1. Content descriptors
The descriptors address exploring and responding, developing musical practices, creating music and presenting performances.
Australian Curriculum v9
Years 7–8 Music Curriculum: Achievement Standard and Content Descriptors
See the Years 7–8 Music achievement standard together with all 7 linked descriptors. The strand view supports programs that connect listening, responding, developing practices, creating and performance.
Available combined curriculum hubs
Browse published Music curriculum maps.
All The Arts achievement standards | All The Arts content descriptors
How the curriculum elements fit together
2. Learning and assessment
Students need iterative opportunities to listen, analyse, rehearse, compose, refine, perform and reflect.
3. Achievement standard
Evidence can include process records, compositions, performances and responses that demonstrate musical understanding.
ASARTMUSY78
Open the standalone ASARTMUSY78 page →
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 8, students analyse how the elements of music and/or compositional devices are manipulated in music they compose, perform and/or experience. They evaluate the ways music from across cultures, times, places and/or other contexts communicates ideas, perspectives and/or meaning. They describe respectful approaches to composing, performing and/or responding to music.
Students demonstrate listening and aural skills when composing and performing. They manipulate elements of music and compositional devices to compose music that communicates ideas, perspectives and/or meaning. They notate, document and/or record the music they compose. They manipulate elements of music when performing their own and/or others’ music. They demonstrate 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.
By the end of Year 8, students analyse how the elements of music and/or compositional devices are manipulated in music they compose, perform and/or experience.
Content descriptorAC9AMU8C01 Creating and making
interpret music in a variety of forms and/or styles, manipulating elements of music and employing relevant vocal/instrumental techniques
Elaborations (4)
- Elaboration investigating and trialling ways of realising stylistic features when rehearsing; for example, using effects such as distortion, decay or delay, or using accent/stress to achieve a stylistic feel when interpreting melodies or rhythmic patterns
- Elaboration interpreting music that is notated/documented in a range of formats, such as graphic or interactive scores, staff notation or tablature (TAB) and recordings; for example, using a recording and a chart that includes melody, form and harmony/chords to develop an arrangement of a song
- Elaboration using student and teacher set goals as a focus for practising and rehearsing a range of solo and/or ensemble music
- Elaboration manipulating sound quality by applying understanding of the range of sounds/timbres that different instruments and voice types can produce; for example, manipulating dynamics and timbre in voice or acoustic or digital instruments to create a specific effect
Content descriptorAC9AMU8C02 Creating and making
compose using the elements of music and compositional devices to communicate ideas, perspectives and/or meaning, and notate, document and/or record the music
Elaborations (7)
- Elaboration writing songs or instrumental music to communicate ideas or opinions about themes or issues, such as their perspectives on local issues relating to sustainable ways of living or relationships such as friendship
- Elaboration combining and manipulating the elements of music in ways that are characteristic of selected styles, creating and notating, documenting and/or recording a composition, using available digital tools
- Elaboration using patterns such as harmonic, rhythmic or melodic patterns as the basis for improvisation or composition; for example, creating a composition entirely from loops or recording a series of loops (ostinati/repeating patterns) and then composing/improvising additional melodic lines
- Elaboration composing music for different purposes, such as repertoire for an ensemble to perform or music for a theatrical, site-specific or media work; for example, a fanfare or other composition that will grab the audience’s attention at the start of an event, ritual or ceremony
- Elaboration using software to notate, document and/or record compositions in formats that are appropriate to a genre, style or instrument, such as chord charts or percussion notation
- Elaboration arranging a familiar music piece into a different music style by manipulating the elements of music to convey meaning, and documenting the arrangement in a form that is appropriate, considering the style and the preferences of the musicians who might be performing the arrangement; for example, arranging an instrumental work for choral performance
- Elaboration developing an arrangement or re-imagining of an existing melody/tune by improvising, using given material such as a melody, riff or chord progression
Content descriptorAC9AMU8D02 Developing practices and skills
reflect on their own and others’ music to inform choices they make as composers and performers about how they will manipulate elements of music and/or compositional devices
Elaborations (3)
- Elaboration practising, using aural skills and music terminology, how to identify and describe technical and expressive elements of music, such as chord progressions or the way a performer interprets, performs or shapes melodies, phrasing or dynamics; for example, when songwriting, in an instrumental music lesson or in a discussion with peers or a teacher
