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• The Arts | Music: Rationale and Aims

  Rationale

  Music is uniquely an aural art form. The essential nature of music is abstract. Music encompasses existing sounds that are selected and shaped; new sounds created by composers and performers, and the placement of sounds in time and space. Composers, performers and listeners perceive and...

  Overview material | 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

• 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

• VCAMUE001

  Exposure to sound and silence and ways of using voice, movement and/or instruments

  Elaborations

  • explore the sound, smell and feel of various objects, such as the crunching of dry leaves or the sound and feel of guitar strings, body part moving, clapping, tapping
  • exposed to different ways of making sound and to create music such as coactively participate in songs and rhymes, safe use of musical instruments
  • exposed to music elements such as sound and silence, beat and tempo; loud, soft; high, low; long and short
  • supported to use different parts of the body to explore rhythm and sound
  • reacting to a range of musical sounds
  • reacting to patterns and musical pieces

  VCAMUE001 | The Arts | Music | Level A | Explore and Express Ideas

• VCAMUE040

  Improvise and arrange music, using aural awareness and technical skills to manipulate the elements of music to explore options for interpretation and developing music ideas

  Elaborations

  • using listening skills and memory to identify, sing and notate pitch and rhythm patterns, intervals and familiar chord changes
  • improvising and using technologies to develop the texture of a composition, for example, exploring instrumentation, dynamics and expressive techniques, using digital tools to create and manipulate tone colour
  • experimenting with layering of sound to develop a personal style in improvisation and composition
  • applying aural understanding of key and tonality when improvising and composing

  VCAMUE040 | The Arts | Music | Levels 9 and 10 | Explore and Express Ideas

• 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

• 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

• 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

• 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

• VCAMUE025

  Use imagination and creativity to explore pitch, rhythm/time and form, dynamics and tempo using voice, movement and instruments

  Elaborations

  • varying the use of the elements of music to create different effects, for example, singing with gradual dynamic and tempo changes or altering the expressive shape of repeating phrases
  • exploring and varying instrumental timbres in isolation and combination, for example, playing softer or louder, or changing the playing technique on an instrument
  • identifying and explaining features in music using terminology and a range of notation
  • using imagination to explore concepts, for example, lightness and weight, considering the effective use of the elements
  • using movement to demonstrate an understanding of musical form, for example, changing actions as the music changes or devising a movement sequence to show different sections in a song or instrumental piece.

  VCAMUE025 | The Arts | Music | Levels 3 and 4 | Explore and Express Ideas

• VCAMUE021

  Use imagination and experimentation to explore musical ideas using voice, movement, instruments and body percussion

  Elaborations

  • improvising short pitch and rhythm patterns using voice and instruments
  • using voice and body percussion to experiment with the elements of music and create contrasting musical ideas, for example, noise and silence, faster and slower, longer and shorter, higher and lower, louder and softer, happy and sad
  • recording music ideas using technologies and graphic notation
  • exploring contrasting tone colours on the same instrument, for example, scraping and hitting a drum, using hands and different beaters
  • using listening as a starting point for exploration, for example, discussing how other performers use loud and soft or identifying ideas that could be used in compositions

  VCAMUE021 | The Arts | Music | Levels 1 and 2 | 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

• 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

• 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

• 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

• 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

• 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