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• VCAMUR004

  React to music

  Elaborations

  • exposed to and experience various forms of music and characteristics for example music and sounds, beats, rhymes, cultural; music, different instruments, feelings etc.
  • reacting to music and various physical and gestural ways
  • experience and respond to a range of musical sounds, including live and recorded music, for example maintaining attention, visually tracking
  • exposed to music from various cultures and purposes especially pieces which create a specific feelings, or settings
  • listening to and reacting to music and musical instruments from different contexts and cultures

  VCAMUR004 | The Arts | Music | Level A | Respond and Interpret

• VCAMUE041

  Manipulate combinations of the elements of music in a range of styles, using technology and notation to communicate music ideas and intentions

  Elaborations

  • manipulating sound sources and technology to suggest or replicate style
  • experimenting with and comparing how elements of music are used to communicate musical intentions in traditional, digital and graphic scores and charts, from different styles
  • using varied traditional and invented notation and technology to document compositions and indicate their intentions for how performers should interpret the work
  • interpreting how changes in instrumentation and orchestration affect the interpretation of this piece

  VCAMUE041 | The Arts | Music | Levels 9 and 10 | Explore and Express Ideas

• 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

• VCAMUR008

  Respond to own and others’ music

  Elaborations

  • participating as an audience for a short time
  • making music or song choice for example indicating music or song they want/ like or activating a switch/button to start/stop music
  • listening to and responding to music
  • exploring music in their lives and communities, for example, for example experiencing music in various locations and purposes
  • describing subject or feeling of a pieces of music by selecting an images or objects from a field of two
  • listening to, participate in class conversations and communicating about music and musical instruments from different contexts and cultures

  VCAMUR008 | The Arts | Music | Level B | Respond and Interpret

• VCAMUR045

  Evaluate a range of performances and compositions to inform and refine their own music making

  Elaborations

  • analysing how the use and combination of the elements of music defines their developing personal style and how their style is influenced by cultural and historical styles, for example, features of a piece that are typical of the social context in which it was created
  • listening to, analysing and comparing the performance practices of others to shape and refine their interpretation of a piece of music, for example ‘what historical influences are evident in this performance?
  • comparing music from different styles to identify and describe stylistic, cultural and historical practices and inform their own composition and performance practice, for example, evaluating the use of the elements of music when listening to and interpreting music
  • investigating why and how different traditions, styles and contexts affect the experience and interpretation of a piece of music and taking this into account when interpreting and composing music, for example, How are the elements of music used in this piece to convey a cultural identity?

  VCAMUR045 | The Arts | Music | Levels 9 and 10 | Respond and Interpret

• 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

• VCAMUR012

  Respond to music and explore why people make and listen to music

  Elaborations

  • beginning to identify and name some elements and items used in music, for example instrument
  • responding to various music, e.g. clap or sing along
  • clapping, tapping, moving to music and can indicate if he/she would like or want more
  • seeking out or identifying and requesting preferred music, e.g. favourite CD
  • exploring and identifying locations they have experience music in their lives and communities and the purpose, for example, birthday party, cultural event, to dance, celebrate
  • sharing constructive observations about music from a range of cultures as a performer and audience member
  • describing mood/ feeling of pieces of music using their own words

  VCAMUR012 | The Arts | Music | Level C | Respond and Interpret

• VCAMUR024

  Respond to music, communicating their preferences and discussing where and why people in their local area make and perform music, including the music of Aboriginal and Torres Strait Islander peoples

  Elaborations

  • describing shapes and patterns in music they have composed or performed, for example, clapping a repeating rhythmic pattern in a song
  • focussing attention on other musical parts when composing or performing in a group, for example, what instruments play the melody? The accompaniment? Is the texture thick or thin in the opening/middle/end section of your composition?
  • when listening, describe how the different use of elements of music creates moods, effects or contrast
  • identifying where they might see and hear music in their lives and community and discussing their experiences, for example, sharing experiences of taking part in music performances or attending a Harmony Day concert featuring performances by a Koorie rock band and performers representing other cultural groups in the local area and asking questions such as why is music an important part of many celebrations or why did I feel like singing and dancing with the performers?

  VCAMUR024 | The Arts | Music | Levels 1 and 2 | Respond and Interpret

• VCAMUR016

  Respond to music and describe features they observe, including likes and dislikes

  Elaborations

  • exploring the basic features of their own and others’ music, through guided learning experiences to identifying the main elements, what features they like best
  • demonstrating acceptable audience behaviour when in the classroom and when attending school functions, for example watching for extended period of time and responding to performance and clapping at the conclusion
  • listening to and identifying simple musical patterns and changes to rhythm and tempo in music
  • contributing to classroom conversation about aspects of music have made or experienced
  • identifying where they might experience music in their lives and communities, for example, considering how music sustains and communicates a sense of identity and community
  • participating in discussion on social and cultural elements of music, for example Where is this music from? Why was it made? What is it about?
  • describing music using their own words and learnt music terminology, for example loud, soft, happy, sad
  • listening to and talking about music and musical instruments from different contexts and cultures

  VCAMUR016 | The Arts | Music | Level D | Respond and Interpret