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Music: Foundation – Level 10

Foundation Level Levels 1 and 2 Levels 3 and 4 Levels 5 and 6 Levels 7 and 8 Levels 9 and 10
Explore and Express Ideas
Explore sound and silence and ways of Use imagination and experimentation to Use imagination and creativity to explore pitch, Explore ways of combining the elements of Experiment with elements of music, in isolation and in Improvise and arrange music, using aural awareness
using their voices, movement and explore musical ideas using voice, movement, rhythm/time and form, dynamics and tempo music using listening skills, voice and a range combination, using listening skills, voice, instruments and technical skills to manipulate the elements of
instruments to express ideas instruments and body percussion using voice, movement and instruments of instruments, objects and electronically and technologies to find ways to create and manipulate music to explore options for interpretation and
generated sounds to create effects effects developing music ideas
Develop music ideas through improvisation, Manipulate combinations of the elements of music in
composition and performance, combining and a range of styles, using technology and notation to
manipulating the elements of music communicate music ideas and intentions
Music Practices
Sing and play instruments to create and Sing and play instruments to improvise, Use voice and instruments to sing, play and Develop and practise technical skills and use Create, practise and rehearse music to develop Create, practise and rehearse music to interpret a
practise chants, songs and rhymes compose and practise a repertoire of chants, arrange music from different cultures, times of expressive elements of music in singing, listening, compositional and technical and expressive variety of performance repertoire with increasing
including those used by cultural groups in songs and rhymes, including those used by and locations, and improvise and compose playing instruments, improvising, arranging performance skills technical and expressive skill and awareness of
the local community cultural groups in the local community music in different forms and composing stylistic conventions
Structure compositions by combining and manipulating Plan, develop, and notate compositions with an
the elements of music and using notation understanding of style and convention
Present and Perform
Rehearse and perform songs and short Rehearse and perform songs and instrumental Rehearse and perform songs and instrumental Rehearse and perform songs and music they Rehearse and perform to audiences in different Perform music applying techniques and expression to
instrumental pieces which they have music they have learnt and composed to music they have learnt and composed, shaping have learnt, including their own compositions, settings and contexts, a range of music they have interpret the composer’s use of the elements of music
learnt and composed communicate ideas to an audience elements of music to communicate ideas to an combining aspects of the elements of music learnt or composed, using techniques and expression and compositional devices
audience and using performance skills, to appropriate to style
communicate ideas and intentions to an
Respond and Interpret
Respond to music, expressing what they Respond to music, communicating their Identify features of the music they listen to, Explain how aspects of the elements of music Analyse composers’ use of the elements of music and Evaluate a range of performances and compositions
enjoy and why preferences and discussing where and why compose and perform, and discuss the are combined to communicate ideas, stylistic features when listening to and interpreting to inform and refine their own music making
people in their local area make and perform purposes it was created for including the music concepts and feelings by comparing music music
music, including the music of Aboriginal and of Aboriginal and Torres Strait Islander from different cultures, times and locations
Torres Strait Islander Music Peoples, using music terminology including the music of Aboriginal and Torres
Strait Islander Peoples
Identify and connect specific features and purposes of Analyse a range of music from contemporary and
music from contemporary and past times including past times, including the music of Aboriginal and
music of Aboriginal and Torres Strait Islander Peoples, Torres Strait Islander Peoples to explore differing
to explore viewpoints and enrich their music making viewpoints, enrich their music making, and develop
understanding of music practice in local, national and
international contexts
Achievement Standard
By the end of Foundation, students sing By the end of Level 2 students use imagination, By the end of Level 4, students improvise, By the end of Level 6, students use the By the end of Level 8, students manipulate the By the end of Level 10, students interpret, rehearse
and play instruments to communicate their voices and instruments to improvise, arrange, compose, and accurately and elements of music, their voices, instruments elements of music and stylistic conventions to and perform solo and ensemble repertoire in a range
their experiences and ideas. They compose, arrange and perform music. They expressively perform songs and instrumental and technologies to improvise, arrange, improvise, compose and perform music. They use of forms and styles. They demonstrate a developing
explore contrasting sounds and improvise explore and make decisions about ways of music to communicate intentions and ideas to compose and perform music. They sing and evidence from listening and analysis to interpret, personal voice and technical control, expression and
with them. Students match pitch when organising sounds to communicate ideas. They audiences. They document their compositions. play music in different styles and use music rehearse and perform songs and instrumental pieces in stylistic understanding. They use general listening
singing. They understand and respond to achieve intended effects and demonstrate Students describe and discuss similarities and terminology, demonstrating listening, unison and in parts, demonstrating technical and and specific aural skills to enhance their
the beat and simple rhythm patterns. accuracy when performing and composing. differences between music they listen to, technical and expressive skills, performing expressive skills. They use music terminology and performances and use knowledge of the elements of
Students describe the music to which They describe ways contrasts and effects can compose and perform. They discuss how they with accuracy and expression for audiences. symbols to recognise, describe and notate selected music, style and notation to compose, document and
they listen, identifying what they enjoy be created in music they listen to, compose and and others use the elements of music to Students explain how the elements of music features of music. share their music.
and why. perform and their understanding of the communicate ideas and intentions in are used to communicate ideas and purpose Students identify and analyse how the elements of Students aurally and visually analyse works and
purposes of music in different social and performance and composition. in the music they listen to, compose, and music are used in different styles and apply this performances of different styles. They evaluate the
cultural contexts. perform. They describe how their music knowledge in their performances and compositions. use of elements of music and defining characteristics
making is influenced by music from different They evaluate musical choices they and others have from different musical styles. They use their
cultures, times and locations, using music made to communicate ideas and intentions as understanding of music making in different cultures,
terminology. performers and composers of music from different times and places to inform and shape their
cultures, times and locations. interpretations, performances and compositions.

© VCAA September 2017