'Oracle'
Composed by Mark Matthews
Published by Wirripang
Home of Australian Composers
CURRICULUM AND TECHNICAL INTEGRATION RESOURCE
Written By
Tiana Earnshaw AMusA, BMus, BLearningDesign
Mark Matthews Australian Composer
Preface
'Oracle' by Australian composer Mark Matthews is a collection of ten piano solos suitable for AMEB Grades 3–5. These pieces offer a rich blend of technical studies and musical expression, covering a diverse emotional palette and a range of pedagogical goals. This teacher guide aligns the pieces with the Australian Curriculum (The Arts – Music), AMEB and ANZCA technical expectations, and includes classroom and private studio applications.
Each piece is presented with key signatures, mood and technical focus areas, and mapped to relevant outcomes. Additional learning experiences are included to support improvisation, composition, performance preparation, and analysis.
Music score is available for purchase at this link, https://www.australiancomposers.com.au/products/oracle
Published by Wirripang Home of Australian Composers
Curriculum Mapping - Years 5-8
1. Explore and Express Ideas (ACAMUM085 / ACAMUM095)
Connections
- Interpret expressive dynamics in ‘Anew' and ‘The Oracle'.
- Use rubato and phrasing from ‘Mistique' to inform personal expression.
- Explore character motifs through tempo in ‘Matilda's Melody'.
2. Develop Technical Skills (ACAMUM086 / ACAMUM096)
Connections
- Practise pedalling techniques from ‘Sundrift' and ‘Hymn for Her'.
- Coordinate hand independence in ‘Fur-Elis-e-tation'.
- Perform phrased arpeggios in ‘Anew' and ‘Twilight'.
3. Compose and Arrange Music (ACAMUM087 / ACAMUM097)
Connections
- Model new compositions on the A-B-A structure in ‘A Sunday at St. Stephens'.
- Explore motivic composition inspired by ‘Matilda's Melody'.
- Harmonise melodies with guidance from ‘Hymn for Her'.
4. Analyse and Reflect (ACAMUR088 / ACAMUR098)
Connections
- Discuss emotional impact of harmony in ‘Mistique' and ‘Oracle'.
- Compare variation technique in ‘Fur-Elis-e-tation' to Beethoven's original.
- Analyse phrasing choices across multiple pieces in group work.
Curriculum Mapping - Years 9-10
Refine and Extend Techniques (ACAMUM099)
Connections
- Use rubato and phrasing from 'tine's theme' and ‘Mistique' in improvisations.
- Adapt harmonic progressions from ‘Hymn for Her' for new arrangements.
- Reharmonise themes from ‘Oracle' or ‘At Twilight' using alternative voicings.
Develop Repertoire and Fluency (ACAMUM100)
Connections
- Rehearse expressive gestures in ‘Sundrift' and ‘Matilda's Melody'.
- Build fluency and tempo control in complex passages from ‘Fur-Elis-e-tation'.
- Use goal-setting strategies during preparation of ‘Anew'.
Compose and Structure (ACAMUM101)
Connections
- Model compositions on ternary and variation forms used in ‘Hymn for Her' and 'At Twilight'.
- Use motivic development techniques from ‘Matilda's Melody'.
- Create contrasting sections using guidance from 'A Sunday at St. Stephens'.
Evaluate and Analyse (ACAMUR104)
Connections
- Analyse stylistic elements and form in ‘Oracle' and ‘Fur-Elis-e-tation'.
- Compare rubato interpretation in multiple recordings of ‘Mistique'.
- Critique phrasing and emotional intent in ‘tine's theme'.
Curriculum Mapping - Years 11-12
While not under the direct Australian Curriculum, senior secondary music courses (e.g. Music Extension, Music General/Specialist) focus on performance mastery, stylistic interpretation, and analysis. 'Oracle' can be used to:
- Prepare solo performance repertoire (e.g. ‘Anew', 'Oracle', 'Fur-Elis-e-tation') to demonstrate expressive control and stylistic interpretation.
- Develop refined expressive phrasing using pieces like 'Mistique', 'tine's theme', and 'At Twilight'.
