AC9AMU10E01 Year 9 The Arts

This Content Descriptor from Year 9 The Arts provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

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

• 1 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
• 2 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
• 3 comparing ways that people in a range of times, places and/or other contexts have used music in times of conflict and change
• 4 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
• 5 investigating the way elements of music are manipulated in music or sound designs composed for use in installations or site-specific artworks
• 6 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
• 7 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

Related Achievement Standards