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• VCAMUE017

  Explore sound and silence and ways of using their voices, movement and instruments to express ideas

  Elaborations

  • exploring ways of producing sound using their voices, body percussion, acoustic and electronic/digital instruments and objects individually and in groups, for example, responding to questions such as how can voices and instruments create long/short/loud/soft sounds?
  • practising matching pitch to sing in tune and experimenting with speaking and singing voice to recognise the differences
  • improvising movement to represent rhythmic patterns in songs they are learning
  • creating long/short/loud/soft sounds with their voices or instruments
  • experimenting with ways of using graphic notation to represent different qualities of sounds in music they are improvising, for example, high/low, long/short

  VCAMUE017 | The Arts | Music | Foundation Level | Explore and Express Ideas

• VCAMUM026

  Use voice and instruments to sing, play and arrange music from different cultures, times and locations, and improvise and compose music in different forms

  Elaborations

  • practising singing and playing a range of music from different cultures, including cultures within their local community
  • experimenting with ways of singing and playing expressively, such as learning and practising a song with different dynamics and tempo or adding introductions, accompaniment patterns or movement
  • exploring given rhythm and pitch patterns, structures or timbres to improvise and create music and record the resulting compositions, for example, manually or with technology, using a combination of graphic and conventional notation
  • practising reading traditional and invented notation in music as they rehearse and perform
  • researching information to guide decisions about how the music should be performed, for example, why was this music written, who were the original performers, how can performers communicate the composer’s ideas?

  VCAMUM026 | The Arts | Music | Levels 3 and 4 | Music Practices

• VCAMUM035

  Create, practise and rehearse music to develop listening, compositional and technical and expressive performance skills

  Elaborations

  • learning and rehearsing Australian works from different musical styles and traditions
  • creating chord progressions and improvising melodies, focusing on style specific techniques, for example, using scales or modes
  • using notation and audio recordings to evaluate options for creating music, for example, recording work in progress and evaluating against criteria they have developed from listening to performances of works in similar styles
  • exploring and manipulating the elements of music within given parameters to create a personal interpretation, for example, ‘what is the social or cultural context of this piece, for whom would it be performed, and how might this influence the performance? What features of the music indicate it is from a particular time or location?’
  • using listening skills to experiment with ways of achieving cohesion and balance in ensemble performances and make choices to communicate the composer’s intentions, for example, identifying which instrument has the melody, which instruments are playing the same line, an accompaniment, or driving the feel?

  VCAMUM035 | The Arts | Music | Levels 7 and 8 | Music Practices

• VCAMUM010

  Sing, use body percussion and/or play instruments to practise chants, songs and rhymes

  Elaborations

  • using familiar percussion instrument correctly
  • pointing to items used when creating music when named by the teacher
  • playing along with a song
  • imitating sounds in a call and response format
  • practicing and performing music, for example a simple song or tune
  • exploring what music made them think about and what they like or dislike
  • exploring and learning songs used by groups in the local community, such as Aboriginal songs or Torres Strait Islander songs from their community, respecting cultural protocols

  VCAMUM010 | The Arts | Music | Level C | Music Practices

• VCAMUM006

  Use voice and/or instruments to copy a chant, song and/or rhyme

  Elaborations

  • playing and experimenting with different musical instruments
  • selecting and exploring an instrument for a short period of time
  • attempting to move, sing, and play along with chants, songs, for example attempting to sing a favourite song in a group singing activity
  • exploring different ways of using instruments through a variety of supported learning experiences that encourage them to participating in music-making activities, hold, use and play different musical instruments
  • participating in music-making activities
  • exploring and performing music using accessible technologies

  VCAMUM006 | The Arts | Music | Level B | Music Practices

• VCAMUM036

  Structure compositions by combining and manipulating the elements of music and using notation

  Elaborations

  • combining and manipulating the elements of music to imitate a range of styles, for example world music styles, street music styles, jazz styles, minimalism, K-Pop, a capella, dance styles
  • exploring ways to combine and extend music ideas within specific forms such as song form, ABA, or improvising motifs and combining them with a chord progression to create music for a film-score segment to create solo (unaccompanied) work or an ensemble work
  • arranging a familiar melody, for example, writing counter-melody, bass line and variations or reworking the rhythm/feel to fit a particular music style and create a score using notation (by hand or with technology)
  • exploring technologies as tools for creating, notating, recording, sharing and discussing music ideas, for example, how effectively are the expressive techniques indicated in the notation of the composition? What are the strengths of this performance or composition?