- Use 'Matilda's Melody' and 'Sundrift' as inspiration for reflective and narrative composition tasks.
- Analyse chord structures and form in ‘Hymn for Her' and 'A Sunday at St. Stephens' to inform compositional planning.
- Compare performance interpretation across different pianists using recorded versions of the pieces.
- Prepare for AMEB and ANZCA repertoire lists with performance-focused feedback and reflective journaling.
Learning Experience Examples Aligned with Curriculum Outcomes
| Year Level | Curriculum Code | Learning Experience Example | Oracle Piece(s) |
|---|---|---|---|
| Years 5–6 | ACAMUM085 | Interpret 'Mistique' using soft dynamics and legato touch to portray misty landscapes. | Mistique |
| Years 5–6 | ACAMUM087 | Compose an 8-bar melody inspired by the main theme of 'Matilda's Melody'. | Matilda's Melody |
| Years 5–6 | ACAMUM088 | Use graphic notation to depict the changing mood in 'At Twilight' | At Twilight |
| Years 5–6 | ACAMUM086 | Identify and discuss the emotional content of 'The Oracle' in class discussion | The Oracle |
| Years 7–8 | ACAMUM097 | Arrange 'Sundrift' as a duet with a variation section created by students. | Sundrift |
| Years 7–8 | ACAMUM098 | Compose a short prelude inspired by 'Tine's Theme' using similar melodic contours | 'Tine's Theme |
| Years 7–8 | ACAMUM097 | Analyse the theme-and-variation form in 'Sundrift' and present findings to peers. | Sundrift |
| Years 7–8 | ACAMUM099 | Create a backing accompaniment for 'Matilda's Melody' in a digital audio workstation. | Matilda's Melody |
| Years 9–10 | ACAMUM099 | Improvise an alternative middle section for 'Hymn for Her' exploring reharmonisation. | Hymn for Her |
| Years 9–10 | ACAMUM099 | Perform 'Hymn for Her' with alternative harmonisations and compare results. | Hymn for Her |
| Years 9–10 | ACAMUM100 | Write a short essay analysing harmonic language in 'A Sunday at St. Stephens'. | A Sunday at St. Stephens |
| Years 9–10 | ACAMUM099 | Collaborate to arrange 'Fur-Elis-e-tation' for a small chamber group. | Fur-Elis-e-tation |
Learning Experience Examples Aligned with Curriculum Outcomes - Continued
| Year Level | Category | Learning Experience Example | Oracle Piece(s) |
|---|---|---|---|
| Years 11–12 | Performance | Perform 'Anew' with refined rubato and submit a reflective journal analysing expressive choices. | Anew |
| Years 11–12 | Composition | Write a new work influenced by the harmonic structure of 'Mystique' | Mystique |
| Years 11–12 | Musicology | Conduct a comparative analysis of 'The Oracle' and a Romantic-era piano work. | The Oracle |
Application in the Classroom
| Use Case | Curriculum Link |
|---|---|
| Perform a selection with expressive dynamics | ACAMUM085 / 095 – performance technique and expression |
| Analyse one piece (e.g. 'Fur-Elis-e-tation') as a class | ACAMUR088 / 098 – analysis of meaning through elements |
| Compose an original work modelled on the theme-and-variation form | ACAMUM087 / 097 – structure, phrasing, modulation |
| Work in pairs to adapt a piece for a small ensemble | Personal & Social Capability + ACAMUM087 |
| Analyse through audio recordings how Mark Matthews uses harmony and structure to evoke mood | Listening + Evaluating (Responding strand) |
Summary Alignment Table
| Curriculum Element | Oracle Relevance |
|---|---|
| ACAMUM085 / ACAMUM095 | Development of expressive playing, phrasing, dynamics |
| ACAMUM086 / ACAMUM096 | Technical fluency, pedal technique, rhythm control |
| ACAMUM087 / ACAMUM097 | Composition models and harmonic structure |
| ACAMUR088 / ACAMUR098 | Score interpretation and emotional/structural analysis |
| ACAMUM099 / ACAMUM100 / ACAMUM101 | Improvisation, rehearsal discipline, advanced composition |
| ACAMUR104 | Critical reflection and stylistic analysis |
| General Capabilities | Literacy, creativity, emotional expression, collaboration |
Oracle Lesson Pack - Years 5-12
Sample Lesson Activities
- Years 5–6 – ACAMUM085: Interpret 'Mistique' using soft dynamics and gentle phrasing.
