AC9AMU6C01 Years 5 to 6 The Arts

Content descriptor manipulate elements of music and use compositional devices to communicate ideas, perspectives and/or meaning when composing and practising music for performance, and notate, document and/or record the music they compose

Elaborations

• • Elaboration working collaboratively to compose music in response to an image, theme or question; for example, writing lyrics and using acoustic instruments and/or digital tools to create melodies, a chord progression, bassline or other parts for a song that they will use in a presentation of learning in a subject such as History or English
• • Elaboration improvising and experimenting with combinations of sounds and/or using digital tools to create moods and atmospheres, or organising, developing and refining ideas by experimenting with elements such as texture, tone colour or structure to achieve intended effects
• • Elaboration rehearsing a range of unison and part music individually and/or in an ensemble, using listening skills and questions based on Viewpoints to assist decision-making about how specific elements of music will be interpreted and using listening skills to refine their work (“How did the composer intend this melody to sound?” or “How can I incorporate a sense of the energy in the original performance of this song when my band doesn’t have all the instruments?”)
• • Elaboration using a limited range of pitches to compose melodies for a selected instrument such as one they are learning to play; for example, a pitch range that only uses notes they can play, and using digital tools to add other parts
• • Elaboration arranging or re-imagining a known work; for example, writing new lyrics and arranging for available instruments
• • Elaboration composing a melody, manipulating elements of music such as rhythm, pitch, dynamics, texture or timbre, and using a compositional device/s such as a given form (verse/chorus, binary or ternary), contrast or repetition to structure the music, notating, documenting and/or recording; for example, using a combination of graphic and staff notation or making an audio recording
• • Elaboration using voice/vocalisation and sounds such as body percussion or drumming; for example, developing a song, chant or soundscape to accompany a Welcome to Country (for example, First Nations Australian students working with an Elder or a group of people who have permission to develop this part of a ceremony) or an Acknowledgement of Country (using correct protocols)

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• • Elaboration using digital tools, voices and instruments to compose, notate, document music and/or record music; for example, combining loops constructed from melodic and/or rhythmic patterns with live performance, using voices and instruments or using notation software to create a score for performance by voice and instruments