In Level A, students are exposed to music to assist them to listen to and explore sound and attend to and explore the world around them with as much independence as possible. They listen to and...
In Level A, students are exposed to music to assist them to listen to and explore sound and attend to and explore the world around them with as much independence as possible. They listen to and explore sound and experience how they can make music. They experience music as part of an audience.
Students learn to listen to music and become aware of rhythm, pitch, dynamics and expression, form and structure, timbre and texture as they explore and make music. They learn to discriminate between sounds and silence, and loud and soft sounds. They learn to move and perform with beat and tempo.
As they experience music, students are exposed to music from a range of cultures, times and locations. Music in the local community should be the initial focus for learning.
By the end of Level A, students improvise and perform music. They explore, as appropriate, the sound and feel of their voices and instruments.
Students react to music they listen to, make and perform.
In Level B, students explore music. They listen to and explore sound and how music can represent the world and that they can make music. They share their music with peers and experience music as...
In Level B, students explore music. They listen to and explore sound and how music can represent the world and that they can make music. They share their music with peers and experience music as part of an audiences.
Students learn to listen to music and experience rhythm, pitch, dynamics and expression, form and structure, timbre and texture as they explore and make music.
While music in the local community should be the initial focus for learning, students experience and are encouraged to take an interested in music from more distant locations and the curriculum provides opportunities to build on their curiosity.
By the end Level B, students make and perform music using voice and/or instruments.
Students communicate responses to music they listen to, create and perform.
In Level C, students explore music. They listen to and explore sound and learn about how music can represent the world and that they can make music to represent their ideas. They share their music...
In Level C, students explore music. They listen to and explore sound and learn about how music can represent the world and that they can make music to represent their ideas. They share their music with peers and experience music as part of an audience.
Students learn to listen to music and explore rhythm, pitch, dynamics and expression, form and structure, timbre and texture as they experience and make music. They learn to listen to and copy basic music elements, such as, playing loudly, quietly, quickly or slowly when using musical instruments.
While music in the local community should be the initial focus for learning, before exploring music from more distant locations building on student interest and curiosity.
By the end of Level C, students make and perform music.
Students communicate ideas and feelings about aspects of music they create and perform and reasons why people make and listen to music.
In Level D, students explore music. They listen to and explore sound and learn about how music can represent the world and that they can make music to represent their ideas about the world. They...
In Level D, students explore music. They listen to and explore sound and learn about how music can represent the world and that they can make music to represent their ideas about the world. They share their music with peers and experience music as audiences.
Students learn to listen to music and become aware of rhythm, pitch, dynamics and expression, form and structure, timbre and texture as they explore and make music. They learn to copy beat, rhythms and basic music patterns and respond to changes in rhythm and tempo when accompanying music.
While music in the local community should be the initial focus for learning, students are also aware of and interested in music from more distant locations and the curriculum provides opportunities to build on this curiosity.
By the end of Level D, students compose and perform music to communicate ideas.
Students explore sounds through singing. They demonstrate rhythm skills by listening to and imitating simple musical beat and patterns. They describe the music they like and dislike.
In Foundation level, students explore music. They experiment with diverse sounds and discover how they can be effectively combined. They share their music with peers and experience a range of music...
In Foundation level, students explore music. They experiment with diverse sounds and discover how they can be effectively combined. They share their music with peers and experience a range of music as audiences.
Students learn to listen and respond to music, becoming aware of the elements of beat, rhythm, pitch, dynamics and tempo as they sing, play, improvise and move to music. They learn to feel the beat, sing with pitch accuracy and to discriminate between sound and silence, loud and soft, and fast and slow. They experiment with contrasting sounds on non-melodic and melodic percussion instruments, learning to use instruments appropriately and safely.
Students talk about their experiences of music they hear in their community, identifying what they enjoy and why.
By the end of Foundation, students sing and play instruments to communicate their experiences and ideas. They explore contrasting sounds and improvise with them. Students match pitch when singing. They understand and respond to the beat and simple rhythm patterns.
Students describe the music to which they listen, identifying what they enjoy and why.
In Levels 1 and 2, students listen to and experiment with a range of sounds. They develop skills in imagining and creating and performing music which explores their ideas about the world. Students...
In Levels 1 and 2, students listen to and experiment with a range of sounds. They develop skills in imagining and creating and performing music which explores their ideas about the world. Students share their music with peers. They present music for school events and experience diverse music as members of an audience.
