Listening Beyond Hearing For VCE: Where do I start?!
Listening Beyond Hearing is a big book! I can understand that some teachers may be struggling to find the time to work through everything in the limited time available and that there is a need to priorities. With that in mind, the following is a suggested schedule for a class studying VCE Music that will cover all the elements required for the current Study Design.
As always, please remember that I am a teacher of this subject and not a representative of VCAA. Always check their documentation and use them as the ultimate authority on everything VCE.
https://www.vcaa.vic.edu.au/Pages/vce/studies/music/exams.aspx
The elements of music required for listening analysis as listed by VCAA are:
- tempo
- dynamics
- articulation
- tone colour
- phrasing
- balance of music lines
- blend of instrumental voices
- improvisation/embellishment/ornamentation
In addition:
- Comparison of interpretations
Below is a list of the elements, relevant chapters and supplementary resources from the Listening Beyond Hearing Website in the order I would cover them:
| Expressive Device | Advice | Further Resources: |
|
LBH Chapter II
Tempo is dealt with as a subsection of Rhythm in Chapter II of LBH. However, more information on how to describe tempo in isolation and further detail on this can be found as a separate revision sheet. I would highly recommend this as a supplementary resource if discussing tempo on its own. |
Further resources: https://listeningbeyondhearing.com.au/product/music-analysis-resource-sheets-tempo-revision/
Quick Fire Question: https://listeningbeyondhearing.com.au/product/music-analysis-resource-sheets-quick-fire-questions/ Comparison: Tempo and Balance |
| 2. Tone Colour | LBH Chapter III
There is also a Quick Fire question relating to Tone colour available. Spending a significant amount of time on tone colour is warranted given its prevalence in previous questions. I also believe it’s a fairly straightforward element to learn and students can basically learn a formula that will get them to write convincing responses. |
Quick Fire Question:
https://listeningbeyondhearing.com.au/product/music-analysis-resource-sheets-quick-fire-questions/ Comparison: Tone colour and Dynamics |
| 3. Blend of Instrumental Voices | LBH Chapter V
Blend also involves tone colour so teaching these together, or next to each other, makes sense. |
Comparison: Blend and Articulation |
| 4. Articulation | LBH Chapter VII
Also fairly formulaic in terms of teaching, though to my mind this can be a little more complex for students to grasp. A further Articulation vocabulary test is available through the website. |
Further resources:
Quick Fire Question: https://listeningbeyondhearing.com.au/product/music-analysis-resource-sheets-quick-fire-questions/ |
| 5. Dynamics | LBH Chapter VI
Dynamics is only easily taught once the other elements that make up, or give reason for, dynamics are understood. Don’t teach it first! |
Further resources:
Quick Fire Question: https://listeningbeyondhearing.com.au/product/music-analysis-resource-sheets-quick-fire-questions/ Comparison: Tone colour and Dynamics |
| 6. Balance of musical lines | LBH Chapter V
Balance also involves a discussion of Texture – LBH Chapter IV – as well as dynamics and tone colour so teaching them next to each other makes sense. |
Quick Fire Question:
https://listeningbeyondhearing.com.au/product/music-analysis-resource-sheets-quick-fire-questions/ Comparison: Tempo and Balance |
| 7. Phrasing | LBH Chapter I: Melody
What needs to be discussed regarding phrasing can be found in the melody summary on page 18. I would only dip and in and out of Chapter I in order to cover phrasing and improvisation. |
|
| 8. Improvisation/ embellishment/ ornamentation | This encompasses articulation LBH Chapter VII and Melody LBH Chapter I as well as an element of harmony LBH Chapter VIII
More on this to come. |
|
| 9. Comparison of interpretation | LBH Chapter X
I would actually teach this alongside the other elements. So when dynamics is taught, I would teach a comparison of a work that discusses that element. |
Comparison: Blend and Articulation
Comparison: Tone colour and Dynamics |
The amount of time you have to spend on these elements of music will depend on what you have scheduled. I would recommend having a really solid run through tone colour and dynamics in particular as these are often covered extensively in exams and there is a lot that can be said for these elements.
Best of luck with your teaching and please let me know if there is anything I can do to further support your classes or your teaching of music analysis.