Music. Victorian Certificate of Education Study Design. Victorian Curriculum and Assessment Authority 2010

Transcription

1 Music Victorian Certificate of Education Study Design Victorian Curriculum and Assessment Authority 2010 VICTORIAN CURRICULUM AND ASSESSMENT AUTHORITY

2 COVER ARTWORK WAS SELECTED FROM THE TOP ARTS EXHIBITION. COPYRIGHT REMAINS THE PROPERTY OF THE ARTIST. Latoya BARTON The sunset (detail) from a series of twenty-four 9.0 x 9.0 cm each, oil on board Tarkan ERTURK Visage (detail) x cm synthetic polymer paint, on cotton duck Liana RASCHILLA Teapot from the Crazy Alice set 19.0 x 22.0 x 22.0 cm earthenware, clear glaze. lustres Kate WOOLLEY Sarah (detail) 76.0 x cm, oil on canvas Nigel BROWN Untitled physics (detail) 90.0 x x 70.0 cm composition board, steel, loudspeakers, CD player, amplifier, glass Chris ELLIS Tranquility (detail) 35.0 x 22.5 cm gelatin silver photograph Christian HART Within without (detail) digital film, 6 minutes Kristian LUCAS Me, myself, I and you (detail) 56.0 x cm oil on canvas Merryn ALLEN Japanese illusions (detail) centre back: 74.0 cm, waist (flat): 42.0 cm polyester cotton Ping (Irene VINCENT) Boxes (detail) colour photograph James ATKINS Light cascades (detail) three works, 32.0 x 32.0 x 5.0 cm each glass, flourescent light, metal Tim JOINER 14 seconds (detail) digital film, 1.30 minutes Lucy McNAMARA Precariously (detail) x 61.0 x 61.0 cm painted wood, oil paint, egg shells, glue, stainless steel wire Accredited by the Victorian Registration and Qualifications Authority Level 5, 35 Spring Street, Melbourne, Victoria 3000 Developed and published by the Victorian Curriculum and Assessment Authority 41 St Andrews Place, East Melbourne, Victoria 3002 This completely revised and accredited edition published Victorian Curriculum and Assessment Authority 2010 No part of this publication may be reproduced except as specified under the Copyright Act 1968 or by permission from the VCAA. For more information go to: The VCAA provides the only official, up-to-date versions of VCAA publications. Details of updates can be found on the VCAA website: This publication may contain copyright material belonging to a third-party. Every effort has been made to contact all copyright owners. If you believe that material in this publication is an infringement of your copyright please the Copyright Officer: vcaa.copyright@edumail.vic.gov.au Edited by Ruth Learner Cover designed by Chris Waldron of BrandHouse Desktop published by Julie Coleman Music ISBN

3 Contents 5 Important information 7 Introduction Rationale Aims 8 Structure Entry Duration Changes to the study design 9 Monitoring for quality Safety Use of information and communications technology Employability skills Legislative compliance 10 Assessment and reporting Satisfactory completion Authentication Levels of achievement 12 Units 1 4: Music Performance 13 Unit 1: Music Performance Areas of study and Outcomes 18 Assessment 19 Unit 2: Music Performance Areas of study and Outcomes 26 Assessment 28 Unit 3: Music Performance Areas of study and Outcomes 35 Assessment 37 Unit 4: Music Performance Areas of study and Outcomes 44 Assessment 47 Advice for teachers: Music Performance Units 1 4 Developing a course 51 Suitable resources Victorian Essential Learning Standards (VELS) 52 Employability skills 53 Learning activities 77 School-assessed Coursework

4 79 Units 3 and 4: Music Investigation 81 Unit 3: Music Investigation Areas of study and Outcomes 85 Assessment 88 Unit 4: Music Investigation Areas of study and Outcomes 92 Assessment 95 Advice for teachers: Music Investigation Units 3 and 4 Developing a course 98 Suitable resources Victorian Essential Learning Standards (VELS) 99 Employability skills 100 Learning activities 110 School-assessed Coursework 111 Units 1 4: Music Style and Composition 112 Unit 1: Music Style and Composition Areas of study and Outcomes 113 Assessment 117 Unit 2: Music Style and Composition Areas of study and Outcomes 120 Assessment 122 Unit 3: Music Style and Composition Areas of study and Outcomes 125 Assessment 127 Unit 4: Music Style and Composition Areas of study and Outcomes 130 Assessment 134 Advice for teachers: Music Style and Composition Units 1 4 Developing a course 138 Suitable resources Victorian Essential Learning Standards (VELS) 139 Employability skills 140 Learning activities 161 School-assessed Coursework

