Years 9 to 10 The Arts ASARTMUSY910

Years 9 to 10 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 10, students analyse ways composers and/or performers use the elements of music and compositional devices to engage audiences. They evaluate how music and/or performances in a range of styles and/or from across cultures, times, places and/or other contexts communicate ideas, perspectives and/or meaning. They evaluate how music is used to celebrate and challenge perspectives of Australian identity.

Students demonstrate listening and aural skills relevant to the styles and/or contexts in which they are working. Students manipulate elements of music and use compositional devices to communicate ideas, perspectives and/or meaning in compositions in selected style/s, form/s and/or using selected instrumentation. They notate, document and/or record their music. They apply knowledge of styles and/or forms when performing their own and/or others’ music. They demonstrate appropriate vocal and/or instrumental techniques and 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 standardASARTMUS91001Developing practices and skillsExploring and responding2 content descriptors · 11 elaborations

By the end of Year 10, students analyse ways composers and/or performers use the elements of music and compositional devices to engage audiences.

Content descriptorAC9AMU10D02 Developing practices and skills

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

Elaborations (4)

Elaboration listening to, analysing and comparing the performance practices of others to shape and refine their own interpretation and performance of a piece of music; for example, listening and analysing to identify how other performers develop facility in using specific techniques or achieving specific effects, such as tone colour or phrasing; then evaluating preferences and developing practice strategies to achieve their own goals
Elaboration using listening, aural skills and understanding of the information provided in scores, charts or lead-sheets to develop interpretations of repertoire in a range of styles
Elaboration using focused listening, aural or memory skills to identify, sing or play and/or notate/document music ideas, such as pitch and rhythm patterns, intervals and common chord progressions, for future use in compositions and/or performances
Elaboration developing and refining use of aural skills relating to tuning/intonation that they can use in real-time to improve levels of accuracy and control when performing

Content descriptorAC9AMU10E01 Exploring and responding

investigate composers’ and/or performers’ use of elements of music, compositional devices and/or vocal/instrumental techniques in music from a range of cultures, times, places and/or other contexts

Elaborations (7)

Elaboration investigating ways that composers and/or performers use the elements of music and compositional devices, and work collaboratively to communicate ideas and create effects to influence or evoke an emotional response in audiences; for example, observing/reviewing performances and focusing on how elements of music and compositional devices are used to structure compositions (use of scales, modes, motifs, riffs, hooks, etc. within song forms) or how composers and/or performers manipulate elements of music to evoke an emotional response in songs, music for games, street music styles or film music
Elaboration investigating how composers and performers use instrumentation or instrumental techniques; for example, considering how dynamics and expressive techniques are being used or manipulated to communicate specific effects, such as style-specific effects or extended techniques, by listening to a diverse range of music and comparing use of techniques or treatment of specific elements of music
Elaboration comparing ways that people in a range of times, places and/or other contexts have used music in times of conflict and change
Elaboration reflecting on why music might be described as “experimental”; for example, investigating the work of composers and/or performers who combine vocal/instrumental techniques developed at different times or in different cultures to create a personal sound/style; for example, composers/performers who use techniques such as hammer-ons and pull-offs when playing bowed string instruments
Elaboration investigating the way elements of music are manipulated in music or sound designs composed for use in installations or site-specific artworks
Elaboration discussing and evaluating the influence of music on the development of personal or social identity (for example ways music is used to influence or create a sense of belonging), and analysing how different traditions, styles and contexts affect the way people respond to the music; then using this analysis to inform the creation of a new piece of music
Elaboration using Viewpoints to ask questions, such as, “How has the rise of technology changed music styles or the ways composers and performers work?” or “How has technology impacted on audiences, the music industry and the way we consume music?” when considering how composers and/or performers develop their personal style and/or work collaboratively

Achievement standardASARTMUS91002Developing practices and skillsExploring and responding3 content descriptors · 15 elaborations

They evaluate how music and/or performances in a range of styles and/or from across cultures, times, places and/or other contexts communicate ideas, perspectives and/or meaning.

