AC9AMU6C01 Year 5 The Arts

This Content Descriptor from Year 5 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.

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

• 1 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
• 2 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
• 3 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?”)
• 4 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
• 5 arranging or re-imagining a known work; for example, writing new lyrics and arranging for available instruments
• 6 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
• 7 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)
• 8 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

Related Achievement Standards