Years 3 to 4
The Arts
ASARTMUSY34
Years 3 to 4 Music Achievement Standard
5 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of Year 4, students describe the use of elements of music in music they compose, perform and/or experience. They describe where, why and/or how music is composed and/or performed across cultures, times, places and/or other contexts.
Students demonstrate listening skills when performing and composing. They combine the elements of music to compose music that communicates ideas. They sing and play music in informal settings.
The 5 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of Year 4, students describe the use of elements of music in music they compose, perform and/or experience.
Content descriptorAC9AMU4C01 Creating and making
manipulate elements of music to communicate ideas, perspectives and/or meaning when composing and practising for performance
Elaborations (8)
- Elaboration writing lyrics and/or melodies for songs, raps or chants and using formats such as graphic or staff notation or a lead-sheet or an audio recording to notate/document/record their work
- Elaboration using available technologies to create accompaniments; for example, improvising patterns (body percussion, classroom instruments) and recording as a loop or using digital tools to notate/document music; for example, using a template to create a lead-sheet or a story-boarding app to record information about where music will be used in a claymation they are creating in Media Arts
- Elaboration improvising phrases of music on an instrument to practise known notes and rhythm patterns or to extend the range of notes they can play on an instrument
- Elaboration learning songs and/or instrumental music associated with specific cultures, such as cultural groups in the local community or cultures from Asia, or cultures where a language they are learning is spoken
- Elaboration listening to live or recorded performances of music and gathering ideas they can use in their performance, such as the feel or mood of the song/music, how to interpret characteristic rhythmic patterns or how they might use body percussion or other movements in their performance
- Elaboration manipulating the elements of music, such as dynamics and tempo, to express different characters or dramatic action and emotions when composing music for a screen-based work or to accompany drama, such as a re-telling of a familiar children’s story
- Elaboration combining composed and improvised sections to create a complete work; for example, composing a melody and accompaniment to create a theme song and combining with improvised/soundscape sections to accompany a reading/narration of a story they have written
- Elaboration working in pairs or groups to create ostinatos or accompaniments; for example, using ukuleles or bucket drums and composing ostinatos or accompaniments for songs they are learning
Content descriptorAC9AMU4D01 Developing practices and skills
develop listening skills and skills for manipulating elements of music when singing and playing instruments
Elaborations (7)
- Elaboration using speaking, singing, voice/vocalisation and movement to develop skills for singing/vocalisation; for example, breathing, awareness of pitch, beat and rhythm, ensuring that the audience can hear/follow the lyrics when singers are singing softly, learning how to sing louder without shouting
- Elaboration manipulating elements of music to create and control intended effects, using sounds from a range of sources, such as voice/vocalisation, classroom instruments, found objects or digital instruments; for example, varying dynamics in repeated sections to create interest or using different instruments/combinations of instruments to create a particular mood or feeling, using combinations of steps and jumps (close/wide intervals) in a melody to suit different sections of the lyrics
- Elaboration singing and playing learnt pitch and rhythm patterns and varying elements of music within them to create different effects; for example, singing softer or louder, faster or slower, repeating phrases, extending or shortening rhythmic values
- Elaboration listening to the effects they create by manipulating elements of music in different ways and discussing how easy/difficult different choices are to perform accurately; asking questions such as “What works and why” (noting that there may be a range of responses across the class)
- Elaboration listening to diverse examples of music to explore how rhythm and pitch patterns, structures or timbres are used; for example, listening to identify whether a rhythmic or melodic pattern is repeated in every bar/measure or used only in a specific section, such as the verse or chorus
- Elaboration practising reading staff, graphic and/or invented notation as they rehearse and perform
- Elaboration exploring options for representing sounds in a score; for example, inventing a graphic score to represent sounds of the environment or using a combination of staff notation and invented symbols; then using the score when rehearsing and making changes to ensure that it is accurate and useful/easy to follow in performance
Content descriptorAC9AMU4E01 Exploring and responding
explore where, why and how music is composed and/or performed across cultures, times, places and/or other contexts
Elaborations (5)
- Elaboration exploring examples of music created for similar purposes across different times and/or places, such as music for dancing, songs that communicate messages (health/wellbeing/identity messages), feelings or emotions (how the songwriter feels about a person or place) or knowledge (narrative songs/songs that tell stories) and asking questions about how elements of music are used; for example, “Can I identify and clap the main rhythmic pattern or sing the melody in this song?”, “Which instruments are being used in the performance and are they the ‘original’ instruments the composer intended would be used?”
