19th Century Music Year 10 Unit 2


This term we are studying Music from the 19th Century - particularly program music. Unlike most Western Music up until this point in history, program music is structured as a story with many different character themes and plots.

Throughout the term you will be required to keep a webpage up to date with your responses and other tasks. When you have completed all the tasks at the end of the term you will press 'share' at the top of the page, select a category and fill out the other details before sending the link to the teacher to be marked. See the bottom of this page for 'how to' save your link. Some assessments will need to be sent before the end of the term and you will be instructed on how and when you should do that.

**note: much of the content/activities are taken and derived from Rachel Hocking's website

Please organise your webpage in the following order:

Coursework Task: Composition

CHOOSE ONE of the following composition tasks for this term:


You are to compose a piece of music to demonstrate the concept of Structure. You must follow these guidelines:

  • Choose a form: Binary/Ternary/Rondo/Theme and Variation/Strophic
  • Instrument Roles: melody, accompaniment, bass-line and percussion
  • Dynamic Variations


You are to choose a theme from one of the following works:

Chopin’s Nocturne Op 9 No 2

Grieg’s In the Hall of the Mountain King

Brahms Lullaby

Part 1: Notate the theme (4-8 bars in total) and upload a picture of your notation

Part 2: Transform the theme four times:

  1. Change the rhythm
  2. Change the tonality or pitch
  3. Change the tempo
  4. Change using a combination of rhythm, tonality or pitch & tempo

Once completed, record your thematic transformations (4 altogether) and upload them to YouTube. Set your video to 'unlisted'. Copy your YouTube link for each video making sure they have the correct titles as above and put them in your webpage under 'Coursework Task 3: Thematic Transformation'.

Coursework Task: Analysis - TONE COLOUR

Tchaikovsky’s Nutcracker Suite

Use the following Prezi to listen to the work and do some activities on the tone colour of the piece:

  • Using the score as a reference list the instruments used
  • One of the unusual instruments that Tchaikovsky famously included in this suite is the Celeste (Celesta). Watch the video below to hear the Celeste play ‘Dance of the Sugarplum Fairy’. Which instrument does it remind you of?

The Dance of the Sugar Plum Fairy

The Dance of the Sugarplum Fairy uses a structure called Ternary form. This is when a piece of music has three distinct sections: A, B, A.

  • Section A – the main theme
  • Section B – contrast
  • Section A – return of the main theme
  • In addition, a Coda (finishing music) is used at the end of the piece

Copy the information (above) into your Adobe Spark page

Listen to the entire Dance of the Sugar Plum Fairy and take note of the time for each section change:

  • Section A - beginning
  • Section B - 1 minute
  • Section A return - 1 minute 44 seconds
  • Coda - 2 minutes 27 seconds

Answer the following questions:

  1. Which instruments can be clearly heard in Section A?
  2. Which instruments can be clearly heard in Section B?
  3. Which dynamics are used in Section A – piano? forte? crescendo? diminuendo?
  4. Which dynamics are used in Section B - piano? forte? crescendo? diminuendo?
  5. Which section uses plucking strings?
  6. Something different happens at 1 minute 30 – describe what it is
  7. Something different happens in the Coda – describe what it is

Just for fun!

Formal Assessment Task

All information regarding your formal assessment task will be given to you and completed separately to your webpage

How to share your webpage


This unit's practical work will involve weekly video recorded clips demonstrating a skill you are working to achieve on your instrument. You must include an initial post in your diary about what you will be aiming to achieve and the timeframe. You may use the following guide: (feel free to add your own information)

  • My instrument is...
  • I have been playing my instrument for ___ years/months
  • This term the repertoire I am working on is...
  • This term the skill/s I wish to develop is/are...
Created By
Emily Thomas


Created with images by Unsplash - "microphone boy studio"

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