5 IMPORTANT INFORMATION Accreditation period Units 1 4: The accreditation period commences on 1 January Other sources of information The VCAA Bulletin VCE, VCAL and VET is the only official source of changes to regulations and accredited studies. The VCAA Bulletin VCE, VCAL and VET, including supplements, also regularly includes advice on VCE studies. It is the responsibility of each VCE teacher to refer to each issue of the VCAA Bulletin VCE, VCAL and VET. The VCAA Bulletin VCE, VCAL and VET is sent in hard copy to all VCE providers. It is also available as an e-newsletter via free subscription on the Victorian Curriculum and Assessment Authority s website at To assist teachers in assessing School-assessed Coursework in Units 3 and 4, the Victorian Curriculum and Assessment Authority publishes online an assessment handbook that includes advice on the assessment tasks and performance descriptors for assessment. The current VCE and VCAL Administrative Handbook contains essential information on assessment processes and other procedures. VCE providers Throughout this study design the term school is intended to include both schools and other VCE providers. Photocopying VCE schools only may photocopy parts of this study design for use by teachers. 5

6 Introduction Rationale Music is an integral part of all cultures and societies, both contemporary and historical. The study of music develops students understanding of artistic processes and contributes to the development of the aesthetic, cognitive, psychomotor and affective domains. VCE Music offers students opportunities to engage in the practice of performing, creating and studying music that is representative of diverse genres, styles and cultures. Students can specialise in one or more approaches to the study of music, depending on their VCE program overall and the post-vce pathways they may be interested in following. Students develop knowledge of stylistic, aesthetic and expressive qualities and characteristics of music and develop their ability to communicate their understanding through music making: performing, composing, arranging and/or improvising; and musicianship: aural perception, analysis and music language. VCE Music offers students opportunities for personal development and to make an ongoing contribution to the culture of their community through participation in life-long music making. Aims This study enables students to: perform, compose, arrange and/or improvise music from diverse styles and traditions demonstrate musicianship engage with diverse music genres, styles, contexts and practices communicate understanding of cultural, stylistic, aesthetic and expressive qualities and characteristics of music use electronic and digital technologies in making and sharing music and communicating ideas about music explore and expand personal music interests, knowledge and experiences use imagination, creativity and personal and social skills in music making access pathways for further education, training and employment in music participate in life-long learning in music and involvement in the musical life of their community. 7

7 Introduction MUSIC Structure The study is made up of ten units. Each unit deals with specific content contained in areas of study and is designed to enable students to achieve a set of outcomes for that unit. Each outcome is described in terms of key knowledge and key skills. The study structure is Music Performance Units 1 2 Music Style and Composition Units 1 2 Music Performance Units 3 4 Music Investigation Units 3 4 Music Style and Composition Units 3 4 The units in the study are: Music Performance Units 1, 2, 3 and 4 Music Investigation Units 3 and 4 Music Style and Composition Units 1, 2, 3 and 4 Students may enrol in all units or select specific combinations of units that cater for their interests and intended pathways. Examples of combinations of units are provided on page 50 of the Advice for Teachers Music Performance. Students may also enrol in one or more units in the VCE VET Music program. Details of these units are provided in the VCE VET Music program booklet which can be downloaded from edu.au. A table showing examples of ways units drawn from VCE VET could be incorporated into a VCE program is provided on page 51 of the Advice for Teachers Music Performance. Entry There are no prerequisites for entry to Units 1, 2 and 3 for Music Performance or Music Style and Composition, or for entry to Unit 3 of Music Investigation. Students must undertake Unit 3 prior to undertaking Unit 4 in these studies. Students are strongly recommended to undertake Units 3 and 4 Music Performance before or in the same year that they undertake Units 3 and 4 Music Investigation. Music Performance Units 1 to 4 and Music Style and Composition Units 1 to 4 are designed to a standard equivalent to the final two years of secondary education. Music Investigation Units 3 and 4 are designed for students with considerable music experience. Duration Each unit involves at least 50 hours of scheduled classroom instruction. In this study, scheduled classroom instruction might involve classroom music, instrumental lessons and/or ensemble rehearsals. Changes to the Study design During its period of accreditation minor changes to the study will be announced in the VCAA Bulletin VCE, VCAL and VET. The VCAA Bulletin VCE, VCAL and VET is the only source of changes to regulations and accredited studies and it is the responsibility of each VCE teacher to monitor changes or advice about VCE studies published in the VCAA Bulletin VCE, VCAL and VET. 8 vce study design