- Elaboration examining the purpose for which music is used in their lives and community; for example, identifying and listening to music performed by a local choir or cultural group and responding to it (by sharing what they like, find interesting or would like to know more about in the music; describing how the music makes them feel)
- Elaboration comparing the expectations and requirements of performers and audiences in different performance settings; for example, discussing when it is acceptable to talk, dance or clap during a performance
- Elaboration exploring ways of notating or documenting forms of music, such as graphic notation, lead-sheets (lyrics, melody and/or harmony/chords), using visual images or staff notation and/or using music terminology, identifying and explaining how each type of notation/documentation conveys information to performers
- Elaboration exploring ways to make instruments from a range of materials; for example, using recycled/repurposed materials to construct instruments that produce sounds across a range of pitches and/or tone colours and effects; for example, cardboard tubes filled with cotton and rice, or food wrappers scrunched up loosely in recycled plastic bags; then using these instruments to create Foley sounds for a soundscape to accompany an exhibition of sculpture made from recycled/repurposed materials
They describe where, why and/or how music is composed and/or performed across cultures, times, places and/or other contexts.
Content descriptorAC9AMU4E01 Exploring and responding
explore where, why and how music is composed and/or performed across cultures, times, places and/or other contexts
Elaborations (5)
- Elaboration exploring examples of music created for similar purposes across different times and/or places, such as music for dancing, songs that communicate messages (health/wellbeing/identity messages), feelings or emotions (how the songwriter feels about a person or place) or knowledge (narrative songs/songs that tell stories) and asking questions about how elements of music are used; for example, “Can I identify and clap the main rhythmic pattern or sing the melody in this song?”, “Which instruments are being used in the performance and are they the ‘original’ instruments the composer intended would be used?”
- Elaboration examining the purpose for which music is used in their lives and community; for example, identifying and listening to music performed by a local choir or cultural group and responding to it (by sharing what they like, find interesting or would like to know more about in the music; describing how the music makes them feel)
- Elaboration comparing the expectations and requirements of performers and audiences in different performance settings; for example, discussing when it is acceptable to talk, dance or clap during a performance
- Elaboration exploring ways of notating or documenting forms of music, such as graphic notation, lead-sheets (lyrics, melody and/or harmony/chords), using visual images or staff notation and/or using music terminology, identifying and explaining how each type of notation/documentation conveys information to performers
- Elaboration exploring ways to make instruments from a range of materials; for example, using recycled/repurposed materials to construct instruments that produce sounds across a range of pitches and/or tone colours and effects; for example, cardboard tubes filled with cotton and rice, or food wrappers scrunched up loosely in recycled plastic bags; then using these instruments to create Foley sounds for a soundscape to accompany an exhibition of sculpture made from recycled/repurposed materials
Content descriptorAC9AMU4E02 Exploring and responding
explore how First Nations Australians use music to communicate their connection to and responsibility for Country/Place
Elaborations (4)
- Elaboration examining a diverse range of music composed and/or performed by First Nations Australians to communicate connection to, and responsibility for Country/Place; for example, listening to music such as songs with lyrics about Country/Place or music used to accompany dances that communicate knowledge about Country/Place
- Elaboration listening to and exploring music that shares feelings and ideas about the importance of Country/Place and Story for First Nations Australians as a starting point for talking about different ways of seeing the same place and telling stories through music
- Elaboration learning from First Nations Australians about how they use music to communicate their connection to, and responsibility for Country/Place, culture and people; for example, resources created or co-created by First Nations Australians, such as interviews/podcasts that feature First Nations Australians talking about their music and/or performances
- Elaboration learning from First Nations Australians about the expectations and requirements of performers and audiences who are performing/experiencing music that communicates connection to, and responsibility for Country/Place, such as music used during a Welcome to Country
Students demonstrate listening skills when performing and composing.
