Prep to Year 2 standard elaborations — Australian Curriculum: Music
DRAFT
The Australian Curriculum achievement standards are an expectation of the depth of understanding, the extent of knowledge and the sophistication of
skills that students should typically demonstrate at the end of a teaching and learning band. In Queensland, the Prep 1 to Year 2 Australian Curriculum
achievement standard represents a child who is working with (WW) the curriculum, demonstrating understanding of the required knowledge and
applying skills in situations familiar to them.
Prep to Year 2 Australian Curriculum: Music achievement standard
By the end of Year 2, students communicate about the music they listen to, make and perform and where and why people make music.
Students improvise, compose, arrange and perform music. They demonstrate aural skills by staying in tune and keeping in time when they sing and play.
Source:
Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum The Arts — Music for Foundation–10,
www.australiancurriculum.edu.au/the-arts/music/curriculum/f-10?layout=1#levelF-2
The standard elaborations (SEs) should be used in conjunction with the Australian Curriculum achievement standard and content descriptions for the
relevant band. They provide additional clarity about using the Australian Curriculum achievement standard to make judgments on a five-point scale.
The SEs for Music have been developed using the Australian Curriculum content descriptions and the achievement standard. They promote and support:
· aligning curriculum, assessment and reporting, connecting curriculum and evidence in assessment, so that what is assessed relates directly to what
students have had the opportunity to learn
· continuing skill development from one band of schooling to another
· making judgments on a five-point scale based on evidence of learning in a folio of student work
· planning an assessment program and individual assessments
· developing task-specific standards and grading guides.
Prep in Queensland is the Foundation Year of the Australian Curriculum and refers to the year before Year 1. Children beginning Prep in January are required to be five years of age by 30 June.
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Prep to Year 2 Music standard elaborations
Applying
(AP)
Making connections
(MC)
Working with
(WW)
DRAFT
Exploring
(EX)
Becoming aware
(BA)
Key
Performing
Composing
Responding
Making
Knowledge, understanding and skills
The folio of a child’s work has the following characteristics:
clear and informed
description and
communication about:
· the music listened to,
made and performed
· where and why people
make music
informed description and
communication about:
description and
communication about:
guided description and
communication about:
directed statements
about:
· the music listened to,
made and performed
· where and why people
make music
· the music listened to,
made and performed
· where and why people
make music
· the music listened to,
made and performed
· where and why people
make music
· the music listened to,
made and performed
· where and why people
make music
skilful and effective
improvisation, composition
and arrangement of music
that is cohesive
effective improvisation,
composition and
arrangement of music
improvisation, composition
and arrangement of music
guided improvisation,
composition and
arrangement of music
directed improvisation,
composition and
arrangement of music
improvisation, and singing
and playing of music
skilfully and effectively
demonstrating aural skills
by performing in tune and
in time.
improvisation, and singing
and playing of music
effectively demonstrating
aural skills by performing
in tune and in time.
improvisation, and singing
and playing of music
demonstrating aural skills
by performing in tune and
in time.
improvisation, and singing
and playing of music with
guided use of aspects of
aural skills.
improvisation, and singing
and playing of music with
directed use of aspects of
aural skills.
Shading emphasises the key aspects of the achievement standard and qualities that discriminate between the descriptors. Key terms are described overleaf.
Prep to Year 2 standards
AP
The child applies the curriculum content and demonstrates a thorough
understanding of the required knowledge. The child demonstrates a
high level of skill that can be transferred to new situations.
EX
The child is exploring the curriculum content and demonstrates
understanding of aspects of the required knowledge. The child uses a
varying level of skills in situations familiar to them.
MC
The child makes connections using the curriculum content and
demonstrates a clear understanding of the required knowledge. The
child applies a high level of skill in situations familiar to them, and is
beginning to transfer skills to new situations.
BA
The child is becoming aware of the curriculum content and demonstrates
a basic understanding of aspects of required knowledge. The child is
beginning to use skills in situations familiar to them.
WW
The child can work with the curriculum content and demonstrates
understanding of the required knowledge. The child applies skills in
situations familiar to them.
Prep to Year 2 standard elaborations — Australian Curriculum: Music
DRAFT
Queensland Curriculum & Assessment Authority
February 2015
Page 2 of 5
Notes
Examples of knowledge and skills in Prep to Year 2 Music
ACARA provides examples of knowledge and skills in Music across each band, and they are
provided here for your reference.
