressive Devices – How do musicians incorporate the music elements to communicate meaning when performing and composing?

• Study EOM (Duration & Expressive Devices) in Rock repertoire • Practice for assessment • Cognitive Verbs – Interpret, Demonstrate, Realise, Explain

DRAFT PERFORMANCE DUE

Feedback on Performance

T1 Wk8 Practicing for Assessment • Practice for assessment • Complete Performance Statement Book

T1 Wk9 Performance Assessment Due • Performance Due

PERFORMANCE DUE

T1 Wk10

Composing using Logic – How do musicians incorporate the music elements to communicate meaning when composing? How can I resolve music ideas to communicate meaning & intent? • Recording a given chord progression and manipulating • Logic skills – quantize, recording, look, changing instruments • Cognitive Verbs – Resolve, Explain, Interpret, Realise




Class: Yr 10 Certificate II Music Industry Trainer/ Assessor: Mr Molen ([email protected])

Term Week

PROJECT 1 – WHS & basic audio PROJECT 2 – Playing music and notation Units of Competency: BSBWHS201 - Contribute to health and safety of self and others CUASOU201 - Develop basic audio skills and knowledge CUAMPF201 - Play or sing simple musical pieces CUAMPF204 - Play or sing music from simple written notation

Assessment x 2 Feedback x 2

T1 Wk1 • Diagnostics test • Introduction to keyboard, C major scale, chord shapes, Treble clef • Keyboard sight-reading and sight-singing

Course Planner

T1 Wk2 • Reading chord charts • Intervals and time signatures • Music symbols D.S. al Coda, D.C al fine, repeat signs • Keyboard playing

T1 Wk3 • Reading chord charts • Keyboard playing • WHS – setting up a basic PA (Public Address System)

T1 Wk4 • PA setup practice • I/O, aux sends, foldbacks/ monitors, problem solving, decibels

T1 Wk5 PROJECT 1 – Basic audio ASSESSMENT: • Setting up a PA in pairs • Written – Short answer test

ASSESSMENT 1 & 2

T1 Wk6 PROJECT 1 – WHS ASSESSMENT: • Written – Short answer test (general WHS)

Feedback on basic audio

T1 Wk7 • Work Experience Induction • Introduction to singing • Warm-ups: humming, lip rolls, vowel sounds, exercises • Prac own choice individual/ group

Feedback on general WHS

T1 Wk8

• Drums/ aux percussion • Reading drum notation and drum TAB, online tutorial • Technique, 8th note rock beat, paradiddle • Prac own choice individual/ group

T1 Wk9

• Guitar/ bass introduction • Reading chords and TAB, finding chords online • Prac own choice individual/ group

T1 Wk10

Achievement Ladders TBA

Feedback on progress


Term 1 Semester 1

Trinity Bay SHS

Hoare Street

PO Box 5071

Ph. 40 375 222

www.trinitybayshs.eq.edu.au Class: 11 Dance – Moving Bodies

Teacher/s: Ms. Rasche

Term Week



• Students receive course planner and discuss the demands of year 11 Dance and Unit 1 • Students are given focus question for semester 1 - How does dance communicate meaning for

different purposes and in different contexts? • What is purpose? What is context? • Discover different genres of dance by studying specific dance excerpts that communicate a clear

message • Fitness circuit lesson with guest PT Shelley Austin

Course Planner


• Participate in a variety of workshops exploring different genres • Focus on technical and expressive skills • How do purpose and context influence the manipulation of movement? • Fitness circuit lesson with guest PT Shelley Austin


• Participate in Contemporary workshops which focus on key characteristics of gravity, floor work, parallel stance, flexed hand and feet positions, contraction and release, fall and recovery

• Focus on technical and expressive skills • Observe key contemporary works that communicate a particular social/political/cultural viewpoint to

inform an audience. • Fitness circuit lesson with guest PT Shelley Austin


• Students begin learning contemporary repertoire for performance task • Focus on the alignment, balance, control, strength, coordination and flexibility required in the

phrases taught


• Students are given criteria sheet for assessment task 1: Performance • Discuss assessment conditions and expectations • Students continue learning contemporary repertoire for performance task • Focus on the application of technical and expressive skills


• Finish the last phrases of assessment repertoire, ensuring that spatial elements, levels, directions and floor patters are considered

• Students participate in a mock assessment lesson and are given feedback

Feedback given on draft 1


• Continue rehearsing and refining movement phrases • Students participate in dress rehearsal, and receive final feedback.

