Context: Classroom music Students participate in performance workshops to learn and rehearse music for a performance of music using tuned and untuned percussion instruments. The first workshop introduces students to the process of learning and playing in a classroom ensemble. The following workshops enable the students to choose a part from a score, choose an instrument to play the part, rehearse in groups and perform as a class. Level 2 The Arts: Music Content Descriptions addressed in this example Explore and express ideas: Use imagination and experimentation to explore musical ideas using voice, movement, instruments and body percussion (VCAMUE021) Music Practices: Sing and play instruments to improvise, compose and practise a repertoire of chants, songs and rhymes, including those used by cultural groups in the local community (VCAMUM022) Present and Perform: Rehearse and perform songs and instrumental music they have learnt and composed to communicate ideas to an audience (VCAMUP023) Respond and interpret: Respond to music, communicating their preferences and discussing where and why people in their local area make and perform music, including the music of Aboriginal and Torres Strait Islander Music (VCAMUR024) Note: each aspect of the Achievement Standards trial on learning from at least two of the strands. In the chart below, only aspects of the achievement standards directly relevant to the examples of indicative progress are highlighted. VCAA example of indicative progress towards the Level 2 Achievement Standard Music Foundation Level Achievement Standard Music Level 2 Achievement Standard By the end of Level 2 students By the end of Foundation students use imagination, voices and instruments Indicative progress towards the Level 2 achievement to improvise, compose, arrange and perform standard may be when students: music. sing and play instruments to communicate their experiences and ideas explore and make decisions ways of choose an appropriate instrument to play a part in organising sounds to communicate ideas explore contrasting sounds and improvise with a work for percussion ensemble achieve intended effects and demonstrate them learn a part through a combination of imitation and match pitch when singing accuracy when performing and composing. reading a graphic score describe ways contrasts and effects can be understand and respond to the beat and trial possibilities for using contrasting dynamics in created in music they listen to, compose and simple rhythm patterns. their performance perform describe use of contrasting dynamics in the describe the music to which they listen, describe their understanding of the purposes performance of music in different social and cultural identifying what they enjoy and why. contexts. CURRICULUM AREA The Arts: Music –
Context: Classroom music Students participate in performance workshops to learn and rehearse music for a performance of music using tuned and untuned percussion instruments. The first workshop introduces students to the process of learning and playing in a classroom ensemble. The following workshops enable the students to choose a part from a score, choose an instrument to play the part, rehearse in groups and perform as a class. Level 2 The Arts: Music Content Descriptions addressed in this example Explore and express ideas: Use imagination and experimentation to explore musical ideas using voice, movement, instruments and body percussion (VCAMUE021) Music Practices: Sing and play instruments to improvise, compose and practise a repertoire of chants, songs and rhymes, including those used by cultural groups in the local community (VCAMUM022) Present and Perform: Rehearse and perform songs and instrumental music they have learnt and composed to communicate ideas to an audience (VCAMUP023) Respond and interpret: Respond to music, communicating their preferences and discussing where and why people in their local area make and perform music, including the music of Aboriginal and Torres Strait Islander Music (VCAMUR024) Note: each aspect of the Achievement Standards on learning from at least two of the strands. In the chart below, only aspects of the achievement standards directly relevant to the examples of indicative progress are highlighted. Music Foundation Level Achievement Standard VCAA example of indicative progress towards the Music Level 2 Achievement Standard Level 2 Achievement Standard By the end of Foundation students sing and play instruments to communicate their experiences and ideas explore contrasting sounds and improvise with them match pitch when singing understand and respond to the beat and simple rhythm patterns. describe the music to which they listen, identifying what they enjoy and why. Indicative progress towards the Level 2 achievement standard may be when students: choose an appropriate instrument to play a part in a work for percussion ensemble learn a part through a combination of imitation and reading a graphic score trial possibilities for using contrasting dynamics in their performance describe use of contrasting dynamics in the performance By the end of Level 2 students use imagination, voices and instruments to improvise, compose, arrange and perform music. explore and make decisions ways of organising sounds to communicate ideas achieve intended effects and demonstrate accuracy when performing and composing. describe ways contrasts and effects can be created in music they listen to, compose and perform describe their understanding of the purposes of music in different social and cultural contexts. CURRICULUM AREA – The Arts: Music trial
Music_F-6_IP_examples.docx