- Elaboration practising ways to use aural/visual cues when playing or singing in an ensemble; for example, chords or phrases that indicate place within a structure (aural) or gestures indicating tempo or entries (visual)
- Elaboration using focused listening and selected aural skills to evaluate the use of elements of music when listening to a recording for the purpose of making decisions about how they will interpret the music
Content descriptorAC9AMU8E01 Exploring and responding
investigate the ways that composers and/or performers use the elements of music and/or compositional devices in music composed across cultures, times, places and/or other contexts
Elaborations (4)
- Elaboration accessing and researching music through live or recorded/streamed performances to analyse performers’ interpretations of composers’ intentions; for example, using recordings and score/s or chart/s or other information such as an interview or review to identify how performers have interpreted a composer’s intentions, such as tempo choices, instrumentation, feel or articulation
- Elaboration listening to live or recorded music and identifying stylistic characteristics; for example, analysing how elements of music are manipulated and how compositional devices are used; then using this information to describe features of a style or to inform their performance of music in that style
- Elaboration listening to and evaluating how elements of music are manipulated in music composed by a range of composers, with the intention of drawing attention to social issues or values; for example, protest songs, nationalistic music, music that uses “folk”/traditional tunes in re-imagined ways, songs with lyrics that focus on themes such as identity or belonging
- Elaboration researching and discussing the influence of social, cultural and historical developments relating to specific styles, forms or traditions and incorporating these into their performance and/or compositions; for example, conventions relating to forms such as 32-bar song form, genres such as chamber music, or traditions such as singer-songwriter
They evaluate the ways music from across cultures, times, places and/or other contexts communicates ideas, perspectives and/or meaning.
Content descriptorAC9AMU8C01 Creating and making
interpret music in a variety of forms and/or styles, manipulating elements of music and employing relevant vocal/instrumental techniques
Elaborations (4)
- Elaboration investigating and trialling ways of realising stylistic features when rehearsing; for example, using effects such as distortion, decay or delay, or using accent/stress to achieve a stylistic feel when interpreting melodies or rhythmic patterns
- Elaboration interpreting music that is notated/documented in a range of formats, such as graphic or interactive scores, staff notation or tablature (TAB) and recordings; for example, using a recording and a chart that includes melody, form and harmony/chords to develop an arrangement of a song
- Elaboration using student and teacher set goals as a focus for practising and rehearsing a range of solo and/or ensemble music
- Elaboration manipulating sound quality by applying understanding of the range of sounds/timbres that different instruments and voice types can produce; for example, manipulating dynamics and timbre in voice or acoustic or digital instruments to create a specific effect
Content descriptorAC9AMU8C02 Creating and making
compose using the elements of music and compositional devices to communicate ideas, perspectives and/or meaning, and notate, document and/or record the music
Elaborations (7)
- Elaboration writing songs or instrumental music to communicate ideas or opinions about themes or issues, such as their perspectives on local issues relating to sustainable ways of living or relationships such as friendship
- Elaboration combining and manipulating the elements of music in ways that are characteristic of selected styles, creating and notating, documenting and/or recording a composition, using available digital tools
- Elaboration using patterns such as harmonic, rhythmic or melodic patterns as the basis for improvisation or composition; for example, creating a composition entirely from loops or recording a series of loops (ostinati/repeating patterns) and then composing/improvising additional melodic lines
- Elaboration composing music for different purposes, such as repertoire for an ensemble to perform or music for a theatrical, site-specific or media work; for example, a fanfare or other composition that will grab the audience’s attention at the start of an event, ritual or ceremony
- Elaboration using software to notate, document and/or record compositions in formats that are appropriate to a genre, style or instrument, such as chord charts or percussion notation
- Elaboration arranging a familiar music piece into a different music style by manipulating the elements of music to convey meaning, and documenting the arrangement in a form that is appropriate, considering the style and the preferences of the musicians who might be performing the arrangement; for example, arranging an instrumental work for choral performance
- Elaboration developing an arrangement or re-imagining of an existing melody/tune by improvising, using given material such as a melody, riff or chord progression
Content descriptorAC9AMU8D02 Developing practices and skills
reflect on their own and others’ music to inform choices they make as composers and performers about how they will manipulate elements of music and/or compositional devices
