Music
Years 7–10
Syllabus
June 2003
© 2003
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June 2003
ISBN 1 7409
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2003250
Contents
1 Introduction.................................................................................................................... 5
1.1 The K–10 Curriculum............................................................................................ 5
1.2 Students with Special Education Needs............................................................... 6
2 Rationale......................................................................................................................... 8
3 The Pathway of
Learning for Music in the K–12 Curriculum........................................ 9
4 Aim............................................................................................................................... 10
5 Objectives..................................................................................................................... 11
6 Outcomes...................................................................................................................... 12
7 Content......................................................................................................................... 14
7.1 Organisation of Content...................................................................................... 14
7.2 Content Overview............................................................................................... 16
7.3 Content for Stage 4............................................................................................. 23
7.4 Content for Stage 5............................................................................................. 30
8 Life Skills Outcomes
and Content................................................................................ 40
8.1 Outcomes............................................................................................................. 40
8.2 Content................................................................................................................ 41
9 Continuum of Learning
in Music K–10........................................................................ 49
9.1 Stage Outcomes................................................................................................... 49
9.2 Stage Statements................................................................................................. 52
10 Assessment.................................................................................................................... 56
10.1 Standards............................................................................................................. 56
10.2 Assessment for Learning..................................................................................... 56
10.3 Reporting............................................................................................................. 58
10.4 Choosing Assessment Strategies......................................................................... 59
1.1 The
K–10 Curriculum
This
syllabus has been developed within the parameters set by the Board of Studies
NSW in its K–10 Curriculum Framework. This
framework ensures that K–10 syllabuses and curriculum requirements are designed
to provide educational opportunities that:
·
engage and challenge all students to maximise
their individual talents and capabilities for lifelong learning
·
enable all students to develop positive
self-concepts and their capacity to establish and maintain safe, healthy and
rewarding lives
·
prepare all students for effective and
responsible participation in their society, taking account of moral, ethical
and spiritual considerations
·
encourage and enable all students to enjoy
learning, and to be self-motivated, reflective, competent learners who will be
able to take part in further study, work or training
·
promote a fair and just society that values
diversity
·
promote continuity and coherence of learning,
and facilitate the transition between primary and secondary schooling.
The
framework also provides a set of broad learning outcomes that summarise the
knowledge, understanding, skills, values and attitudes essential for all
students to succeed in and beyond their schooling. These broad learning
outcomes indicate that students will:
·
understand, develop and communicate ideas and
information
·
access, analyse, evaluate and use information
from a variety of sources
·
work collaboratively with others to achieve
individual and collective goals
·
possess the knowledge and skills necessary to
maintain a safe and healthy lifestyle
·
understand and appreciate the physical,
biological and technological world and make responsible and informed decisions
in relation to their world
·
understand and appreciate social, cultural,
geographical and historical contexts, and participate as active and informed
citizens
·
express themselves through creative activity and
engage with the artistic, cultural and intellectual work of others
·
understand and apply a variety of analytical and
creative techniques to solve problems
·
understand, interpret and apply concepts related
to numerical and spatial patterns, structures and relationships
·
be productive, creative and confident in the use
of technology and understand the impact of technology on society
·
understand the work environment and be equipped
with the knowledge, understanding and skills to evaluate potential career
options and pathways
·
develop a system of personal values based on
their understanding of moral, ethical and spiritual matters.
The
ways in which learning in the Music Years
7–10 Syllabus contributes to the curriculum and to the student’s
achievement of the broad learning outcomes are outlined in the syllabus
rationale.
In
accordance with the K–10 Curriculum
Framework, the Music Years 7–10 Syllabus takes into account
the diverse needs of all students. It identifies essential knowledge,
understanding, skills, values and attitudes. It enunciates clear standards of
what students are expected to know and be able to do in Years 7–10. It provides
structures and processes by which teachers can provide continuity of study for
all students, particularly to ensure successful transition through Years 5 to 8
and from Year 10 to Year 11.
The
syllabus also assists students to maximise their achievement in Music through
the acquisition of additional knowledge, understanding, skills, values and
attitudes. It contains advice to assist teachers to program learning for those
students who have gone beyond achieving the outcomes through their study of the
essential content.
In
the K–6 curriculum, students with special education needs are provided for in
the following ways:
·
through the inclusion of outcomes and content in
syllabuses which provide for the full range of students
·
through the development of additional advice and
programming support for teachers to assist students to access the outcomes of
the syllabus
·
through the development of specific support
documents for students with special education needs
·
through teachers and parents planning together
to ensure that syllabus outcomes and content reflect the learning needs and
priorities of students.
Students
with special education needs build on their achievements in K–6 as they
progress through their secondary study and undertake courses to meet the
requirements for the School Certificate.
It
is necessary to continue focusing on the needs, interests and abilities of each
student when planning a program for secondary schooling. The program will comprise
the most appropriate combination of courses, outcomes and content available.
Life Skills
For
most students with special education needs, the outcomes and content in
sections 6 and 7 of this syllabus will be appropriate but for a small
percentage of these students, particularly those with an intellectual
disability, it may be determined that these outcomes and content are not
appropriate. For these students the Life Skills outcomes and content in section
8 and the Life Skills assessment advice below can provide the basis for
developing a relevant and meaningful program.
Access to Life Skills
outcomes and content in Years 7–10
A
decision to allow a student to access the Music Years 7–10 Life Skills outcomes
and content should include parents/carers and be based on careful consideration
of the student’s competencies and learning needs.
The
decision should establish that the outcomes and content in sections 6 and 7 of
the Music Years 7–10 Syllabus are not
appropriate to meet the needs of the student. Consideration should be given to
whether modifications to programs and to teaching, including adjustments to
learning activities and assessment, would enable the student to access the
syllabus outcomes and content.
As
part of the decision to allow a student to access the Music Years 7–10 Life
Skills outcomes and content, it is important to identify relevant settings,
strategies and resource requirements that will assist the student in the
learning process. Clear time frames and strategies for monitoring progress,
relevant to the age of the student, need to be identified and collaborative
plans should be made for future needs.
It
is not necessary to seek permission of the Office of the Board of Studies for
students to undertake the Music Years 7–10 Life Skills outcomes and content, nor is it necessary to submit planning
documentation.
Life Skills assessment
Each
student undertaking a Music Years 7–10 Life Skills course will have specified
outcomes and content to be studied. The syllabus content listed for each
outcome forms the basis of learning opportunities for students.
Assessment
should provide opportunities for students to demonstrate achievement in
relation to the outcomes and to generalise their knowledge, understanding and
skills across a range of situations or environments including the school and
the wider community.
Students
may demonstrate achievement in relation to Music Years 7–10 Life Skills
outcomes independently or with support. The type of support will vary according
to the particular needs of the student and the requirements of the activity.
Examples of support may include:
·
the provision of extra time
·
physical and/or verbal assistance from others
·
the provision of technological aids.
All students should have
the opportunity to develop their musical abilities and potential. As an
artform, music pervades society and occupies a significant place in world
cultures and in the oral and recorded history of all civilisations. It uses a
unique symbol system that uses sound to imply meaning and convey information,
and has the capacity to cross cultural and societal boundaries. Music plays
important roles in the social, cultural, aesthetic and spiritual lives of
people. At an individual level, music is a medium of personal expression. It
enables the sharing of ideas, feelings and experiences.
The study of music combines
the development of affective, cognitive and psychomotor domains in the act of
making music. It allows for the expression of emotion and imagination, the
intellect and the exploration of values. Music fosters an understanding of
continuity and change, and of the connections between different times and
cultures. The nature of musical study also allows students to develop their
capacity to manage their own learning, engage in problem-solving, work
collaboratively and engage in activity that reflects the real world practice of
performers, composers and audiences. The study of music fosters knowledge,
understanding and skills that contribute to lifelong processes of learning and
to the appreciation and enjoyment of music.
While students will develop
knowledge and skills in each of the individual areas of performing, composing
and listening, the integration of experiences in these areas enhances the
understanding and manipulation of the concepts of music in differing musical
contexts.
The purpose of the Years
7–10 syllabus is to provide students with the opportunity to build on the
knowledge, understanding, skills, values and attitudes gained in Stage 3 and
encourage the desire to continue learning in formal and informal musical
settings beyond Stage 5. Music Years 7–10 provides students with opportunities
to extend their musical knowledge and the Music Elective course will serve as a
pathway for further formal study in Music 2 in Stage 6.
The curriculum structure is
adaptable enough to meet the needs and abilities of students whose interests
range from the broadly based to the pursuit of specialised musical knowledge
and skills.
4 Aim
The aim of the Music Years
7–10 Syllabus is to provide students with the opportunity to acquire the
knowledge, understanding and skills necessary for active engagement and
enjoyment in performing, composing and listening, and to allow a range of music
to have a continuing role in their lives.
5 Objectives
Students will develop
knowledge, understanding and skills in the concepts of music through:
·
performing
as a means of self-expression, interpreting musical symbols and developing solo
and/or ensemble techniques
·
composing
as a means of self-expression, musical creation and problem solving
·
listening
as a means of extending aural awareness and communicating ideas about music
in social, cultural and historical contexts.
Values and attitudes
Students will value and
appreciate:
·
the aesthetic value of music and the enjoyment
of engaging in performing, composing and listening.
