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• Music: Levels 7 and 8 achievement standards

  By the end of Level 8, students manipulate the elements of music and stylistic conventions to improvise, compose and perform music. They use evidence from listening and analysis to interpret, rehearse and perform songs and instrumental pieces in unison and in parts, demonstrating technical and...

  Level description | The Arts | Music | Levels 7 and 8

• Music: Levels 7 and 8 description

  In Levels 7 and 8, students make and respond to music independently and collaboratively, with their peers, teachers and communities.

  Students using listening skills to identify and make decisions about how they can manipulate rhythm, pitch, dynamics and expression, form and structure, and timbre...

  Level description | The Arts | Music

• VCAMUE034

  Develop music ideas through improvisation, composition and performance, combining and manipulating the elements of music

  Elaborations

  • using technology to manipulate specific elements such as pitch or timbre to create intended effects in composition and performance
  • manipulating their voices and/or instruments through timbre and expressive techniques to convey intended style, considering safety, correct posture and technique
  • use recordings to research different ways of interpreting notated solo or ensemble music, or to create a specific feel, for example straight/swing, smooth, tense, light
  • experimenting with different types of notation to communicate and record ideas
  • identifying musical ideas behind variations of the same piece of music, for example, why does the same piece sound different when different musicians play it?, which version do they prefer and why?

  VCAMUE034 | The Arts | Music | Levels 7 and 8 | Explore and Express Ideas

• VCAMUE033

  Experiment with elements of music, in isolation and in combination, using listening skills, voice, instruments and technologies to find ways to create and manipulate effects

  Elaborations

  • identifying use of elements of music, for example, pitch contour/phrasing , articulations, dynamics, tempo, tone colour, melodic or rhythmic patterns in music they listen to and perform or transcribing ideas for use in own performance or composition
  • improvising on given material to extend music ideas through singing and playing, for example, learning (aurally), memorising and then extending a short melodic motif
  • experimenting with texture by layering sound in different ways, for example, using looping software
  • manipulating sound quality by exploring how sounds are produced by different instruments and voice types, for example, manipulating timbre, dynamics or by trialling use of different bowing or breathing techniques or use of equipment such as a plectrum, and using this knowledge when learning a new solo, improvising or composing an ensemble piece
  • using listening response as starting points for improvisation, composition or performance, for example, how are the elements of music manipulated to create an effect/mood/feel? How can I manipulate dynamics/articulation/tone colour to achieve this effect in performance?

  VCAMUE033 | The Arts | Music | Levels 7 and 8 | Explore and Express Ideas

• 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

• 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

• 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

• VCAMUR039

  Identify and connect specific features and purposes of music from contemporary and past times including the music of Aboriginal and Torres Strait Islander peoples, to explore viewpoints and enrich their music making

  Elaborations

  • identifying contexts, for example, social, historical or cultural contexts relevant to the forms and styles represented in music they listen to and/or perform
  • locating and exploring specific examples of contemporary Australian or Asian music, through questions such as ‘How does this music relate to its social context, its makers and audiences? What are the protocols for performing Aboriginal and Torres Strait Islander music and other culturally specific performances? What historical forces and influences are evident in the music? How does this style of music vary from those seen in other traditions or other locations?
  • describing the role of music in different cultures including local Koorie culture and using this information when planning performances or compositions, for example, when planning a program for a multi-cultural day concert that will feature performances by students and members of the local community of music created by the students and other performers
  • using scores or charts to annotate features and ideas for interpretation, for example, annotating the score of a work they have created to prepare for a rehearsal

  VCAMUR039 | The Arts | Music | Levels 7 and 8 | Respond and Interpret

• VCAMUR038

  Analyse composers’ use of the elements of music and stylistic features when listening to and interpreting music

  Elaborations

  • identifying the elements of music aurally and then discussing how these elements, performance techniques and composition devices are used and manipulated, for example, discussing the shape of a melody in a particular part and how that part relates to the rest of the musical texture
  • identifying how the elements of music and instruments have been used in the piece, and compare them to the compositional devices used in their piece
  • researching performances through real or virtual sources to analyse and compare performers’ interpretations and discuss how each communicates the composer’s intentions

  VCAMUR038 | The Arts | Music | Levels 7 and 8 | Respond and Interpret