Elaborations (3)
- Elaboration practising, using aural skills and music terminology, how to identify and describe technical and expressive elements of music, such as chord progressions or the way a performer interprets, performs or shapes melodies, phrasing or dynamics; for example, when songwriting, in an instrumental music lesson or in a discussion with peers or a teacher
- Elaboration practising ways to use aural/visual cues when playing or singing in an ensemble; for example, chords or phrases that indicate place within a structure (aural) or gestures indicating tempo or entries (visual)
- Elaboration using focused listening and selected aural skills to evaluate the use of elements of music when listening to a recording for the purpose of making decisions about how they will interpret the music
Content descriptorAC9AMU8E01 Exploring and responding
investigate the ways that composers and/or performers use the elements of music and/or compositional devices in music composed across cultures, times, places and/or other contexts
Elaborations (4)
- Elaboration accessing and researching music through live or recorded/streamed performances to analyse performers’ interpretations of composers’ intentions; for example, using recordings and score/s or chart/s or other information such as an interview or review to identify how performers have interpreted a composer’s intentions, such as tempo choices, instrumentation, feel or articulation
- Elaboration listening to live or recorded music and identifying stylistic characteristics; for example, analysing how elements of music are manipulated and how compositional devices are used; then using this information to describe features of a style or to inform their performance of music in that style
- Elaboration listening to and evaluating how elements of music are manipulated in music composed by a range of composers, with the intention of drawing attention to social issues or values; for example, protest songs, nationalistic music, music that uses “folk”/traditional tunes in re-imagined ways, songs with lyrics that focus on themes such as identity or belonging
- Elaboration researching and discussing the influence of social, cultural and historical developments relating to specific styles, forms or traditions and incorporating these into their performance and/or compositions; for example, conventions relating to forms such as 32-bar song form, genres such as chamber music, or traditions such as singer-songwriter
Content descriptorAC9AMU8E02 Exploring and responding
investigate the diversity of music composed and/or performed by First Nations Australians, considering culturally responsive approaches to Indigenous Cultural and Intellectual Property rights
Elaborations (4)
- Elaboration exploring ways that First Nations Australian composers and/or performers communicate their ideas and messages across communities and cultures; for example, by asking questions such as “What are the impacts of this musician’s/these musicians’ music?” and “What music styles or genres is this musician drawing on in creating their own music?”
- Elaboration investigating when, how and why copyright and/or Indigenous Cultural and Intellectual Property rights might be relevant to their practice as, for example, listeners, songwriters, composers and/or performers
- Elaboration exploring how protocols for protecting Indigenous Cultural and Intellectual Property rights exist to help students make ethical choices about how they use music, as listeners or creators; for example, by asking questions such as, “Who wrote this music?”, “May I use ideas from this song, and do I need permission to do so?”
- Elaboration investigating issues relating to the use of First Nations Australian languages or stories in lyrics and songs or music for screen-based works; for example, considering case studies that illustrate protocols relating to Indigenous Cultural and Intellectual Property rights
They describe respectful approaches to composing, performing and/or responding to music.
Content descriptorAC9AMU8E02 Exploring and responding
investigate the diversity of music composed and/or performed by First Nations Australians, considering culturally responsive approaches to Indigenous Cultural and Intellectual Property rights
Elaborations (4)
- Elaboration exploring ways that First Nations Australian composers and/or performers communicate their ideas and messages across communities and cultures; for example, by asking questions such as “What are the impacts of this musician’s/these musicians’ music?” and “What music styles or genres is this musician drawing on in creating their own music?”
- Elaboration investigating when, how and why copyright and/or Indigenous Cultural and Intellectual Property rights might be relevant to their practice as, for example, listeners, songwriters, composers and/or performers
- Elaboration exploring how protocols for protecting Indigenous Cultural and Intellectual Property rights exist to help students make ethical choices about how they use music, as listeners or creators; for example, by asking questions such as, “Who wrote this music?”, “May I use ideas from this song, and do I need permission to do so?”
- Elaboration investigating issues relating to the use of First Nations Australian languages or stories in lyrics and songs or music for screen-based works; for example, considering case studies that illustrate protocols relating to Indigenous Cultural and Intellectual Property rights
Students demonstrate listening and aural skills when composing and performing.