Students will:
|
Stage 4 Outcomes
A student:
|
Stage 5 Outcomes
A student:
|
||
develop knowledge,
understanding and skills in the musical concepts through
performing as a means of
self-expression, interpreting musical symbols and developing solo and/or
ensemble techniques
|
4.1
|
performs in a range
of musical styles demonstrating an understanding of musical concepts
|
5.1
|
performs repertoire
with increasing levels of complexity in a range of musical styles
demonstrating an understanding of the musical concepts
|
4.2
|
performs music
using different forms of notation and different types of technology across a
broad range of musical styles
|
5.2
|
performs repertoire
in a range of styles and genres demonstrating interpretation of musical
notation and the application of different types of technology
|
|
4.3
|
performs music demonstrating
solo and/or ensemble awareness
|
5.3
|
performs music
selected for study with appropriate stylistic features demonstrating solo and
ensemble awareness
|
|
develop knowledge,
understanding and skills in the musical concepts through composing as a means of self-expression, musical creation and
problem-solving
|
4.4
|
demonstrates an
understanding of musical concepts through exploring, experimenting,
improvising, organising, arranging and composing
|
5.4
|
demonstrates an
understanding of the musical concepts through improvising, arranging and
composing in the styles or genres of music selected for study
|
4.5
|
notates
compositions using traditional and/or non-traditional notation
|
5.5
|
notates own
compositions, applying forms of notation appropriate to the music selected
for study
|
|
4.6
|
experiments with
different forms of technology in the composition process
|
5.6
|
uses different
forms of technology in the composition process
|
|
develop knowledge,
understanding and skills in the musical concepts through listening as a means of extending aural awareness and
communicating ideas about music in social, cultural and historical contexts
|
4.7
|
demonstrates an
understanding of musical concepts through listening, observing, responding,
discriminating, analysing, discussing and recording musical ideas
|
5.7
|
demonstrates an
understanding of musical concepts through the analysis, comparison, and
critical discussion of music from different stylistic, social, cultural and
historical contexts
|
|
4.8
|
demonstrates an
understanding of musical concepts through aural identification and discussion
of the features of a range of repertoire
|
5.8
|
demonstrates an
understanding of musical concepts through aural identification,
discrimination, memorisation and notation in the music selected for study
|
4.9
|
demonstrates
musical literacy through the use of notation, terminology, and the reading
and interpreting of scores used in the music selected for study
|
5.9
|
demonstrates an
understanding of musical literacy through the appropriate application of
notation, terminology, and the interpretation and analysis of scores used in
the music selected for study
|
|
4.10
|
identifies the use
of technology in the music selected for study, appropriate to the musical
context
|
5.10
|
demonstrates an
understanding of the influence and impact of technology on music
|
|
value and
appreciate the aesthetic value of all music and the enjoyment of engaging in
performing, composing and listening
|
4.11
|
demonstrates an
appreciation, tolerance and respect for the aesthetic value of music as an
artform
|
5.11
|
demonstrates an
appreciation, tolerance and respect for the aesthetic value of music as an
artform
|
|
4.12
|
demonstrates a
developing confidence and willingness to engage in performing, composing and
listening experiences
|
5.12
|
demonstrates a
developing confidence and willingness to engage in performing, composing and
listening experiences
|
Life Skills
For
some students with special education needs, particularly those students with an
intellectual disability, it may be determined that the above outcomes are not
appropriate. For these students, Life Skills outcomes and content can provide
the basis for the development of a relevant and meaningful program – see
section 8.
The Music
Years 7–10 Syllabus builds on the artform of Music in the Creative Arts K–6 Syllabus (2000) and
has the same conceptual base and theoretical underpinnings. It contains both a
mandatory and elective course.
The mandatory course provides a
foundation in Music for all students.
The elective course will build
sequentially from the mandatory course and is designed for students in Years
7–10 who wish to extend their musical experiences and learning. The knowledge,
understanding and skills gained in the course provide a firm foundation for the
study of Music in Stage 6.
The Mandatory course is based on 100
indicative hours of classroom music. The Elective course can be implemented as
either a 100-hour or 200-hour course for the award of a School Certificate.
In the Music Mandatory and Elective
courses, students will study:
·
the concepts of music
·
through the learning experiences of performing,
composing and listening
·
within the context of a range of styles, periods
and genres.
Concepts of music
·
duration
·
pitch
·
dynamics and expressive techniques
·
tone colour
·
texture
·
structure
Learning experiences
·
performing
·
composing
·
listening
Contexts
The mandatory course requires students to
study a broad range of contexts, including art music.
The elective course requires students to
study one compulsory topic – Australian Music – as well as a number of other
topics from two defined groups that aim to provide depth and breadth of musical
study.
Essential content
In the mandatory course, essential
content refers to students engaging in the concepts of music, learning
experiences and various contexts. Students are to be exposed to a broad range
of repertoire. This must include an exposure to art music as well as a range of
music that reflects the diversity of Australian culture.
In the elective course, essential content
refers to students engaging in the concepts of music, learning experiences and
various contexts. Students must also study a compulsory topic – Australian
Music – as well as a number of additional topics depending on the pattern of
implementation chosen.
Additional content
In the mandatory course, additional
content refers to students engaging in the concepts of music, learning
experiences and various contexts and can be approached through the study of
additional contexts. However, teachers will routinely make decisions about the
complexity of the repertoire used for study that will assist them in
broadening, deepening and extending student learning within this course.
In the elective course, additional
content refers to students engaging in the concepts of music, learning
experiences and various contexts. The syllabus describes implementation
patterns for 100-hour study and 200-hour study. Schools that choose to offer
additional hours beyond 200 hours can engage in further topics or may develop
topics of their own.
Life Skills
Life Skills outcomes and content are in
section 8 of the syllabus.
7.2 Content
Overview
The concepts of music
Duration
Duration
refers to the lengths of sounds and silences in music and includes the aspects
of beat, rhythm, metre, tempo, pulse rates and absence of pulse.
Students should be able to manipulate and
discuss the following aspects of duration as relevant to the music studied:
·
beat: the underlying pulse in music
·
metre: the groupings of beats
·
tempo: the speed of the beat. Music may be
relatively fast or slow and may become faster or slower
·
rhythm: patterns of long and short sounds and
silences found in music.
Pitch
Pitch
refers to the relative highness and lowness of sounds. Important aspects
include high, low, higher and lower pitches, direction of pitch movement,
melody, harmony, indefinite and definite pitch.
Students should be able to manipulate and
discuss the following aspects of pitch as relevant to the music studied:
·
high/low: pitches can be comparatively high or
low
·
indefinite pitch: non-melodic sounds, for
example, the speaking voice
·
definite pitch: melodic sounds, for example, the
singing voice
·
direction of pitch movement: up, down, same
level
·
melody: a succession of pitches
·
harmony: two or more pitches sounding together
·
tonality: the effect created by the observance
of a particular scale pattern.
Dynamics and expressive techniques
Dynamics
refer to the volume of sound. Important aspects include the relative softness
and loudness of sound, change of loudness (contrast), and the emphasis on
individual sounds (accent).
Expressive
techniques refer to the musical detail that articulates a style or
interpretation of a style.
Students should be able to manipulate and
discuss the following aspects of dynamics and expressive techniques as relevant
to the music studied:
·
a range of dynamics, including gradations
·
articulations
·
gradations of tempo used for expressive effect,
for example, rubato
·
stylistic indications.
Tone colour
Tone colour refers to that aspect
of sound that allows the listener to identify the sound source or combinations
of sound sources.
Students
should be able to manipulate and discuss the following aspects of tone colour
as relevant to the music studied:
·
sound source material, for example, wood, metal,
string, skin, electronic and vocal
·
combination of sound sources, for example,
single voice, multiple voices, voices accompanied or unaccompanied by
instruments
·
method of sound production, for example,
blowing, hitting, plucking, scraping and shaking.
Texture
Texture
results from the way voices and/or instruments are combined in music.
Students should be able to manipulate and
discuss the following aspects of texture as relevant to the music studied:
·
the layers of sound and their function
·
the roles of instruments and/or voices.
Structure
Structure
refers to the idea of design or form in music. In organising sound the concepts
of duration, dynamics, pitch and tone colour are combined in some way for a
particular purpose. Structure relates to the ways in which music sounds the
same (or similar) and/or different.
Students should be able to manipulate and
discuss the following aspects of structure as relevant to the music studied:
·
phrases
·
motifs
·
repetitive patterns (eg riffs, ostinati, ground
bass)
·
techniques of call and response/question and
answer
·
traditional and non-traditional patterns of
musical structure
·
structures used in single pieces of music (eg
song form, da capo aria)
·
multi-movement structures (eg symphony).
Learning experiences
In designing teaching programs, teachers
should provide a program that balances work in each of the learning
experiences. Learning in music occurs best when these experiences are
integrated with each other.
In selecting repertoire for performing,
composing and listening, teachers should provide a balance, where possible, of
female and male composers and performers. They should also explore the key
roles that performers, composers, critics and others play in the music
industry.
Performing
Performing refers to participating in any
form of practical music making in solo and/or ensemble situations. The
development of performance skills should be fostered by providing performance
opportunities in a variety of media, styles and genres according to individual needs,
interests, abilities and school resources.
Composing
Composing refers to organising sound. The
development of skills in composing results from continued involvement in a wide
range of experiences in classroom activities. This should include both individual
and group work. Activities can range from the simple to the complex and at
times may involve relatively small tasks that can be synthesised into more
complete pieces of music.
Listening
Listening refers to the ability to hear,
understand and respond to a wide range of musical styles, periods and genres.
Listening involves the ability to discriminate between sounds and to make
judgements about their use in a range of repertoire. In Music Years 7–10,
listening also involves studying sound in relation to musical scores to
understand how composers have used and manipulated the concepts of music in
their works.
Contexts
Students study music from a variety of
contexts. These contexts (styles, periods and genres) are usually studied
through specific topics. However, teachers of the mandatory course may use
alternative methods from the study of topics. Both the mandatory and elective
courses have specific requirements regarding contexts.
Technology in music
Any instrument can be regarded as a piece
of technology — a tool that can be used by a musician to make music.
Technological development has always been a feature of music.
For example, the improved construction of the piano in the eighteenth century and
the incorporation of valves into brass instruments in the nineteenth century had a
significant impact on the way these instruments were used and the music that was
composed for them.
For example, the improved construction of the piano in the eighteenth century and
the incorporation of valves into brass instruments in the nineteenth century had a
significant impact on the way these instruments were used and the music that was
composed for them.
Musicians are avid consumers of new
technologies. Advances during the twentieth and twenty-first centuries have
influenced and will continue to influence the ways in which musicians work,
both in terms of the instruments they play and the means by which they record
and share their performances.
Ongoing developments in analog and
digital electronics have meant that musicians have access to a wide range of
new instruments and sounds as well as the means to record and manipulate
sounds. Synthesisers, sequencers, non-linear recording and editing systems are everyday
tools of many musicians.