8 MUSIC Introduction MONITORING FOR Quality As part of ongoing monitoring and quality assurance, the Victorian Curriculum and Assessment Authority will periodically undertake an audit of VCE Music to ensure the study is being taught and assessed as accredited. The details of the audit procedures and requirements are published annually in the VCE and VCAL Administrative Handbook. Schools will be notified if they are required to submit material to be audited. Safety It is the responsibility of the school to ensure that duty of care is exercised in relation to the health and safety of all students undertaking the study, including the use of electronic and electrical music performance equipment. Students should develop an understanding of safe lifting techniques, particularly when moving amplifiers, percussion instruments, large brass, woodwind or string instruments, and travel cases on and off shelves, up and down stairs, to and from buildings and in loading bays. Performance students need to practise and perform on their instrument and/or voice for sustained periods of time and should be mindful of overuse injury at all times. Care should be taken to develop safe approaches when using music instruments or their voice, including, as appropriate, posture, hand/ arm positions and breathing techniques. Care should be taken in regard to safe levels of sound at all times, particularly when using music technology such as amplifiers and PA systems, or in ensemble seating positions. Information about appropriate sound levels can be obtained from the Victorian WorkCover Authority website. Students listening to music need to be mindful of damage resulting from listening to sounds through speakers and head/earphones at sustained high volume levels. USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY In designing courses for this study teachers should incorporate information and communications technology (ICT) where appropriate and applicable to the teaching and learning activities. EMPLOYABILITY SKILLS This study offers a number of opportunities for students to develop employability skills. The Advice for teachers sections provide specific examples of how students can develop employability skills during learning activities and assessment tasks. LEGISLATIVE COMPLIANCE When collecting and using information, the provisions of privacy and copyright legislation, such as the Victorian Information Privacy Act 2000 and Health Records Act 2001, and the federal Privacy Act 1988 and Copyright Act 1968, must be met. vce study design 9

9 Assessment and reporting SATISFACTORY COMPLETION The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher s assessment of the student s performance on assessment tasks designated for the unit. Designated assessment tasks are provided in the details for each unit. The Victorian Curriculum and Assessment Authority publishes online an assessment handbook that includes advice on the assessment tasks and performance descriptors for assessment for Units 3 and 4. Teachers must develop courses that provide opportunities for students to demonstrate achievement of outcomes. Examples of learning activities are provided in the Advice for teachers sections. Schools will report a result for each unit to the Victorian Curriculum and Assessment Authority as S (Satisfactory) or N (Not Satisfactory). Completion of a unit will be reported on the Statement of Results issued by the Victorian Curriculum and Assessment Authority as S (Satisfactory) or N (Not Satisfactory). Schools may report additional information on levels of achievement. Authentication Work related to the outcomes of each unit will be accepted only if the teacher can attest that, to the best of their knowledge, all unacknowledged work is the student s own. Teachers need to refer to the current VCE and VCAL Administrative Handbook for authentication procedures. LEVELS OF ACHIEVEMENT Units 1 and 2 Procedures for the assessment of levels of achievement in Units 1 and 2 are a matter for school decision. Assessment of levels of achievement for these units will not be reported to the Victorian Curriculum and Assessment Authority. Schools may choose to report levels of achievement using grades, descriptive statements or other indicators. 10

10 MUSIC Assessment and reporting Units 3 and 4 The Victorian Curriculum and Assessment Authority will supervise the assessment of all students undertaking Units 3 and 4. In the study of VCE Music Performance students level of achievement will be determined by Schoolassessed Coursework, an end-of-year performance examination and an end-of-year aural and written examination. In VCE Music Investigation students level of achievement will be determined by School-assessed Coursework and an end-of-year performance examination. In VCE Music Style and Composition students level of achievement will be determined by School-assessed Coursework, an Externally-assessed Task and an end-of-year examination. The Victorian Curriculum and Assessment Authority will report students level of performance on each assessment component as a grade from A+ to E or UG (ungraded). To receive a study score, students must achieve two or more graded assessments and receive S for both Units 3 and 4. The study score is reported on a scale of 0 50; it is a measure of how well the student performed in relation to all others who took the study. Teachers should refer to the current VCE and VCAL Administrative Handbook for details on graded assessment and calculation of the study score. Percentage contributions to the study score in VCE Music are as follows: VCE Music Performance Units 3 and 4 Units 3 and 4 School-assessed Coursework: 30 per cent External end-of-year performance examination: 50 per cent External end-of-year aural and written examination: 20 per cent VCE Music Investigation Units 3 and 4 Unit 3 School-assessed Coursework: 25 per cent Unit 4 School-assessed Coursework: 25 per cent External end-of-year performance examination: 50 per cent VCE Music Style and Composition Units 3 and 4 Units 3 and 4 School-assessed Coursework: 30 per cent Units 3 and 4 Externally-assessed Task: 30 per cent External end-of-year aural and written examination: 40 per cent Details of the assessment program are described in the sections on Units 3 and 4 in this study design. vce study design 11

