When performing in music students will:

• perform solo and as part of ensemble as a means of self-expression
• interpret and perform varying forms of notation and symbols across a variety of musical styles
• experiment with and apply technology to enhance music performance
• develop solo and ensemble performance techniques.

Students will express themselves, create and problem solve through composing by:

• exploring the concepts of music when experimenting, improvising, organising and arranging compositions in various musical styles
• notate their own and other compositions using traditional and non-traditional notation
• use and experiment with technology to enhance and explore the composition process.

When listening in music, students are given opportunities to make connections between the musical features of a variety of repertoire to their social, cultural and historical contexts by:

• understanding and analysing the concepts of music through aural music exercises and critical discussions
• identifying, discussing, memorising and notating in various styles of music
• applying knowledge and understanding of musical literacy
• exploring and identifying the impact and purpose of technology in music in various contexts.

• Stage 4 music scope and sequence (DOCX 72 KB)
• 100hr Stage 5 music scope and sequence (DOCX 72 KB)
• 200hr Stage 5 music scope and sequence (DOCX 77 KB).

The bucket drum is as the name suggests, made from a bucket. The drum is an idiophone as the whole instrument vibrates to produce its sound. It just needs to be hit or struck to make a sound. Many different types of buckets can be used to create different tone colours. Different techniques can be used on the same bucket to create different tone colours as well. The most common bucket used for bucket drumming is a 20 litre plastic bucket.

Outcomes to be assessed

• 4.1 performs in a range of musical styles demonstrating an understanding of musical concepts
• 4.3 performs music demonstrating solo and/or ensemble awareness
• 4.4 demonstrates an understanding of musical concepts through exploring, experimenting, improvising, organising, arranging and composing
• 4.5 notates compositions using traditional and/or non‐traditional notation
• 4.6 experiments with different forms of technology in the composition process
• 4.7 demonstrates an understanding of musical concepts through listening, observing, responding, discriminating, analysing, discussing and recording musical ideas
• 4.12 demonstrates a developing confidence and willingness to engage in performing, composing and listening experiences.

Task details

Create a 16 bar composition for bucket drums. The composition should use at least 1 to 2 rhythmic ostinatos. You will need to perform your composition for the assessment.

Your composition must:

• have a steady beat
• include notation (at least 2 bars – 1 for each section)
• use of bucket drum's
• be a total of 16 bars in length
• include two contrasting sections
• be performed.

Resources

The following YouTube videos demonstrate how to play a bucket drum.

• Learning to play bucket drum
• Bucket beats

Marking criteria

You will be assessed on how well you:

• compose your piece (including the techniques you use to enhance the composition)
• perform as a soloist, demonstrating an understanding of duration.
• demonstrate an understanding of graphic notation in both composition and performance.

Criteria mark range

• 9 to 10 marks for:
  • Composes a successful and perceptive 16 bar composition which includes multiple parts.
    
  • Hightly-developed performance.
  • Demonstrates a high-level understanding of standard notation in both composition and performance.
• 7 to 8 marks for:
  • Composed a successful 16 bar composition which includes some contrasting parts.
  • Performs with few mistakes.
  • Demonstrates a detailed understanding of standard notation in both composition and performance, though some inaccuracies may be evident in final score.
• 5 to 6 marks for:
  • Composes 16 bar composition with some contrasting parts.
  • Performs with some mistakes.
  • Demonstrates an understanding of standard notation in composition and performance.
• 3 to 4 marks for:
  • Attempts to compose a 16 bar composition.
  • Mistakes and/or issues of beat and timing may be evident in performance.
  • Demonstrates a basic understanding of standard notattion in both composition and performance. Many inaccuracies may be evident in final score.
• 1 to 2 marks for:
  • Some attempt at composing a musical work.
  • Little or no attempt at performance.
  • Demonstrates limited understanding of standard notation.

The Aboriginal Music program and Harmony day podcast resource provides music teachers with a culturally respectful and relevant program deepening connections between teachers and the local AECG and Aboriginal communities.

