Years 7 to 8 The Arts ASARTMUSY78

Years 7 to 8 Music Achievement Standard

8 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 8, students analyse how the elements of music and/or compositional devices are manipulated in music they compose, perform and/or experience. They evaluate the ways music from across cultures, times, places and/or other contexts communicates ideas, perspectives and/or meaning. They describe respectful approaches to composing, performing and/or responding to music.

Students demonstrate listening and aural skills when composing and performing. They manipulate elements of music and compositional devices to compose music that communicates ideas, perspectives and/or meaning. They notate, document and/or record the music they compose. They manipulate elements of music when performing their own and/or others’ music. They demonstrate performance skills when performing music for audiences.

The 8 achievement standard statements

Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.

Achievement standardASARTMUS7801Creating and makingDeveloping practices and skillsExploring and responding4 content descriptors · 18 elaborations

By the end of Year 8, students analyse how the elements of music and/or compositional devices are manipulated in music they compose, perform and/or experience.

Content descriptorAC9AMU8C01 Creating and making

interpret music in a variety of forms and/or styles, manipulating elements of music and employing relevant vocal/instrumental techniques

Elaborations (4)

Elaboration investigating and trialling ways of realising stylistic features when rehearsing; for example, using effects such as distortion, decay or delay, or using accent/stress to achieve a stylistic feel when interpreting melodies or rhythmic patterns
Elaboration interpreting music that is notated/documented in a range of formats, such as graphic or interactive scores, staff notation or tablature (TAB) and recordings; for example, using a recording and a chart that includes melody, form and harmony/chords to develop an arrangement of a song
Elaboration using student and teacher set goals as a focus for practising and rehearsing a range of solo and/or ensemble music
Elaboration manipulating sound quality by applying understanding of the range of sounds/timbres that different instruments and voice types can produce; for example, manipulating dynamics and timbre in voice or acoustic or digital instruments to create a specific effect

Content descriptorAC9AMU8C02 Creating and making

compose using the elements of music and compositional devices to communicate ideas, perspectives and/or meaning, and notate, document and/or record the music

Elaborations (7)

Elaboration writing songs or instrumental music to communicate ideas or opinions about themes or issues, such as their perspectives on local issues relating to sustainable ways of living or relationships such as friendship
Elaboration combining and manipulating the elements of music in ways that are characteristic of selected styles, creating and notating, documenting and/or recording a composition, using available digital tools
Elaboration using patterns such as harmonic, rhythmic or melodic patterns as the basis for improvisation or composition; for example, creating a composition entirely from loops or recording a series of loops (ostinati/repeating patterns) and then composing/improvising additional melodic lines
Elaboration composing music for different purposes, such as repertoire for an ensemble to perform or music for a theatrical, site-specific or media work; for example, a fanfare or other composition that will grab the audience’s attention at the start of an event, ritual or ceremony
Elaboration using software to notate, document and/or record compositions in formats that are appropriate to a genre, style or instrument, such as chord charts or percussion notation
Elaboration arranging a familiar music piece into a different music style by manipulating the elements of music to convey meaning, and documenting the arrangement in a form that is appropriate, considering the style and the preferences of the musicians who might be performing the arrangement; for example, arranging an instrumental work for choral performance
Elaboration developing an arrangement or re-imagining of an existing melody/tune by improvising, using given material such as a melody, riff or chord progression

Content descriptorAC9AMU8D02 Developing practices and skills

reflect on their own and others’ music to inform choices they make as composers and performers about how they will manipulate elements of music and/or compositional devices

Elaborations (3)

Elaboration practising, using aural skills and music terminology, how to identify and describe technical and expressive elements of music, such as chord progressions or the way a performer interprets, performs or shapes melodies, phrasing or dynamics; for example, when songwriting, in an instrumental music lesson or in a discussion with peers or a teacher
Elaboration practising ways to use aural/visual cues when playing or singing in an ensemble; for example, chords or phrases that indicate place within a structure (aural) or gestures indicating tempo or entries (visual)
Elaboration using focused listening and selected aural skills to evaluate the use of elements of music when listening to a recording for the purpose of making decisions about how they will interpret the music

Content descriptorAC9AMU8E01 Exploring and responding

investigate the ways that composers and/or performers use the elements of music and/or compositional devices in music composed across cultures, times, places and/or other contexts