11 Units 1 4: Music Performance 12

12 Unit 1: Music Performance This unit focuses on building performance and musicianship skills. Students present performances of selected group and solo music works using one or more instruments. They study the work of other performers and explore strategies to optimise their own approach to performance. They identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and practise technical work to address these challenges. They also develop skills in performing previously unseen music. Students study aural, theory and analysis concepts to develop their musicianship skills and apply this knowledge when preparing and presenting performances. SELECTION OF INSTRUMENT OR VOICE In this study design, the term instrument includes voice. The choice of instrument may vary within a unit or between units. Students who work with more than one instrument should select a main instrument for solo performance. WORKS SELECTED FOR STUDY In Unit 1 students select a program of group and solo works by a range of composers and/or performers that are representative of a range of styles and diversity of character. Students are able to select these works from a range of sources. The program should allow the student to meet a range of technical, stylistic and interpretative demands and should be appropriate to their level of technical expertise. Works chosen for group performance may, but are not required to, be selected from the Units 3 and 4 Prescribed List of Group Works. Works chosen for solo performance may, but are not required to, be selected from the Units 3 and 4 Prescribed List of Notated Solo Works. The prescribed lists are published annually on the Victorian Curriculum and Assessment Authority website. Throughout the study the term program refers to one or more programs, and the term style refers to one or more styles. 13

13 Music Performance Unit 1 MUSIC Area of study 1 Performance This area of study focuses on knowledge and skills that students use to present musically engaging performances. Students prepare and present performances in a variety of contexts. They use regular performances to explore ways of expressively shaping their chosen works and communicating their artistic intentions to an audience. They develop their instrumental skills through regular individual practice and develop ensemble skills through rehearsal with other musicians. Outcome 1 On completion of this unit the student should be able to prepare and perform a practised program of group and solo works. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 1. Key knowledge This knowledge includes: ways to practise and perform a program of group and solo works tone qualities that are characteristic of the instrument and ways to achieve variation of tone strategies for developing flexibility, dexterity and security in performance the structure of works being prepared for performance and how elements of music contribute to the character of the works ways of shaping music performance through interpretation of expressive elements of music such as tempo, dynamics, phrasing, articulation, groove, feel, intonation, and balance and blend of instrumental voices and parts/lines in the texture as appropriate to the works historical and contemporary conventions and contextual influences relevant to the performance of selected works ways of using recordings, scores and transcriptions to make decisions when shaping performances presentation techniques, including conventions of performance that are appropriate to the instrument/s, ensemble/s, works, styles and performance space/s. Key skills These skills include the ability to: practise and perform a program of group and solo works that are representative of a range of styles and diversity of character demonstrate control of tone qualities characteristic of the instrument and variation of tone demonstrate flexibility, dexterity and security in performance demonstrate understanding of structure of works being performed create shape in the performance of selected works through appropriate interpretation of expressive elements of music use knowledge of performance conventions to present historically informed and contemporary interpretations of selected works demonstrate communication, interaction, cooperation and empathy with other musicians as appropriate to the performance of selected works demonstrate presentation techniques and conventions of performance that are appropriate to the instrument/s, ensemble/s, works, styles and performance space/s. 14 vce study design

14 MUSIC Music Performance Unit 1 AREA OF STUDY 2 Performance technique This area of study focuses on the development of techniques for group and/or solo performance. Students systematically identify instrumental techniques required to perform selected group and/or solo works and practise relevant technical work and other exercises to support their performance. Students investigate influences relevant to the interpretation and performance of the selected group and/or solo works. They research and trial a range of performance and interpretation strategies used by other performers to identify approaches to developing their own skills as a solo performer and as a member of a group. They investigate and practise approaches to unprepared performance. Outcome 2 On completion of this unit the student should be able to demonstrate instrumental techniques used in performance of selected works, demonstrate unprepared performance skills and describe influences on their approach to performance. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 2. Key knowledge This knowledge includes: strategies for developing effective instrumental practice routines strategies for developing effective rehearsals with other musicians strategies for developing instrumental techniques strategies for developing instrumental techniques required to meet specific technical, expressive and stylistic challenges in selected group and/or solo works strategies for practising technical work and exercises for development of flexibility, dexterity and control across the range of styles represented in selected group and/or solo works links between technical work and exercises and achieving flexibility, dexterity and control when performing selected group and/or solo works strategies used by other performers to optimise performance outcomes ways of improving identified aspects of performance ability strategies for achieving systematic development of unprepared performance skills, including, as appropriate, sight reading and/or improvisation. Key skills These skills include the ability to: implement instrumental practice routines rehearse with other musicians prepare and perform a program of technical work and exercises relevant to achieving flexibility, dexterity and control when performing selected group and/or solo works describe the impact of studying selected technical work on performance outcomes for selected group and/or solo works identify and describe strategies used by other performers to optimise performance outcomes reflect on processes used to improve aspects of performance practice vce study design 15

15 Music Performance Unit 1 MUSIC systematically develop unprepared performance skills, including, as appropriate, sight reading and/ or improvisation skills present an unprepared performance by either sight reading previously unseen music, spontaneously imitating within a set style, or spontaneously improvising within a set style. AREA OF STUDY 3 Musicianship This area of study focuses on aural perception, music theory and analysis. Students study concepts in isolation and in the contexts of performing and listening. This approach develops students general musicianship ability and enables them to apply their learning to rehearsal and performance. Students develop their ability to sing intervals, scales, triads and short melodic phrases from sight and memory. They are introduced to strategies for identifying, recognising, notating and transcribing short music excerpts. They also practise and refine their ability to notate music by hand. Students use knowledge developed across this area of study to explore characteristics of works being prepared for performance and make decisions about approaches to interpretation. Outcome 3 On completion of this unit the student should be able to identify, re-create, notate and transcribe elements of music, and describe ways in which expressive elements of music may be interpreted. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 3. Key knowledge This knowledge includes: a system to assist the singing of scales, intervals, chords, melodic phrases, rhythmic phrases and diatonic chord progressions music notation conventions including: pitch identification in treble and/or bass clefs, key signatures, accidentals and chord symbols rhythmic notation of semibreve, minim, crotchet, quaver, semi-quaver and associated rests, simple and compound time signatures, bar lines, rhythmic grouping and beaming music terminology and language to identify and describe the interpretation of expressive elements of music Pitch (melody and harmony) scales/modes: naming conventions used to identify scale degrees concepts of tonality and key sound and intervallic structure of ascending and descending forms of the major, natural minor, harmonic minor, melodic minor and chromatic scales intervals: naming conventions used to identify size and quality of intervals sound and structure of ascending and descending major, minor and perfect intervals within the compass of one octave chords: sound and intervallic structure of major and minor triads 16 vce study design

16 MUSIC Music Performance Unit 1 diatonic harmony: naming conventions used to identify quality and diatonic function of chords within a key sound, structure and function of the primary triads I, i, IV, iv, V in major keys and in minor keys where the basis for chord building is the harmonic minor scale strategies to identify and notate diatonic, root position chord progressions in major keys and in minor keys where the basis for chord building is the harmonic minor scale Duration (pulse, beat, meter, rhythm) naming conventions used to identify rhythmic values conventions of rhythmic notation including grouping and beaming organisation, value and subdivision of beat and pulse in simple duple, triple and quadruple meters and compound duple meter strategies to identify and notate simple and compound rhythm patterns Interpretation structural aspects of works chosen for performance, including melodic, harmonic and/or rhythmic organisation, form/sections, use of patterns and textural characteristics ways that expressive outcomes in the performance of music works may be developed by exploring the idiomatic qualities and variations of instrumental tone colour, such as ways in which instrumental voices may blend to create tone colour, the relative balance of different music parts/lines or the structural and expressive roles of instrumental voices within the texture of the work strategies to identify use of articulation patterns, ornamentation/embellishment (melodic, harmonic and rhythmic), dynamic range and shape, phrase shaping and tempo choices. Key skills These skills include the ability to: identify the size and quality of intervals that are presented either aurally or in writing, in treble and/or bass clef and in isolated and melodic contexts identify ascending and descending major, natural minor, harmonic minor, melodic minor and chromatic scales that are presented either aurally or in writing, and in treble and/or bass clef recognise and identify the tonality of a melody that is based on a major or melodic minor scale and which is presented either aurally or in writing, and in treble and/or bass clef use conventional music notation to write intervals, scales and chords in treble and/or bass clef use a system to sing intervals, scales, short melodic phrases and chord-tone arpeggios use a process to imitate and/or improvise on three or four note melodic motifs by singing, humming or playing use a process to imitate and/or improvise on one bar rhythmic patterns by clapping, tapping or playing identify and use conventional music notation to transcribe missing notes in a short melody identify major and minor triads presented aurally in block harmony or as arpeggios identify diatonic progressions of up to three chords in major keys or in minor keys where the basis for chord building is the harmonic minor scale; that are in keys that use up to one sharp or one flat; that use root position primary triads only; that are presented homophonically; and that conclude with common cadences ending on the tonic chord aurally recognise, and identify from a series of written alternatives, one bar of rhythm from a four-bar phrase presented by non-pitched percussion instruments in two parts and in simple duple, simple triple, simple quadruple or compound duple meter vce study design 17