Feedback given on draft 2

T1 Wk8 Performance Task Due:

• Final reminder of technical and expressive skills needed to achieve highly in task 1 • Students perform the contemporary routine for assessment in front of audience (class)

Performance Task Due

T1 Wk9 Reflection

• Students watch back their performances and reflect on their work • Reminder of unit focus question: How does dance communicate meaning for different purposes

and in different contexts? • Revise choreographic devices • In small groups, students manipulate the performance repertoire, with focus on specific

choreographic devices

T1 Wk10 Choreography: • In small groups, students manipulate the performance repertoire, with focus on specific

choreographic devices that build on previous year’s tasks - contrast, accumulation, retrograde and abstraction to creating skillset

• Students analyse, interpret and evaluate the meaning of dance on film, with strong focus on identifying narrative structure and viewpoints.

• In groups, students choreograph short movement sequences that communicate a simple viewpoint. Styles to be chosen by teacher.

Marked task sheet returned

Class Course Planner – 2020 Semester 1, Term 1: UNIT 1



Class: 11 Drama Teacher/s: Ms Gould [email protected]

Term Week


T1 Wk1 Introduction to Storytelling • Expectations of Senior Course • Review of Dramatic Languages and skills required • Purpose of drama as a means of story telling

Course Planner

T1 Wk2 Story telling forms and styles • Explore modes of storytelling for different purposes • Consider linear and non-linear forms • Develop improvisation and devising skills when sharing stories

T1 Wk3 Verbatim and Acting Skills • Identify conventions of style – Verbatim theatre • View and explore texts in Verbatim style • Review and develop acting skills, including vocal techniques and practices

T1 Wk4 Play study • Read Scattered Lives as a class • Discuss purpose, context and dramatic meaning of text. • Identify conventions used, analyse their effectiveness in creating dramatic meaning

T1 Wk5 Assessment Given • Unpack task and documentation expectations • Form groups, choose scenes • Begin rehearsal

Formative IA1 Given – Performance (20%)

T1 Wk6 Rehearsal • Workshop scenes for assessment, focussing on specific acting skills • Annotate script – purpose, context and dramatic meaning • Annotate script – blocking, characterisation, voice and movement

T1 Wk7 Draft Performance • Perform and record draft performance • Watch recording and analyse effective use of elements of drama • Annotate script regarding elements of drama

Draft Performance recorded

T1 Wk8 Assessment Due • Perform and record polished scene • Watch recording of performance

Formative IA1 DUE – Performance (20%)

T1 Wk9 Analysis and Evaluation / Devising from stimulus • Watch examples of professional live theatre • Develop skills in analysing and evaluate use of dramatic languages to create meaning • Use improvisation skills to devise work from a stimulus • Analyse and evaluate the clarity of purpose and context in devised works

T1 Wk10 Analysis and Evaluation / Devising from stimulus • Watch examples of professional live theatre • Develop skills in analysing and evaluate use of dramatic languages to create meaning • Use improvisation skills to devise work from a stimulus • Analyse and evaluate the clarity of purpose and context in devised works

Achievement Ladder

Class Course Planner – 2020 Semester 1 Unit 1



Class: Yr 11 Music Teacher/s: Mrs Gibbins ([email protected])

Term Week


T1 Wk1 Music Elements, Catch My Disease • Inquiry question Focus for Unit - How does the treatment and combination of different

music elements enable musicians to design music that communicates meaning through performance and composition?

• Outline of Semester Unit & Assessment • Introduction to Music Elements • Catch My Disease – listen and prac

Course Planner

T1 Wk2 Ben Lee – Catch My Disease • Prac • Music Analysis of song • Performance practices and dealing with anxiety • Cognitive Verbs – Interpret, Demonstrate, Realise, Explain • Handout Performance Task – discuss, Performance Statement A Exemplar • Performance Practice Routines

Handout IA1 Performance Task

Performance Statement A Exemplar

T1 Wk3 Ragtime, Music Elements, Duration • Style: Ragtime – The Pineapple Rag • Music Elements Activity – What can you hear? • Specific Music Element Focus – Duration – syncopation, rhythmic patterns

Initial Consultation about IA1

T1 Wk4 Pine Apple Rag, Pitch • Style: Ragtime – The Pineapple Rag • Specific Music Element Focus –PITCH: Melody: contour, movement, register, range,

ornamentation, melodic ostinato, riff, motif, sequence, repetition, Tonality : key & scales & Harmony – cadences, chords, accompaniment patterns

T1 Wk5

Performance Statement, Informal Performance • Performance Practice and Reflection • Informal Performance