Elaborations (4)

Elaboration accessing and researching music through live or recorded/streamed performances to analyse performers’ interpretations of composers’ intentions; for example, using recordings and score/s or chart/s or other information such as an interview or review to identify how performers have interpreted a composer’s intentions, such as tempo choices, instrumentation, feel or articulation
Elaboration listening to live or recorded music and identifying stylistic characteristics; for example, analysing how elements of music are manipulated and how compositional devices are used; then using this information to describe features of a style or to inform their performance of music in that style
Elaboration listening to and evaluating how elements of music are manipulated in music composed by a range of composers, with the intention of drawing attention to social issues or values; for example, protest songs, nationalistic music, music that uses “folk”/traditional tunes in re-imagined ways, songs with lyrics that focus on themes such as identity or belonging
Elaboration researching and discussing the influence of social, cultural and historical developments relating to specific styles, forms or traditions and incorporating these into their performance and/or compositions; for example, conventions relating to forms such as 32-bar song form, genres such as chamber music, or traditions such as singer-songwriter

Achievement standardASARTMUS7802Creating and makingDeveloping practices and skillsExploring and responding5 content descriptors · 22 elaborations

They evaluate the ways music from across cultures, times, places and/or other contexts communicates ideas, perspectives and/or meaning.

Content descriptorAC9AMU8C01 Creating and making

interpret music in a variety of forms and/or styles, manipulating elements of music and employing relevant vocal/instrumental techniques

Elaborations (4)

Elaboration investigating and trialling ways of realising stylistic features when rehearsing; for example, using effects such as distortion, decay or delay, or using accent/stress to achieve a stylistic feel when interpreting melodies or rhythmic patterns
Elaboration interpreting music that is notated/documented in a range of formats, such as graphic or interactive scores, staff notation or tablature (TAB) and recordings; for example, using a recording and a chart that includes melody, form and harmony/chords to develop an arrangement of a song
Elaboration using student and teacher set goals as a focus for practising and rehearsing a range of solo and/or ensemble music
Elaboration manipulating sound quality by applying understanding of the range of sounds/timbres that different instruments and voice types can produce; for example, manipulating dynamics and timbre in voice or acoustic or digital instruments to create a specific effect

Content descriptorAC9AMU8C02 Creating and making

compose using the elements of music and compositional devices to communicate ideas, perspectives and/or meaning, and notate, document and/or record the music

Elaborations (7)

Elaboration writing songs or instrumental music to communicate ideas or opinions about themes or issues, such as their perspectives on local issues relating to sustainable ways of living or relationships such as friendship
Elaboration combining and manipulating the elements of music in ways that are characteristic of selected styles, creating and notating, documenting and/or recording a composition, using available digital tools
Elaboration using patterns such as harmonic, rhythmic or melodic patterns as the basis for improvisation or composition; for example, creating a composition entirely from loops or recording a series of loops (ostinati/repeating patterns) and then composing/improvising additional melodic lines
Elaboration composing music for different purposes, such as repertoire for an ensemble to perform or music for a theatrical, site-specific or media work; for example, a fanfare or other composition that will grab the audience’s attention at the start of an event, ritual or ceremony
Elaboration using software to notate, document and/or record compositions in formats that are appropriate to a genre, style or instrument, such as chord charts or percussion notation
Elaboration arranging a familiar music piece into a different music style by manipulating the elements of music to convey meaning, and documenting the arrangement in a form that is appropriate, considering the style and the preferences of the musicians who might be performing the arrangement; for example, arranging an instrumental work for choral performance
Elaboration developing an arrangement or re-imagining of an existing melody/tune by improvising, using given material such as a melody, riff or chord progression

Content descriptorAC9AMU8D02 Developing practices and skills

reflect on their own and others’ music to inform choices they make as composers and performers about how they will manipulate elements of music and/or compositional devices

Elaborations (3)

Elaboration practising, using aural skills and music terminology, how to identify and describe technical and expressive elements of music, such as chord progressions or the way a performer interprets, performs or shapes melodies, phrasing or dynamics; for example, when songwriting, in an instrumental music lesson or in a discussion with peers or a teacher
Elaboration practising ways to use aural/visual cues when playing or singing in an ensemble; for example, chords or phrases that indicate place within a structure (aural) or gestures indicating tempo or entries (visual)
Elaboration using focused listening and selected aural skills to evaluate the use of elements of music when listening to a recording for the purpose of making decisions about how they will interpret the music

