Music resources

Other Voices

Other Voices is a performance, recording and education project based on three new electroacoustic works for flute and electronics by Australian composer/educators Cat Hope, Tristan Coelho and Fiona Hill. It provides access points for young composers, performers and their teachers to explore the potential for combining electronic music with instruments and voice.

This resource includes a digital education kit and three PDF learning packages. They contain detailed lesson plans and resource materials for Stages 4, 5 and 6 (including Music 1 and Music 2). The activities in the kit draw together the key learning areas of composition, musicology, performance and aural skills. The content utilises a range of musical genres from pop to art music, to assist students in their understanding of the electronic genre, and to provide a stepping stone into the art music of today.

Introduction to Other Voices (00:01:43)

A video outlining the available resources.

The collaborative process (00:09:26)

A video outlining the collaborative devising process.

Please note - Imago contains sensitive material that is most suited to Stage 6. Stage 4 and 5 lessons plans have been provided, however, teachers are advised to listen to the music, sensor where appropriate, and express professional judgement when issuing the relevant work to their cohort.

Classroom posters

Concepts of music posters are available to print and display in your classroom via the links below.

Music 1

This assessment task can be adapted for students studying HSC Music 1. Students are required to research the music of a jazz band and discuss how they treat musical concepts and specific performance techniques as well as outlining the influences of jazz in the wider musical context.


Through activities in performance, composition, musicology and aural, a student:

P2 observes, reads, interprets and discusses simple music across characteristic of topics studies
P5 comments on and constructively discusses performances and compositions
P6 observes and discusses concepts of music in works representative of the topics studied
P7 understands the capabilities of performing media, explores and uses current technologies as appropriate to the topics studied.

Music 1 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2009.

Task description

Research the music of a jazz band. Refer to at least two works to outline the distinctive characteristics of the band’s style.

  • Discuss the band's treatment of the musical concepts, including specific performance techniques.
  • Place the group in a wider musical context by outlining influences evident in its music.

This task is to be a class presentation. Students are required to illustrate points with musical examples. These may include sheet music, videos, and/or live demonstration of relevant excerpts.

Assessment criteria

Students will be assessed through:

  • use of appropriate musical examples
  • identification of stylistic characteristics
  • understanding of the treatment of musical concepts
  • knowledge of stylistic influences.

This portfolio assessment task for HSC music composition can be modified to suit the individual needs of a school.


Through activities in performance, composition, musicology and aural, a student:

H3 improvises and composes music using the range of concepts for familiar sound sources reflecting the cultural and historical contexts studied
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
H8 identifies, recognises, experiments with, and discusses the use and effects of technology in music

Music 1 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2009.

Task description

Present a score supported by a live performance or recording of your work in progress. Refer to both your draft composition and material from your portfolio to:

  • outline your influences and discuss how they are reflected in your portfolio and draft composition
  • show how the composition is evolving through discussion of your treatment of musical ideas
  • outline the plan and its progress
  • outline the challenges you have been faced with in developing this composition
  • explain ways in which you have resolved problems that have arisen
  • discuss the problems which you consider still require resolution.

Assessment criteria

Work in progress and material from the student portfolio will be marked using the criteria below:

  • communication of musical intent
  • awareness of musical context
  • idiomatic writing for performance media
  • communication of musical ideas through notation
  • evidence of pre-planning of composition
  • evidence of pre-working of the material.

Music 2

This sample scope and sequence (DOCX 55.2KB) has been provided to assist teachers in planning and structuring their Stage 6 music 2 programs and units of work.

Further information

BBC music is an interactive site including music radio and television programs on demand.

Big ears is an online aural drill for practising interval recognition. Suitable for Stages 4 to 6.

Glencoe online contains five interactive music projects with background information, worksheets, composition activities and links. Covers a range of styles including hip-hop and west African drumming. Uses streaming audio. Suitable for Stages 4 to 6.

Finale notepad is a free download which provides an easy introduction to computer music notation. A simpler version of the full Finale program, it is available for Windows and Macintosh. Finale is easy to use – notes are dragged and dropped onto the staff, lyrics can be added, the music can be played back, printed and saved. Suitable for Stages 3 to 6.

The NSW Education Standards Authority (NESA) Music 1 page contains the syllabus and helpful materials including a sample assessment schedule, HSC advice, specimen exams, HSC marking guidelines, standards materials, past papers additional support information.

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