Informal Performance – 30 seconds of song

T1 Wk6 Autumn, Baroque compositional techniques • Performance Practice and Reflection • Style: Baroque Solo Concerto - Mvt I “Autumn” from The Four Seasons • Interpreting figured bass including inversions and 7th chords • Composing to create unity – imitation, sequence, modulation

T1 Wk7 IA 1 – Performance Task Draft DUE • Performance Practice • Peer & Teacher Feedback on Performance Task • Baroque Composition activity

DRAFT – IA1 Performance

T1 Wk8 Performance Statement DUE • Performance Practice • Performance Statement • Baroque Composition activity

DRAFT – IA1 Performance Statement

T1 Wk9 IA 1 – Performance Task DUE, Texture, Expressive Devices, Bohemian Rhapsody • Performance Task Due • Style - Progressive Rock – Bohemian Rhapsody • Specific Music Element Focus – Texture - homophonic, polyphonic, monophonic, multi-

track recording; Expressive Devices (dynamics & articulation, specific instrument techniques)

IA1- PERFORMANCE TASK & PERFORMANCE STATEMENT DUE

T1 Wk10

How meaning is communicated • Bohemian Rhapsody Analysis of how meaning is communicated • Cognitive Verbs – Analyse, Evaluate, Explain • Baroque Composition activity




Class: Yr 11 Cert IV in Music Industry (Performance) Trainer/ Assessor: Mr Molen ([email protected])

Term Week

PROJECT 1 – WH&S and Performing Music UNITS OF COMPETENCY CUAWHS302 - Apply work health and safety practices CUAMPF302 - Prepare for performances


T1

Wk1

Setting up/ packing up efficiently

Winding leads

Decibel levels

3 songs to be chosen from the set list or own choice

Course Planner

T1

Wk2

Warm-ups for instrumentalists and vocalists Scales and technical exercises All songs to be performed must have marked up chord charts Performance Prep + WH&S booklet

T1

Wk3

Performance Prep + WH&S booklet

T1

Wk4


T1

Wk5


T1

Wk6

Performance Prep +

WH&S booklet due

ASSESSMENT 1

T1

Wk7

Rehearsal of song 1 video recorded for reflection demonstrating communication and rehearsal methods

ASSESSMENT 2 Booklet feedback

T1

Wk8


ASSESSMENT 3 Performance Feedback

T1

Wk9



T1 Catch up Performance Feedback

Wk10 Achievement ladder /Tracking Sheet Achievement Ladder / Tracking Sheet

Class Course Planner 2020


PO Box 5071

Ph. 40 375 222

www.trinitybayshs.eq.edu.au CUAWHS201- Develop a basic level of physical condition

Teacher: Ms Humphreys ([email protected])


Wk1 Introduction to Vet Performing Arts

• Give course planner, discuss demands of year the course and course requirements

• Importance of warming up the body and warming down • What is a safe warm up and warm down?

Course Planner

Wk2 Fitness Testing and the body

• Fitness Testing: strength, endurance, flexibility and balance (see fitness recording sheet)

• Strengths and Weaknesses of personal fitness • What do you eat? Create a food diary for a week. (See student Fitness Activity

Booklet) • Nutrition and Dietary Guidelines (see nutritional guides) • Analyse a dancer’s diet • Teacher teaches a basic warm up (Zumba) • Teacher teaches important stretches

Handout Fitness Activity Booklet

Wk3 Fitness and Lifestyle

• Lifestyle choices: energy drinks (See fitness activity booklet) • Measure out sugar that is in a variety of energy drinks. Use the scales,

teaspoon and sugar. • Make a healthy smoothie in the theatre kitchen to replace energy drinks. • Teacher teaches another basic warm up (Fitness dance warm up). Students

teach each other a stretch.

Wk4 Fitness and Performance

• Personal Trainer Session: Aerobic and Anaerobic training, Fitness levels for teens

• Fitness Circuit and Stretching. Observe muscles stretched on a chart. • Learn a high energy /aerobic dance routine. Les Mills Fitness Hip Hop Dance


• Personal Trainer session: Recap Aerobic and Anaerobic training and increase fitness through HIT training

• Monitor fitness and fitness feedback given • Teacher teaches a high energy dance

Fitness feedback from Personal Trainer


• Personal trainer session: Aerobic and Anaerobic training and diet/lifestyle issues

• Discuss your fitness with personal trainer based on strengths and weaknesses • Rehearse Fitness Dance Choreography

Fitness Feedback from Personal Trainer

Wk7 Fitness and Performance Assessment

• Rehearse choreography as a class using fitness gained • Work on Booklet assessment