Teachers are encouraged to use the full
range of technologies available to them, in the classroom and in the wider
school context. For further details refer to the Information and Communication
Technologies cross-curriculum content.
Improvisation in Music Years 7–10
Improvisation is the simultaneous
creation and performance of music. It has an important function as a tool for
developing knowledge, understanding and skills in a variety of aspects of
music. The improviser draws on known information and seeks to re-order it to
produce something different.
There are many types of improvisation.
The role it plays varies in different genres, periods and styles of music. For
example, improvisation or extemporisation in baroque music is an important
stylistic feature for study.
Additionally, the performance of most contemporary popular music
involves improvisation. It may occur in one section of a piece of music or may
be the form of production of the entire piece, particularly in jazz.
Teachers are encouraged to include
improvisation as an integral part of teaching programs. Working with
improvisation can begin at very basic levels of experimenting with sounds
within set parameters to complex improvisations. Teachers should consider the musical
development of the students and encourage the skill of improvisation at every
level.
Cross-curriculum content
Cross-curriculum content
assists students to achieve the broad learning outcomes defined in the Board of
Studies K–10 Curriculum Framework. It
is incorporated in the content of the Music
Years 7–10 Syllabus in the following ways:
Information and Communication Technologies (ICT)
ICT
is integrated into the Music course to provide opportunities for students to
access computer-based technologies reflecting everyday practice which will
assist in the achievement of outcomes. This is especially so for the use of
computer-based notational and performance software that is integrated into the
learning experiences of performing, composing and listening.
Students
are required to engage with ICT throughout the Music course in a variety of
ways. In the mandatory and elective courses students must engage with:
·
simulation/modelling using computer-based
notational and performance software that is integrated into the learning
experiences of performing, composing and listening.
The range of technologies
available to them may include:
·
a variety of computer hardware and software
which can be used to teach a range of theoretical, aural and compositional
skills
·
the internet as a tool for research and learning
·
computers and digital instruments that can be
linked by MIDI (Musical Instrument Digital
Interface) and programs for composing, performing, notating and reproducing
music
·
file transfer systems, such as MIDI
files and MP3s, that can be used to share musical ideas between members of a
class, between students and teachers, or across the internet
·
non-linear recording and editing systems that
allow for the recording and transformation of musical performances.
Throughout the mandatory and
elective courses students should, where appropriate, use the following ICT
applications:
·
word processing to assist in the preparation of
reports and reviews that reflect the nature of study in Music
·
multimedia to create presentations that include
graphic and auditory components
·
creation of digitally generated and manipulated
music
·
graphics-based programs to create
non-traditional notation
·
electronic communication for research. This may
include information about composers, performing groups, music in other
cultures, and recordings, as well as access to MIDI
files.
Work, Employment and Enterprise
Students in the mandatory
and elective courses will develop an understanding of the role of performers,
composers, and critics/writers, as well as other key roles in the music
industry. Composition and performance encourage students to work innovatively
and creatively with available resources in real world situations. The listening
component of the syllabus develops students’ critical ear. It contributes to
the way that students evaluate, synthesise and analyse musical works. As
students develop their knowledge, understanding and skills in performing,
composing and listening, they should be made aware of the opportunities that
these skills can offer them in the world of work.
Aboriginal and Indigenous
Teachers in the mandatory
and elective courses will embed aspects of Aboriginal and Indigenous
cross-curriculum content in the content of Music, especially in the study of
contexts throughout Years 7–10. Content should allow students to develop an understanding
of the importance of language and the arts for maintaining culture, and to
become aware of the links between cultural expression and spirituality.
Students should be encouraged to study music within its cultural context and
recognise the coexistence of both traditional and contemporary Aboriginal and
Indigenous music.
Civics and Citizenship
Students in the mandatory
and elective courses will be given the opportunity to investigate the cultural
heritage of music in this country through topics such as Australian Music. They
will explore the work of particular Australian composers and performers who
have contributed to the artistic life of the country. This could also be
achieved through an examination of the growth and development of Australian composition
in the twentieth and twenty-first centuries.
Environment
In
the mandatory and elective courses the notion of interactions between the
natural and built environments can be achieved through the realisation that music performances exist beyond
a concert hall environment. Teachers may choose to focus on various composers
and performers who explore the possibilities of music by creating soundscapes for natural and built environments
around Australia
and overseas. Teachers may also focus on the representation of the environment
in composers’ music in a range of styles, periods and genres.
Gender
Students in the mandatory
and elective courses will focus on the musical achievements of female and male
composers, performers and researchers. Teachers should explore the contribution
of significant women in the male-dominated fields of composition, performing
and conducting. Teachers should also be mindful of gender associations with
particular instruments and ensure that all students have equal encouragement and
access to the range of instruments available.
Key Competencies
In the mandatory and
elective courses content will provide scope within the content for students to
explore the key competencies. Key competencies
are embedded in the Music curriculum to enhance student learning. The key
competencies of collecting, analysing and organising information, communicating ideas
and information, and planning
and organising activities are integral to the nature of music
education. Students work as individuals and in ensembles in classroom
activities, and through this the key competency of working with others and in teams is addressed. The nature of music
requires students to consistently engage in problem-solving activities, thus
addressing the key competency of problem-solving. Patterning,
sequencing and the mathematical principles involving shape, volume, density and
repetition are an essential component of aural skills and musical composition
and align with the key competency of using mathematical ideas and techniques.
Throughout the study of music, students incorporate technological perspectives
into their work, which addresses the key competency of using technology.
Literacy
In the mandatory and
elective courses students will explore literacy by describing, classifying and
interpreting meaning from a range of sources, including textual, sound, graphic
and multimedia sources. They learn to critically evaluate information and
prepare work for different audiences (eg a written report and a review of a
performance). Students will become familiar with and use an increasing music
vocabulary in both oral and written forms and will also develop significant
skills in music literacy as a result of their engagement with this syllabus,
which prepares them for the requirements of Music 2 in Stage 6.
Multicultural
In the mandatory and
elective courses students will be provided with opportunities to develop
understanding and appreciation of a variety of cultural contexts. This could
include the study of music of other cultures, folk music and world music as
well as the diversity of music within Australia . Content should allow
students to develop an understanding of the importance of the arts for
maintaining culture and as a means of cultural expression.
Numeracy
In the mandatory and
elective courses the development of numeracy skills will be evident in students
developing an understanding of traditional notation, a symbol system that
relies on developing an understanding of patterns and fractions. The
development of skills in traditional notation are evident in Music content.
Across the Years 7–10
curriculum there are other areas of cross-curriculum content that all students
will experience through the mandatory curriculum. The additional area of
cross-curriculum content is Difference and Diversity.
Performing – Mandatory Course
Objective
Students will develop
knowledge, understanding and skills in the musical concepts through performing as a means of self-expression, interpreting musical
symbols and developing solo and/or ensemble techniques.
Outcomes
A student:
4.1 performs in a range of
musical styles demonstrating an understanding of musical concepts
4.2 performs music using
different forms of notation and different types of technology across a broad
range of musical styles
4.3 performs music
demonstrating solo and/or ensemble awareness
|
|
Students learn
to:
|
Students learn
about musical concepts through:
|
·
perform music through singing, playing and
moving to a range of repertoire
|
·
recognising the use of musical concepts in
various repertoire characteristic of the topics studied
|
·
perform musical compositions and arrangements
individually and/or in groups
|
·
understanding how the concepts of music are
used and manipulated in compositions and arrangement
|
·
perform music that uses different forms of
musical notation and technologies
|
·
understanding various forms of musical
notation used in the repertoire studied
|
Teachers should also refer to the
detailed information on the concepts of music, learning experiences and
contexts provided on pages 26–29.
Composing – Mandatory Course
Objective
Students will develop knowledge,
understanding and skills in the musical concepts through composing as a means of self-expression, musical creation and
problem-solving.
Outcomes
A student:
4.4 demonstrates an
understanding of musical concepts through exploring, experimenting,
improvising, organising, arranging and composing
4.5 notates compositions
using traditional and/or non-traditional notation
4.6
experiments with different forms of technology in the
composition process
|
|
Students learn
to:
|
Students learn
about musical concepts through:
|
·
experiment and improvise both individually and
in groups using stimulus characteristic of the repertoire studied
|
·
experimenting and improvising music
representative of various styles, periods and genres
|
·
organise musical ideas into simple
compositions both individually and in groups
|
·
creating simple compositions both individually
and in groups
|
·
explore forms of musical notation, including
computer-based applications, as a method of recording their own musical ideas
|
·
notating compositions using various forms of
traditional and non-traditional notation
|
Teachers should also refer to the
detailed information on the concepts of music, learning experiences and
contexts provided on pages 26–29.
Listening – Mandatory Course
Objective
Students will develop knowledge,
understanding and skills in the musical concepts through listening as a means of extending aural awareness and communicating
ideas about music in social, cultural and historical contexts.
Outcomes
A student:
4.7 demonstrates an
understanding of the musical concepts through listening, observing,
responding, discriminating, analysing, discussing and recording musical ideas
4.8 demonstrates an
understanding of musical concepts through aural identification and discussion
of the features of a range of repertoire
4.9 demonstrates musical
literacy through the use of notation, terminology, and the reading and
interpreting of scores used in the music selected for study
4.10 identifies the use of
technology in the music selected for study, appropriate to the musical
context
|
|
Students learn
to:
|
Students learn
about musical concepts through:
|
·
listen to and analyse a range of repertoire
|
·
aurally exploring music of various styles,
periods and genres
|
·
identify how concepts of music have been used
and manipulated in a range of repertoire
|
·
identifying, understanding and describing how
the concepts of music have been used and manipulated
|
·
respond to the range of repertoire used for
listening
|
·
responding to and discussing the varying
repertoire used in class and in the world of music
|
Teachers should also refer to the
detailed information on the concepts of music, learning experiences and
contexts provided on pages 26–29.
Life Skills
For some students with special education
needs, particularly those students with an intellectual disability, it may be
determined that the above content is not appropriate. For these students, Life
Skills outcomes and content can provide the basis for the development of a
relevant and meaningful program – see section 8.