Students select and make choices about their use of the elements of music as they improvise, compose and perform. They build on their ability to discriminate between different qualities of rhythm, pitch, dynamics and expression, form and structure, timbre and texture as they listen to and make music. They develop the range and expressiveness of their vocal and instrumental technique and continue learning to use their voice and other instruments appropriately and safely.
Students become aware of the different reasons for the use of music in a range of contexts. They develop their understanding of the varying features of music from different cultures, times and locations and how it can be used for different purposes. They talk about why they have preferences for particular music.
By the end of Level 2 students use imagination, their voices and instruments to improvise, compose, arrange and perform music. They explore and make decisions about ways of organising sounds to communicate ideas. They achieve intended effects and demonstrate accuracy when performing and composing.
They describe ways contrasts and effects can be created in music they listen to, compose and perform and their understanding of the purposes of music in different social and cultural contexts.
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...
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 differences between notes moving by step and by leap.
Through listening, composing and performing students learn about music from a range of cultures, times and locations, both in their community and in other locations. As they make and respond to music, students investigate the social and cultural contexts of it and the different purposes for music making in communities. They make personal evaluations of their own and others’ music.
Students use their voices, instruments and equipment, safely and appropriately, individually and in interaction with others. As artists they develop confidence in placing their voice and maintaining a part. As part of an audience they focus their attention on the performance and consider why and how audiences respond.
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.
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...
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 parts, and recognise instrumental, vocal and digitally generated sounds. They present and perform their music for a variety of audiences shaping their work to communicate ideas and feelings and engage listeners.
Students continue to learn about music from a range of cultures, times and locations, both in their community and beyond. As they listen to, compose and perform music, students explore social and cultural contexts of music considering how different types of music develop, and how composers and performers communicate ideas and concepts through music.
Students extend their ability to use their voices, instruments and equipment, safely and appropriately, individually and in groups. Their understanding of the roles of artists and audiences builds as students engage with more diverse performances.
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.
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...
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. They sing, play, create, document (notate/record) and perform music in a range of styles, focusing on technical accuracy, use of expression and maintaining an independent part against contrasting parts. They develop understanding of how musicians communicate in ensembles and perform to audiences in a variety of settings and learn specific skills associated with these practices. They explore ways technologies are used in music performance, composition and distribution.
Students engage with more diverse performances exploring music from a range of cultures, times and locations, identifying similarities and differences. They learn about ways that traditional and contemporary styles of music evolve and are sustained. When listening, composing and performing music, students maintain safety, correct posture and technique in using voice, instruments and technologies and when interacting with others.
As they make and respond to music, students explore social, cultural and historical influences on music from diverse times, cultures and locations. They evaluate ways that elements of music are manipulated to communicate composers’ and performers’ intentions, and the use of technical and expressive skills in music they listen to, create and perform.
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.
In Levels 9 and 10, learning in Music involves students using their voices, instruments and technology as they make and respond to music independently and in small groups, and with their teachers...
In Levels 9 and 10, learning in Music involves students using their voices, instruments and technology as they make and respond to music independently and in small groups, and with their teachers and communities. They explore music as an art form through listening, composing and performing, developing a personal voice as composers, performers and audience.
Students continue to develop their listening skills as they build on their understanding and use of the elements of music. They extend their understanding and use of more complex performance techniques, compositional devices and forms and explore styles and genres in greater depth. They build on their understanding of how musicians communicate with audiences in solo and ensemble contexts. Students maintain safety, correct posture and technique in using voice, instruments and technologies.
As they experience music, students draw on music from a range of cultures, times and locations. They evaluate performers’ and composers’ success in communicating ideas intentions and the use of performance conventions and technical and expressive skills in music they listen to and perform. They identify characteristics of performance styles and genres and learn about ways that musicians influence and challenge ideas and contribute to cultural expression in their local communities and at national and international levels.
By the end of Level 10, students interpret, rehearse and perform solo and ensemble repertoire in a range of forms and styles. They demonstrate a developing personal voice and technical control, expression and stylistic understanding. They use general listening and specific aural skills to enhance their performances and use knowledge of the elements of music, style and notation to compose, document and share their music.
Students aurally and visually analyse works and performances of different styles. They evaluate the use of elements of music and defining characteristics from different musical styles. They use their understanding of music making in different cultures, times and places to inform and shape their interpretations, performances and compositions.
The VCAA has recently published the Victorian Curriculum F–10 Version 2.0. To view the revised curriculum, familiarisation resources and support material, go to the Victorian Curriculum F–10 Version 2.0 website.