Content descriptorAC9AMU4C01 Creating and making
manipulate elements of music to communicate ideas, perspectives and/or meaning when composing and practising for performance
Elaborations (8)
- Elaboration writing lyrics and/or melodies for songs, raps or chants and using formats such as graphic or staff notation or a lead-sheet or an audio recording to notate/document/record their work
- Elaboration using available technologies to create accompaniments; for example, improvising patterns (body percussion, classroom instruments) and recording as a loop or using digital tools to notate/document music; for example, using a template to create a lead-sheet or a story-boarding app to record information about where music will be used in a claymation they are creating in Media Arts
- Elaboration improvising phrases of music on an instrument to practise known notes and rhythm patterns or to extend the range of notes they can play on an instrument
- Elaboration learning songs and/or instrumental music associated with specific cultures, such as cultural groups in the local community or cultures from Asia, or cultures where a language they are learning is spoken
- Elaboration listening to live or recorded performances of music and gathering ideas they can use in their performance, such as the feel or mood of the song/music, how to interpret characteristic rhythmic patterns or how they might use body percussion or other movements in their performance
- Elaboration manipulating the elements of music, such as dynamics and tempo, to express different characters or dramatic action and emotions when composing music for a screen-based work or to accompany drama, such as a re-telling of a familiar children’s story
- Elaboration combining composed and improvised sections to create a complete work; for example, composing a melody and accompaniment to create a theme song and combining with improvised/soundscape sections to accompany a reading/narration of a story they have written
- Elaboration working in pairs or groups to create ostinatos or accompaniments; for example, using ukuleles or bucket drums and composing ostinatos or accompaniments for songs they are learning
Content descriptorAC9AMU4D01 Developing practices and skills
develop listening skills and skills for manipulating elements of music when singing and playing instruments
Elaborations (7)
- Elaboration using speaking, singing, voice/vocalisation and movement to develop skills for singing/vocalisation; for example, breathing, awareness of pitch, beat and rhythm, ensuring that the audience can hear/follow the lyrics when singers are singing softly, learning how to sing louder without shouting
- Elaboration manipulating elements of music to create and control intended effects, using sounds from a range of sources, such as voice/vocalisation, classroom instruments, found objects or digital instruments; for example, varying dynamics in repeated sections to create interest or using different instruments/combinations of instruments to create a particular mood or feeling, using combinations of steps and jumps (close/wide intervals) in a melody to suit different sections of the lyrics
- Elaboration singing and playing learnt pitch and rhythm patterns and varying elements of music within them to create different effects; for example, singing softer or louder, faster or slower, repeating phrases, extending or shortening rhythmic values
- Elaboration listening to the effects they create by manipulating elements of music in different ways and discussing how easy/difficult different choices are to perform accurately; asking questions such as “What works and why” (noting that there may be a range of responses across the class)
- Elaboration listening to diverse examples of music to explore how rhythm and pitch patterns, structures or timbres are used; for example, listening to identify whether a rhythmic or melodic pattern is repeated in every bar/measure or used only in a specific section, such as the verse or chorus
- Elaboration practising reading staff, graphic and/or invented notation as they rehearse and perform
- Elaboration exploring options for representing sounds in a score; for example, inventing a graphic score to represent sounds of the environment or using a combination of staff notation and invented symbols; then using the score when rehearsing and making changes to ensure that it is accurate and useful/easy to follow in performance
Content descriptorAC9AMU4P01 Presenting and performing
sing and play music they have learnt and/or composed in informal settings
Elaborations (5)
- Elaboration performing music such as unison songs, rounds and instrumental music arranged for small ensembles that feature melody and accompaniment parts, such as ostinato or drones
- Elaboration introducing performances by sharing information such as the intended purposes of their compositions with others, and documenting how they used the elements of music when composing and/or performing
- Elaboration rehearsing and performing music using a range of technologies; for example, learning and (with assistance) applying techniques for using sound reinforcement equipment such as PA, microphones and speakers efficiently to ensure that the audience can hear their performance and they can hear other performers (foldback) or making recordings of rehearsals, listening and evaluating how well they are achieving their aims and making adjustments (as required)
- Elaboration planning how they will stage a performance and introduce their performances to audiences using spoken, written or audio-visual formats
- Elaboration reading from notation and/or documentation such as a lead-sheet (lyrics and chords), staff or graphic notation that includes invented or learnt symbols when practising and performing music
They combine the elements of music to compose music that communicates ideas.
