Music+of+the+Classical+Period

=Musical Characteristics of the Classical Period =

On your page below you are to outline the musical characteristics of music from the Classical Period (1750-1820 approx). Be careful when looking up your information...depending on what you're looking up "classical" can refer to a variety of different things and therefore different times. We are looking at a specific period of time (listen above) and that's where I want your focus. In your page AS A MINIMUM you should discuss the characteristics of the music, the major composers, the change in the orchestra and the changing nature of the composer. Anything else is a bonus. This is not assessable but does form the basis of some of your notes and information for the topic. It would awesome if you could embed some video into your page to support what you are talking about.

Emma J Characteristics

Jamie Q Characteristics

Remy W Characteristics

Emily S Characteristics

Caitlin F Characteristics

Alyssa R Characteristics

Hannah C Characteristics

Riley W Characteristics

Emily C Characteristics

 Milla C Characteristics

Jack M Characteristics

Josh L Characteristics

Abbie S Characteristics

Year 9 Composition Assessment Task


 * Context **<span style="background-color: #ffffff; font-family: Calibri,sans-serif;">: In this unit of work, students have undertaken a broad survey of the characteristics of the music of the Classical Period. Students experience a variety of listening and score reading examples to determine characteristics of the various periods within this time frame. Performances will be in the form of classroom arrangements and vocal selections from within the topic.

<span style="font-family: Calibri,sans-serif;">A student:

 * <span style="background-color: #ffffff; font-family: Calibri,sans-serif;">Demonstrates an understanding of the musical concepts through composing as a means of self-expression, musical creation and problem-solving
 * <span style="background-color: #ffffff; font-family: Calibri,sans-serif;">Uses different forms of technology in the composition process.
 * <span style="background-color: #ffffff; font-family: Calibri,sans-serif;">Notates composition using traditional and/or non-traditional notation

<span style="background-color: #ffffff; font-family: Calibri,sans-serif;">Using an existing melody given to them, students are to create a string quartet using appropriate harmony using the music notation program Sibelius. Compositions are to be exported as a graphic and uploaded with an audio file and posted here on the wiki in the space below.
 * <span style="background-color: #ffffff; font-family: Calibri,sans-serif;">Description of Activity: **

**<span style="font-family: Calibri,sans-serif;">1–3 ** || **<span style="font-family: Calibri,sans-serif;">Satisfactory ** **<span style="font-family: Calibri,sans-serif;">4–7 ** || **<span style="font-family: Calibri,sans-serif;">High ** **<span style="font-family: Calibri,sans-serif;">8-10 ** ||
 * **<span style="font-family: Calibri,sans-serif;">A Student: ** || **<span style="font-family: Calibri,sans-serif;">Progressing **
 * <span style="font-family: Calibri,sans-serif;">Demonstrates ability to present the exploration and development of ideas ||  ||   ||   ||
 * <span style="font-family: Calibri,sans-serif;">Demonstrates representation of the chosen style ||  ||   ||   ||
 * <span style="font-family: Calibri,sans-serif;">Able to organise musical ideas into musical structures ||  ||   ||   ||
 * <span style="font-family: Calibri,sans-serif;">Demonstrates ability to compose a work of musical substance ||  ||   ||   ||


 * <span style="background-color: #ffffff; font-family: Calibri,sans-serif;">Marking Criteria **


 * <span style="background-color: #ffffff; font-family: Calibri,sans-serif;">Composes a work that represents the chosen topic, demonstrating understanding of style, the concepts of music, and the relationships between the concepts
 * <span style="background-color: #ffffff; font-family: Calibri,sans-serif;">Demonstrates knowledge and understanding of score conventions and performance directions appropriate to the chosen topic
 * <span style="background-color: #ffffff; font-family: Calibri,sans-serif;">Demonstrates skills in organising ideas into musical structures

<span style="font-family: Calibri,sans-serif;">Emma J Composition <span style="font-family: Calibri,sans-serif;">Jamie Q Composition <span style="font-family: Calibri,sans-serif;">Remy W Composition <span style="font-family: Calibri,sans-serif;">Emily S Composition <span style="font-family: Calibri,sans-serif;">Caitlin F Composition <span style="font-family: Calibri,sans-serif;">Alyssa R Composition <span style="font-family: Calibri,sans-serif;">Hannah C Composition <span style="font-family: Calibri,sans-serif;">Riley W Composition <span style="font-family: Calibri,sans-serif;">Emily C Composition

<span style="font-family: Calibri,sans-serif;">Milla C Composition <span style="font-family: Calibri,sans-serif;">Jack M Composition <span style="font-family: Calibri,sans-serif;">Josh L Composition <span style="font-family: Calibri,sans-serif;">Abbie S Composition