Content descriptorAC9AMU8C01 Creating and making
interpret music in a variety of forms and/or styles, manipulating elements of music and employing relevant vocal/instrumental techniques
Elaborations (4)
- Elaboration investigating and trialling ways of realising stylistic features when rehearsing; for example, using effects such as distortion, decay or delay, or using accent/stress to achieve a stylistic feel when interpreting melodies or rhythmic patterns
- Elaboration interpreting music that is notated/documented in a range of formats, such as graphic or interactive scores, staff notation or tablature (TAB) and recordings; for example, using a recording and a chart that includes melody, form and harmony/chords to develop an arrangement of a song
- Elaboration using student and teacher set goals as a focus for practising and rehearsing a range of solo and/or ensemble music
- Elaboration manipulating sound quality by applying understanding of the range of sounds/timbres that different instruments and voice types can produce; for example, manipulating dynamics and timbre in voice or acoustic or digital instruments to create a specific effect
Content descriptorAC9AMU8C02 Creating and making
compose using the elements of music and compositional devices to communicate ideas, perspectives and/or meaning, and notate, document and/or record the music
Elaborations (7)
- Elaboration writing songs or instrumental music to communicate ideas or opinions about themes or issues, such as their perspectives on local issues relating to sustainable ways of living or relationships such as friendship
- Elaboration combining and manipulating the elements of music in ways that are characteristic of selected styles, creating and notating, documenting and/or recording a composition, using available digital tools
- Elaboration using patterns such as harmonic, rhythmic or melodic patterns as the basis for improvisation or composition; for example, creating a composition entirely from loops or recording a series of loops (ostinati/repeating patterns) and then composing/improvising additional melodic lines
- Elaboration composing music for different purposes, such as repertoire for an ensemble to perform or music for a theatrical, site-specific or media work; for example, a fanfare or other composition that will grab the audience’s attention at the start of an event, ritual or ceremony
- Elaboration using software to notate, document and/or record compositions in formats that are appropriate to a genre, style or instrument, such as chord charts or percussion notation
- Elaboration arranging a familiar music piece into a different music style by manipulating the elements of music to convey meaning, and documenting the arrangement in a form that is appropriate, considering the style and the preferences of the musicians who might be performing the arrangement; for example, arranging an instrumental work for choral performance
- Elaboration developing an arrangement or re-imagining of an existing melody/tune by improvising, using given material such as a melody, riff or chord progression
Content descriptorAC9AMU8D01 Developing practices and skills
develop and practise listening/aural skills and vocal and/or instrumental skills/techniques for manipulating elements of music to achieve expressive effects
Elaborations (7)
- Elaboration experimenting with ways in which vocal/instrumental techniques can be used to manipulate elements of music to achieve intended effects, such as an expressive sound that is typical of a particular style, and transcribing or documenting their ideas as a reference for future performances or composition
- Elaboration practising technical and expressive skills such as intonation, pitch/rhythmic accuracy, phrasing or shaping dynamics and articulation to communicate expressive intent using voices and/or instruments
- Elaboration developing techniques for extending/varying patterns such as harmonic, rhythmic or melodic patterns; for example, identifying qualities of chords in isolation and experimenting with different ways to order the chords to create a chord progression and improvising over the progression, or using the chord progression in a song or instrumental music
- Elaboration experimenting with ways in which digital tools can be used when arranging musical ideas or creating effects; for example, using digitally produced parts alone or in combination with voice/vocalisation or other instruments
- Elaboration developing ability to manipulate and control elements of music to enhance performance and communicate intentions; for example, recording alternative approaches to interpreting a phrase or melody and evaluating it to identify preferred options
- Elaboration using a listening diary/journal format to document ideas for compositions, interpretations, re-imaginings or performances
- Elaboration writing/notating a chart or lead-sheet to record ideas from a songwriting workshop or using software to write additional parts such as a bassline to accompany a melody
Content descriptorAC9AMU8D02 Developing practices and skills
reflect on their own and others’ music to inform choices they make as composers and performers about how they will manipulate elements of music and/or compositional devices
Elaborations (3)
- Elaboration practising, using aural skills and music terminology, how to identify and describe technical and expressive elements of music, such as chord progressions or the way a performer interprets, performs or shapes melodies, phrasing or dynamics; for example, when songwriting, in an instrumental music lesson or in a discussion with peers or a teacher
- Elaboration practising ways to use aural/visual cues when playing or singing in an ensemble; for example, chords or phrases that indicate place within a structure (aural) or gestures indicating tempo or entries (visual)
- Elaboration using focused listening and selected aural skills to evaluate the use of elements of music when listening to a recording for the purpose of making decisions about how they will interpret the music
Content descriptorAC9AMU8P01 Presenting and performing
perform music using relevant vocal and/or instrumental techniques and performance skills
Elaborations (5)