Content descriptorAC9AMU8E01 Exploring and responding

investigate the ways that composers and/or performers use the elements of music and/or compositional devices in music composed across cultures, times, places and/or other contexts

Elaborations (4)

Elaboration accessing and researching music through live or recorded/streamed performances to analyse performers’ interpretations of composers’ intentions; for example, using recordings and score/s or chart/s or other information such as an interview or review to identify how performers have interpreted a composer’s intentions, such as tempo choices, instrumentation, feel or articulation
Elaboration listening to live or recorded music and identifying stylistic characteristics; for example, analysing how elements of music are manipulated and how compositional devices are used; then using this information to describe features of a style or to inform their performance of music in that style
Elaboration listening to and evaluating how elements of music are manipulated in music composed by a range of composers, with the intention of drawing attention to social issues or values; for example, protest songs, nationalistic music, music that uses “folk”/traditional tunes in re-imagined ways, songs with lyrics that focus on themes such as identity or belonging
Elaboration researching and discussing the influence of social, cultural and historical developments relating to specific styles, forms or traditions and incorporating these into their performance and/or compositions; for example, conventions relating to forms such as 32-bar song form, genres such as chamber music, or traditions such as singer-songwriter

Content descriptorAC9AMU8E02 Exploring and responding

investigate the diversity of music composed and/or performed by First Nations Australians, considering culturally responsive approaches to Indigenous Cultural and Intellectual Property rights

Elaborations (4)

Elaboration exploring ways that First Nations Australian composers and/or performers communicate their ideas and messages across communities and cultures; for example, by asking questions such as “What are the impacts of this musician’s/these musicians’ music?” and “What music styles or genres is this musician drawing on in creating their own music?”
Elaboration investigating when, how and why copyright and/or Indigenous Cultural and Intellectual Property rights might be relevant to their practice as, for example, listeners, songwriters, composers and/or performers
Elaboration exploring how protocols for protecting Indigenous Cultural and Intellectual Property rights exist to help students make ethical choices about how they use music, as listeners or creators; for example, by asking questions such as, “Who wrote this music?”, “May I use ideas from this song, and do I need permission to do so?”
Elaboration investigating issues relating to the use of First Nations Australian languages or stories in lyrics and songs or music for screen-based works; for example, considering case studies that illustrate protocols relating to Indigenous Cultural and Intellectual Property rights

Achievement standardASARTMUS7803Exploring and responding1 content descriptor · 4 elaborations

They describe respectful approaches to composing, performing and/or responding to music.

Content descriptorAC9AMU8E02 Exploring and responding

investigate the diversity of music composed and/or performed by First Nations Australians, considering culturally responsive approaches to Indigenous Cultural and Intellectual Property rights

Elaborations (4)

Elaboration exploring ways that First Nations Australian composers and/or performers communicate their ideas and messages across communities and cultures; for example, by asking questions such as “What are the impacts of this musician’s/these musicians’ music?” and “What music styles or genres is this musician drawing on in creating their own music?”
Elaboration investigating when, how and why copyright and/or Indigenous Cultural and Intellectual Property rights might be relevant to their practice as, for example, listeners, songwriters, composers and/or performers
Elaboration exploring how protocols for protecting Indigenous Cultural and Intellectual Property rights exist to help students make ethical choices about how they use music, as listeners or creators; for example, by asking questions such as, “Who wrote this music?”, “May I use ideas from this song, and do I need permission to do so?”
Elaboration investigating issues relating to the use of First Nations Australian languages or stories in lyrics and songs or music for screen-based works; for example, considering case studies that illustrate protocols relating to Indigenous Cultural and Intellectual Property rights

Achievement standardASARTMUS7804Creating and makingDeveloping practices and skillsPresenting and performing5 content descriptors · 26 elaborations

Students demonstrate listening and aural skills when composing and performing.

