AC9AMU4C01
Years 3 to 4
The Arts
AC9AMU4C01 | Years 3 to 4 Music: Music
Content Descriptor
Content descriptor manipulate elements of music to communicate ideas, perspectives and/or meaning when composing and practising for performance
Strand
Creating and making
Substrand
Music
This content descriptor sets out learning for Years 3 to 4 Music. Use it to plan lessons and assessment with the Australian Curriculum v9.
Elaborations
- • 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
Show 1 more elaboration
- • 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
Plan a lesson from this content description.
Start freeAchievement standard statements this supports
- By the end of Year 4, students describe the use of elements of music in music they compose, perform and/or experience.See it on the standard page →
- Students demonstrate listening skills when performing and composing.See it on the standard page →
- They combine the elements of music to compose music that communicates ideas.See it on the standard page →
- By the end of Year 4, students describe use of elements, concepts and/or conventions in arts works they create and/or experience.See it on the standard page →
- Students use arts knowledge and skills to create arts works in a range of forms that communicate ideas, perspectives and/or meaning.See it on the standard page →
Read the full Years 3 to 4 Music achievement standard
Read the full Years 3 to 4 Arts (all subjects) achievement standard