- Elaboration rehearsing a range of music in solo and ensemble activities for performance to a variety of audiences
- Elaboration analysing the performance practices of musicians identified as experts in specific styles/genres to identify strategies for interpreting the styles authentically; for example, using online resources and creating a voice-over to add commentary to create a guide/set of aims for rehearsals
- Elaboration performing with correct posture, understanding that the body is part of the performance; for example, standing or sitting as appropriate for the instrument, ensemble, audience and any technology in use such as a microphone; maintaining technical control throughout the performance of a piece of music, controlling tone and volume to create a balanced sound in ensemble performance, reflecting and problem-solving to address imbalances in tone and volume in real-time and seeking feedback from the audience that they can use to reflect on and modify their musical practices in future performances
- Elaboration planning performances, rehearsing and performing their own vocal and/or instrumental compositions, individually or in a group, paying attention to expressive skills that convey stylistic understanding, such as articulation and accents
- Elaboration planning and presenting an in-school performance, attending to how they manipulate elements of music and use vocal/instrumental techniques to convey stylistic understanding
They manipulate elements of music and compositional devices to compose music that communicates ideas, perspectives and/or meaning.
Content descriptorAC9AMU8C02 Creating and making
compose using the elements of music and compositional devices to communicate ideas, perspectives and/or meaning, and notate, document and/or record the music
Elaborations (7)
- Elaboration writing songs or instrumental music to communicate ideas or opinions about themes or issues, such as their perspectives on local issues relating to sustainable ways of living or relationships such as friendship
- Elaboration combining and manipulating the elements of music in ways that are characteristic of selected styles, creating and notating, documenting and/or recording a composition, using available digital tools
- Elaboration using patterns such as harmonic, rhythmic or melodic patterns as the basis for improvisation or composition; for example, creating a composition entirely from loops or recording a series of loops (ostinati/repeating patterns) and then composing/improvising additional melodic lines
- Elaboration composing music for different purposes, such as repertoire for an ensemble to perform or music for a theatrical, site-specific or media work; for example, a fanfare or other composition that will grab the audience’s attention at the start of an event, ritual or ceremony
- Elaboration using software to notate, document and/or record compositions in formats that are appropriate to a genre, style or instrument, such as chord charts or percussion notation
- Elaboration arranging a familiar music piece into a different music style by manipulating the elements of music to convey meaning, and documenting the arrangement in a form that is appropriate, considering the style and the preferences of the musicians who might be performing the arrangement; for example, arranging an instrumental work for choral performance
- Elaboration developing an arrangement or re-imagining of an existing melody/tune by improvising, using given material such as a melody, riff or chord progression
Content descriptorAC9AMU8D02 Developing practices and skills
reflect on their own and others’ music to inform choices they make as composers and performers about how they will manipulate elements of music and/or compositional devices
Elaborations (3)
- Elaboration practising, using aural skills and music terminology, how to identify and describe technical and expressive elements of music, such as chord progressions or the way a performer interprets, performs or shapes melodies, phrasing or dynamics; for example, when songwriting, in an instrumental music lesson or in a discussion with peers or a teacher
- Elaboration practising ways to use aural/visual cues when playing or singing in an ensemble; for example, chords or phrases that indicate place within a structure (aural) or gestures indicating tempo or entries (visual)
- Elaboration using focused listening and selected aural skills to evaluate the use of elements of music when listening to a recording for the purpose of making decisions about how they will interpret the music
Content descriptorAC9AMU8E01 Exploring and responding
investigate the ways that composers and/or performers use the elements of music and/or compositional devices in music composed across cultures, times, places and/or other contexts
Elaborations (4)
- Elaboration accessing and researching music through live or recorded/streamed performances to analyse performers’ interpretations of composers’ intentions; for example, using recordings and score/s or chart/s or other information such as an interview or review to identify how performers have interpreted a composer’s intentions, such as tempo choices, instrumentation, feel or articulation
- Elaboration listening to live or recorded music and identifying stylistic characteristics; for example, analysing how elements of music are manipulated and how compositional devices are used; then using this information to describe features of a style or to inform their performance of music in that style
- Elaboration listening to and evaluating how elements of music are manipulated in music composed by a range of composers, with the intention of drawing attention to social issues or values; for example, protest songs, nationalistic music, music that uses “folk”/traditional tunes in re-imagined ways, songs with lyrics that focus on themes such as identity or belonging
- Elaboration researching and discussing the influence of social, cultural and historical developments relating to specific styles, forms or traditions and incorporating these into their performance and/or compositions; for example, conventions relating to forms such as 32-bar song form, genres such as chamber music, or traditions such as singer-songwriter
They notate, document and/or record the music they compose.