The concepts of music in the mandatory course
Duration
Repertoire chosen for performing,
composing and listening activities in the mandatory course should demonstrate:
·
a steady beat at various tempi
·
a changing beat at various tempi
·
duple, triple and quadruple time signatures
·
metric groupings of two and three notes and
rests in simple and compound time.
Throughout the mandatory course, students
should have experience in using the following notation:
·
rhythmic devices such as syncopation.
Pitch
Repertoire chosen for performing,
composing and listening activities in the mandatory course should demonstrate:
·
high and low
·
definite and indefinite pitch
·
pitch direction and contour
·
steps, leaps and repeated notes
·
simple melodies and melodic patterns,
particularly in pentatonic, modal and major tonality
·
simple accompaniments, particularly in
pentatonic and major tonality
·
combination of pitches
·
chords, particularly I, IV, V and V7
·
methods of notating pitch, both traditional and
non-traditional
·
treble and bass clefs.
Dynamics and expressive techniques
Repertoire chosen for performing,
composing and listening activities in the mandatory course should demonstrate:
·
a range of dynamics, including dynamic
gradations
·
articulations (eg legato, staccato)
·
a range of tempi, including tempo gradations
·
musical directions as appropriate to the
repertoire studied.
Tone colour
Repertoire chosen for performing,
composing and listening activities in the mandatory course should demonstrate:
·
the use of voices
·
the use of instruments
·
combinations of instruments and voices
·
a variety of sound production methods (eg
scraping, plucking, shaking, blowing etc)
·
a variety of sound source materials, including
electronic and computer-generated sounds.
Texture
Repertoire
chosen for performing, composing and listening activities in the mandatory
course should demonstrate:
·
the use of layers of sound
·
the roles of instruments and voices (eg melody
and accompaniment).
Structure
Repertoire chosen for performing,
composing and listening activities in the mandatory course should demonstrate:
·
phrases
·
motifs
·
themes
·
repetition and contrast
·
riffs
·
ostinati
·
question and answer, call and response
·
sequences
·
simple structures as appropriate to the
repertoire studied (eg binary, ternary, verse, chorus etc)
·
introduction and coda.
The learning experiences in the mandatory course
Performing
In particular, students in the mandatory
course will have experiences in:
·
singing
·
playing instruments and other sound sources both
melodic and non-melodic
·
moving to a musical stimulus
·
improvising
·
accompanying
·
interpreting different forms of notation
·
using different types of technology for
performance.
Composing
In particular, students in the mandatory
course will have experiences in:
·
exploring, experimenting, improvising,
organising, arranging and composing using a variety of sound sources and
movement activities
·
experimenting with computer-based technologies
to create compositions
·
notating compositions using non-traditional
notation, which may be self-devised
·
notating compositions using traditional
notation.
Listening
In particular, students in the mandatory
course will have experiences in:
·
listening, observing, discussing and responding
in oral and written form to a range of repertoire
·
listening, observing, discussing and responding
in oral and written form to how composers have used the concepts of music in
their works
·
reading and interpreting simple musical scores
·
identifying and investigating the role
technology has played in music throughout the ages.
Contexts in the mandatory course
The emphasis in the mandatory course is
on students gaining a general experience in the study of music. The repertoire
used with students must be varied and reflect students’ needs, experiences,
expectations, backgrounds and levels of musical development. This repertoire
must be designed to extend and enrich students’ musical experiences. The study
of a range of musical contexts will provide a strong foundation for further
musical development in the Music elective course.
Musical study in the mandatory course
must emphasise a range of repertoire that allows students to explore and
experience the concepts of music in a broad range of contexts. This must
include an exposure to art music as well as a range of music that reflects the
diversity of Australian culture, including music of Aboriginal and Torres
Strait Islander peoples. Teachers must be sure to present this music within a
cultural context and be observant of the appropriateness of presenting such
materials.
Strategies for developing teaching and
learning programs may include a combination of the following approaches:
·
a concept-based approach across a range of
repertoire
·
a skill-based approach across a range of
repertoire
·
a topic-based approach.
Topics may include the following, plus
others devised by teachers:
·
art music of various styles, periods, genres and
cultures
·
jazz
·
popular music
·
music for radio, film, television and multimedia
·
theatre music
·
environmental music
·
music of a culture.
Objective
Students
will develop knowledge, understanding and skills in the musical concepts
through performing as a means of
self-expression, interpreting musical symbols and developing solo and/or
ensemble techniques.
Outcomes
A student:
5.1 performs repertoire with increasing levels of complexity in a
range of musical styles demonstrating an understanding of the musical
concepts
5.2 performs repertoire in a range of styles and genres
demonstrating interpretation of musical notation and the application of
different types of technology
5.3 performs music selected for study with appropriate stylistic
features demonstrating solo and ensemble awareness
|
|
Students learn to:
|
Students learn about musical concepts
through:
|
·
perform individually and in groups a range of
repertoire and styles characteristic of the compulsory and additional topics
studied
|
·
recognising the use of musical concepts in a
range of repertoire and styles characteristic of the compulsory and
additional topics studied
|
·
perform musical compositions and arrangements
both individually and in groups characteristic of the compulsory and
additional topics studied
|
·
understanding how the musical concepts are
used and manipulated in compositions and arrangements in a range of styles,
periods and genres
|
·
perform and interpret music from a range of
styles that use various forms of musical notation and technologies
|
·
understanding and interpreting various forms
of musical notation and the impact of technology on musical styles, periods
and genres
|
Teachers
should also refer to the detailed information on the concepts of music,
learning experiences and contexts provided on pages 33–39.
Composing – Elective
Course
Objective
Students will develop knowledge, understanding and skills in the
musical concepts through composing as a means of self-expression, musical creation and
problem-solving.
Outcomes
A student:
5.4 demonstrates an understanding of the musical concepts through
improvising, arranging and composing in the styles or genres of music
selected for study
5.5 notates own compositions, applying forms of notation
appropriate to the music selected for study
5.6 uses different forms of technology in the composition process
|
|
Students learn to:
|
Students learn about musical concepts
through:
|
·
improvise and arrange both individually and in
groups in the styles of the compulsory and additional topics studied
|
·
improvising and arranging music in various
styles, periods and genres
|
·
improvise and compose musical ideas both
individually and in groups characteristic of the compulsory and additional
topics studied
|
·
creating compositions both individually and in
groups characteristic of the compulsory and additional topics studied
|
·
notate compositional work using a range of
notational forms and technologies
|
·
notating compositions using various forms of
traditional and non-traditional notation and technologies
|
Teachers
should also refer to the detailed information on the concepts of music,
learning experiences and contexts provided on pages 33–39.
Listening – Elective
Course
Objective
Students
will develop knowledge, understanding and skills in the musical concepts through
listening as a means of extending
aural awareness and communicating ideas about music in social, cultural and
historical contexts.
Outcomes
A student:
5.7 demonstrates an understanding of musical concepts through the
analysis, comparison, and critical discussion of music from different
stylistic, social, cultural and historical contexts
5.8 demonstrates an understanding of musical concepts through aural
identification, discrimination, memorisation and notation in the music
selected for study
5.9 demonstrates an understanding of musical literacy through the
appropriate application of notation, terminology, and the interpretation and
analysis of scores used in the music selected for study
5.10 demonstrates an understanding of the influence and impact of
technology on music
|
|
Students learn to:
|
Students learn about musical concepts
through:
|
·
listen to, analyse and compare a range of
repertoire characteristic of the compulsory and additional topics studied
|
·
analysing and comparing music of various styles,
periods and genres characteristic of the compulsory and additional topics
studied
|
·
identify, compare and discriminate between
ways in which musical concepts have been used and manipulated in a broad
range of repertoire
|
·
identifying and discriminating between ways in
which musical concepts have been used and manipulated
|
·
interpret the range of repertoire used for
listening and analysis
|
·
interpreting and analysing a broad range of
repertoire characteristic of the compulsory and additional topics studied
|
Teachers
should also refer to the detailed information on the concepts of music,
learning experiences and contexts provided on pages 33–39.
The concepts of music
in the elective course
Duration
Repertoire
chosen for performing, composing and listening activities in the elective
course should demonstrate:
·
mixed metre
·
uneven metric groupings of two, three and four
in simple and compound time
·
more complex rhythmic patterns including
rhythmic devices such as triplets and duplets and unusual rhythmic groupings.
Throughout the elective course students should have experiences that build on
the notation used in the mandatory course and include the following notation:
·
ties
·
syncopation
·
anacrusis.
Pitch
Repertoire
chosen for performing, composing and listening activities in the elective
course should demonstrate:
·
simple melodies in pentatonic, modal, major and
minor tonality
·
simple accompaniments using pentatonic scales
and diatonic chords characteristic of the repertoire being studied
·
perfect, plagal, imperfect and interrupted
cadences
·
chromaticism
·
modulation
·
alto and tenor clefs
·
pitch conventions used in music of other
cultures.
Dynamics
and expressive techniques
Repertoire
chosen for performing, composing and listening activities in the elective course
should demonstrate:
·
a range of dynamics, including dynamic
gradations
·
articulation
·
a range of tempi, including tempo gradations
·
phrasing
·
ornamentation
·
stylistic indications as they relate to the
repertoire studied.
Tone
colour
Repertoire
chosen for performing, composing and listening activities in the elective
course should demonstrate:
·
the use of voices and various combinations of
voices
·
the use of instruments and various combinations
of instruments
·
various combinations of instruments and voices
·
techniques to manipulate tone colour
·
acoustic, electronic and synthesised sounds
·
commonly used directions indicating vocal and
instrumental techniques.
Texture
Repertoire
chosen for performing, composing and listening activities in the elective
course should demonstrate:
·
the roles of instruments and voices
·
the use of layers of sound and their function
·
the interaction of the layers of sound and
commonly used terms to describe texture.