17 Music Performance Unit 1 MUSIC identify and use conventional music notation to transcribe missing notes and/or rests in a short rhythm exercise listen analytically to excerpts of pre-recorded works and identify ways in which expressive elements of music, including tone colour, blend of instrumental voices, balance of music parts/ lines, articulation, ornamentation/embellishment, tempo choices, dynamics, and phrase length and shape, have been interpreted to achieve expressive outcomes use appropriate music terminology and language to identify ways in which expressive elements of music may be interpreted to achieve expressive outcomes in works selected for performance. ASSESSMENT The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher s assessment of the student s overall performance on assessment tasks designated for the unit. The key knowledge and key skills listed for each outcome should be used as a guide to course design and the development of learning activities. The key knowledge and key skills do not constitute a checklist and such an approach is not necessary or desirable for determining the achievement of outcomes. The elements of key knowledge and key skills should not be assessed separately. Assessment tasks must be a part of the regular teaching and learning program and must not unduly add to the workload associated with that program. They must be completed mainly in class and within a limited timeframe. Teachers should select a variety of assessment tasks for their assessment program to reflect the key knowledge and key skills being assessed and to provide for different learning styles. For this unit students are required to demonstrate achievement of three outcomes. As a set these outcomes encompass all areas of study. Demonstration of achievement of Outcomes 1, 2 and 3 must be based on the student s performance on a selection of assessment tasks. Where teachers allow students to choose between tasks they must ensure that the tasks they set are of comparable scope and demand. Assessment tasks for this unit are: Performances of three works including at least one group work and one solo work with accompaniment as appropriate. The duration of the performances will vary depending on the works selected. A demonstration of technical work and exercises, for example an assessment task that includes a test or other performance context. An explanation of how selected technical work and exercises support the student s development as an instrumentalist and their preparation of works performed for Outcome 1. The explanation may be presented in one or more of the following formats oral multimedia written. A performance of unprepared material in a test or other performance context. Aural, written and practical tasks, for example a folio of exercises or a test a workbook of class activities. 18 vce study design

18 Unit 2: Music Performance In this unit students build their performance and musicianship skills. They present performances of selected group and solo music works using one or more instruments. Students study the work of other performers through listening and analysis and use specific strategies to optimise their own approach to performance. They also study strategies for developing technical and expressive performance skills. They identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and practise related technical work. They develop skills in performing previously unseen music and study specific concepts to build their musicianship knowledge and skills. Students also devise an original composition or improvisation. SELECTION OF INSTRUMENT OR VOICE In this study design, the term instrument includes voice. The choice of instrument may vary within a unit or between units. Students who work with more than one instrument should select a main instrument for solo performance. WORKS SELECTED FOR STUDY In Unit 2 students select a program of group and solo works. Students are free to select these works from a range of sources. The program should allow the student to demonstrate a range of technical, stylistic and interpretative demands and should be appropriate to their level of technical expertise. Works chosen for group performance may, but are not required to, be selected from the Units 3 and 4 Prescribed List of Group Works. Works chosen for solo performance may, but are not required to, be selected from the Units 3 and 4 Prescribed List of Notated Solo Works. The prescribed lists are published annually on the Victorian Curriculum and Assessment Authority website. Throughout the study the term program refers to one or more programs, and the term style refers to one or more styles. 19

19 Music Performance Unit 2 MUSIC Area of study 1 Performance In this area of study students develop knowledge and skills that are required to present music performances in a group and as a soloist. They develop their ability to present musically engaging performances in a variety of performance contexts. Through regular performance they explore ways to expressively shape their chosen works and build on their ability to communicate artistic intentions convincingly to an audience. Students develop their instrumental skills through regular individual practice and develop ensemble skills through rehearsal with other musicians. Outcome 1 On completion of this unit the student should be able to prepare and perform a musically engaging program of group and solo works. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 1. Key knowledge This knowledge includes: strategies for optimising effective performance practice routines relevant to selected group and solo works that are representative of a range of styles and diversity of character strategies for optimising effectiveness of rehearsals with other musicians idiomatic tone qualities and ways to achieve expressiveness, clarity and artistic variation of tone strategies for developing fluency and control in group and solo performance strategies for developing expressively shaped, cohesive interpretations of works that demonstrate appropriate balance between relevant personal, ensemble, stylistic, practical, technological, historical and cultural influences ways of achieving shape in music through artistic variation of expressive elements of music historical and contemporary conventions and contextual influences relevant to interpretation and performance of selected works strategies for developing communication, interaction, cooperation and empathy with other musicians as appropriate to performance of selected works stylistic characteristics, musical structures and textures in works being prepared for performance and how elements of music can be interpreted to realise the character of the work roles of, and relationships between, instrumental voices in selected group works, or parts within the texture of solo works presentation techniques, including conventions of performance that are appropriate to the instrument/s, ensemble/s, works, styles and performance space. Key skills These skills include the ability to: implement effective performance practice routines rehearse effectively with other musicians prepare and perform a program of group and solo works that demonstrates a range of music styles and diversity of character demonstrate fluency and control in the performance of selected works 20 vce study design

