After viewing and responding to The songwriter and composer, Songwriting process, Songwriting and Ben’s advice, students compare two cover versions of the same song and then rehearse and perform one piece being prepared for the HSC examination, interpreting it to make it their own.
Outcomes and evidence of learning
Outcomes
Through activities in performance, composition, musicology and aural, a student:
H1: performs stylistically, music that is characteristic of topics studied, both as a soloist and as a member of an ensemble
H4: articulates an aural understanding of musical concepts and their relationships in a wide variety of musical styles
H5: critically evaluates and discusses performances and compositions
H7: understands the capabilities of performing media, incorporates technologies into composition and performance as appropriate to the topics studied
H9: performs as a means of self-expression and communication
H11: demonstrates a willingness to accept and use constructive criticism
Evidence of learning
Students are able to:
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compare stylistic interpretations of a piece of music
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develop a greater depth of knowledge and understanding of the use of the concepts of music within the piece under analysis
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demonstrate a thorough understanding of stylistic interpretation in a practical piece in preparation for the HSC examination
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reflect on how well stylistic interpretation has been achieved in the performance through peer and self assessment.
Students recall and consider the advice Tim and Ben give young and emerging performers and songwriters.
Ask them to reflect on why it is necessary for each performer to develop his or her own stylistic interpretation of cover versions of popular songs or well-known classical or jazz pieces.
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Ask students to examine two cover versions of The Beatles’ song Help on YouTube:
Students consider the concepts of music and compare the stylistic similarities and differences between the two versions of this song using the table below.
| Concept | Version 1 | Version 2 |
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Duration |
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Pitch |
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Structure |
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Texture |
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Tone colour |
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Dynamics and expressive techniques |
Ask students to use their knowledge of stylistic interpretation from their aural analysis to choose one of the pieces being prepared for the HSC examination.
Students rehearse the piece ensuring that they consider stylistic interpretation choices including changing the introduction, using tempo variations such as rubato, dynamic contrast, a variety of tone colours, phrasing, articulation, formal structure, balance of the ensemble and emotional expression.
Stress that the performance is their own. Ask them to consider what they can do to make it special.
Instruct students to record their performances using a mobile device or other suitable means.
Self-assessment
Ask students to write a reflection critically evaluating their performance as a musically satisfying performance. They should give reasons for their response and identify areas for further improvement.
Peer assessment
Direct other members of the class to watch live or recorded performances and use a specific set of criteria to assess how well each performance successfully used stylistic interpretation to make the piece their own.
Design a set of criteria for students based on the BOSTES HSC Music 1 Marking Guidelines. Remember to use appropriate language to address student understanding and expectations of the task as an assessment for learning.
Note: Assessment criteria should address the BOSTES HSC Music 1 Marking Guidelines.