Structure
Repertoire
chosen for performing, composing and listening activities in the elective
course should demonstrate:
·
ways of organising thematic materials
·
structures as appropriate to the repertoire
studied (eg rondo form, theme and variations, sonata form, strophic form etc)
·
multi-movement structures as appropriate to the
topics studied (eg concerto, sonata, oratorio etc)
·
structures that do not conform to the standard
patterns
·
ways of structuring music in contemporary
contexts.
The learning
experiences in the elective course
Performing
In
particular, students in the elective course will have experiences in:
·
performing a range of repertoire
·
performing student compositions
·
performing repertoire characteristic of the
compulsory and additional topics studied
·
improvising
·
discovering the capabilities and ranges of
various instruments and voices
·
accompanying
·
interpreting a variety of musical notation
styles
·
using different types of technology for
performance
·
performance presentation.
Composing
In
particular, students in the elective course will have experiences in:
·
improvising, arranging and composing using a
variety of sound sources and movement activities
·
using computer-based and other technologies to
create and notate compositions
·
notating compositions using notation appropriate
to the music selected for study
(eg traditional notation, guitar tablature, percussion notation, neumes)
(eg traditional notation, guitar tablature, percussion notation, neumes)
·
developing a portfolio of compositions and
compositional work.
Listening
In
particular, students in the elective course will have experiences in:
·
analysing, discussing and responding in oral and
written form to a range of repertoire
·
analysing, discussing and responding in oral and
written form to how composers have used the concepts of music in their works
·
reading and interpreting musical scores
·
developing aural discrimination skills in pitch
and rhythm
·
sightsinging
·
analysing the role technology has played in
music throughout the ages.
Contexts in the
elective course
In
the Music elective course, students are required to develop further knowledge,
understanding and skills in a range of musical contexts through the study of a
compulsory topic and additional topics.
Students
undertaking a 100-hour course in Music must study the compulsory topic,
Australian Music, and at least one topic from each of the groups of topics
below.
Students
undertaking a 200-hour course in Music must study the compulsory topic,
Australian Music, and at least two topics from each of the groups of topics
below.
Schools
which choose to offer courses beyond 200 hours must ensure that students have
fulfilled the requirements of a 200-hour course. They may then approach further
topics from either group or devise further topics of their own.
Group 1
|
·
Baroque Music
·
Classical Music
·
Nineteenth-century Music
·
Medieval Music
·
Renaissance Music
·
Art Music of the 20th and 21st Centuries
·
Music of a Culture
·
Music for Small Ensembles (Group 1)
·
Music for Large Ensembles (Group 1)
|
Group 2
|
·
Popular Music
·
Jazz
·
Music for Radio, Film, Television and
Multimedia
·
Theatre Music
·
Music of a Culture (different from Group1)
·
Music for Small Ensembles (Group 2)
·
Music for Large Ensembles (Group 2)
·
Rock Music
·
Music and Technology
|
Refer
to suggested aspects of study on the following pages.
Compulsory
topic – Australian Music
Students
must study Australian art music as well as a range of repertoire from the
following suggestions:
·
music of a particular composer
·
traditional and contemporary music of
Aboriginal and Torres Strait Islander peoples within a cultural context
·
jazz
·
rock
·
popular music
·
music of an artist/group
·
folk music
·
theatre music
·
music for radio, film, television and
multimedia
·
the impact of technology
·
the role of improvisation.
Students may revisit this topic, focusing on a
different aspect of Australian Music. For example, one unit will focus on
Australian art music while others may focus on aspects such as popular music,
or Aboriginal music.
|
Group 1 Topics
|
Suggested aspects of study
|
Baroque Music
|
·
instrumental music
·
choral music
·
opera
·
music of a composer
·
structures such as the suite, concerto grosso
etc
·
the impact of technology
·
the role of improvisation
|
Classical Music
|
·
concerto
·
chamber music
·
orchestral music
·
vocal music
·
opera
·
the sonata
·
music of a composer
·
the impact of technology
·
the role of improvisation
|
Nineteenth-century
Music
|
·
vocal music
·
instrumental music
·
opera
·
tonality and its breakdown
·
music of a composer
·
music and the related arts
·
the impact of technology
|
Medieval Music
|
·
sacred music
·
secular music
·
modality
·
instrumental music
·
vocal music
·
music for dance
·
the role of improvisation
|
Group 1 Topics (cont)
|
Suggested aspects of study
|
Renaissance Music
|
·
madrigals
·
mass
·
vocal music
·
instrumental music
·
music for dance
·
the role of improvisation
|
Art Music of the
20th and 21st Centuries
|
·
a style
·
a comparison of styles
·
developments in notation
·
new combinations of sounds
·
music of a composer
·
trends in art music
·
the impact of technology
·
the role of improvisation
|
Music of a Culture
|
·
traditional and/or contemporary music
·
the cultural context of music
·
the fusion of styles – eg world music
·
stylistic features
·
notation
·
music for dance
|
Music for Small Ensembles
|
·
chamber music and their ensembles eg trios,
quartets etc
·
vocal music and their ensembles eg madrigals,
lieder
·
the impact of technology, where appropriate
|
Music for Large
Ensembles
|
·
orchestral music
·
choral music
·
orchestral/vocal combinations
|
Group 2 Topics
|
Suggested aspects of study
|
Popular Music
|
·
a specific style
·
a comparison of styles
·
fusion of styles
·
music of a group
·
music of a composer
·
music of a solo performer
·
technology in popular music
·
the role of improvisation
|
Jazz
|
·
a specific style
·
a comparison of styles
·
fusion of styles
·
music of a solo artist
·
music of a group
·
the impact of technology
·
the role of improvisation
|
Music for Radio,
Film, Television and Multimedia
|
·
a composer
·
music composed for advertising
·
music composed for film
·
music composed for computer games
·
multimedia presentations
·
the use of technology
|
Theatre Music
|
·
musicals
·
a composer
·
opera
·
ballet
·
incidental music
·
the role of technology
|
Group 2 Topics (cont)
|
Suggested aspects of study
|
Music of a Culture
(different from Group 1)
|
·
traditional and/or contemporary music
·
the cultural context of music
·
fusion of styles – eg world music
·
stylistic features
·
notation
·
music for dance
|
Music for Small
Ensembles
|
·
jazz ensembles
·
rock/pop groups
·
contemporary vocal ensembles
·
the impact of technology
·
the role of improvisation
|
Music for Large
Ensembles
|
·
instrumental music combinations
·
concert bands
·
big bands
·
large contemporary vocal ensembles eg gospel
choirs
·
instrumental/vocal combinations
|
Rock
|
·
music of a group
·
a particular style
·
music of a solo performer
·
a comparison of styles
·
innovations in rock music
·
the fusion of styles
·
technology in rock music
·
the role of improvisation
|
Music and
Technology
|
·
music of a composer
·
computer generated music
·
the impact of technology of particular musical
styles
·
the internet and its effect on music
|
The
Board of Studies recognises that a small percentage of students with special
education needs may best fulfil the mandatory curriculum requirements for Music
by undertaking Life Skills outcomes and content. (Requirements for access to
Life Skills outcomes and content are detailed in section 1.2.)
Life
Skills outcomes will be selected on the basis that they meet the particular
needs, goals and priorities of each student. Students are not required to
complete all outcomes. Outcomes may be demonstrated independently or with
support.
In
order to provide a relevant and meaningful program of study that reflects the
needs, interests and abilities of each student, schools may integrate Music
Life Skills outcomes and content across a variety of school and community
contexts.
8.1 Outcomes
Objectives
Students will:
|
Outcomes
A student:
|
|
develop knowledge,
understanding and skills in the musical concepts through performing as a means of self-expression, interpreting musical
symbols and developing solo and/or ensemble techniques
|
LS.1
|
uses movement,
vocalisation or instruments to respond to a range of music
|
LS.2
|
vocalises, sings or
plays an instrument
|
|
LS.3
|
vocalises, sings or
plays an instrument as part of a group
|
|
develop knowledge,
understanding and skills in the musical concepts through composing as a means of self-expression, musical creation and
problem-solving
|
LS.4
|
experiments in
making musical sounds
|
LS.5
|
experiments in
organising musical sounds
|
|
LS.6
|
experiments in
representing and recording musical sounds
|
|
develop knowledge,
understanding and skills in the musical concepts through listening as a means of extending aural awareness and
communicating ideas about music in social, cultural and historical contexts
|
LS.7
|
experiences music
from a variety of social, cultural and historical contexts
|
LS.8
|
communicates
responses to a variety of music
|
|
value and
appreciate the aesthetic value of all music and the enjoyment of engaging in
performing, composing and listening
|
LS.9
|
appreciates a
variety of music
|
LS.10
|
engages in
performing, composing and listening experiences for enjoyment
|
8.2 Content
The
content forms the basis for learning opportunities. Content will be selected on
the basis that it meets the needs, goals and priorities of each student.
Students are not required to complete all of the content to demonstrate
achievement of an outcome.
The
examples provided are suggestions only.
Objective
Students will develop knowledge, understanding and skills in the
musical concepts through performing
as a means of self-expression, interpreting musical symbols and developing solo
and/or ensemble techniques.
Outcome LS.1: A student uses movement, vocalisation or instruments to
respond to a range of music.
|
|
Students learn to:
|
Students learn about musical concepts
through:
|
·
move all or part of body in response to music,
eg
- clap
hands, click fingers and/or tap feet to music
- sway
body in time to music
- move
body in response to the changing beat of music
|
·
responding to a range of music through the use
of the body and body percussion
|
·
vocalise, hum, and /or whistle along with
music
|
·
vocalising to a range of music
|
·
use non-melodic percussion instruments to keep
the beat of music, eg clapping sticks/ triangles, tambourines, wood blocks,
drums, guiros
|
·
responding to a range of music through the use
of percussion
|
·
use non-percussion instruments to maintain a
common beat, eg strum a guitar, pluck a string on a violin, blow in a
recorder
|
|
Outcome LS.2: A student vocalises, sings or plays an instrument.
|
|
Students learn to:
|
Students learn about musical concepts
through:
|
·
vocalise and/or sing to a variety of known
music, eg celebratory songs for birthdays, festivals, special events etc
|
·
performing individually in informal and formal
situations
|
·
sing new songs
|
|
·
sing with confidence in formal situations, eg
in the classroom, at a school assembly
|
|
·
play an instrument for personal enjoyment, eg
recorder, keyboard, guitar
|
|
·
play an instrument in a formal situation, eg
keyboard, recorder, drum, guitar, piano in the classroom, at a school
assembly, at a parent night
|
|
Outcome LS.3: A student vocalises, sings or plays an instrument as
part of a group.
|
|
Students learn to:
|
Students learn about musical concepts
through:
|
·
vocalise on cue in the context of a group song
|
·
performing as part of a group in informal and
formal situations
|
·
confidently join in group singing of known and
unknown songs
|
|
·
play known and unknown music as part of a
group
|
|
·
play and cease playing an instrument on cue
|
|
·
play an individual part within a musical piece
eg play individual instrument as part of class or school band
|
|
Composing
Objective
Students will develop knowledge, understanding and skills in the
musical concepts through composing
as a means of self-expression, musical creation and problem-solving.
