Skip to main content Skip to navigation

Victorian Curriculum and Assessment Authority

Music

  1. Introduction
  2. Curriculum
Filter
Filter
View
  1. View levels consecutively down the page
  2. View levels in columns across the page
  3. View one level per page with elaborations
Show
Print this page
  1. 3-4
  2. 5-6
  3. 7-8

Levels 3 and 4

Levels 3 and 4 Description

In Levels 3 and 4, learning in Music involves students making and responding to music independently and collaboratively with their peers and teachers.

Students extend their understanding of the elements of music and their ability to interact with other musicians as they develop their music knowledge and skills. They listen for and perform independent rhythms over an underlying beat and recognise...

Show more

Levels 3 and 4 Content Descriptions

Explore and Express Ideas

  1. Use imagination and creativity to explore pitch, rhythm/time and form, dynamics and tempo using voice, movement and instruments (VCAMUE025)
    Elaborations
    1. 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
    2. exploring and varying instrumental timbres in isolation and combination, for example, playing softer or louder, or changing the playing technique on an instrument
    3. identifying and explaining features in music using terminology and a range of notation
    4. using imagination to explore concepts, for example, lightness and weight, considering the effective use of the elements
    5. 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.

Music Practices

  1. Use voice and instruments to sing, play and arrange music from different cultures, times and locations, and improvise and compose music in different forms (VCAMUM026)
    Elaborations
    1. practising singing and playing a range of music from different cultures, including cultures within their local community
    2. 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
    3. 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
    4. practising reading traditional and invented notation in music as they rehearse and perform
    5. 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?

Present and Perform

  1. Rehearse and perform songs and instrumental music they have learnt and composed, shaping elements of music to communicate ideas to an audience (VCAMUP027)
    Elaborations
    1. rehearsing and performing music using a range of techniques including technologies to enhance mood
    2. 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
    3. refining their compositions and performances based on peer and teacher evaluations and with a focus on specific music technique and elements
    4. 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

Respond and Interpret

  1. Identify features of the music they listen to, compose and perform, and discuss the purposes it was created for, including the music of Aboriginal and Torres Strait Islander peoples, using music terminology (VCAMUR028)
    Elaborations
    1. identifying the features of music used in different contexts, and, using music terminology describe the ways in which it fulfils specific purposes in its composition and presentation
    2. discussing the planning, developing or refining of aspects of music they are composing or preparing to perform and how their music has been influenced by music they have listened to or previously performed
    3. evaluating compositions, performances and creative processes, for example, ‘how successfully did the group collaborate to communicate the intended ideas in the composition?’
    4. comparing the expectations and requirements of performers and audience in different cultural and social settings and apply this learning in their own performances, for example, viewing a performance at a Tanderrum and talking with a representative from the local Koorie community about how the performance space is organised and using ideas from this conversation to plan how the performance space will be organised for their next performance
    5. comparing music in their community to music of other cultures, times and locations, for example, ‘what clues in the music tell us where it was made, who made it and why? Do you use similar ideas in your music?

Levels 3 and 4 Achievement Standard

By the end of Level 4, students improvise, arrange, compose, and accurately and expressively perform songs and instrumental music to communicate intentions and ideas to audiences. They document their compositions.

Students describe and discuss similarities and differences between music they listen to, compose and perform. They discuss how they and others use the elements of music to communicate ideas and intentions in performance and composition.

Levels 5 and 6

Levels 5 and 6 Description

In Levels 5 and 6, Music involves students continuing to listen to, improvise, compose, arrange and perform music, independently and collaboratively with their peers, teachers and communities.

Students explore more complex aspects of rhythm, pitch, dynamics and expression, form and structure, timbre and texture in music they perform and compose. They sing and play independent parts against contrasting...

Show more

Levels 5 and 6 Content Descriptions

Explore and Express Ideas

  1. Explore ways of combining the elements of music using listening skills, voice and a range of instruments, objects and electronically generated sounds to create effects (VCAMUE029)
    Elaborations
    1. experimenting with elements of music by improvising patterns, phrases and melodies and exploring a range of concepts, ideas and feelings
    2. identifying and describing features of rhythm, melody and structure that create effects in their improvisations
    3. exploring options for interpreting dynamics and articulations in music they sing and play
    4. using graphic and conventional notation and technology to record music ideas

Music Practices

  1. Develop and practise technical skills and use of expressive elements of music in singing, playing instruments, improvising, arranging and composing (VCAMUM030)
    Elaborations
    1. practising interpreting and applying more extended or complex rhythm patterns and overlaying patterns
    2. making choices about how to interpret graphic and conventional forms of notation
    3. 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
    4. 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
    5. 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?