Content descriptorAC9AMU8C01 Creating and making

interpret music in a variety of forms and/or styles, manipulating elements of music and employing relevant vocal/instrumental techniques

Elaborations (4)

Elaboration investigating and trialling ways of realising stylistic features when rehearsing; for example, using effects such as distortion, decay or delay, or using accent/stress to achieve a stylistic feel when interpreting melodies or rhythmic patterns
Elaboration interpreting music that is notated/documented in a range of formats, such as graphic or interactive scores, staff notation or tablature (TAB) and recordings; for example, using a recording and a chart that includes melody, form and harmony/chords to develop an arrangement of a song
Elaboration using student and teacher set goals as a focus for practising and rehearsing a range of solo and/or ensemble music
Elaboration manipulating sound quality by applying understanding of the range of sounds/timbres that different instruments and voice types can produce; for example, manipulating dynamics and timbre in voice or acoustic or digital instruments to create a specific effect

Content descriptorAC9AMU8C02 Creating and making

compose using the elements of music and compositional devices to communicate ideas, perspectives and/or meaning, and notate, document and/or record the music

Elaborations (7)

Elaboration writing songs or instrumental music to communicate ideas or opinions about themes or issues, such as their perspectives on local issues relating to sustainable ways of living or relationships such as friendship
Elaboration combining and manipulating the elements of music in ways that are characteristic of selected styles, creating and notating, documenting and/or recording a composition, using available digital tools
Elaboration using patterns such as harmonic, rhythmic or melodic patterns as the basis for improvisation or composition; for example, creating a composition entirely from loops or recording a series of loops (ostinati/repeating patterns) and then composing/improvising additional melodic lines
Elaboration composing music for different purposes, such as repertoire for an ensemble to perform or music for a theatrical, site-specific or media work; for example, a fanfare or other composition that will grab the audience’s attention at the start of an event, ritual or ceremony
Elaboration using software to notate, document and/or record compositions in formats that are appropriate to a genre, style or instrument, such as chord charts or percussion notation
Elaboration arranging a familiar music piece into a different music style by manipulating the elements of music to convey meaning, and documenting the arrangement in a form that is appropriate, considering the style and the preferences of the musicians who might be performing the arrangement; for example, arranging an instrumental work for choral performance
Elaboration developing an arrangement or re-imagining of an existing melody/tune by improvising, using given material such as a melody, riff or chord progression

Content descriptorAC9AMU8D01 Developing practices and skills

develop and practise listening/aural skills and vocal and/or instrumental skills/techniques for manipulating elements of music to achieve expressive effects

Elaborations (7)

Elaboration experimenting with ways in which vocal/instrumental techniques can be used to manipulate elements of music to achieve intended effects, such as an expressive sound that is typical of a particular style, and transcribing or documenting their ideas as a reference for future performances or composition
Elaboration practising technical and expressive skills such as intonation, pitch/rhythmic accuracy, phrasing or shaping dynamics and articulation to communicate expressive intent using voices and/or instruments
Elaboration developing techniques for extending/varying patterns such as harmonic, rhythmic or melodic patterns; for example, identifying qualities of chords in isolation and experimenting with different ways to order the chords to create a chord progression and improvising over the progression, or using the chord progression in a song or instrumental music
Elaboration experimenting with ways in which digital tools can be used when arranging musical ideas or creating effects; for example, using digitally produced parts alone or in combination with voice/vocalisation or other instruments
Elaboration developing ability to manipulate and control elements of music to enhance performance and communicate intentions; for example, recording alternative approaches to interpreting a phrase or melody and evaluating it to identify preferred options
Elaboration using a listening diary/journal format to document ideas for compositions, interpretations, re-imaginings or performances
Elaboration writing/notating a chart or lead-sheet to record ideas from a songwriting workshop or using software to write additional parts such as a bassline to accompany a melody

Content descriptorAC9AMU8D02 Developing practices and skills

reflect on their own and others’ music to inform choices they make as composers and performers about how they will manipulate elements of music and/or compositional devices

Elaborations (3)

Elaboration practising, using aural skills and music terminology, how to identify and describe technical and expressive elements of music, such as chord progressions or the way a performer interprets, performs or shapes melodies, phrasing or dynamics; for example, when songwriting, in an instrumental music lesson or in a discussion with peers or a teacher
Elaboration practising ways to use aural/visual cues when playing or singing in an ensemble; for example, chords or phrases that indicate place within a structure (aural) or gestures indicating tempo or entries (visual)
Elaboration using focused listening and selected aural skills to evaluate the use of elements of music when listening to a recording for the purpose of making decisions about how they will interpret the music