Outcome LS.4: A student experiments in making musical sounds.
|
|
Students learn to:
|
Students learn about musical concepts
through:
|
·
experiment with voice to produce musical sounds, eg whisper,
talk, sing, whistle, hum
|
·
making a variety of musical sounds
|
·
improvise using everyday objects and home-made
instruments to produce musical sounds eg pots and pans, rubber bands,
lagerphone
|
·
exploring a variety of tone colours and instruments
|
·
experiment with ways of producing musical
sounds using a variety of instruments such as:
-
electronic sound beam, eg manipulate sounds
using body
-
tambourine, eg hit with fingertips or hand;
shake; tap against different parts of the body
-
xylophone, glockenspiel, chime bars, eg hit
individual notes with various beaters (rubber, felt or wood tipped); run
beaters along a series of notes (glissando)
-
recorder, eg blow – with or without covering
finger holes
-
brass instruments, eg blow trumpet or trombone
-
string instruments, eg pluck strings of
violin, bow violin strings, tap violin strings gently with wooden part of
bow, strumming a guitar
-
piano/keyboards, eg strike piano keys using
different finger pressures, use sustaining and soft pedals; press keyboard or
organ keys using preset technologies
|
·
exploring a variety of tone colours and
instruments, eg:
-
how a range of interactions with the beam
changes the sound
-
how different playing methods make different
sounds
-
how similar instruments can produce different
sounds and how playing them in different ways can produce different sounds
-
how pitch can be changed by using different
fingering patterns
-
how the size of an instrument affects the
sound produced
-
exploring the many possibilities of producing
sound on a particular instrument
-
how various effects can be created by using
pedals and different ways of playing
|
Outcome LS.5: A student experiments in organising musical sounds.
|
|
Students learn to:
|
Students learn about musical concepts
through:
|
·
produce a sound on cue
|
·
organising musical sounds
|
·
produce and hold a sound for a determined
length of time, eg one, two or five seconds
|
|
·
reproduce a sound at determined intervals on
cue
|
|
·
reproduce a sound at determined intervals when
playing in a group, eg on cue and independently
|
|
·
compose a simple repeated rhythm (ostinato)
for performance individually and/or in a group
|
|
·
use a suitable instrument to produce high and
low sounds, eg pluck strings on a violin; strike different piano keys
|
|
·
use a suitable instrument to produce a
high or low sound for a set duration
|
|
·
use a suitable instrument to produce a high or
low sound for varying duration
|
|
·
produce sounds of different pitch and duration
when playing as part of a group
|
|
Outcome
LS.6: A student
experiments in representing and recording musical sounds.
|
|
Students learn to:
|
Students learn about musical concepts
through:
|
·
use graphic notation for representing musical
sounds – eg pictures; colours (for specific instruments); dots for short
sounds and lines for long sounds (duration):
….
______ …. _______
x
graphics for pitch x
graphics for dynamics o o o
|
·
experimenting in representing and recording
musical sounds through graphic forms
|
·
use basic traditional music notation, eg
semi-breve, minim, crotchet, quaver, lines and spaces; treble clef
|
·
experimenting in representing and recording
musical sounds through basic traditional notation
|
·
use equipment to record musical sounds, eg
cassette recorder, computer software
|
·
experimenting with recording technologies
|
·
organise musical experiments into a
composition, eg adapt musical ideas to create a new work; create an original
work
|
·
structuring simple musical ideas
|
Listening
Objective
Students will develop knowledge, understanding and skills in the
musical concepts through listening
as a means of extending aural awareness and communicating ideas about music in
social, cultural and historical contexts.
Outcome LS.7: A student experiences music from a variety of social,
cultural and historical contexts.
|
|
Students learn to:
|
Students learn about musical concepts
through:
|
·
experience music of various styles, eg
ambient, rock, jazz, country, folk, medieval, renaissance, baroque,
classical, romantic, movie themes, theatre and media music
|
·
experiencing a variety of music
|
·
experience music of different cultures, eg
Aboriginal, African, South American, Polynesian, European, Asian, Indian
|
|
·
recognise sound sources including:
-
types of sounds, eg orchestral, vocal, rock,
computer-generated, non-Western, environmental
-
groups of instruments, eg strings, brass,
percussion, guitars, keyboards, drums, blown
-
specific instruments, eg violin, flute,
trumpet, electric guitar, bass guitar, cymbal, drums, didjeridu, gong, sitar
|
·
understanding that different instruments and
instrument groupings produce different sounds
|
·
recognise the manipulation of sound, eg
distortion on the guitar, muting of instruments, sustaining pedal on the
piano, different ways of striking percussion instruments, computer
manipulation of sound
|
·
understanding ways in which sound can be
changed in different instruments
|
·
recognise tempo, beat, rhythm (duration),
including:
-
overall tempo, eg slow, fast medium
-
variation in tempo within the same extract
-
rhythmic features, eg short, long and
combinations of note length
-
repeated rhythmic patterns (ostinato)
|
·
experiencing music that uses a variety of
tempi and rhythmic devices
|
·
recognise high and low sound, eg high, low,
combinations of sound placement, direction of sound
|
·
understanding the concept of high and low and
that smaller instruments produce smaller sounds etc
|
Outcome LS.7: A student experiences music from a variety of social, cultural and
historical
contexts (cont) |
|
Students learn to:
|
Students
learn about musical concepts through:
|
·
recognise louds and softs, eg overall volume,
changes in volume within the extract
|
·
understanding that changes in dynamics can be
sudden or gradual and these changes can be used for different effects
|
·
recognise sections/patterns including
-
verse, chorus, introduction, instrumental
section
-
repetition of sections
-
differences in sections eg how the verse is
different to the chorus
-
repeated patterns, eg short repeated melodic
pattern in rock music (riff)
|
·
understanding that music works within various
structures and sections
|
·
recognise layers of sound, eg single sound
line, more than one sound line played simultaneously, melody with
accompaniment, round-like layering
|
·
recognising that instruments play different
parts and have different roles in music
|
·
recognise the role of music in different situations
and contexts, eg ceremonial occasions, in films, at social and sporting
events, at a wedding or a funeral
|
·
understanding how people value and appreciate
music in a variety of settings
|
·
respond appropriately to music in a range of
social contexts, eg stand for the national anthem whenever and wherever it is
played
|
|
·
demonstrate appropriate audience behaviour
when listening to music in different performance situations, eg recognise the
difference between behaviour appropriate to a rock concert in the park and a
concert at the Opera House or in a church
|
|
Outcome LS.8: A student communicates responses to a variety of music.
|
|
Students learn to:
|
Students learn about musical concepts
through:
|
·
use nonverbal communication to indicate like
or dislike for particular music, eg nod head, smile, clap hands to indicate
enjoyment; cover ears, frown or shake head to indicate dislike for particular
music
|
·
non-verbally communicating responses to a
variety of music
|
·
use verbal communication to indicate like or dislike
for particular music, eg ‘I like the first piece of music on the CD’; ‘I
don’t like the music in that movie’
|
·
verbally communicating responses to a variety
of music
|
·
give reasons for their response to particular
music, eg ‘I like this music because it reminds me of our holiday at the
beach’; ‘I don’t like that music because it makes me feel scared’; ‘I like
that CD because you can hear the sound of an electric guitar on every track’
|
·
discussing their responses to a variety of
music
|
·
describe preferred types of music and give
reasons for this choice, eg ‘I prefer to listen to pop music rather than jazz
music because it is good to dance to’; ‘I prefer to listen to soft music when
I am at a café so I am able to talk to my friends’; ‘I prefer to play the
themes from TV shows rather than classical music on my CD player because I
know them better and I like the instruments they use’
|
·
discussing reasons for judgements about
musical preferences
|
9 Continuum of Learning in Music K–10
Stage outcomes and stage statements
illustrate the continuum of learning in the Music
Years 7–10 Syllabus.