Content descriptorAC9AMU10D02 Developing practices and skills

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

Elaborations (4)

Elaboration listening to, analysing and comparing the performance practices of others to shape and refine their own interpretation and performance of a piece of music; for example, listening and analysing to identify how other performers develop facility in using specific techniques or achieving specific effects, such as tone colour or phrasing; then evaluating preferences and developing practice strategies to achieve their own goals
Elaboration using listening, aural skills and understanding of the information provided in scores, charts or lead-sheets to develop interpretations of repertoire in a range of styles
Elaboration using focused listening, aural or memory skills to identify, sing or play and/or notate/document music ideas, such as pitch and rhythm patterns, intervals and common chord progressions, for future use in compositions and/or performances
Elaboration developing and refining use of aural skills relating to tuning/intonation that they can use in real-time to improve levels of accuracy and control when performing

Content descriptorAC9AMU10E01 Exploring and responding

Elaborations (7)

Elaboration investigating ways that composers and/or performers use the elements of music and compositional devices, and work collaboratively to communicate ideas and create effects to influence or evoke an emotional response in audiences; for example, observing/reviewing performances and focusing on how elements of music and compositional devices are used to structure compositions (use of scales, modes, motifs, riffs, hooks, etc. within song forms) or how composers and/or performers manipulate elements of music to evoke an emotional response in songs, music for games, street music styles or film music
Elaboration investigating how composers and performers use instrumentation or instrumental techniques; for example, considering how dynamics and expressive techniques are being used or manipulated to communicate specific effects, such as style-specific effects or extended techniques, by listening to a diverse range of music and comparing use of techniques or treatment of specific elements of music
Elaboration comparing ways that people in a range of times, places and/or other contexts have used music in times of conflict and change
Elaboration reflecting on why music might be described as “experimental”; for example, investigating the work of composers and/or performers who combine vocal/instrumental techniques developed at different times or in different cultures to create a personal sound/style; for example, composers/performers who use techniques such as hammer-ons and pull-offs when playing bowed string instruments
Elaboration investigating the way elements of music are manipulated in music or sound designs composed for use in installations or site-specific artworks
Elaboration discussing and evaluating the influence of music on the development of personal or social identity (for example ways music is used to influence or create a sense of belonging), and analysing how different traditions, styles and contexts affect the way people respond to the music; then using this analysis to inform the creation of a new piece of music
Elaboration using Viewpoints to ask questions, such as, “How has the rise of technology changed music styles or the ways composers and performers work?” or “How has technology impacted on audiences, the music industry and the way we consume music?” when considering how composers and/or performers develop their personal style and/or work collaboratively

Content descriptorAC9AMU10E02 Exploring and responding

investigate the ways that First Nations Australian performers and/or composers celebrate and challenge multiple perspectives of Australian identity through music

Elaborations (4)

Elaboration evaluating innovation in the ways that First Nations Australian composers and/or performers are contributing to Australian contemporary music, including inter-cultural collaborations
Elaboration investigating how First Nations Australian songwriters, performers and/or composers working in genres such as choral, orchestral or chamber music use music to share knowledge, educate, protest, advocate for change or express opinions or beliefs
Elaboration evaluating intentions/motivations in music composed by and/or performed by First Nations Australians that challenges people to take action on issues such as climate change, environmental protection, social justice, racism or youth homelessness; for example, music presented in a themed performance program
Elaboration using and annotating a map of First Nations Australian language groups to identify where First Nations Australian composers and/or performers are working and providing short descriptions of their music

Achievement standardASARTMUS91003Exploring and responding1 content descriptor · 4 elaborations

They evaluate how music is used to celebrate and challenge perspectives of Australian identity.

Content descriptorAC9AMU10E02 Exploring and responding

investigate the ways that First Nations Australian performers and/or composers celebrate and challenge multiple perspectives of Australian identity through music

Elaborations (4)

Elaboration evaluating innovation in the ways that First Nations Australian composers and/or performers are contributing to Australian contemporary music, including inter-cultural collaborations
Elaboration investigating how First Nations Australian songwriters, performers and/or composers working in genres such as choral, orchestral or chamber music use music to share knowledge, educate, protest, advocate for change or express opinions or beliefs
Elaboration evaluating intentions/motivations in music composed by and/or performed by First Nations Australians that challenges people to take action on issues such as climate change, environmental protection, social justice, racism or youth homelessness; for example, music presented in a themed performance program
Elaboration using and annotating a map of First Nations Australian language groups to identify where First Nations Australian composers and/or performers are working and providing short descriptions of their music

Achievement standardASARTMUS91004Creating and makingDeveloping practices and skillsExploring and respondingPresenting and performing7 content descriptors · 33 elaborations

Students demonstrate listening and aural skills relevant to the styles and/or contexts in which they are working.