Hand out Fitness Dance Project Booklet

Fitness Feedback from Personal Trainer

Wk8 Fitness Assessment

• Perform Choreography • Test fitness and reflect on progress • New food diary completed

Perform fitness routine

Wk9 Bookwork Assessment

• Teacher consultation regarding individual fitness progress • Students record fitness improvements and share with peers • Assessment Booklet Due

Teacher Feedback

Wk10 Reflection

• Unit Reflection

Mark assessment and ladder tracker results given


Term 1 Semester 1

Trinity Bay SHS

Hoare Street

PO Box 5071

Ph. 40 375 222

www.trinitybayshs.eq.edu.au Class: 12 Dance – Unit 3 - Moving Statements

Teacher/s: Ms. Ryan ([email protected])

Term Week


T1 W1 Introduction to focus question

• How is Dance used to communicate viewpoints? • Revision: What is a viewpoint? • Students explore how expressive and technical skills help to communicate viewpoints in

filmed performances in a range of dance styles • Students participate in dance workshops, with focus on expressive and technical skills (style

determined by teacher)

T1 W2 Contemporary Dance

• Students participate in contemporary dance workshops, with focus on expressive and technical skills

• Analysis of contemporary dance technique in filmed performances • Discuss how viewpoints are communicated in filmed performances


• Students participate in contemporary dance workshops, with focus on expressive and technical skills

• Analysis of contemporary dance technique in filmed performances


• Criteria and conditions for upcoming performance task clearly outlined. • Viewing of A exemplar contemporary performance • Teacher begins teaching repertoire for performance task, with focus on expressive and

technical skills

Performance Task Sheet given

T1 W5 Performance Task

• Students continue learning and perfecting repertoire for performance task, with focus on expressive and technical skills

T1 W6 Performance Task

• Students continue learning and perfecting repertoire for performance task, with focus on expressive and technical skills

• Students participate in formal draft performance. Feedback given.

Performance

Draft

General feedback provided

T1 W7 Assessment Due

• Students perfect repertoire for performance task • Students perform live for assessment • Watch performances back and reflect

Performance Due

Individual feedback provided

T1 W8 Stephen Page

• Revision of focus question: How is Dance used to communicate viewpoints? • Students explore the work of Stephen Page of Bangarra Dance Theatre • Viewing of Page’s 2014 work Patyegarang. Students analyse overarching viewpoint, fusion of

styles, moments of impact, choreographic devices etc. • Students participate in choreographic workshops in the contemporary style

T1 W9 Stephen Page

• Continue exploring Page’s career and range of works • Research focus: Stephen Page has honoured many significant people in his works (Eg.

Patyegarang). Who is a person who holds social, political or historical significance to you?

T1 W10 Choreographic task

• Criteria and conditions for Choreography task provided • A exemplar choreography shown • Research focus: Stephen Page has honoured many significant people in his works (Eg.

Patyegarang). Who is a person who holds social, political or historical significance to you?

Choreography task given

Class Course Planner – 2020 Semester 1, Term 1: UNIT 3



Class: 12 Drama Teacher/s: Ms Gould [email protected]

How can we use drama to challenge our understanding of humanity?

Term Week


T1 Wk1 Introduction to Theatre of the Absurd • Conventions of the style. • Key practitioners. • Philosophical influence and purpose. • Examine play excerpts (e.g. Ionesco’s Rhinoceros) to identify purpose, conventions and

social comment.

Course Planner

T1 Wk2 Theatre of the Absurd • Read play for assessment – Mr Melancholy by Matt Cameron. • Identify purpose, contexts and dramatic meaning of play. • Identify and workshop Absurd conventions in the text. • Identify key scenes suitable for performance.

T1 Wk3 IA1 – Performance Task given • Rehearsal – identify purpose, context and meaning of excerpt; identify conventions in

the excerpt. • Review safe performance skills, blocking etc. • Expectations for script annotations. • Scripts down by next week.

IA1 Given – Performance (20%)

Submit performance statement (identifying purpose, context and dramatic meaning)

T1 Wk4 IA1 – Performance Task drafting • Rehearsal – using costumes and props as necessary. • Show excerpt for feedback. • Use feedback to continue polishing performance.

Draft Performance recorded

T1 Wk5 IA1 – Performance Task due • Final dress rehearsals. • Perform excerpt by end of week.

IA1 DUE – Performance (20%)

T1 Wk6 Introduction to Epic Theatre • Conventions of the style. • Key practitioners. • Philosophical influence and purpose. • Examine play excerpts (e.g. Brecht’s Caucasian Chalk Circle) to identify purpose,

conventions and social comment.