Content descriptorAC9AMU8C02 Creating and making
compose using the elements of music and compositional devices to communicate ideas, perspectives and/or meaning, and notate, document and/or record the music
Elaborations (7)
- Elaboration writing songs or instrumental music to communicate ideas or opinions about themes or issues, such as their perspectives on local issues relating to sustainable ways of living or relationships such as friendship
- Elaboration combining and manipulating the elements of music in ways that are characteristic of selected styles, creating and notating, documenting and/or recording a composition, using available digital tools
- Elaboration using patterns such as harmonic, rhythmic or melodic patterns as the basis for improvisation or composition; for example, creating a composition entirely from loops or recording a series of loops (ostinati/repeating patterns) and then composing/improvising additional melodic lines
- Elaboration composing music for different purposes, such as repertoire for an ensemble to perform or music for a theatrical, site-specific or media work; for example, a fanfare or other composition that will grab the audience’s attention at the start of an event, ritual or ceremony
- Elaboration using software to notate, document and/or record compositions in formats that are appropriate to a genre, style or instrument, such as chord charts or percussion notation
- Elaboration arranging a familiar music piece into a different music style by manipulating the elements of music to convey meaning, and documenting the arrangement in a form that is appropriate, considering the style and the preferences of the musicians who might be performing the arrangement; for example, arranging an instrumental work for choral performance
- Elaboration developing an arrangement or re-imagining of an existing melody/tune by improvising, using given material such as a melody, riff or chord progression
Content descriptorAC9AMU8D02 Developing practices and skills
reflect on their own and others’ music to inform choices they make as composers and performers about how they will manipulate elements of music and/or compositional devices
Elaborations (3)
- Elaboration practising, using aural skills and music terminology, how to identify and describe technical and expressive elements of music, such as chord progressions or the way a performer interprets, performs or shapes melodies, phrasing or dynamics; for example, when songwriting, in an instrumental music lesson or in a discussion with peers or a teacher
- Elaboration practising ways to use aural/visual cues when playing or singing in an ensemble; for example, chords or phrases that indicate place within a structure (aural) or gestures indicating tempo or entries (visual)
- Elaboration using focused listening and selected aural skills to evaluate the use of elements of music when listening to a recording for the purpose of making decisions about how they will interpret the music
They manipulate elements of music when performing their own and/or others’ music.
