CURRICULUM AREA – The Arts: Context: Classroom music Students use their voices, movement and instruments in activities that allow them to explore different ways they can create and vary sounds. Through these activities they learn to recognise and use ‘speaking’ and ‘singing’ voices and create a variety of sounds using body percussion and instruments or found objects. They work in small groups to improvise instrumental pieces using the vocal and percussion sounds they have explored. They talk about the music they create, describing what they’re hearing, what they’re enjoying and why. Foundation Level The Arts: Music Content Descriptions addressed in this example Explore and express ideas: Explore sound and silence and ways of using their voices, movement and instruments to express ideas Music Practices: Sing and play instruments to create and practise chants, songs and rhymes including those used by cultural groups in the local community Present and Perform: Rehearse and perform songs and short instrumental pieces which they have learnt and composed Respond and interpret: Respond to music, expressing what they enjoy and why Note: each aspect of the Achievement Standards draws 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 Foundation Level Achievement Standard Music Foundation Level Achievement Standard Indicative progress towards the Foundation achievement standard may be when students: Follow instructions to use a speaking or a singing voice Demonstrate different types of sound that can be produced using body percussion, a percussion instrument or a found object Identify their preferences when describing sounds they have created using percussion instruments and body percussion By the end of Foundation level students sing and play instruments to communicate 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 to which they listen, identifying what they enjoy and why. CURRICULUM AREA – The Arts: Music trial
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