T1 Wk7 IA2 – Project: Analysis & Evaluation • View live (or recorded live) performance which makes social comment. • Analyse and evaluate how the dramatic languages (particularly conventions and

elements) work to make meaning. • Unpack expectations and timeline of task.

IA2 Given – Project Dramatic Concept (20%)

Submit concept outline for approval

T1 Wk8 IA2 – Project: Storyboard • Plan 10-12 images to capture key dramatic moments. • Use classmates as actors to demonstrate and capture your key moments.

Submit storyboard outline for approval

T1 Wk9 IA2 – Project: Storyboard & Annotations • Use classmates as actors to demonstrate and capture your key moments. • Annotate your storyboard to argue how you have used the dramatic languages to

communicate your purpose and dramatic meaning.

T1 Wk10 IA2 – Project: Annotations & draft • Complete annotations and submit draft.

Draft concept submitted

Class Course Planner – 2020 Unit 3 - Innovations



Class: Yr 12 Music Teacher/s: Mrs Gibbins ([email protected])

Term Week


T1 Wk1 Innovation in Popular Music Post 1950 • Inquiry question Focus for Unit - How do musicians incorporate innovative music

practices to communicate meaning when performing and composing? • Outline of Unit & Assessment • The Beatles – Norwegian Wood : Music elements analysis and evaluation

Course Planner

T1 Wk2 Innovations in Music Pre 1950 (development of piano and Sonata Form) • Development of the piano • Beethoven - Moonlight Sonata : Music elements analysis and evaluation • Sonata Form • Analysis of performance techniques and skills

T1 Wk3 Innovations in Music Pre 1950 (Theme & Variations) • Mozart – Twinkle Twinkle Little Star Variations : Music elements analysis and evaluation • Theme and Variations • Handout Performance Task

Handout IA1 Performance Task

Performance Statement A Exemplar

T1 Wk4 Composition Activity • Composition Activity – Theme and Variations composing • Initial Consultation regarding Performance


T1 Wk5

Quartet Arranging • Composition Activity – Arranging your new theme and variation for a quartet • Performance Practice

T1 Wk6 Performance Task Draft • Performance Practice • Peer & Teacher Feedback on Performance Task & Statement of Intent

DRAFT – IA1 Performance due (including Statement)

T1 Wk7 PERFORMANCE DUE • Performance Practice

IA1- PERFORMANCE & PERFORMANCE STATEMENT DUE

T1 Wk8 Innovations in Popular Music Post 1950 incorporating Technology • Pentatonix – Dance of the Sugar Plum Fairy : Music elements analysis and evaluation • Societal changes contributing to different version of music • Handout Composition Task

Handout IA2 Composition Task

Compositional Statement of Intent A Exemplar

T1 Wk9 Innovations in Popular Music Post 1950 incorporating Technology • Pentatonix – Dance of the Sugar Plum Fairy : Music elements analysis and evaluation • Initial Consultation of Composition


T1 Wk10

Innovations in Popular Music Post 1950 incorporating Technology • Pentatonix – Dance of the Sugar Plum Fairy : Music elements analysis and evaluation • Composition Work




Class: Yr 12 Cert IV in Music Industry (Performance) Trainer/ Assessor: Mr Molen ([email protected])

Term Week

PROJECT 4 – Performing in a band UNITS OF COMPETENCY CUAMPF401 – Rehearse music for group performances CUAMPF404 – Perform music as part of a group


T1

Wk1

Priority completing PROJECT 3 from 2018 Course Planner

T1

Wk2

3 songs to be chosen either from the set list or own choice Warm-ups for instrumentalists and vocalists Scales and technical exercises All songs to be performed must have marked up chord charts with keys chosen and song arrangement decided

T1

Wk3

Rehearse song 1

T1

Wk4

Rehearse song 1

T1

Wk5

Rehearse song 2

T1

Wk6

Rehearse song 2

T1

Wk7

Rehearse song 3 Perform song 1 video recorded for reflection demonstrating professional performance standard

ASSESSMENT 1

T1

Wk8

Rehearse song 3 Perform song 2 video recorded for reflection demonstrating professional performance standard


T1

Wk9

Perform song 3 video recorded for reflection demonstrating professional performance standard


T1

Wk10

Catch up Achievement ladder /Tracking Sheet

Performance Feedback Achievement Ladder / Tracking Sheet

Documents

Trinity Bay SHS Class Course Planner – 2020...• Parts of the piano and piano technique • C Major scale – accidentals, tones, semitones Course Planner T1 Wk2 Singing, Ukulele,