  VCAMUM036 | The Arts | Music | Levels 7 and 8 | Music Practices

• VCAMUM014

  Sing, use body percussion and/or play instruments to improvise patterns and practise chants, songs and rhymes

  Elaborations

  • responding to changes in rhythm and tempo when moving to music
  • recognising and singing songs associated with an occasion, e.g. happy birthday
  • practicing techniques for singing songs and playing classroom instruments
  • singing and playing music to explore the expressive possibilities of their voices and instruments
  • practicing and performing music including using accessible technologies
  • learning a song used by groups in the local community, such as Aboriginal songs or Torres Strait Islander songs from their community, following respecting cultural protocols

  VCAMUM014 | The Arts | Music | Level D | Music Practices

• VCAMUM018

  Sing and play instruments to create and practise chants, songs and rhymes including those used by cultural groups in the local community

  Elaborations

  • practising techniques for singing songs and playing classroom instruments, for example through music games
  • singing and playing music to explore the expressive possibilities of their voices and instruments
  • learning songs that feature patterns or familiar language, for example, working with a Koorie Elder to learn counting songs, colour songs or alphabet songs in the local Aboriginal language
  • improvising and documenting (notate) patterns and soundscapes, for example using graphic notation
  • using questions such as ‘what did this music make you think about and why’ as a starting point for making decisions about how music will be performed

  VCAMUM018 | The Arts | Music | Foundation Level | Music Practices

• VCAMUM022

  Sing and play instruments to improvise, compose and practise a repertoire of chants, songs and rhymes, including those used by cultural groups in the local community

  Elaborations

  • practising and performing music, learnt aurally and through reading from invented and learnt symbols
  • singing and playing music to explore the expressive possibilities of their voices and instruments, for example in music games
  • using responses to music to inform interpretations, for example, how is the mood of this music communicated? What instruments were used and how was their sound different?
  • using movement and body percussion to create accompaniments for songs, chants and rhymes
  • learning songs that were created in or are about the local area, for example, learning a song taught by a member of the local Koorie community

  VCAMUM022 | The Arts | Music | Levels 1 and 2 | Music Practices

• VCAMUM043

  Plan, develop, and notate compositions with an understanding of style and convention

  Elaborations

  • composing, improvising and arranging in different styles, exploring different instrumental combinations or combining acoustic and digital sounds, for example, improvising over accompaniment created in real-time using a looping pedal
  • creating music for different purposes and occasions, for example, a film soundtrack, that enhances the narrative arc of the film
  • composing and arranging music using the elements of music to communicate style and genre, considering contemporary Australian styles and emerging genres such as Aboriginal hip-hop, mash-up and classical fusion of instrumentation such as orchestral instruments and the didgeridoo
  • manipulating elements of music and performance techniques to elicit emotional responses appropriate to the narrative when composing music for a game or film

  VCAMUM043 | The Arts | Music | Levels 9 and 10 | Music Practices

• VCAMUM030

  Develop and practise technical skills and use of expressive elements of music in singing, playing instruments, improvising, arranging and composing

  Elaborations

  • practising interpreting and applying more extended or complex rhythm patterns and overlaying patterns
  • making choices about how to interpret graphic and conventional forms of notation
  • exploring rhythm, pitch, texture and expressive elements, for example, dynamics, tone colour or articulation to create contrast, repetition and balance in improvisations, arrangements and compositions
  • using technology to monitor progress in learning and rehearsing music they have composed, for example, using a mobile device to record a work or using a checklist to evaluate how well the music is achieving intended effects
  • using listening responses to guide development of compositions and performances, for example, what evidence supports your decisions about the way dynamics should be used in this performance?, how can dynamics be indicated in this score?

  VCAMUM030 | The Arts | Music | Levels 5 and 6 | Music Practices

• VCAMUM042

  Create, practise and rehearse music to interpret a variety of performance repertoire with increasing technical and expressive skill and awareness of stylistic conventions

  Elaborations

  • rehearsing solo and ensemble repertoire to develop technical skill and musical sensitivity and an increasing stylistic understanding, for example, considering how performers can manipulate elements of music used in a piece to convey a cultural identity or feel,
  • working collaboratively to develop ensemble skills and an understanding of the role of each member of the ensemble in a performance
  • recording and evaluating performances using digital technologies, for example, listening to a recording of their own performances and identifying areas for improvement

  VCAMUM042 | The Arts | Music | Levels 9 and 10 | Music Practices

• VCAMUM002

  Experience the use of voice and/or instruments through chants, songs and rhymes

  Elaborations

  • exploring instruments by using an instrument coactively safely and appropriately, reacting to the touch of an instrument, or holding and using an instrument with assistance
  • exposed to various chants, song, rhymes and may coactively accompany with voice or instrument, reacting to or indicating a preference
  • provided with rich sensory experiences that give them opportunities to explore sights, sounds, textures, enjoy and appreciate music
  • experiencing and practicing techniques with support for playing classroom instruments
  • exposed to playing music to experience the expressive possibilities of their voices and instruments
  • exposed to music for various purposes and intentions, for example using music for relaxation, movement, to reflect different settings and feelings and creating environment to reflect the purpose