20 MUSIC Music Performance Unit 2 demonstrate idiomatic tone quality and artistic variation of tone in the performance of selected works expressively and cohesively perform selected works demonstrating appropriate balance between personal, stylistic, practical, technological, historical and cultural influences vary expressive elements of music to shape the performance of selected works and achieve artistic intentions present historically informed and contemporary interpretations of selected works using appropriate performance conventions demonstrate communication, interaction, cooperation and empathy with other musicians as appropriate to the performance of selected work/s demonstrate understanding stylistic characteristics in selected works communicate awareness of musical structures and textures in the performance of selected works demonstrate understanding of the roles of, and relationships between, instrumental voices in selected group work/s, or parts within the texture of solo work/s demonstrate presentation techniques and conventions of performance that are appropriate to the instrument/s, ensemble/s, works, styles and performance space/s. AREA OF STUDY 2 Performance technique This area of study focuses on continuous development of techniques for group and solo performance. Students systematically practise technical work and exercises to enhance their ability to realise the character and style of selected group and solo works. They trial different rehearsal strategies and identify those that achieve the most effective outcomes. Students research and trial performance and interpretation strategies used by other performers and apply approaches to optimise their own performances. They build their skills in unprepared performance and apply these when learning and rehearsing group and solo works. Outcome 2 On completion of this unit the student should be able to demonstrate instrumental techniques used in performance of selected works, demonstrate unprepared performance skills and describe influences on their approach to performance. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 2. Key knowledge This knowledge includes: strategies for developing effective instrumental practice routines, including ways of incorporating use of ICT strategies for developing effective rehearsals with other musicians strategies for developing instrumental techniques relevant to specific technical, expressive and/or stylistic challenges in selected group and/or solo works strategies for developing control of instrumental techniques strategies for practising exercises and technical work for development and maintenance of fluency and control across the range of styles represented in selected group and/or solo works vce study design 21

21 Music Performance Unit 2 MUSIC links between selected technical work and exercises and achieving fluency and control in the performance of selected group and/or solo works strategies to research interpretations of selected works by other performers strategies for incorporating research findings from recordings, scores and/or transcription into preparing performance of works strategies used by other performers to optimise performance outcomes ways of improving identified aspects of own performance ability, including reflection and evaluation strategies for achieving systematic development of unprepared performance skills, including, as appropriate, sight reading, imitation and/or improvisation. Key skills These skills include the ability to implement effective instrumental practice routines rehearse effectively with other musicians prepare and perform a program of technical work and exercises relevant to achieving fluency and control when performing selected group and/or solo works describe the impact of studying selected technical work and exercises on performance outcomes for selected group and/or solo works identify, describe and evaluate strategies used by other performers to optimise performance outcomes describe how use of selected strategies to develop technical skill has improved identified aspects of own performance ability systematically develop unprepared performance skills, including, as appropriate, sight reading and/ or improvisation skills present a fluent unprepared performance by either sight reading previously unseen music or imitating within a set style or spontaneously improvising within a set style. AREA OF STUDY 3 Musicianship In this area of study students build their knowledge and skills in music theory, aural comprehension and music analysis. Students build on their knowledge and skills through systematic study of aural and theoretical concepts in isolation and in the context of performing or listening. They develop their ability to sing intervals, scales, triads and short melodic phrases from sight and memory, and they extend their ability to identify, recognise, notate and transcribe short music excerpts. Students practise and refine their ability to notate music by hand. They investigate and comment on a variety of ways in which elements of music can be interpreted to achieve expressive outcomes in the performance of music works. Outcome 3 On completion of this unit the student should be able to identify, re-create, notate and transcribe elements of music, and describe how selected elements of music have been interpreted in performance. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study vce study design

22 MUSIC Music Performance Unit 2 Key knowledge This knowledge includes: a system to assist the singing of scales, intervals, chords, melodic phrases, rhythmic phrases and diatonic chord progressions music notation conventions, including: pitch identification in treble and/or bass clefs, key signatures, accidentals and chord symbols rhythmic notation of semibreve, minim, crotchet, quaver, semi-quaver and associated rests, simple and compound time signatures, bar lines, rhythmic grouping and beaming music terminology and language to identify and describe the interpretation of elements of music Pitch (melody and harmony) scales/modes: naming conventions used to identify scale degrees concepts of tonality and key sound and intervallic structure of ascending and descending forms of the major, natural minor, harmonic minor, melodic minor, major (do) pentatonic, minor (la) pentatonic and blues (minor pentatonic plus flat 5) scales intervals: naming conventions used to identify size and quality of intervals sound and structure of ascending and descending major, minor, perfect, diminished and augmented intervals within the compass of one octave, presented aurally, in isolation and in melodic contexts chords: sound and intervallic structure of major, minor, augmented and diminished triads and dominant 7th chords diatonic harmony: naming conventions used to identify quality and diatonic function of chords within a key sound, structure and function of tonic (I major), supertonic (ii minor), mediant (iii minor), sub-dominant (IV major), dominant (V major) and sub-mediant (vi minor) triads in a major key tonic (i minor), supertonic (ii diminished), sub-dominant (iv minor), dominant (V major) and sub-mediant (VI major) triads in a minor key where the basis for chord building is the harmonic minor scale dominant 7th chord in major keys and minor keys where the basis for chord building is the harmonic minor scale strategies to identify and notate diatonic, root position chord progressions in major keys and minor keys where the basis for chord building is the harmonic minor scale Duration (pulse, beat, meter, rhythm) naming conventions used to identify rhythmic values conventions of rhythmic notation, including grouping and beaming organisation, value and subdivision of beat and pulse in simple duple, triple and quadruple meters and compound duple meter strategies to identify and notate simple and compound rhythm patterns vce study design 23

23 Music Performance Unit 2 MUSIC Interpretation structural aspects of works chosen for performance, including melodic, harmonic and/or rhythmic organisation, form/sections, use of patterns and textural characteristics ways that expressive outcomes in the performance of music works may be developed by exploring idiomatic qualities and variations of instrumental tone colour, including ways in which instrumental voices blend to create tone colour the relative balance of different music parts/lines the structural and expressive roles of instrumental voices within the texture of the work use of articulation, ornamentation/embellishment (melodic, harmonic and rhythmic), dynamic range and shape, phrase shaping and tempo choices strategies to identify and describe ways in which performers interpret expressive elements of music, including tone color, blend of instrumental voices, balance of music parts/lines, articulation patterns, ornamentation/embellishment (melodic, harmonic and rhythmic), dynamic range and shape, phrase shaping and tempo choices in order to achieve expressive outcomes. Key skills These skills include the ability to: identify the size and quality of intervals that are presented either aurally or in writing, in treble and/or bass clef and in isolated and melodic contexts identify ascending and descending major, natural minor, harmonic minor, melodic minor, major (do) and minor (la) pentatonic and blues (minor pentatonic plus flat 5) scales that are presented either aurally or in writing in treble and/or bass clef recognise and identify the tonality of a melody that is based on a major, melodic minor, major pentatonic or minor pentatonic scale, and presented aurally or in writing in treble and/or bass clef use conventional music notation to write intervals, scales and chords in treble and/or bass clef use a system to sing intervals, scales, short melodic phrases and chord-tone arpeggios use a process to imitate and/or improvise on three- or four-note melodic motifs by singing, humming or playing use a process to imitate and/or improvise on one- or two-bar rhythmic patterns by clapping, tapping or playing use conventional music notation to transcribe up to two bars of a two-bar diatonic melody that is based on a major or melodic minor scale, in keys that use up to two sharps or two flats, presented in treble clef, in simple duple, simple triple, simple quadruple or compound duple meter and where the pitch of the first note and the rhythm of the melody are given identify major, minor, augmented and diminished triads, and dominant 7th chords presented aurally in block harmony and as arpeggios identify diatonic progressions of up to three chords in major keys or in minor keys where the basis for chord building is the harmonic minor scale, that are in keys that use up to two sharps or two flats, that use combinations of root position triads and dominant 7th chords, that are presented homophonically, and that conclude with common cadences that end on either the tonic, dominant or submediant chords aurally recognise, and identify from a series of written alternatives, two bars of rhythm from a four-bar phrase presented by non-pitched percussion instruments in two parts and in simple duple, simple triple, simple quadruple or compound duple meter 24 vce study design

24 MUSIC Music Performance Unit 2 transcribe rhythms of up to two bars from an excerpt that is no longer than four bars, and that is in simple duple, simple triple, simple quadruple or compound duple meter listen analytically to excerpts of pre-recorded works and identify ways in which expressive elements of music, including tone colour, blend of instrumental voices, balance of music parts/lines, articulation, ornamentation/embellishment (melodic, harmonic and rhythmic), dynamic range and shape, phrase shaping and tempo choices, have been interpreted to achieve expressive outcomes use appropriate music terminology and language to describe ways in which expressive elements of music may be interpreted to achieve expressive outcomes in works selected for performance. AREA OF STUDY 4 Organisation of sound This area of study focuses on devising original work as a composition or an improvisation, inspired by analysis of music in selected works being prepared for performance. The creative process is individual and has many starting points for inspiration. Students study and listen to a wide variety of music. They explore a range of strategies to generate and extend music ideas, for example improvisation. Students are encouraged to use a broad structural element to focus their creative work, for example a key, chord progression, instrument and/or mood. As part of the process of generating music ideas, students analyse works they are preparing for performance. They identify characteristics that can be used in their composition or improvisation and relevant influences on composers/performers. Students use various strategies to experiment with, develop and refine the musical ideas. Aspects of music language used in devising original work include range and characteristics of selected instruments; use of instruments in combination, including balance of dynamics and tones, and blend of tones; music forms and structures, such as binary, ternary and popular song; conventions in staff notation, including shape of music notes, groupings, phrase marks, treble and bass clefs, relevant key signatures and time signatures. Where possible, students should practise notating music on manuscript to develop their skill in writing notation. Information and communications technology tools should be used for keying-in (sequencing), review, playback and refinement, as appropriate. Outcome 4 On completion of this unit the student should be able to devise a composition or an improvisation that uses music language evident in work/s being prepared for performance. To achieve this outcome the student will draw on knowledge and related skills outlined in Area of Study 4. Key knowledge This knowledge includes melodic, harmonic, rhythmic, structural and expressive aspects of music language used in work/s being prepared for performance AND vce study design 25