The Year 7 Ukulele program provides students with a detailed introduction to the concepts of music (focusing on duration) and allows them to broaden their existing understandings of each of these concepts.

This Year 8 unit explores the music of Aboriginal and Torres Strait Islander peoples and addresses the compulsory syllabus topic of Australian music. Students improve their listening, performing and composing skills, using the internet as a research tool, to develop their literacy skills through writing reviews and learning new vocabulary.

Resources

• Music of our place 1 (DOCX 47.6 KB)
• Music of our place 2 (DOCX 48.7 KB)

This task explores creating a movement and piece of music using the theme of trains. Students then compare it to Steve Reich's 'Different Trains' – a three-movement piece for string quartet and tape written by musician Steve Reich in 1988.

Resource

Different Trains – sample task (DOCX 156 KB)

These resources provide students with a broad understanding of Australian music. During this 10 week program, students explore a range of contemporary genres such as popular music, children’s music, musical theatre, music for television, opera, art music and rock music including music of Aboriginal and Torres Strait Islander artists. Through the learning experiences of composition, performance and listening, students will learn about the concepts of music and how these concepts are combined to create musical features which are found within each genre of Australian music. Students will develop their composition and critical thinking skills through a group composition assessment.

Resources

• Australian music program (DOCX 125 KB)
• Australian music assessment task (DOCX 79 KB)
• Australian music resource booklet (DOCX 3.5 MB)
• Australian music scores (PDF 508 KB).

This unit of work contains a detailed and thorough introduction to the concepts of music through the topic of popular music. Through the learning experiences of composing, performing and listening, students will learn about duration, pitch, structure, texture, tone colour, dynamics and expressive techniques . Furthermore, students will develop their composition and musical literacy skills through a group arrangement and composition assessment.

Resources

• Popular music – concepts of music program – 1 semester (DOCX 111.3 KB)
• Popular music – concepts of music resource booklet (DOCX 4.5 MB)
• Sample assessment task one – performance and composition (DOCX 75.2 KB)
• Sample assessment task two – listening and musicology (DOCX 129.8 KB).

• The CApture student filmmaking interactive resource guides Stage 5 creative arts students through the collaborative processes of filmmaking.
• CApture teacher support guide for programming and assessment (DOCX 164 KB) supports music teachers in delivering CApture – a Stage 5 creative arts filmmaking resource.

The KASCA music framework breaks down the core components of the concepts of music, learning experiences and music contexts into a series of lesson sequences. All lesson sequences come with ready-to-use differentiated learning and teaching resources and are available in an online format through the tabs below and KASCA music framework (PDF 9.31 MB) online version that can be downloaded to your smart device.

Stages 4 and 5

• concepts of music – duration – tempo
• the functions of music in film
• analysing popular music

Stage 4

• concepts of music – duration – simple note values
• instruments of the orchestra
• instruments of the world
• performance and composition for non-melodic percussion
• concepts of music – pitch – treble clef notes
• concepts of music – pitch – bass clef notes
• pentatonic percussion
• beginner keyboard
• graphic notation

Stage 5

• video game music
• program music

Other Voices is a performance, recording and education project based on three new electroacoustic works for flute and electronics by Australian composer/educators Cat Hope, Tristan Coelho and Fiona Hill. It provides access points for young composers, performers and their teachers to explore the potential for combining electronic music with instruments and voice.

These websites may be useful resources for Stages 4 and 5 music.

• BBC music is an interactive site including music radio and television programs on demand.
• Big ears: the original online ear trainer is an online aural drill for practising interval recognition. Suitable for Stages 4 to 6.
• The kidszone of the New York Philharmonic website is an interactive and comprehensive introduction to the instruments of the New York Philharmonic through the instrument storage room and musicians lounge. It also contains composition activities, musical games, quizzes and an online lab for making and learning about making musical instruments. Suitable for Stages 2 to 4.
• Finale Notepad is a free download which provides an easy introduction to computer music notation. It is available for Windows and Apple and easy to use - notes are dragged and dropped onto the staff, lyrics can be added, the music played back, printed and saved. Suitable for Stages 3 to 6.