Content descriptorAC9AMU10C01 Creating and making

interpret music in a variety of forms and styles, manipulating the elements of music and/or compositional devices, and using style-specific vocal/instrumental techniques to communicate ideas, perspectives and/or meaning

Elaborations (4)

Elaboration rehearsing and refining their ability to control technical and expressive qualities in solo and/or ensemble music to achieve accuracy and fluency, and to communicate stylistic understanding
Elaboration experimenting with and comparing how the elements of music and compositional devices are used to communicate musical intentions in traditional, digital or graphic scores from different styles; for example, listening and evaluating approaches used by other performers and trialling options or asking questions such as “Which approach best communicates my intentions or the composer’s intention?”
Elaboration identifying stylistic conventions relevant to music they are learning, planning and practising to apply the conventions (as relevant) in their performance of music in that/those styles; for example, using information from composer/s, performers or analysis undertaken by other musicians or commentators
Elaboration selecting, interpreting and practising a performance program that focuses on a particular theme (social or historical), music style or the work of a composer or performer/s; for example, a solo or ensemble program

Content descriptorAC9AMU10C02 Creating and making

compose music, manipulating and combining elements of music and compositional devices relevant to chosen styles and/or forms to communicate ideas, perspectives and/or meaning and notate, document and/or record the music

Elaborations (6)

Elaboration evaluating how different traditions, styles or contexts affect the way people respond to a piece of music; and using this information to compose a new piece of music designed to appeal to a specific audience or fulfill a specific purpose
Elaboration experimenting with options for using instrumentation, dynamics and expressive techniques to develop the texture of a composition
Elaboration working collaboratively to compose songs or instrumental music; for example, a song cycle, music theatre work or music for a film, animation or video game, or music that explores issues related to an historical or current event
Elaboration applying an aural understanding of key and tonality when improvising or composing
Elaboration experimenting with ways to combine and manipulate the elements of music and using style-specific compositional devices to develop and shape or extend compositions
Elaboration analysing how elements of music are typically used in a music style and using findings as a guide when arranging or re-imagining music

Content descriptorAC9AMU10D01 Developing practices and skills

develop, practise and refine the use of listening/aural skills and style-specific vocal instrumental skills/techniques to interpret music and communicate expressive effects

Elaborations (4)

Elaboration working collaboratively to develop ensemble skills, such as listening carefully to establish and maintain balance across parts; for example, when performing in a duo, trio, acoustic or amplified ensemble
Elaboration identifying challenging sections in music they are learning and developing necessary techniques and stamina to control performance, achieve accuracy and fluency, and communicate stylistic understanding
Elaboration mapping a planned approach to interpret dynamics; for example, using observations from another performance or analysis of the work, and identifying sections/points where the loudest and softest dynamics will be employed; then practising to realise the plan
Elaboration developing technical and expressive facility and control when using voice and/or instrument/s; for example, undertaking a systematic approach to developing and extending vocal or instrumental skills

Content descriptorAC9AMU10D02 Developing practices and skills

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

Elaborations (4)

Elaboration listening to, analysing and comparing the performance practices of others to shape and refine their own interpretation and performance of a piece of music; for example, listening and analysing to identify how other performers develop facility in using specific techniques or achieving specific effects, such as tone colour or phrasing; then evaluating preferences and developing practice strategies to achieve their own goals
Elaboration using listening, aural skills and understanding of the information provided in scores, charts or lead-sheets to develop interpretations of repertoire in a range of styles
Elaboration using focused listening, aural or memory skills to identify, sing or play and/or notate/document music ideas, such as pitch and rhythm patterns, intervals and common chord progressions, for future use in compositions and/or performances
Elaboration developing and refining use of aural skills relating to tuning/intonation that they can use in real-time to improve levels of accuracy and control when performing

Content descriptorAC9AMU10E01 Exploring and responding

Elaborations (7)