Content descriptorAC9AMU8P01 Presenting and performing

perform music using relevant vocal and/or instrumental techniques and performance skills

Elaborations (5)

Elaboration rehearsing a range of music in solo and ensemble activities for performance to a variety of audiences
Elaboration analysing the performance practices of musicians identified as experts in specific styles/genres to identify strategies for interpreting the styles authentically; for example, using online resources and creating a voice-over to add commentary to create a guide/set of aims for rehearsals
Elaboration performing with correct posture, understanding that the body is part of the performance; for example, standing or sitting as appropriate for the instrument, ensemble, audience and any technology in use such as a microphone; maintaining technical control throughout the performance of a piece of music, controlling tone and volume to create a balanced sound in ensemble performance, reflecting and problem-solving to address imbalances in tone and volume in real-time and seeking feedback from the audience that they can use to reflect on and modify their musical practices in future performances
Elaboration planning performances, rehearsing and performing their own vocal and/or instrumental compositions, individually or in a group, paying attention to expressive skills that convey stylistic understanding, such as articulation and accents
Elaboration planning and presenting an in-school performance, attending to how they manipulate elements of music and use vocal/instrumental techniques to convey stylistic understanding

Achievement standardASARTMUS7805Creating and makingDeveloping practices and skillsExploring and responding3 content descriptors · 14 elaborations

They manipulate elements of music and compositional devices to compose music that communicates ideas, perspectives and/or meaning.

Content descriptorAC9AMU8C02 Creating and making

compose using the elements of music and compositional devices to communicate ideas, perspectives and/or meaning, and notate, document and/or record the music

Elaborations (7)

Elaboration writing songs or instrumental music to communicate ideas or opinions about themes or issues, such as their perspectives on local issues relating to sustainable ways of living or relationships such as friendship
Elaboration combining and manipulating the elements of music in ways that are characteristic of selected styles, creating and notating, documenting and/or recording a composition, using available digital tools
Elaboration using patterns such as harmonic, rhythmic or melodic patterns as the basis for improvisation or composition; for example, creating a composition entirely from loops or recording a series of loops (ostinati/repeating patterns) and then composing/improvising additional melodic lines
Elaboration composing music for different purposes, such as repertoire for an ensemble to perform or music for a theatrical, site-specific or media work; for example, a fanfare or other composition that will grab the audience’s attention at the start of an event, ritual or ceremony
Elaboration using software to notate, document and/or record compositions in formats that are appropriate to a genre, style or instrument, such as chord charts or percussion notation
Elaboration arranging a familiar music piece into a different music style by manipulating the elements of music to convey meaning, and documenting the arrangement in a form that is appropriate, considering the style and the preferences of the musicians who might be performing the arrangement; for example, arranging an instrumental work for choral performance
Elaboration developing an arrangement or re-imagining of an existing melody/tune by improvising, using given material such as a melody, riff or chord progression

Content descriptorAC9AMU8D02 Developing practices and skills

reflect on their own and others’ music to inform choices they make as composers and performers about how they will manipulate elements of music and/or compositional devices

Elaborations (3)

Elaboration practising, using aural skills and music terminology, how to identify and describe technical and expressive elements of music, such as chord progressions or the way a performer interprets, performs or shapes melodies, phrasing or dynamics; for example, when songwriting, in an instrumental music lesson or in a discussion with peers or a teacher
Elaboration practising ways to use aural/visual cues when playing or singing in an ensemble; for example, chords or phrases that indicate place within a structure (aural) or gestures indicating tempo or entries (visual)
Elaboration using focused listening and selected aural skills to evaluate the use of elements of music when listening to a recording for the purpose of making decisions about how they will interpret the music

Content descriptorAC9AMU8E01 Exploring and responding

investigate the ways that composers and/or performers use the elements of music and/or compositional devices in music composed across cultures, times, places and/or other contexts

Elaborations (4)