Content descriptorAC9AMU4C01 Creating and making
manipulate elements of music to communicate ideas, perspectives and/or meaning when composing and practising for performance
Elaborations (8)
- Elaboration writing lyrics and/or melodies for songs, raps or chants and using formats such as graphic or staff notation or a lead-sheet or an audio recording to notate/document/record their work
- Elaboration using available technologies to create accompaniments; for example, improvising patterns (body percussion, classroom instruments) and recording as a loop or using digital tools to notate/document music; for example, using a template to create a lead-sheet or a story-boarding app to record information about where music will be used in a claymation they are creating in Media Arts
- Elaboration improvising phrases of music on an instrument to practise known notes and rhythm patterns or to extend the range of notes they can play on an instrument
- Elaboration learning songs and/or instrumental music associated with specific cultures, such as cultural groups in the local community or cultures from Asia, or cultures where a language they are learning is spoken
- Elaboration listening to live or recorded performances of music and gathering ideas they can use in their performance, such as the feel or mood of the song/music, how to interpret characteristic rhythmic patterns or how they might use body percussion or other movements in their performance
- Elaboration manipulating the elements of music, such as dynamics and tempo, to express different characters or dramatic action and emotions when composing music for a screen-based work or to accompany drama, such as a re-telling of a familiar children’s story
- Elaboration combining composed and improvised sections to create a complete work; for example, composing a melody and accompaniment to create a theme song and combining with improvised/soundscape sections to accompany a reading/narration of a story they have written
- Elaboration working in pairs or groups to create ostinatos or accompaniments; for example, using ukuleles or bucket drums and composing ostinatos or accompaniments for songs they are learning
They sing and play music in informal settings.
Content descriptorAC9AMU4P01 Presenting and performing
sing and play music they have learnt and/or composed in informal settings
Elaborations (5)
- Elaboration performing music such as unison songs, rounds and instrumental music arranged for small ensembles that feature melody and accompaniment parts, such as ostinato or drones
- Elaboration introducing performances by sharing information such as the intended purposes of their compositions with others, and documenting how they used the elements of music when composing and/or performing
- Elaboration rehearsing and performing music using a range of technologies; for example, learning and (with assistance) applying techniques for using sound reinforcement equipment such as PA, microphones and speakers efficiently to ensure that the audience can hear their performance and they can hear other performers (foldback) or making recordings of rehearsals, listening and evaluating how well they are achieving their aims and making adjustments (as required)
- Elaboration planning how they will stage a performance and introduce their performances to audiences using spoken, written or audio-visual formats
- Elaboration reading from notation and/or documentation such as a lead-sheet (lyrics and chords), staff or graphic notation that includes invented or learnt symbols when practising and performing music
This achievement standard describes the expected learning for Years 3 to 4 Music. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Creating and making | Music | 1 | 8 |
| Developing practices and skills | Music | 1 | 7 |
| Exploring and responding | Music | 2 | 9 |
| Presenting and performing | Music | 1 | 5 |
| Total | 5 | 29 | |
Frequently Asked Questions
What should students know by the end of Years 3 to 4 Music?
By the end of Year 4, students describe the use of elements of music in music they compose, perform and/or experience. They describe where, why and/or how music is composed and/or performed across cultures, times, places and/or other contexts. Read the full standard
How many Content Descriptors support this standard?
5 Content Descriptors support this Achievement Standard (Creating and making: 1, Developing practices and skills: 1, Exploring and responding: 2, Presenting and performing: 1).
How does this compare to Years 1 to 2?
The Years 1 to 2 Music standard (ASARTMUSY12) covers the preceding curriculum level. Standards build progressively, with Years 3 to 4 expectations extending what was introduced in Years 1 to 2.
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.