Stage
|
Performing
|
Organising Sound (K–6) or Composing (7–10)
|
Listening
|
|
A student:
|
A student:
|
A student:
|
Early Stage 1
|
MUES1.1
participates in simple speech, singing, playing
and moving activities, demonstrating an awareness of musical concepts
|
MUES1.2
creates own rhymes, games, songs and simple
compositions
|
MUES1.4
listens to and responds to music
|
Stage 1
|
MUS1.1
sings, plays and moves to a range of music, demonstrating
an awareness of musical concepts
|
MUS1.2
explores, creates, selects and organises sound
in simple structures
MUS1.3
uses symbol systems to represent sounds
|
MUS1.4
responds to a range of music, expressing
likes and dislikes and the reasons for these choices
|
Stage 2
|
MUS2.1
sings, plays and moves to a range of music, demonstrating
a basic knowledge of musical concepts
|
MUS2.2
improvises musical phrases, organises sounds
and explains reasons for choices
MUS2.3
uses commonly understood symbols to represent
own work
|
MUS2.4
identifies the use of musical concepts and musical
symbols in a range of repertoire
|
Stage 3
|
MUS3.1
sings, plays and moves to a range of music, individually
and in groups, demonstrating a knowledge of musical concepts
|
MUS3.2
improvises, experiments, selects, combines
and orders sound using musical concepts
MUS3.3
notates and discusses own work and the work of others
|
MUS3.4
identifies the use of musical concepts and symbols
in a range of musical styles
|
Stage
|
Performing
|
Organising Sound (K–6) or Composing (7–10)
|
Listening
|
|
A student:
|
A student:
|
A student:
|
Stage 4
|
4.1 performs
in a range of musical styles demonstrating an understanding of musical
concepts
4.2 performs
music using different forms of notation and different types of technology
across a broad range of musical styles
4.3 performs
music demonstrating solo and/or ensemble awareness
|
4.4 demonstrates
an understanding of musical concepts through exploring, experimenting,
improvising, organising, arranging and composing
4.5 notates
compositions using traditional and/or non-traditional notation
4.6 experiments
with different forms of technology in the composition process
|
4.7 demonstrates
an understanding of musical concepts through listening, observing, responding,
discriminating, analysing, discussing and recording musical ideas
4.8 demonstrates
an understanding of musical concepts through aural identification and
discussion of the features of a range of repertoire
4.9 demonstrates
musical literacy through the use of notation, terminology and the reading and
interpreting of scores used in the music selected for study
4.10 identifies the use of technology in the music
selected for study, appropriate to the musical context
|
Stage
|
Performing
|
Organising Sound (K–6) or Composing (7–10)
|
Listening
|
|
A student:
|
A student:
|
A student:
|
Stage 5
|
5.1 performs
repertoire with increasing levels of complexity in a range of musical styles
demonstrating an understanding of the musical concepts
5.2 performs
repertoire in a range of styles and genres demonstrating interpretation of
musical notation and the application of different types of technology
5.3 performs
music selected for study with appropriate stylistic features demonstrating
solo and ensemble awareness
|
5.4 demonstrates
an understanding of the musical concepts through improvising, arranging and
composing in the styles or genres of music selected for study
5.5 notates
own compositions, applying forms of notation appropriate to the music
selected for study
5.6 uses
different forms of technology in the composition process
|
5.7 demonstrates
an understanding of musical concepts through the analysis, comparison, and
critical discussion of music from different stylistic, social, cultural and
historical contexts
5.8 demonstrates
an understanding of musical literacy through aural identification,
discrimination, memorisation and notation in the music selected for study
5.9 demonstrates
an understanding of musical literacy through the appropriate application of
notation, terminology and the interpretation and analysis of scores used in
the music selected for study
5.10 demonstrates an understanding of the
influence and impact of technology on music
|
Stage statements are summaries of the
knowledge, understanding, skills, values and attitudes that have been developed
by students as a consequence of achieving the outcomes for the relevant stage
of learning.
Students who have achieved Early Stage 1 in Music have performed
music, organised sounds into basic structures, and listened to music, guided by
the teacher’s instruction. Students are engaged in music through the use of
known songs, rhymes, accompaniments as well as other musical repertoire
presented to them.
They are generally able to identify simple but important features of
the music, eg students may recognise that a piece is ‘loud’ or ‘fast’ but may
not necessarily be able to discriminate exactly what gives the piece of music
these properties. Engaging in these learning experiences allows students to
develop important musical skills, eg maintaining a beat, recognising changes in
the music, as well as a range of both fine and gross motor facilities.
Students may begin to understand parts of music through simple symbolic
representations, eg by drawing a picture of the sounds they hear, or by
responding to simple teacher-devised graphic notation. Students often
understand musical activities as simply singing, moving or making sounds
without making a connection to music in a broader sense, or to music as an
artform. They have limited understanding of how music plays a part in the
world.
Students usually see music as an activity that is engaged in for the
purpose of fun and may not recognise its purpose as an artform. They often see
music as something that is just heard on the radio, CD or television without
necessarily understanding the function that music plays in different forums.
Stage 1
Students who have achieved Stage 1 Music have, through teacher
guidance, performed through music learning experiences, demonstrating a greater
awareness of their own capabilities in using their voice and various sound
sources to make music.
Students are able to organise sounds into simple structures, and as
a result of their exploration of musical concepts are able to make simple
judgements about musical effectiveness and musical preference. Their listening
is more discriminatory and students are able to provide some reasoning for
their judgements, eg ‘I like it because it is loud and exciting’.
At the completion of Stage 1, students are generally able to begin
representing their work by using a symbol system, such as a devised form of
graphic notation and simple traditional representations of rhythm and pitch.
This symbol system is more integrated into their understanding of the process
of organising sound. Engaging in these learning experiences continues to
develop important musical skills, eg maintaining a beat, recognising sectional
changes and discriminating pitch.
Students are able to distinguish the differences between performing
music and making music. They recognise the different roles that musicians have.
Students have begun to explore how the world is represented in their learning
experiences, eg by producing environmental soundscapes. They recognise that the
learning experiences in which they participate in class are part of making
music and they understand that music is used differently in various situations.
Students understand that people appreciate various forms of music apart from
that to which they are exposed through popular media.
Stage 2
Students who have achieved Stage 2 in Music, through teacher
guidance, recognise that their learning experiences relate to the study of
music rather than merely participation in musical activities. They understand
that they can have dual roles as both performers and composers and can easily
distinguish between these roles.
Students tend to engage more in the making of music with an
increased understanding of the musical concepts and are able to discriminate
differences in music, using terms and symbols appropriate to describe these
differences. Students at this level make simple but informed judgements about
music that tend to be grounded in their own experiences. They begin to speculate
more about music and the possibilities that could arise from further
manipulation of the music they experience. Their understanding of music has
begun to be less concrete and they are able to represent their thoughts and
musical ideas through using notational systems beyond and including graphic
notation.
Students’ skills in music allow them to contribute effectively to
class and individual music making. They have begun to understand the importance
that music has in people’s lives and how different peoples and composers have
represented the world in different ways. They have an understanding that music
is an artform enjoyed by many and that each experience in music allows them to
understand music more.
Students have begun to understand their roles as listeners and
audience members. They make simple but informed decisions about musical
preference.
Stage 3
Students who have achieved Stage 3 in Music, through teacher
guidance, have begun to understand music as an important medium of expression
that can be shared both as groups and individually. They understand the roles
of performer and composer and how these roles can be both separated and
combined. Students recognise that their work in class as both performers and
composers can also be combined.
Students engage in musical learning experiences with an
understanding of the musical concepts that allows them to work with the
building blocks of music to create compositions and performances that
demonstrate their musical understanding. Students are able to work
independently to create music that is varied and representative of their study
and are able to effectively communicate their ideas through music and about
music. They are able to use notation as an effective tool for recording and
communicating their ideas in the process of organising sounds.
Students understand music is an artform appreciated throughout the
world in different ways. They recognise ways in which some composers have
captured the world in their music, and may be aware how culture has also
influenced music. Students are discriminatory in their exploration of sound and
are able to objectively discuss their own work and the work of others. They
begin to interpret music presented to them through their understanding of
factors such as musical concepts.
Students are able to listen to a variety of both familiar and
unfamiliar music with a sense of understanding and appreciation.
Stage 4
Students who have achieved Stage 4 in Music have an understanding of
a variety of musical styles, periods and genres. They participate in musical
activities individually and in groups and have an understanding of the role
that music plays in people’s lives.
Students engage in a range of musical experiences, developing an
understanding of the concepts of music as the basis of musical knowledge. They
are able to recognise how musical concepts are used, manipulated and recorded
in a variety of ways through experiences in performing, composing and listening
and the exploration of musical notation.
Students perform a broad range of repertoire in classroom settings.
This repertoire reflects their developing understanding and appreciation of
music of different styles, periods and genres. They are capable of performing
music in group situations and have experiences of performing individually their
own works and the works of others.
Students experiment, improvise and organise their musical ideas into
musical works. They experiment further with the concepts of music and become
increasingly able to manipulate these concepts through aspects such as note and
rest values, rhythms, textures, structures, pitches, harmonies, dynamics,
expressive techniques and tone colours. Students learn to make musically
discriminating choices to form compositions. They notate their work using a
variety of notational schemes, both traditional and non-traditional.
Students listen and aurally observe with increased discrimination
and understanding. They are aware of how composers have used and manipulated
the concepts of music within their works. Students begin to aurally analyse and
interpret music from a range of styles, periods and genres and make informed
decisions and choices regarding these.
Stage 5
Students who have achieved Stage 5 in Music have an understanding of
music as an artform through engagement in performing, composing and listening
across a range of styles, periods and genres. They have an understanding of the
role music and musical preference plays in their own life and the lives of
others.
Students engage in a range of increasingly sophisticated musical
experiences, developing an understanding of the concepts of music and how
composers have worked with these concepts within a broad range of styles,
periods and genres.
Students perform a range of repertoire characteristic of the topics
they have studied. They engage in group music-making and are increasingly able
to perform repertoire as a solo performer, or take solo roles within group
performances.
Students explore, improvise, and construct musical compositions. They
are able to explore the capabilities of instruments and how musical concepts
can be manipulated for various effects. They notate their own work, choosing
notational forms and conventions appropriate to the style, period or genre
being explored.
Students aurally analyse and evaluate the repertoire studied. They
engage in discussion of style and interpretation, with an awareness of the
social, cultural and historical contexts of the music studied. Students begin
to explore music through a range of listening and score-reading activities with
an awareness of stylistic forms, structures and conventions.
10 Assessment
10.1 Standards
The Board of Studies K–10 Curriculum Framework is a standards-referenced framework that
describes, through syllabuses and other documents, the expected learning
outcomes for students.
Standards in the framework consist of two
interrelated elements:
·
outcomes and content in syllabuses showing what
is to be learnt
·
descriptions of levels of achievement of that
learning.
Exemplar tasks and student work samples
help to elaborate standards.
Syllabus outcomes in Music contribute to
a developmental sequence in which students are challenged to acquire new
knowledge, understanding and skills.
The standards are typically written for
two years of schooling and set high, but realistic, expectations of the quality
of learning to be achieved by the end of Years 2, 4, 6, 8, 10
and 12.
Using standards to improve learning
Teachers will be able to use standards in
Music as a reference point for planning teaching and learning programs, and for
assessing and reporting student progress. Standards in Music will help teachers
and students to set targets, monitor achievement, and, as a result, make
changes to programs and strategies to support and improve each student’s
progress.
