Introduction
Rationale
The key ideas about making and responding identified in the P-10 Australian Curriculum: The Arts are continued in senior syllabi across The Arts learning area. Previous experience in one or more of the arts subjects will give students an understanding of making and responding as well as learning and assessing in music. Music is a general subject suitable for students interested in pathways beyond school leading to tertiary studies, vocational education or employment.
Studying Music can be the basis for further education and employment in the fields of arts administration, communication, education, creative industries, public relations and science and technology.
Learning area structure
Course structure
Teaching and learning
- Syllabus objectives
- Underpinning factors
- Aboriginal perspectives and Torres Strait Islander perspectives
- Pedagogical and conceptual frameworks
- Subject matter
Aboriginal and Torres Strait Islander peoples are the first Australians and have the oldest living cultures in human history. Aboriginal and Torres Strait Islander peoples have strong cultural traditions and speak a variety of languages and dialects, in addition to standard Australian English. Where appropriate, Aboriginal and Torres Strait Islander perspectives are embedded in the subject matter.
Protocols are appropriate ways of interacting with artists, performers, communities and the cultural material of Aboriginal and Torres Strait Islander peoples.
Assessment — general information
Formative assessments — Units 1 and 2
Repertoire should be different from that performed in the senior music course, if applicable. Composite tasks should allow students to respond in any genre/style within the context of the unit. When students write a statement of intent to accompany their performance, they analyze and evaluate the musical elements and concepts with decisions made in the performance to communicate their intent.
When students write a statement of intent to accompany their composition, they analyze and evaluate the use of musical elements and concepts and compositional devices to communicate their intent.
Summative assessments — Units 3 and 4
Reporting standards
The student, in composition: applies musical elements and concepts to the chosen innovative genre/style;. The student through musicology: analyzes musical elements and concepts and compositional devices to examine their purpose in conveying meaning; evaluates music to support judgments; applies reading skills using relevant terminology, references and language conventions to communicate meaning. The student, in composition: uses musical elements; demonstrates evidence of musical elements and compositional devices; uses terminology to identify music.
Students engage in a variety of repertoire, covering a range of contexts, styles and genres, and develop musicality through their understanding and use of musical elements and concepts and compositional devices.
Unit objectives
In Unit 1, students make and respond to music as they explore musical elements and concepts to gain greater familiarity with the way music is designed. Students develop a greater awareness of the stylistic considerations that inform the music they compose and perform. They develop an understanding of the interrelationships between these elements in the resolution and realization of coherent music that communicates meaning.
Some suggested repertoire representative of Unit 1 subject matter is provided as a guide for choosing appropriate repertoire for the local school context.
Area of study: Designs
Musical Element Suggested repertoire that could be used to explore musical elements Duration Asgeir: King and Cross; Tim Minchin: Matilda the Musical, 'Revolting Children';. Strauss: A Space Odyssey, 'Also Sprach Zarathustra, Op.30'; Crumb: Voices of Old Children; Lerner and Loewe: My Fair Lady, 'Ascot Opening Day'; Carl Orff: Carmina Burana, 'O Fortuna'; Vivaldi: The Four Seasons, 'Spring'. Kiss from a rose; Wildhorn and Bricusse: Jekyll and Hyde, 'Confrontation'; Boublil and Schoenberg: Les Misérables, 'One Day More'; Wagner: Tristan und Isolde.
Timbre Aphex Twin: minipop source field mix]; Alexandre Desplat: Girl with a Pearl Earring, 'Griet's Theme'; Kander and Ebb: Chicago, 'All That Jazz'; George Krummel: Black Angels; Béla Bartók: Music for Strings, Percussion and Celesta, Sz.
Assessment guidance
Through a journey of critical thinking about how music can be used as a powerful form of expression, students explore their own musical identity. At this level of the course, students consolidate their knowledge from Unit 1 and continue to develop an understanding of musical elements and concepts and compositional devices as they reflect on, develop and refine their emerging voice or style as a musician. Some suggested repertoire representing the material of Unit 2 is provided as a guide in selecting appropriate repertoire for the local school context.
When choosing repertoire, teachers should ensure that students have opportunities to reinforce the material from Unit 1.
Unit objectives
Area of study: Identities
Assessment guidance
In this unit, students create and respond to music that demonstrates innovative use of musical elements and concepts, and compositional devices, and learn how these ideas are used to communicate new meanings. Such innovations in musical language and expression have often been spurred by the ways in which music reflects and comments on culture and society. Students examine how musical elements and concepts, and compositional devices were used, manipulated and adapted in promoting these new ideas and representations, and the key philosophical ideas that promoted these changes.
Some suggested repertoires representing Topic 3 are provided as a guide in choosing appropriate repertoire for the local school context. When choosing repertoire, teachers should ensure that students have the opportunity to strengthen the subject matter from unit 1 and unit 2. The innovations in the proposed repertoire list are indicative and are neither prescriptive nor exhaustive.