Present and Perform

  1. 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 (VCAMUP031)
    Elaborations
    1. considering the layout and sound quality of performance spaces when planning live performances
    2. 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
    3. using appropriate breath control, phrasing and interpretation in a range of contexts
    4. applying the tone colours of instruments and sounds from different times, places and cultures, for example, the djembe or angklung
    5. 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?

Respond and Interpret

  1. Explain how aspects of the elements of music are combined to communicate ideas, concepts and feelings by comparing music from different cultures, times and locations, including the music of Aboriginal and Torres Strait Islander peoples (VCAMUR032)
    Elaborations
    1. reviewing one’s own music, outlining their use of performance techniques and discussing the purpose of using specific presentation and production elements
    2. providing and responding to feedback to refine performances and compositions
    3. talking and writing about music from other places and times and how cultural understandings shape responses to music; for example, listening to examples of contemporary music that uses Aboriginal instruments such as the didgeridoo or clap sticks and asking ‘how does this music draw on music traditions or styles from other times, cultures or locations?
    4. identifying the features of music from other contexts, for example, investigate traditional and contemporary music from Asia, considering traditions, customs and conventions

Levels 5 and 6 Achievement Standard

By the end of Level 6, students use the elements of music, their voices, instruments and technologies to improvise, arrange, compose and perform music. They sing and play music in different styles and use music terminology, demonstrating listening, technical and expressive skills, performing with accuracy and expression for audiences.

Students explain how the elements of music are used to communicate ideas and purpose in the music they listen to, compose, and perform. They describe how their music making is influenced by music from different cultures, times and locations, using music terminology.

Levels 7 and 8

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 and texture to achieve expressive outcomes or realise specific intentions when composing and performing...

Show more

Levels 7 and 8 Content Descriptions

Explore and Express Ideas

  1. 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 (VCAMUE033)
    Elaborations
    1. 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
    2. improvising on given material to extend music ideas through singing and playing, for example, learning (aurally), memorising and then extending a short melodic motif
    3. experimenting with texture by layering sound in different ways, for example, using looping software
    4. 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
    5. 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?
  2. Develop music ideas through improvisation, composition and performance, combining and manipulating the elements of music (VCAMUE034)
    Elaborations
    1. using technology to manipulate specific elements such as pitch or timbre to create intended effects in composition and performance
    2. manipulating their voices and/or instruments through timbre and expressive techniques to convey intended style, considering safety, correct posture and technique
    3. 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
    4. experimenting with different types of notation to communicate and record ideas
    5. 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?

Music Practices

  1. Create, practise and rehearse music to develop listening, compositional and technical and expressive performance skills (VCAMUM035)
    Elaborations
    1. learning and rehearsing Australian works from different musical styles and traditions
    2. creating chord progressions and improvising melodies, focusing on style specific techniques, for example, using scales or modes
    3. 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
    4. 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?’
    5. 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?
  2. Structure compositions by combining and manipulating the elements of music and using notation (VCAMUM036)
    Elaborations
    1. 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
    2. 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
    3. 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)
    4. 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?

Present and Perform

  1. 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 (VCAMUP037)
    Elaborations
    1. experimenting with ways of realising features such as treatment of elements of music, or performance techniques when rehearsing an ensemble work
    2. maintaining technical and expressive control throughout a performance, for example, performing with correct posture and techniques for tone production (breathing, bowing, fingering etc)
    3. identifying how members of an ensemble communicate during a performance, the range of dynamics used and how the style was created and maintained
    4. experimenting with different ways of staging a performance to communicate ideas and intentions to an audience
    5. rehearsing to control tone and volume to create a balanced sound in ensemble performance

Respond and Interpret

  1. Analyse composers’ use of the elements of music and stylistic features when listening to and interpreting music (VCAMUR038)
    Elaborations
    1. 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
    2. 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
    3. researching performances through real or virtual sources to analyse and compare performers’ interpretations and discuss how each communicates the composer’s intentions
  2. 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 (VCAMUR039)
    Elaborations
    1. identifying contexts, for example, social, historical or cultural contexts relevant to the forms and styles represented in music they listen to and/or perform
    2. 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?
    3. 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
    4. 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

Levels 7 and 8 Achievement Standard

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 expressive skills. They use music terminology and symbols to recognise, describe and notate selected features of music.

Students identify and analyse how the elements of music are used in different styles and apply this knowledge in their performances and compositions. They evaluate musical choices they and others have made to communicate ideas and intentions as performers and composers of music from different cultures, times and locations.

Scroll to the top of the page