  VCAMUM002 | The Arts | Music | Level A | Music Practices

• VCAMUP044

  Perform music applying techniques and expression to interpret the composer’s use of the elements of music and compositional devices

  Elaborations

  • setting up the performance space and using production elements to enhance a sense of style for an audience
  • performing music from scores made by themselves and others, exploiting musical features of works across a range of styles and contexts in performance, for example, how are these two performances different, which one was more successful with audiences and why?
  • recognising the influence of social, cultural and historical developments and incorporating these into their performance, using performance techniques and manipulating expressive elements to communicate the composers’ intentions
  • using aural skills and reading notation to develop interpretation as they perform known and unknown repertoire in a range of styles
  • using listening as a research tool to develop aims for a performance, for example, comparing performances and identifying features that audiences connect to

  VCAMUP044 | The Arts | Music | Levels 9 and 10 | Present and Perform

• VCAMUP031

  Rehearse and perform songs and music they have learnt, including their own compositions, combining aspects of the elements of music and using performance skills, to communicate ideas and intentions to an audience

  Elaborations

  • considering the layout and sound quality of performance spaces when planning live performances
  • exploring and applying different performance styles, and drawing on music from other locations, cultures and times as sources of ideas, for example, using relevant protocols for representing community or cultural stories such as songs or stories from the local Koorie community in performance
  • using appropriate breath control, phrasing and interpretation in a range of contexts
  • applying the tone colours of instruments and sounds from different times, places and cultures, for example, the djembe or angklung
  • describing intentions for a performance, for example, what do the performers intend audiences to experience and understand from the music? How will performers manipulate elements of music to create these effects?

  VCAMUP031 | The Arts | Music | Levels 5 and 6 | Present and Perform

• VCAMUP027

  Rehearse and perform songs and instrumental music they have learnt and composed, shaping elements of music to communicate ideas to an audience

  Elaborations

  • rehearsing and performing music using a range of techniques including technologies to enhance mood
  • planning and rehearsing their music for a live or virtual performance, for example, deciding where the performers will stand, how they will begin and end, practising following cues from the music and other members of the group
  • refining their compositions and performances based on peer and teacher evaluations and with a focus on specific music technique and elements
  • developing and refining techniques on a range of conventional and unconventional melodic and non-melodic percussion instruments, voice, and digital instruments to create and vary tone colour and expression

  VCAMUP027 | The Arts | Music | Levels 3 and 4 | Present and Perform

• VCAMUP003

  Be involved in music performances

  Elaborations

  • experiencing the making, sharing and reacting to music
  • reacting when their music is presented
  • respond to stimuli such as other peoples’ music
  • assisting to choose sounds to be combined to create a composition
  • experiencing voices and sound sources being used to create a piece of music
  • experiencing the creation and improvising of music using technologies

  VCAMUP003 | The Arts | Music | Level A | Present and Perform

• VCAMUP007

  Perform music to express a given idea

  Elaborations

  • making and sharing their music with peers and teachers
  • choosing and combining sounds to create compositions, for example, using different instruments, beats and tempo
  • improvising patterns of body movement, such as clapping or stamping, and accompany familiar music
  • improvising with voices and sound sources to express actions, thoughts or feelings
  • creating and improvising music using technologies

  VCAMUP007 | The Arts | Music | Level B | Present and Perform

• VCAMUP023

  Rehearse and perform songs and instrumental music they have learnt and composed to communicate ideas to an audience

  Elaborations

  • working collaboratively to make choices about dynamics to perform a variety of music such as songs and rounds using their natural voice
  • following cues when performing songs and short instrumental pieces they have learnt
  • experimenting with contrasting tempos and sudden and gradual changes of dynamics to achieve particular effects in performance
  • accurately playing and singing rhythmic and melodic phrases and patterns using their voices, tuned and untuned instruments
  • clapping the repeating pattern in a piece, identifying which instruments played the melody and the accompaniment

  VCAMUP023 | The Arts | Music | Levels 1 and 2 | Present and Perform

• VCAMUP037

  Rehearse and perform to audiences in different settings and contexts, a range of music they have learnt or composed, using techniques and expression appropriate to style

  Elaborations

  • experimenting with ways of realising features such as treatment of elements of music, or performance techniques when rehearsing an ensemble work
  • maintaining technical and expressive control throughout a performance, for example, performing with correct posture and techniques for tone production (breathing, bowing, fingering etc)
  • identifying how members of an ensemble communicate during a performance, the range of dynamics used and how the style was created and maintained
  • experimenting with different ways of staging a performance to communicate ideas and intentions to an audience
  • rehearsing to control tone and volume to create a balanced sound in ensemble performance

  VCAMUP037 | The Arts | Music | Levels 7 and 8 | Present and Perform