Elaboration investigating ways that composers and/or performers use the elements of music and compositional devices, and work collaboratively to communicate ideas and create effects to influence or evoke an emotional response in audiences; for example, observing/reviewing performances and focusing on how elements of music and compositional devices are used to structure compositions (use of scales, modes, motifs, riffs, hooks, etc. within song forms) or how composers and/or performers manipulate elements of music to evoke an emotional response in songs, music for games, street music styles or film music
Elaboration investigating how composers and performers use instrumentation or instrumental techniques; for example, considering how dynamics and expressive techniques are being used or manipulated to communicate specific effects, such as style-specific effects or extended techniques, by listening to a diverse range of music and comparing use of techniques or treatment of specific elements of music
Elaboration comparing ways that people in a range of times, places and/or other contexts have used music in times of conflict and change
Elaboration reflecting on why music might be described as “experimental”; for example, investigating the work of composers and/or performers who combine vocal/instrumental techniques developed at different times or in different cultures to create a personal sound/style; for example, composers/performers who use techniques such as hammer-ons and pull-offs when playing bowed string instruments
Elaboration investigating the way elements of music are manipulated in music or sound designs composed for use in installations or site-specific artworks
Elaboration discussing and evaluating the influence of music on the development of personal or social identity (for example ways music is used to influence or create a sense of belonging), and analysing how different traditions, styles and contexts affect the way people respond to the music; then using this analysis to inform the creation of a new piece of music
Elaboration using Viewpoints to ask questions, such as, “How has the rise of technology changed music styles or the ways composers and performers work?” or “How has technology impacted on audiences, the music industry and the way we consume music?” when considering how composers and/or performers develop their personal style and/or work collaboratively

Content descriptorAC9AMU10E02 Exploring and responding

investigate the ways that First Nations Australian performers and/or composers celebrate and challenge multiple perspectives of Australian identity through music

Elaborations (4)

Elaboration evaluating innovation in the ways that First Nations Australian composers and/or performers are contributing to Australian contemporary music, including inter-cultural collaborations
Elaboration investigating how First Nations Australian songwriters, performers and/or composers working in genres such as choral, orchestral or chamber music use music to share knowledge, educate, protest, advocate for change or express opinions or beliefs
Elaboration evaluating intentions/motivations in music composed by and/or performed by First Nations Australians that challenges people to take action on issues such as climate change, environmental protection, social justice, racism or youth homelessness; for example, music presented in a themed performance program
Elaboration using and annotating a map of First Nations Australian language groups to identify where First Nations Australian composers and/or performers are working and providing short descriptions of their music

Content descriptorAC9AMU10P01 Presenting and performing

rehearse and present planned performances of music they have learnt and/or composed, using relevant vocal/instrumental techniques and performance skills

Elaborations (4)

Elaboration recording and evaluating performances using digital tools; for example, listening to a recording of their own performances and identifying areas for improvement
Elaboration performing their own music compositions and, as appropriate, using scores or visual material and reflecting on/evaluating personal or audience responses to the music; for example, asking questions such as, “How did choices such as tempo, dynamics, articulation or instrumentation allow the ensemble to achieve intended effects in their performance?”
Elaboration rehearsing and presenting planned performances, and then reflecting on and evaluating how each performance may have been different, which was more successful with audiences, and why
Elaboration planning and presenting performances in a range of physical or virtual spaces, including providing audiences with information about the music, the performers and the ideas that the performers are intending to communicate

Achievement standardASARTMUS91005Creating and makingDeveloping practices and skills2 content descriptors · 10 elaborations

Students manipulate elements of music and use compositional devices to communicate ideas, perspectives and/or meaning in compositions in selected style/s, form/s and/or using selected instrumentation.