Elaboration accessing and researching music through live or recorded/streamed performances to analyse performers’ interpretations of composers’ intentions; for example, using recordings and score/s or chart/s or other information such as an interview or review to identify how performers have interpreted a composer’s intentions, such as tempo choices, instrumentation, feel or articulation
Elaboration listening to live or recorded music and identifying stylistic characteristics; for example, analysing how elements of music are manipulated and how compositional devices are used; then using this information to describe features of a style or to inform their performance of music in that style
Elaboration listening to and evaluating how elements of music are manipulated in music composed by a range of composers, with the intention of drawing attention to social issues or values; for example, protest songs, nationalistic music, music that uses “folk”/traditional tunes in re-imagined ways, songs with lyrics that focus on themes such as identity or belonging
Elaboration researching and discussing the influence of social, cultural and historical developments relating to specific styles, forms or traditions and incorporating these into their performance and/or compositions; for example, conventions relating to forms such as 32-bar song form, genres such as chamber music, or traditions such as singer-songwriter

Achievement standardASARTMUS7806Creating and makingDeveloping practices and skills2 content descriptors · 10 elaborations

They notate, document and/or record the music they compose.

Content descriptorAC9AMU8C02 Creating and making

compose using the elements of music and compositional devices to communicate ideas, perspectives and/or meaning, and notate, document and/or record the music

Elaborations (7)

Elaboration writing songs or instrumental music to communicate ideas or opinions about themes or issues, such as their perspectives on local issues relating to sustainable ways of living or relationships such as friendship
Elaboration combining and manipulating the elements of music in ways that are characteristic of selected styles, creating and notating, documenting and/or recording a composition, using available digital tools
Elaboration using patterns such as harmonic, rhythmic or melodic patterns as the basis for improvisation or composition; for example, creating a composition entirely from loops or recording a series of loops (ostinati/repeating patterns) and then composing/improvising additional melodic lines
Elaboration composing music for different purposes, such as repertoire for an ensemble to perform or music for a theatrical, site-specific or media work; for example, a fanfare or other composition that will grab the audience’s attention at the start of an event, ritual or ceremony
Elaboration using software to notate, document and/or record compositions in formats that are appropriate to a genre, style or instrument, such as chord charts or percussion notation
Elaboration arranging a familiar music piece into a different music style by manipulating the elements of music to convey meaning, and documenting the arrangement in a form that is appropriate, considering the style and the preferences of the musicians who might be performing the arrangement; for example, arranging an instrumental work for choral performance
Elaboration developing an arrangement or re-imagining of an existing melody/tune by improvising, using given material such as a melody, riff or chord progression

Content descriptorAC9AMU8D02 Developing practices and skills

reflect on their own and others’ music to inform choices they make as composers and performers about how they will manipulate elements of music and/or compositional devices

Elaborations (3)

Elaboration practising, using aural skills and music terminology, how to identify and describe technical and expressive elements of music, such as chord progressions or the way a performer interprets, performs or shapes melodies, phrasing or dynamics; for example, when songwriting, in an instrumental music lesson or in a discussion with peers or a teacher
Elaboration practising ways to use aural/visual cues when playing or singing in an ensemble; for example, chords or phrases that indicate place within a structure (aural) or gestures indicating tempo or entries (visual)
Elaboration using focused listening and selected aural skills to evaluate the use of elements of music when listening to a recording for the purpose of making decisions about how they will interpret the music

Achievement standardASARTMUS7807Developing practices and skillsPresenting and performing2 content descriptors · 8 elaborations

They manipulate elements of music when performing their own and/or others’ music.

Content descriptorAC9AMU8D02 Developing practices and skills

reflect on their own and others’ music to inform choices they make as composers and performers about how they will manipulate elements of music and/or compositional devices

Elaborations (3)

Elaboration practising, using aural skills and music terminology, how to identify and describe technical and expressive elements of music, such as chord progressions or the way a performer interprets, performs or shapes melodies, phrasing or dynamics; for example, when songwriting, in an instrumental music lesson or in a discussion with peers or a teacher
Elaboration practising ways to use aural/visual cues when playing or singing in an ensemble; for example, chords or phrases that indicate place within a structure (aural) or gestures indicating tempo or entries (visual)
Elaboration using focused listening and selected aural skills to evaluate the use of elements of music when listening to a recording for the purpose of making decisions about how they will interpret the music