Foundation 2 to Year 2
In this band students are introduced to the ways that ideas and intentions are communicated in and
through music. They develop knowledge, understanding and skills through music practices focusing on:
·
elements of music
­ rhythm
sound/silence, long/short, fast/slow, beat and rhythm, rest, ostinato, tempo, crotchet, crotchet rest,
quavers in pairs, experience of duple and triple metres
­ pitch
high/low, pitch direction (going up or down), pitch matching, unison
­ dynamics and expression
loud (forte) f and soft (piano) p
­ form
same/different, patterns, repetition, echo, introduction, verse, chorus, round
­ timbre
 every voice and instrument has its own distinct sound
 how sound is produced including hit, blown, plucked and shaken
­ texture
unison, melody and accompaniment, round, drone
·
skills (including aural skills)
­ discriminating between sounds and silence
­ moving and performing with an understanding of beat and tempo
­ demonstrating the difference between singing and speaking voice
­ discriminating between loud and soft, long and short, high and low
­ recognising familiar instrument timbres
­ using technology as a tool for music learning
­ holding and playing classroom instruments safely and correctly
­ understanding turn-taking in group music making
­ playing in time.
(ACARA, Examples of knowledge and skills in Music, www.australiancurriculum.edu.au/the-arts/music/examples#f-2)
2
The Foundation Year of the Australian Curriculum is called the Preparatory Year, or Prep, in Queensland.
Prep to Year 2 standard elaborations — Australian Curriculum: Music
DRAFT
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Queensland Curriculum & Assessment Authority
February 2015
Australian Curriculum valued features
The SEs describe the qualities of achievement in the two valued features for Australian
Curriculum Arts achievement standards — responding and making.
Valued features
Description
responding
includes exploring, responding to, analysing and interpreting artworks
making
includes learning about and using knowledge, skills, techniques, processes,
materials and technologies to explore arts practices and make artworks that
communicate ideas and intentions
Terms used in Prep to Year 2 Music SEs
The following terms are used in the Prep to Year 2 Music SEs. They help to clarify the
descriptors, and should be read in conjunction with the ACARA Music glossary:
www.australiancurriculum.edu.au/the-arts/music/glossary.
Term
Description
arrangement;
arrange
in Music, to organise and structure musical ideas for a particular purpose
aspects
particular parts or features
aural skills
in Music, particular listening skills students develop to identify and discriminate
between sounds; also referred to as ear training which involves focused listening
activities through with students identify sounds such as rhythm, pitch and timbre;
see ACARA’s Examples of knowledge and skills in Prep to Year 2 Music
clear
easy to perceive, understand, or interpret
cohesive
characterised by being united, bound together or having integrated meaning
communication;
communicate
sharing of learnings, ideas, thoughts and feelings through the viewpoints of the
artist and/or the audience
description
give an account of characteristics or features
directed
following the instructions of the facilitator
dynamics and
expression
in Music, refers to how the sound is performed, including sound qualities (e.g. the
relative volume and intensity of sound);
see ACARA’s Examples of knowledge and skills in Prep to Year 2 Music
effectively;
effective
meeting the assigned purpose in a way that produces a desired or intended result;
in Music, meeting the purpose by producing a strong impression
Prep to Year 2 standard elaborations — Australian Curriculum: Music
DRAFT
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Queensland Curriculum & Assessment Authority
February 2015
Term
Description
elements of
music
in Music, the elements of music are:
· rhythm: (including tempo and metre): the organisation of sound and silence using
beat, rhythm and tempo (time)
· pitch: the relative highness or lowness of sound; pitch occurs horizontally (as in a
melody) and vertically (as in harmony)
· dynamics and expression: the relative volume (loudness) and intensity of sound
and the way that sound is articulated and interpreted
· form and structure: the plan or design of a piece of music described by identifying
what is the same and what is different and the ordering of ideas in the piece
· timbre: the particular tone, colour or quality that distinguishes a sound or
combinations of sounds
· texture: the layers of sound in a musical work and the relationship between them;
see ACARA’s Examples of knowledge and skills in Prep to Year 2 Music
form
in Music, form is the sections within a piece of music, e.g.
· binary form (AB) contains section A, then section B
· ternary form (ABA) contains section A, section B, then return to section A
· rondo form (ABACA) contains section A, section B, section C, then return to
section A;
see ACARA’s Examples of knowledge and skills in Prep to Year 2 Music
guided
visual and/or verbal prompts to facilitate or support independent action
informed
having relevant knowledge; being conversant with the topic;
in Music, this includes how the knowledge and skills (elements of music,
conventions of form, instrumental techniques, ensemble skills, aural skills) work
together to communicate meaning or intent in and through music
pitch
in Music, the highness or lowness of a sound;
see ACARA’s Examples of knowledge and skills in Prep to Year 2 Music
rhythm
in Music, combinations of long and short sounds that convey a sense of movement
subdivision of sound within a beat;
see ACARA’s Examples of knowledge and skills in Prep to Year 2 Music
skilful
in Music, in the context of:
· creating artworks, this includes considered selection, management and
application of the elements of music
· sharing artworks, this includes a high degree of proficiency and polish
statement;
state
a sentence or assertion
timbre
the particular tone, colour or quality that distinguishes sound or combinations of
sounds;
see ACARA’s Examples of knowledge and skills in Prep to Year 2 Music
Prep to Year 2 standard elaborations — Australian Curriculum: Music
DRAFT
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February 2015