Assessment
for learning in Music is designed to enhance
teaching and improve learning. It is assessment that gives students
opportunities to produce the work that leads to development of their knowledge,
understanding and skills. Assessment for
learning involves teachers in deciding how and when to assess student
achievement, as they plan the work students will do, using a range of
appropriate assessment strategies including self-assessment and peer
assessment.
Teachers of Music will provide students
with opportunities in the context of everyday classroom activities, as well as
planned assessment events, to demonstrate their learning.
In summary, assessment for learning:
·
is an essential and integrated part of teaching
and learning
·
reflects a belief that all students can improve
·
involves setting learning goals with students
·
helps students know and recognise the standards
they are aiming for
·
involves students in self-assessment and peer
assessment
·
provides feedback that helps students understand
the next steps in learning and plan how to achieve them
·
involves teachers, students and parents in
reflecting on assessment data.
Quality Assessment Practices
The following Assessment for Learning Principles provide the criteria for judging
the quality of assessment materials and practices.
Assessment for learning:
·
emphasises the interactions between learning and
manageable assessment strategies that promote learning
In practice,
this means:
– teachers reflect
on the purposes of assessment and on their assessment strategies
– assessment
activities allow for demonstration of learning outcomes
– assessment
is embedded in learning activities and informs the planning of future learning
activities
– teachers use
assessment to identify what a student can already do.
·
clearly expresses for the student and teacher
the goals of the learning activity
In practice, this means:
– students
understand the learning goals and the criteria that will be applied to judge
the quality of their achievement
– students
receive feedback that helps them make further progress.
·
reflects a view of learning in which assessment
helps students learn better, rather than just achieve a better mark
In practice, this means:
– teachers
use tasks that assess, and therefore encourage, deeper learning
– feedback is
given in a way that motivates the learner and helps students to understand that
mistakes are a part of learning and can lead to improvement
– assessment
is an integral component of the teaching-learning process rather than being a
separate activity.
·
provides ways for students to use feedback from
assessment
In practice, this means:
– feedback is
directed to the achievement of standards and away from comparisons with peers
– feedback is
clear and constructive about strengths and weaknesses
– feedback is
individualised and linked to opportunities for improvement.
·
helps students take responsibility for their own
learning
In practice, this means:
– assessment
includes strategies for self-assessment and peer assessment emphasising the
next steps needed for further learning.
·
is inclusive of all learners
In practice, this means:
– assessment
against standards provides opportunities for all learners to achieve their best
– assessment
activities are free of bias.
Reporting is the process of providing
feedback to students, parents and other teachers about students’ progress.
Teachers can use evidence gathered from
assessment to extend the process of assessment
for learning into their assessment of
learning. In a standards-referenced framework this involves teachers in making professional judgements about student
achievement at key points in the learning cycle. These may be at the end of a
year or stage, when schools may wish to report differentially on the levels of
knowledge, understanding and skills demonstrated by students.
Descriptions of levels of achievement for
Stage 4 and Stage 5 in Music have been developed to provide schools with a
useful tool to report consistent information about student achievement to
students and parents, and to the next teacher to help to plan the next steps in
the learning process. These describe observable and measurable features of
student achievement at the end of a stage, within the indicative hours of
study. Descriptions of levels of achievement provide a common language for
reporting.
At Stage 5 there are six levels of
achievement. Level 6 describes a very high level of achievement in relation to
course objectives and outcomes. Level 2 describes satisfactory achievement,
while the level 1 description will help identify students who are progressing
towards the outcomes for the stage.
At the end of Year 10, teachers of Music
Years 7–10 will make an on-balance judgement, based on the available assessment
evidence, to match each student’s achievement to a level description. This
level will be reported on the student’s School Certificate Record of
Achievement.
At Stage 4 there are four levels of
achievement. Level 4 describes a very high level of achievement; levels 2 and 3
describe satisfactory and high achievement that should provide a solid
foundation for the next stage of learning. The level 1 description will help
identify students who are progressing towards the outcomes for the stage.
For students undertaking Life Skills
outcomes and content in Years 7–10, the content listed for each identified Life
Skills outcome forms the basis of the learning opportunities for these
students. It also provides examples of activities on which teachers can base
judgements to report student progress in relation to individual learning goals.
10.4 Choosing Assessment Strategies
Planning for assessment is integral to
programming for teaching and learning. In a standards-referenced framework,
teachers assess student performance on tasks in relation to syllabus outcomes
and make on-balance judgements about student achievement. Assessment relies on
the professional judgement of the teacher and is based on reliable data
acquired in a fair and challenging environment, from multiple performances in a
variety of contexts. Assessment is fundamental for furthering student learning.
In planning programs, teachers,
individually and collaboratively, review the syllabus and standards materials.
They use these materials to describe for themselves what students should know
and be able to do at a particular stage, and they consider the kinds of
evidence their students could produce to show they have learnt what they needed
to learn.
Students are provided with a description
of the learning expected to be accomplished, opportunities to discuss the
criteria on which judgements will be based, time to learn, and where possible,
examples of what that learning looks like.
Assessment is used to determine the
students’ initial knowledge, understanding and skills, to monitor student
progress and to collect information to report student achievement. The
assessment cycle is continuous; students receive and give themselves feedback
on what they have learnt, and what needs to be done to continue their learning.
Students gain information about their learning through feedback from teachers
and from self-assessment and peer assessment. The challenge and complexity of
assessment tasks increase to enable students to develop evaluative independence
as they assess their own knowledge, understanding and skills, and determine
ways to improve their learning.
Teachers of Music should employ a range
of assessment strategies to ensure that information is being gathered regarding
the knowledge and understanding that are being acquired, and the skills that
are being developed. Strategies should be appropriate to the outcomes being
addressed, be manageable in number and be supportive of the learning process.
Teachers could work collaboratively in planning appropriate assessment
strategies. Working collaboratively leads teachers to develop a shared
understanding of the syllabus standards and also supports teachers in making
consistent and comparable judgements of student achievement in relation to
these standards.
In planning for assessment in Music it is
important for teachers to consider:
·
the requirements of the syllabus
·
the accessibility of the proposed activity in
terms of language requirements
·
the appropriateness of the challenge presented
to individual students
·
resource availability
·
how the task will be administered
·
the way in which feedback will be provided.
In planning for assessment, teachers of
Music need to consider how results will be recorded, with a view to ensuring
that there is sufficient and appropriate information collected for making an
on-balance holistic judgement of the standard achieved by the student at the
end of the stage. The evidence collected should enable teachers of Music to
make consistent judgements to meet the various reporting requirements that the
system, school and community may have.
Music particularly lends itself to the
following assessment techniques:
Performance
Performance is an integral part of music
and is one of the learning experiences. It allows students to demonstrate their
knowledge, understanding and skills in the musical concepts as well as their
own musical skills. Performances can occur in solo and/or ensemble situations;
these may be performances of their own compositions as well as the performance
of others’ compositions.
When performance is used for assessment
purposes, students could be assessed on their ability to demonstrate their:
·
understanding of solo and/or ensemble playing
·
understanding of the musical style, period or
genre being studied
·
understanding of the manipulation of musical
concepts in the context of live performance
·
interpretation of a range of repertoire
·
improvisation skills.
Composition
Composition is an integral part of music
and is one of the learning experiences. It allows students to demonstrate their
knowledge, understanding and skills in the musical concepts through exploring,
experimenting, improvising, arranging and composing in a range of styles,
periods and genres. Composition allows students to explore the capabilities of instruments
and provides students with the opportunity to explore various forms of notation
appropriate to various musical contexts.
When composition is used for assessment
purposes, students could be assessed on their ability to demonstrate their:
·
understanding of the manipulation of musical
concepts in the context of creating music
·
ability to notate compositions, making choices
as to the most appropriate method to use
·
use of technologies in the composition process
·
ability to structure musical works
·
understanding of the stylistic features of a
range of styles, periods and genres.
Listening
Listening is an integral part of music
and is one of the learning experiences. It allows students to demonstrate their
knowledge, understanding and skills in the musical concepts through the
analysis, comparison and discussion of music from a range of musical styles,
periods and genres. Listening fosters an awareness of the social, cultural and
historical contexts that music as an artform exists in. It provides a pathway
to musical literacy through score reading, interpretation and analysis.
When listening is used for assessment
purposes, students could be assessed on their ability to demonstrate their:
·
understanding of how composers have manipulated
the musical concepts in various styles, periods and genres
·
analytical and comparative skills when
investigating music in various styles, periods and genres
·
aural skills
·
understanding of scoring techniques, styles and
conventions
·
ability to interpret a variety of musical scores
and musical notation
·
ability to apply appropriate terminology when
analysing music, either through aural or written form.
Projects and presentations
Projects and presentations can form an
important part of an assessment schedule. They can
be used to develop analytical skills, organisational skills and problem-solving strategies.
They may take the form of research tasks and assignments that use a variety of primary
and secondary sources and may be delivered in oral and/or written form, or with the use of tools such as multimedia technologies. These presentations could focus on critiques of performances, descriptive profiles of composers’ works, interviews, debates and viva voces.
be used to develop analytical skills, organisational skills and problem-solving strategies.
They may take the form of research tasks and assignments that use a variety of primary
and secondary sources and may be delivered in oral and/or written form, or with the use of tools such as multimedia technologies. These presentations could focus on critiques of performances, descriptive profiles of composers’ works, interviews, debates and viva voces.
Peer assessment
Music encourages the active involvement
of students in the learning process. Opportunities exist for individual and
collaborative work. Activities involving peer assessment might include
evaluating the contribution of individuals to a group task such as a
performance or composition, and reflecting on a peer performances and
compositions.
Self-assessment
In Music students are encouraged to
acquire skills to become self-directed learners. Opportunities exist for
students to reflect on their progress towards the achievement of the syllabus
outcomes. This reflection provides the basis for improving their learning.
Developing self-assessment skills is an ongoing process, becoming increasingly
more sophisticated and self-initiated as a student progresses.