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Elaboration (2) ACAMUM095

Considering viewpoints – evaluations: For example – How effectively are the expressive techniques indicated in the notation of the composition? What are the strengths of this performance or composition?

Elaboration (2) ACAMUM096

maintaining technical control throughout the performance of a piece of music

Elaboration (2) ACAMUR097

Considering viewpoints – evaluations: For example – How effectively did the musicians use expressive techniques in their performance? What are the strengths of this performance or composition?

Elaboration (2) ACAMUR098

making judgements about music as audience members and articulating the reasons for them

Elaboration (2) ACAMUM099

experimenting with layering of sound to develop a personal style in improvisation and composition

Elaboration (2) ACAMUM100

Considering viewpoints – meanings and interpretations: For example – How do changes in instrumentation and orchestration affect the interpretation of this piece?

Elaboration (2) ACAMUM101

Considering viewpoints – cultures and histories: For example – How are the elements of music used in this piece to convey a cultural identity? What historical forces and influences are evident in this work?

Elaboration (2) ACAMUM102

composing and arranging music using the elements of music to communicate style and genre, and considering contemporary Australian styles and emerging genres such as Aboriginal hip hop and mash up and classical fusion of instrumentation such as symphonic …

Elaboration (2) ACAMUM103

exploiting musical features of works across a range of styles and contexts in performance

Elaboration (2) ACAMUR104

comparing music from different styles to identify and describe stylistic, cultural and historical practices and inform their own composition and performance practice

Elaboration (2) ACAMUR105

evaluating their own and others’ music, and applying feedback to refine and improve performances and compositions

Elaboration (1) ACAMUM080

imitating pitch and rhythm patterns to develop aural recognition skills, for example, echo clapping and call and response singing

Elaboration (1) ACAMUM081

practising techniques for singing songs and playing classroom instruments

Elaboration (1) ACAMUM082

Considering viewpoints – forms and elements: For example – What sounds or musical phrases are in my composition? What instruments were used in the music and how was their sound different? How was their sound made?

Elaboration (1) ACAMUR083

Considering viewpoints – societies and cultures: For example – Where is this music from and why was it made?

Elaboration (1) ACAMUM084

exploring and varying instrumental timbres in isolation and combination, for example, playing softer or louder, faster or slower, repeating phrases

Elaboration (1) ACAMUM085

Considering viewpoints – meanings and interpretations: For example – Why was this music written?

Elaboration (1) ACAMUM086

exploring given rhythm and pitch patterns, structures or timbres to improvise and create music

Elaboration (1) ACAMUR087

comparing the expectations and requirements of performers and audiences in different cultural settings

Elaboration (1) ACAMUM088

identifying and describing features of rhythm, melody and structure that create effects in their improvisations

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General Capabilities

Cross Curriculum Priorities