Search

Elaboration ACAMUM103

performing music from scores made by themselves and others

Elaboration (1) ACAMUM103

Considering viewpoints – evaluations: For example – How are these two performances different? Which one was more successful with audiences and why?

Elaboration (2) ACAMUM103

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

Elaboration (3) ACAMUM103

recognising the influence of social, cultural and historical developments and incorporating these into their performance

Elaboration (4) ACAMUM103

using aural skills and reading notation to develop interpretation as they perform known and unknown repertoire in a range of styles

Elaboration ACAMUR104

analysing how the use and combination of the elements of music defines their developing personal style and how their style is influenced by cultural and historical styles

Elaboration (1) ACAMUR104

listening to, analysing and comparing the performance practices of others to shape and refine their interpretation of a piece of music

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 (3) ACAMUR104

investigating why and how different traditions, styles and contexts affect the experience and interpretation of a piece of music and taking this into account when interpreting and composing music

Considering viewpoints – societies: For example – How is this piece typical of the social context in which it was created? cultures: How are the elements of music used in this piece to convey a cultural identity? histories: What historical …

Elaboration (5) ACAMUR104

evaluating the use of the elements of music when listening to and interpreting music

Elaboration ACAMUR105

evaluating and comparing stylistic interpretations of a range of music to develop aesthetic awareness

Elaboration (1) ACAMUR105

comparing and evaluating audience responses and performer roles across a broad range of formal, informal, virtual and interactive settings

Elaboration (2) ACAMUR105

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

Elaboration (3) ACAMUR105

discussing the influence of music on the development of personal and cultural identity

Elaboration (4) ACAMUR105

Considering viewpoints – critical theories: For example – How has the rise of technology changed the nature of music? How has technology impacted on audiences, the music industry and the way we consume music?

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities