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In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others’ art making.
As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.
Students learn about safe practices in the arts through making and responding safely in the different arts subjects.
They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.
In Music, students:
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Developby exploring and imitating sounds,andpatterns using voice,and body percussion
Sing and play instruments to improvise,a repertoire of chants, songs and rhymes, including songs used by cultural groups in the community
Create compositions and perform music to communicate ideas to an
Respond to music and consider where and why people make music, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples
By the end of Year 2, students communicate about the music they listen to, make and perform and where and why people make music.
Students improvise, compose, arrange and perform music. They demonstrate aural skills by staying in tune and keeping in time when they sing and play.
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In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and responding to artworks independently and collaboratively with their classmates and teachers.
As they experience The Arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, elements and forms, and social and cultural contexts of the arts. They make personal evaluations of their own and others’ artworks, making connections between their own artistic intentions and those of other artists.
Students continue to learn about safe practices in the arts and in their interactions with other artists. Their understanding of the role of the artist and the audience builds on their experience from the previous band. As an audience, students focus their attention on the artwork and respond to it. They consider why and how audiences respond to artworks.
In Years 3 and 4, students’ awareness of themselves and others as audiences is extended beyond the classroom to the broader school context.
In Music, students:
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Developby exploring, imitating and recognisingincluding dynamics,andpatterns
singing, playing instruments and improvising music, usingincluding rhythm, pitch,and form in a range of pieces, including in music from the local community
Create, perform and record compositions by selecting and organising sounds, silence, tempo and volume
Identify intended purposes and meanings as they listen to music using theto make comparisons, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples
By the end of Year 4, 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 in performance and composition.
Students collaborate to improvise, compose and arrange sound, silence, tempo and volume in music that communicates ideas. They demonstrate aural skills by singing and playing instruments with accurate pitch, rhythm and expression.
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In Years 5 and 6, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to the arts, students explore meaning and interpretation, and social and cultural contexts of the arts. They evaluate the use of forms and elements in artworks they make and observe.
Students extend their understanding of safety in the arts. In Years 5 and 6, their understanding of the roles of artists and audiences builds on previous bands. They develop their understanding and use of performance or technical skills to communicate intention for different audiences. They identify a variety of audiences for different arts experiences as they engage with more diverse artworks as artists and audiences.
In Music, students:
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Exploreand expression, usingto identify and performandpatterns
Develop technical andin singing and playing instruments with understanding of rhythm,and form in a range of pieces, including in music from the community
Rehearse and perform music including music they have composed by improvising, sourcing and arranging ideas and making decisions to engage an
Explain how thecommunicate meaning by comparing music from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander music
By the end of Year 6, students explain how the elements of music are used to communicate meaning in the music they listen to, compose and perform. They describe how their music making is influenced by music and performances from different cultures, times and places.
Students use rhythm, pitch and form symbols and terminology to compose and perform music. They sing and play music in different styles, demonstrating aural, technical and expressive skills by singing and playing instruments with accurate pitch, rhythm and expression in performances for audiences.
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In Music, students:
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Experiment withandinsources using
Develop musical ideas, such as mood, by improvising, combining and manipulating the
and rehearse a variety of music, including Australian music to develop technical and
Structure compositions by combining and manipulating theusing
Perform and present a range of music, using techniques and expression appropriate to
Analyse composers’ use of theand stylistic features when listening to and interpreting music
Identify and connect specific features and purposes of music from different eras to exploreand enrich their music making, starting with Australian music including music of Aboriginal and Torres Strait Islander Peoples
By the end of Year 8, 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 from different cultures, times and places make to communicate meaning as performers and composers.
Students manipulate the elements of music and stylistic conventions to compose music. They interpret, rehearse and perform songs and instrumental pieces in unison and in parts, demonstrating technical and expressive skills. They use aural skills, music terminology and symbols to recognise, memorise and notate features, such as melodic patterns in music they perform and compose.
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In Music, students:
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Improvise and arrange music, using aural recognition of texture,and expression to manipulate theto explore personalinand performance
Manipulate combinations of thein a range of styles, using technology and
and rehearse to refine a variety of performance repertoire with increasing technical and interpretative skill
Plan and organise compositions with an understanding ofand convention, including drawing upon Australian music by Aboriginal and Torres Strait Islander
Perform music applying techniques and expression to interpret the composer’s use of
Evaluate a range of music and compositions to inform and refine their own compositions and performances
Analyse a range of music from contemporary and past times to explore differingand enrich their music making, starting with Australian music,including music of Aboriginal and Torres Strait Islander Peoples, and consider music in international contexts
By the end of Year 10, students analyse different scores and performances aurally and visually. 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.
Students interpret, rehearse and perform solo and ensemble repertoire in a range of forms and styles. They interpret and perform music with technical control, expression and stylistic understanding. They use aural skills to recognise elements of music and memorise aspects of music such as pitch and rhythm sequences. They use knowledge of the elements of music, style and notation to compose, document and share their music.
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