- Years 5–6 – ACAMUM087: Compose an 8-bar melody based on the opening motif of 'Matilda's Melody'.
- Years 7–8 – ACAMUM097: Create a duet arrangement of 'Sundrift' using pedal tones and harmonics.
- Years 9–10 – ACAMUM099: Improvise a new middle section for ‘Hymn for Her' experimenting with harmonic variation.
- Years 11–12 – Performance: Perform 'Anew' with expressive rubato and submit a reflective performance journal.
Oracle Classroom Learning Wall
Performance Focus
Use phrasing and rubato to evoke character in each piece.
Composition Focus
- Model new works on the A-B-A form in 'A Sunday at St. Stephens' or theme-and-variation in ‘Sundrift'.
Listening Focus
What emotional stories or settings do the pieces convey?
Analysis Focus
Which musical elements are used in ‘Oracle' and how do they support the mood?
Collaboration
Arrange or rehearse ‘Tine's theme' as a small group performance.
Private Teaching Pedagogy: Oracle & AMEB Technical Work Mapping (Grades 3–5)
| Piece | AMEB Grade | Key | Technical Features | Matching AMEB Technical Work |
|---|---|---|---|---|
| Anew | 5 | D minor | Expressive phrasing, rubato | Arpeggios, tempo control |
| Mistique | 4 | F major | Mood and dynamics | Legato, soft pedal technique |
| A Sunday at St. Stephens | 3 | D major | Performance preparation | Phrasing, 8va reading |
| 'Tine's theme | 4 | B major | Melodic variation | Hand independence |
| Hymn for Her | 4 | F major | Chordal voicing | Dynamic control |
| Matilda's Melody | 3 | D minor | Motivic development | Tempo restraint |
| The Oracle | 3 | G minor | Narrative expression | Rubato, harmonic shifts |
| Sundrift | 3 | D minor | Theme variation | Pedalling, crescendos |
| At Twilight | 4 | D major | Form and mood | Dynamic shaping |
| Fur-Elis-e-tation | 4 | A minor | Classical interpretation | Articulation, thematic variation |
Private Teaching Pedagogy: Oracle & ANZCA Technical Work Mapping (Grades 3–5)
| Piece | Grade Level | Technical Features | Related ANZCA Technical Work |
|---|---|---|---|
| Anew | 5 | Broken chord texture, rubato | Arpeggio studies, expressive phrasing |
| Mistique | 4 | Gentle dynamic shaping | Interpretive studies |
| A Sunday at St. Stephens | 3 | Octave displacement | Melodic extension practice |
| tine's theme | 4 | Melody-led phrasing | Right-hand agility and phrasing |
| Hymn for Her | 4 | Full chord voicing | Chordal voicing studies |
| Matilda's Melody | 3 | Motif development | Creative musical development |
| The Oracle | 3 | Rubato expression | Minor key studies, harmonic interpretation |
| Sundrift | 3 | Variation and theme development | Form and dynamics control |
| At Twilight | 4 | Dynamic contour, rhythmic variation | Articulated phrasing |
| Fur-Elis-e-tation | 4 | Rhythmic and melodic extension | Classical variation studies |
Endnote
Thank you for exploring 'Oracle' by Mark Matthews within your music teaching practice. This teacher pack supports integration of the album into classroom and studio learning for students in Years 5–12. With connections to both AMEB and ANZCA standards, the pieces serve as valuable resources for performance, composition, and musical understanding.
The 'Oracle' audio music album is available through Remarkable Music. We encourage you to explore recordings of each piece on streaming platforms for further inspiration.
Music score is available for purchase at this link, https://www.australiancomposers.com.au/products/oracle