Content descriptorAC9AMU10C02 Creating and making

Elaborations (6)

Elaboration evaluating how different traditions, styles or contexts affect the way people respond to a piece of music; and using this information to compose a new piece of music designed to appeal to a specific audience or fulfill a specific purpose
Elaboration experimenting with options for using instrumentation, dynamics and expressive techniques to develop the texture of a composition
Elaboration working collaboratively to compose songs or instrumental music; for example, a song cycle, music theatre work or music for a film, animation or video game, or music that explores issues related to an historical or current event
Elaboration applying an aural understanding of key and tonality when improvising or composing
Elaboration experimenting with ways to combine and manipulate the elements of music and using style-specific compositional devices to develop and shape or extend compositions
Elaboration analysing how elements of music are typically used in a music style and using findings as a guide when arranging or re-imagining music

Content descriptorAC9AMU10D02 Developing practices and skills

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

Elaborations (4)

Elaboration listening to, analysing and comparing the performance practices of others to shape and refine their own interpretation and performance of a piece of music; for example, listening and analysing to identify how other performers develop facility in using specific techniques or achieving specific effects, such as tone colour or phrasing; then evaluating preferences and developing practice strategies to achieve their own goals
Elaboration using listening, aural skills and understanding of the information provided in scores, charts or lead-sheets to develop interpretations of repertoire in a range of styles
Elaboration using focused listening, aural or memory skills to identify, sing or play and/or notate/document music ideas, such as pitch and rhythm patterns, intervals and common chord progressions, for future use in compositions and/or performances
Elaboration developing and refining use of aural skills relating to tuning/intonation that they can use in real-time to improve levels of accuracy and control when performing

Achievement standardASARTMUS91006Creating and making1 content descriptor · 6 elaborations

They notate, document and/or record their music.

Content descriptorAC9AMU10C02 Creating and making

Elaborations (6)

Elaboration evaluating how different traditions, styles or contexts affect the way people respond to a piece of music; and using this information to compose a new piece of music designed to appeal to a specific audience or fulfill a specific purpose
Elaboration experimenting with options for using instrumentation, dynamics and expressive techniques to develop the texture of a composition
Elaboration working collaboratively to compose songs or instrumental music; for example, a song cycle, music theatre work or music for a film, animation or video game, or music that explores issues related to an historical or current event
Elaboration applying an aural understanding of key and tonality when improvising or composing
Elaboration experimenting with ways to combine and manipulate the elements of music and using style-specific compositional devices to develop and shape or extend compositions
Elaboration analysing how elements of music are typically used in a music style and using findings as a guide when arranging or re-imagining music

Achievement standardASARTMUS91007Creating and makingDeveloping practices and skillsPresenting and performing3 content descriptors · 12 elaborations

They apply knowledge of styles and/or forms when performing their own and/or others’ music.

Content descriptorAC9AMU10C01 Creating and making

Elaborations (4)

Elaboration rehearsing and refining their ability to control technical and expressive qualities in solo and/or ensemble music to achieve accuracy and fluency, and to communicate stylistic understanding
Elaboration experimenting with and comparing how the elements of music and compositional devices are used to communicate musical intentions in traditional, digital or graphic scores from different styles; for example, listening and evaluating approaches used by other performers and trialling options or asking questions such as “Which approach best communicates my intentions or the composer’s intention?”
Elaboration identifying stylistic conventions relevant to music they are learning, planning and practising to apply the conventions (as relevant) in their performance of music in that/those styles; for example, using information from composer/s, performers or analysis undertaken by other musicians or commentators
Elaboration selecting, interpreting and practising a performance program that focuses on a particular theme (social or historical), music style or the work of a composer or performer/s; for example, a solo or ensemble program

Content descriptorAC9AMU10D02 Developing practices and skills

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

Elaborations (4)

Elaboration listening to, analysing and comparing the performance practices of others to shape and refine their own interpretation and performance of a piece of music; for example, listening and analysing to identify how other performers develop facility in using specific techniques or achieving specific effects, such as tone colour or phrasing; then evaluating preferences and developing practice strategies to achieve their own goals
Elaboration using listening, aural skills and understanding of the information provided in scores, charts or lead-sheets to develop interpretations of repertoire in a range of styles
Elaboration using focused listening, aural or memory skills to identify, sing or play and/or notate/document music ideas, such as pitch and rhythm patterns, intervals and common chord progressions, for future use in compositions and/or performances
Elaboration developing and refining use of aural skills relating to tuning/intonation that they can use in real-time to improve levels of accuracy and control when performing

Content descriptorAC9AMU10P01 Presenting and performing

rehearse and present planned performances of music they have learnt and/or composed, using relevant vocal/instrumental techniques and performance skills

