Years 7 and 8 Music standard elaborations A B C D E The folio of a student’s work has the following characteristics: Responding identification and thorough analysis of how the elements of music are used in different styles identification and informed analysis of how the elements of music are used in different styles identification and analysis of how the elements of music are used in different styles identification and description of how the elements of music are used in different styles identification and statements about the use of the elements of music in different styles discerning evaluation of musical choices made to communicate meaning as performers and composers by: them others from different cultures, times and places informed evaluation of musical choices made to communicate meaning as performers and composers by: them others from different cultures, times and places evaluation of musical choices made to communicate meaning as performers and composers by: them others from different cultures, times and places explanation of musical choices made to communicate meaning as performers and composers by: them others from different cultures, times and places statements about musical choices made to communicate meaning Making Composing discerning manipulation of the elements of music and stylistic conventions to skilfully and effectively compose music informed manipulation of the elements of music and stylistic conventions to effectively compose music manipulation of the elements of music and stylistic conventions to compose music use of the elements of music and stylistic conventions to compose aspects of music sporadic use of the elements of music and stylistic conventions to compose fragments of music skilful and effective use of aural skills, music terminology and symbols to recognise, memorise and notate features, such as melodic patterns in music they compose effective use of aural skills, music terminology and symbols to recognise, memorise and notate features, such as melodic patterns in music they compose use of aural skills, music terminology and symbols to recognise, memorise and notate features, such as melodic patterns in music they compose guided use of aural skills, music terminology and symbols to recognise, memorise and notate features, such as melodic patterns in music they compose directed use of aural skills, music terminology and symbols to recognise, memorise and notate aspects of features in music they compose
Making Performing discerning interpretation and performance of songs and instrumental pieces in unison and in parts, demonstrating skilful and effective technical and expressive skills informed interpretation and performance of songs and instrumental pieces in unison and in parts, demonstrating effective technical and expressive skills interpretation and performance of songs and instrumental pieces in unison and in parts, demonstrating technical and expressive skills guided interpretation and performance of songs and instrumental pieces in unison and in parts, demonstrating aspects of technical and expressive skills directed interpretation and performance of songs and instrumental pieces in unison and in parts, demonstrating fragmented technical and expressive skills skilful and effective use of aural skills, music terminology and symbols to recognise, memorise and notate features, such as melodic patterns in music they perform effective use of aural skills, music terminology and symbols to recognise, memorise and notate features, such as melodic patterns in music they perform use of aural skills, music terminology and symbols to recognise, memorise and notate features, such as melodic patterns in music they perform guided use of aural skills, music terminology and symbols to recognise, memorise and notate features, such as melodic patterns in music they perform directed use of aural skills, music terminology and symbols to recognise, memorise and notate aspects of features in music they perform Key shading emphasises the qualities that discriminate between the A–E descriptors
expressive skills in Music, the use of elements such as dynamics combined with technical skills to enhance performance form in Music, form is the sections within a piece of music, e.g. binary form (AB) contains section A, then section B ternary form (ABA) contains section A, section B, then return to section A rondo form (ABACA) contains section A, section B, section C, then return to section A; see also fragmented disjointed, incomplete or isolated hybrid artwork the combination of more than one art form within an artwork identification; identify establish or indicate who or what someone or something is informed having relevant knowledge; being conversant with the topic; in Music, this includes how the knowledge and skills (, conventions of form, instrumental techniques, ensemble skills, ) work together to communicate meaning or intent in and through music making includes learning about and using knowledge, skills, techniques, processes, materials and technologies to explore arts practices and make artworks that communicate ideas and intentions manipulation to skilfully change the state of something to suit a purpose meaning an intended idea, expression or purpose melodic pattern in Music, a distinctive sequence within a melody that is repeated throughout a song notation; notate written symbols that represent and communicate sound; notation can be invented, recognisable to a traditional style or culture, or digitally created partial attempted; incomplete evidence provided parts in Music, the parts of a score include pitch (harmony, melody) and rhythm (bass, percussion) perform; performing; performance; performances includes learning about and using knowledge, skills, techniques, processes, materials and technologies to present and share artworks with audiences that communicate ideas and intentions; in Music, includes singing and playing musical instruments in different styles practice (n) repeated performance or systematic exercise for the purpose of acquiring skill or proficiency; see also ; practise (v) regularly revising, developing and consolidating skills, techniques and repertoire as a class or as an individual; see also ; purposeful intentional; done by design; focused and clearly linked to the goals of the task rehearse in Music, and refine a piece of music to refine their performance skills; in Years 7 and 8 Music, students must be given opportunities to rehearse songs and instrumental pieces