Content descriptorAC9AMU8P01 Presenting and performing

perform music using relevant vocal and/or instrumental techniques and performance skills

Elaborations (5)

Elaboration rehearsing a range of music in solo and ensemble activities for performance to a variety of audiences
Elaboration analysing the performance practices of musicians identified as experts in specific styles/genres to identify strategies for interpreting the styles authentically; for example, using online resources and creating a voice-over to add commentary to create a guide/set of aims for rehearsals
Elaboration performing with correct posture, understanding that the body is part of the performance; for example, standing or sitting as appropriate for the instrument, ensemble, audience and any technology in use such as a microphone; maintaining technical control throughout the performance of a piece of music, controlling tone and volume to create a balanced sound in ensemble performance, reflecting and problem-solving to address imbalances in tone and volume in real-time and seeking feedback from the audience that they can use to reflect on and modify their musical practices in future performances
Elaboration planning performances, rehearsing and performing their own vocal and/or instrumental compositions, individually or in a group, paying attention to expressive skills that convey stylistic understanding, such as articulation and accents
Elaboration planning and presenting an in-school performance, attending to how they manipulate elements of music and use vocal/instrumental techniques to convey stylistic understanding

Achievement standardASARTMUS7808Developing practices and skillsPresenting and performing2 content descriptors · 8 elaborations

They demonstrate performance skills when performing music for audiences.

Content descriptorAC9AMU8D02 Developing practices and skills

reflect on their own and others’ music to inform choices they make as composers and performers about how they will manipulate elements of music and/or compositional devices

Elaborations (3)

Elaboration practising, using aural skills and music terminology, how to identify and describe technical and expressive elements of music, such as chord progressions or the way a performer interprets, performs or shapes melodies, phrasing or dynamics; for example, when songwriting, in an instrumental music lesson or in a discussion with peers or a teacher
Elaboration practising ways to use aural/visual cues when playing or singing in an ensemble; for example, chords or phrases that indicate place within a structure (aural) or gestures indicating tempo or entries (visual)
Elaboration using focused listening and selected aural skills to evaluate the use of elements of music when listening to a recording for the purpose of making decisions about how they will interpret the music

Content descriptorAC9AMU8P01 Presenting and performing

perform music using relevant vocal and/or instrumental techniques and performance skills

Elaborations (5)

Elaboration rehearsing a range of music in solo and ensemble activities for performance to a variety of audiences
Elaboration analysing the performance practices of musicians identified as experts in specific styles/genres to identify strategies for interpreting the styles authentically; for example, using online resources and creating a voice-over to add commentary to create a guide/set of aims for rehearsals
Elaboration performing with correct posture, understanding that the body is part of the performance; for example, standing or sitting as appropriate for the instrument, ensemble, audience and any technology in use such as a microphone; maintaining technical control throughout the performance of a piece of music, controlling tone and volume to create a balanced sound in ensemble performance, reflecting and problem-solving to address imbalances in tone and volume in real-time and seeking feedback from the audience that they can use to reflect on and modify their musical practices in future performances
Elaboration planning performances, rehearsing and performing their own vocal and/or instrumental compositions, individually or in a group, paying attention to expressive skills that convey stylistic understanding, such as articulation and accents
Elaboration planning and presenting an in-school performance, attending to how they manipulate elements of music and use vocal/instrumental techniques to convey stylistic understanding

This achievement standard describes the expected learning for Years 7 to 8 Music. Use it to plan teaching and assessment with the Australian Curriculum v9.

At a Glance

Strand	Substrand	CDs	Elaborations
Creating and making	Music	2	11
Developing practices and skills	Music	2	10
Exploring and responding	Music	2	8
Presenting and performing	Music	1	5
Total		7	34

Frequently Asked Questions

What should students know by the end of Years 7 to 8 Music?

How many Content Descriptors support this standard?

7 Content Descriptors support this Achievement Standard (Creating and making: 2, Developing practices and skills: 2, Exploring and responding: 2, Presenting and performing: 1).

How does this compare to Years 5 to 6?

The Years 5 to 6 Music standard (ASARTMUSY56) covers the preceding curriculum level. Standards build progressively, with Years 7 to 8 expectations extending what was introduced in Years 5 to 6.

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.