Content descriptorAC9AMU8D02 Developing practices and skills
reflect on their own and others’ music to inform choices they make as composers and performers about how they will manipulate elements of music and/or compositional devices
Elaborations (3)
- Elaboration practising, using aural skills and music terminology, how to identify and describe technical and expressive elements of music, such as chord progressions or the way a performer interprets, performs or shapes melodies, phrasing or dynamics; for example, when songwriting, in an instrumental music lesson or in a discussion with peers or a teacher
- Elaboration practising ways to use aural/visual cues when playing or singing in an ensemble; for example, chords or phrases that indicate place within a structure (aural) or gestures indicating tempo or entries (visual)
- Elaboration using focused listening and selected aural skills to evaluate the use of elements of music when listening to a recording for the purpose of making decisions about how they will interpret the music
Content descriptorAC9AMU8P01 Presenting and performing
perform music using relevant vocal and/or instrumental techniques and performance skills
Elaborations (5)
- Elaboration rehearsing a range of music in solo and ensemble activities for performance to a variety of audiences
- Elaboration analysing the performance practices of musicians identified as experts in specific styles/genres to identify strategies for interpreting the styles authentically; for example, using online resources and creating a voice-over to add commentary to create a guide/set of aims for rehearsals
- Elaboration performing with correct posture, understanding that the body is part of the performance; for example, standing or sitting as appropriate for the instrument, ensemble, audience and any technology in use such as a microphone; maintaining technical control throughout the performance of a piece of music, controlling tone and volume to create a balanced sound in ensemble performance, reflecting and problem-solving to address imbalances in tone and volume in real-time and seeking feedback from the audience that they can use to reflect on and modify their musical practices in future performances
- Elaboration planning performances, rehearsing and performing their own vocal and/or instrumental compositions, individually or in a group, paying attention to expressive skills that convey stylistic understanding, such as articulation and accents
- Elaboration planning and presenting an in-school performance, attending to how they manipulate elements of music and use vocal/instrumental techniques to convey stylistic understanding
They demonstrate performance skills when performing music for audiences.
Content descriptorAC9AMU8D02 Developing practices and skills
reflect on their own and others’ music to inform choices they make as composers and performers about how they will manipulate elements of music and/or compositional devices
Elaborations (3)
- Elaboration practising, using aural skills and music terminology, how to identify and describe technical and expressive elements of music, such as chord progressions or the way a performer interprets, performs or shapes melodies, phrasing or dynamics; for example, when songwriting, in an instrumental music lesson or in a discussion with peers or a teacher
- Elaboration practising ways to use aural/visual cues when playing or singing in an ensemble; for example, chords or phrases that indicate place within a structure (aural) or gestures indicating tempo or entries (visual)
- Elaboration using focused listening and selected aural skills to evaluate the use of elements of music when listening to a recording for the purpose of making decisions about how they will interpret the music
Content descriptorAC9AMU8P01 Presenting and performing
perform music using relevant vocal and/or instrumental techniques and performance skills
Elaborations (5)
- Elaboration rehearsing a range of music in solo and ensemble activities for performance to a variety of audiences
- Elaboration analysing the performance practices of musicians identified as experts in specific styles/genres to identify strategies for interpreting the styles authentically; for example, using online resources and creating a voice-over to add commentary to create a guide/set of aims for rehearsals
- Elaboration performing with correct posture, understanding that the body is part of the performance; for example, standing or sitting as appropriate for the instrument, ensemble, audience and any technology in use such as a microphone; maintaining technical control throughout the performance of a piece of music, controlling tone and volume to create a balanced sound in ensemble performance, reflecting and problem-solving to address imbalances in tone and volume in real-time and seeking feedback from the audience that they can use to reflect on and modify their musical practices in future performances
- Elaboration planning performances, rehearsing and performing their own vocal and/or instrumental compositions, individually or in a group, paying attention to expressive skills that convey stylistic understanding, such as articulation and accents
- Elaboration planning and presenting an in-school performance, attending to how they manipulate elements of music and use vocal/instrumental techniques to convey stylistic understanding
About the strands
The 7 content descriptors linked to ASARTMUSY78 sit under these strands.
Exploring and responding
How students experience, analyse and respond to music and the work of artists.
Developing practices and skills
The musical knowledge, techniques and processes students develop through practice.
Creating and making
How students generate, develop, refine and document musical ideas and works.
Presenting and performing
How students prepare, perform and communicate music for audiences.
A practical planning sequence
- Choose the curriculum focus. Select the musical concepts, repertoire and practices that will develop across the sequence.
- Select a meaningful context. Include diverse music, purposeful listening, making, rehearsal and performance contexts.
- Plan connected learning. Use the linked descriptors together where that creates a coherent sequence.
- Map the evidence. Capture both creative processes and finished performances or compositions.
Turn this curriculum map into a teaching sequence
TeaCheese helps Australian teachers create lesson plans, assessments and classroom resources aligned to selected curriculum codes.
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