Elaborations (4)

Elaboration recording and evaluating performances using digital tools; for example, listening to a recording of their own performances and identifying areas for improvement
Elaboration performing their own music compositions and, as appropriate, using scores or visual material and reflecting on/evaluating personal or audience responses to the music; for example, asking questions such as, “How did choices such as tempo, dynamics, articulation or instrumentation allow the ensemble to achieve intended effects in their performance?”
Elaboration rehearsing and presenting planned performances, and then reflecting on and evaluating how each performance may have been different, which was more successful with audiences, and why
Elaboration planning and presenting performances in a range of physical or virtual spaces, including providing audiences with information about the music, the performers and the ideas that the performers are intending to communicate

Achievement standardASARTMUS91008Creating and makingDeveloping practices and skillsPresenting and performing3 content descriptors · 12 elaborations

They demonstrate appropriate vocal and/or instrumental techniques and performance skills when performing music for audiences.

Content descriptorAC9AMU10C01 Creating and making

Elaborations (4)

Elaboration rehearsing and refining their ability to control technical and expressive qualities in solo and/or ensemble music to achieve accuracy and fluency, and to communicate stylistic understanding
Elaboration experimenting with and comparing how the elements of music and compositional devices are used to communicate musical intentions in traditional, digital or graphic scores from different styles; for example, listening and evaluating approaches used by other performers and trialling options or asking questions such as “Which approach best communicates my intentions or the composer’s intention?”
Elaboration identifying stylistic conventions relevant to music they are learning, planning and practising to apply the conventions (as relevant) in their performance of music in that/those styles; for example, using information from composer/s, performers or analysis undertaken by other musicians or commentators
Elaboration selecting, interpreting and practising a performance program that focuses on a particular theme (social or historical), music style or the work of a composer or performer/s; for example, a solo or ensemble program

Content descriptorAC9AMU10D01 Developing practices and skills

develop, practise and refine the use of listening/aural skills and style-specific vocal instrumental skills/techniques to interpret music and communicate expressive effects

Elaborations (4)

Elaboration working collaboratively to develop ensemble skills, such as listening carefully to establish and maintain balance across parts; for example, when performing in a duo, trio, acoustic or amplified ensemble
Elaboration identifying challenging sections in music they are learning and developing necessary techniques and stamina to control performance, achieve accuracy and fluency, and communicate stylistic understanding
Elaboration mapping a planned approach to interpret dynamics; for example, using observations from another performance or analysis of the work, and identifying sections/points where the loudest and softest dynamics will be employed; then practising to realise the plan
Elaboration developing technical and expressive facility and control when using voice and/or instrument/s; for example, undertaking a systematic approach to developing and extending vocal or instrumental skills

Content descriptorAC9AMU10P01 Presenting and performing

rehearse and present planned performances of music they have learnt and/or composed, using relevant vocal/instrumental techniques and performance skills

Elaborations (4)

Elaboration recording and evaluating performances using digital tools; for example, listening to a recording of their own performances and identifying areas for improvement
Elaboration performing their own music compositions and, as appropriate, using scores or visual material and reflecting on/evaluating personal or audience responses to the music; for example, asking questions such as, “How did choices such as tempo, dynamics, articulation or instrumentation allow the ensemble to achieve intended effects in their performance?”
Elaboration rehearsing and presenting planned performances, and then reflecting on and evaluating how each performance may have been different, which was more successful with audiences, and why
Elaboration planning and presenting performances in a range of physical or virtual spaces, including providing audiences with information about the music, the performers and the ideas that the performers are intending to communicate

This achievement standard describes the expected learning for Years 9 to 10 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	10
Developing practices and skills	Music	2	8
Exploring and responding	Music	2	11
Presenting and performing	Music	1	4
Total		7	33

Frequently Asked Questions

What should students know by the end of Years 9 to 10 Music?

By the end of Year 10, students analyse ways composers and/or performers use the elements of music and compositional devices to engage audiences. Read the full standard

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 7 to 8?

The Years 7 to 8 Music standard (ASARTMUSY78) covers the preceding curriculum level. Standards build progressively, with Years 9 to 10 expectations extending what was introduced in Years 7 to 8.

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.