Music

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  • Foundation to Year 10 Curriculum
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Foundation to Year 2  

Foundation to Year 2 Description

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

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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:

  • become aware of rhythm, pitch, dynamics and expression, form and structure, timbre and texture
  • explore sounds as they learn to listen to and make music
  • learn to discriminate between sounds and silence, and loud and soft sounds
  • learn to move and perform with beat and tempo
  • learn to listen as performers and as audience.

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Students participate in Arts learning from a Catholic Perspective when they engage as both artist and audience with religious artworks from a range of cultures, times and locations including the local community. 

As students make and respond to the arts, they use viewpoints, including religious viewpoints, to explore meaning and interpretation.

In Music, students: 
explore sounds as they learn to listen to and make music including music for liturgy, prayer and worship

Foundation to Year 2 Content Descriptions

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

Foundation to Year 2 Achievement Standard

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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Foundation Year Work Sample Portfolios

 

Years 3 and 4  

Years 3 and 4 Description

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

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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:

  • extend their understanding of the elements of music as they develop their aural skills
  • match pitch and show the direction of a tune with gesture or drawings
  • recognise difference between notes moving by step and by leap
  • recognise and discriminate between rhythm and beat
  • explore meaning and interpretation, forms, and elements including rhythm, pitch, dynamics and expression, form and structure, timbre and texture as they make and respond to music
  • learn to listen as performers and as audience, extending their awareness of themselves and others as performers and as audience.

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Students participate in Arts learning from a Catholic Perspective when they engage as both artist and audience with religious artworks from a range of cultures, times and locations including the local community.

As students make and respond to the arts, they use viewpoints, including religious viewpoints, to explore meaning and interpretation.

In Music, students: 
explore meaning and interpretation, forms, and elements including rhythm, pitch, dynamics and expression, form and structure, timbre and texture as they make and respond to music including music in liturgy, prayer and worship.  

Years 3 and 4 Content Descriptions

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

Years 3 and 4 Achievement Standard

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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Year 3 Work Sample Portfolios

 

Years 5 and 6  

Years 5 and 6 Description

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 locatio

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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:

  • further their understanding of rhythm, pitch, dynamics and expression, form and structure, timbre and texture in music
  • extend their understanding and use of aural skills as they sing and play independent parts against contrasting parts and recognise instrumental, vocal and digitally generated sounds
  • explore and use rhythm, pitch, dynamics and expression, form and structure, timbre and texture in music they perform and compose
  • explore meaning and interpretation, forms and elements of music as they make and respond to music.

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As students make and respond to the arts, they use viewpoints, including religious viewpoints, to explore meaning and interpretation, and social, cultural and religious contexts.
 
Students also express Catholic perspectives through the Arts when making and responding to artworks for a religious purpose and context. 

In Music, students:  
 
explore meaning and interpretation, forms and elements of music as they make and respond to music in liturgy, prayer and worship
explore meaning and interpretation, forms and elements of music as they make and respond to music that communicates the beliefs and traditions of the Catholic Christian story.

Years 5 and 6 Content Descriptions

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

Years 5 and 6 Achievement Standard

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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Year 5 Work Sample Portfolios

 

Years 7 and 8  

Years 7 and 8 Description

In Music, students: build on their aural skills by identifying and manipulating rhythm, pitch, dynamics and expression, form and structure, timbre and texture in their listening, composing and performing aurally identify layers within a texture sing and play independent parts against contrasting parts recognise rhythmic, melodic and harmonic patterns and

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In Music, students:

  • build on their aural skills by identifying and manipulating rhythm, pitch, dynamics and expression, form and structure, timbre and texture in their listening, composing and performing
  • aurally identify layers within a texture
  • sing and play independent parts against contrasting parts
  • recognise rhythmic, melodic and harmonic patterns and beat groupings
  • understand their role within an ensemble and control tone and volume
  • perform with expression and technical control
  • identify a variety of audiences for which music is made
  • draw on music from a range of cultures, times and locations as they experience music
  • explore the music and influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region
  • learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies
  • learn that over time there has been further development of techniques used in traditional and contemporary styles of music as they explore form in music
  • explore meaning and interpretation, forms, and elements including rhythm, pitch, dynamics and expression, form and structure, timbre and texture as they make and respond to music
  • consider social, cultural and historical contexts of music
  • evaluate the expressive techniques used in music they listen to and experience in performance
  • maintain safety, correct posture and technique in using instruments and technologies
  • build on their understanding from previous bands of the roles of artists and audiences as they engage with more diverse music.

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Students engage in Music from a Catholic Perspective when they: 

draw on the music of Catholic Christian tradition from a range of cultures, times and locations and music as they experience music 
consider social, cultural, historical and religious contexts of music

Years 7 and 8 Content Descriptions

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

Years 7 and 8 Achievement Standard

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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Years 9 and 10  

Years 9 and 10 Description

In Music, students: continue to develop their aural skills as they build on their understanding and use of the elements of music extend their understanding and use of more complex rhythms and diversity of pitch and incorporate dynamics and expression in different forms extend their use of and identification of timbre to discriminate between different instruments a

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In Music, students:

  • continue to develop their aural skills as they build on their understanding and use of the elements of music
  • extend their understanding and use of more complex rhythms and diversity of pitch and incorporate dynamics and expression in different forms
  • extend their use of and identification of timbre to discriminate between different instruments and different voice types
  • build on their understanding of their role within an ensemble as they control tone and volume in a range of styles using instrumental and vocal techniques
  • extend technical and expressive skills in performance from the previous band
  • draw on music from a range of cultures, times and locations as they experience music
  • explore the music and influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region
  • learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies
  • learn that over time there has been further development of different traditional and contemporary styles as they explore music forms
  • reflect on the development of traditional and contemporary styles of music and how musicians can be identified through the style of their music
  • explore meaning and interpretation, forms and elements, and social, cultural and historical contexts of music as they make and respond to music
  • evaluate performers’ success in expressing the composers’ intentions and expressive skills in music they listen to and perform
  • maintain safety, correct posture and technique in using instruments and technologies
  • build on their understanding from previous bands of the roles of artists and audiences as they engage with more diverse music.

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Students engage in Music from a Catholic Perspective when they: 

draw on music from a range of cultures, times and locations as they experience music including music used in religious settings
explore meaning and interpretation, forms and elements, and social, cultural, historical and religious viewpoints and contexts of music as they make and respond to music
learn that over time there has been further development of different traditional, contemporary and religious styles as they explore music forms

Years 9 and 10 Content Descriptions

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

Years 9 and 10 Achievement Standard

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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