Unit objectives
Area of study: Innovations
Assessment
Summative internal assessment 1 (IA1): Performance (20%)
Summative internal assessment 2 (IA2): Composition (20%)
Summative external assessment (EA): Examination (25%)
Unit description
Unit objectives
Area of study: Narratives
Theme'; Thomas Newman: WALL.E, 'Define Dancing'; John Williams: Memoirs of a Geisha, 'Theme of Sayuri'; Dario Marianelli: Pride and Prejudice, 'The Darcy Letter';. Lord of the Rings, 'Evenstar', 'Concerning Hobbits', 'A Storm is Coming'; Hans Zimmer: Gladiator, 'Elysium'; Hans Zimmer: The Thin Red Line, "Journey to the Line";. Michael Nyman: Gattaca, "Hands of God"; Michael Nyman: The Piano, 'The Heart Asks Pleasure First'; John Williams: Jurassic Park, "Welcome to Jurassic Park";.
Mark Snow: X-Files; Danny Elfman: The Simpsons; Jan Hammer: Miami Vice; Mike Post og Pete Carpenter: A-teamet; Mark Snow: Starsky og Hutch; Henson og Sam Pottle: Muppet Show-temaet; Dudley Simpson: The Tomorrow People; Fred Steiner: Perry Mason; Ron Grainer: Doctor Who; Jerry Garcia: The Twilight Zone; Irving Szathmary: Bliv smart; Herbet W. Austin Wintory: Rejse; Darren Korb: Bastion, 'Setting Sail', 'Coming Home'; Kow Otani: Shadow of the Colossus; Nobuo Uematsu: Final Fantasy VII, 'Aeriths tema'; Koji Kondo: Legend of Zelda, 'Ocarina of Time'; Martin O'Donnell: Halo 3,. Billy Elliot, 'Elektricitet'; Stephen Flaherty: Ragtime, 'Din fars søn'; Jonathan Larson: Leje, 'Seasons of Love'; Alan Menken: Beauty and the Beast, 'Hjem'; Lucy Simon: The Secret Garden, 'Race You to the Top of the Morning'; Schönberg og Boublil: Miss Saigon, 'I'd Give My Life For You'; Stephen Sondheim: Into the Woods, 'Opening', 'Agony', 'Giants in the Sky'; Menken, Kander, Coleman, Grossman, Carnelia og Alessandrini: Diamanter, 'What You'd Call A Dream';.
Deborah Cheetham: Pecan Summer; Philip Glass: Einstein on the Beach; Peter Sculthorpe: Rites of Passage; Puccini: Turandot, 'Nessun Dorma'; La Bohème. Knoxville: Summer of 1915; Prokofiev: Peter and the Wolf; Gerswhin: An American in Paris; Vaughan Williams: The Lark Ascending; Arnold Schoenberg: Verklärte Nacht; Rimsky-Korsakov: Flight of the Bumblebee; Dukas: The Sorcerer's Apprentice; Fauré: Après un rêve; Smetana: The Moldau; Grieg: Peer Gynt Suite;.
Assessment
Summative internal assessment 3 (IA3): Project (35%)
Summative external assessment (EA): Examination (25%)
Time: 2 hours plus 20 minutes planning time. invisible stimulus will be concise enough to give students enough time to engage with them. students will be provided with contextual program notes during the exam to support understanding of the stimulus. No ISMG is provided for the external assessment. highly trained or skilled in a particular activity; perfect in knowledge or training; authority. accuracy the state or quality of being true, correct, or exact; freedom from error or defect; accuracy or precision; correctness. precise and exact; to the point; correspond to or exactly. to conform to a truth, standard, rule, model, convention or known fact; free from errors or defects; closely; correct in all details skilled very/highly skilled or skilled in something; authority. sufficiently satisfactory or acceptable in quality or quantity equal to the requirement or occasion. dissect to identify and examine constituent parts and/or their relationships; break down or examine to identify the essential elements, features, components or structure; determine the logic and reasonableness of information;. examine or consider something in order to explain and interpret it, with the aim of finding meaning or relationships and identifying patterns, similarities and differences. the acquisition and application of knowledge, understanding and skills in real or life-like contexts which may include workplace, industry and community situations; it emphasizes learning by doing and includes both theory and the application of theory, linking subject knowledge and understanding with the development of practical skills. a subject whose primary focus is work and vocational education; it emphasizes applied learning and community connections;. a subject for which a syllabus has been developed by the QCAA, with the following characteristics: courses developed from Applied Syllabus contribute four credits to the QCE;. Applied subjects do not have external assessment, but the subject result can contribute to ATAR calculations. use knowledge and understanding in response to a given situation or circumstance; perform or use a procedure in a given or specific situation. evaluate evaluate the value, meaning or status of something; assess or consider a text or piece of work. value recognize or make a judgment about the worth or value of something; fully understood; understand the full implications of appropriate acceptable; suitable or appropriate for a particular purpose,. area of study a section of, or a section within a unit. argue give reasons for or against something; challenge or debate an issue or idea; persuade, prove or try to prove by giving reasons aspect a particular part of a characteristic of something; a facet, phase or part of. measure, determine, evaluate, estimate or make a judgment about the value, quality, outcomes, results, size, significance, nature or scope of something. assessment purposeful and systematic collection of information about students'. assessment tool an instrument or device used to collect information about student performance. drawn from the unit objectives and contextualized for the requirements of the assessment tool. see also 'syllabus objectives', 'unit objectives').
