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Music Faculty

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Music is a universal language that allows us to more deeply understand and connect to ourselves, and the people and cultures around us. Learning a musical instrument(s) has significant benefits for cognitive, social and emotional development, particularly when Ãâ·ÑAƬ experience music making in a group setting. In other words, the discipline, routines and ways of processing information in the study of Music help Ãâ·ÑAƬ with the acquisition of skills and knowledge in other domains.   â¶Ä¯

All Music subjects at the Ãâ·ÑAƬ incorporate music literacy (reading, listening, theory, analysis), creating (composing, arranging, improvisation), music in context (history) and practical skills (skill acquisition, solo, ensemble). Our Music teachers are active musicians who nurture each student’s personal musical interests and style. They instil the value of open mindedness, empathy (through the lens of audience and performer) and collaboration, in classroom practice and experiences with the broader music community. 

Music

Music Year 7-10 Overview

Music courses across Years 7-10 use three strands to structure learning – Music Literacy, Context & Creating, and Practical. Music Literacy encompasses the language of music (various forms of notation, terms and aural/listening skills) and the understanding of the music elements (rhythm, pitch etc). Context covers music’s role in our world through the study of historical and cultural aspects, while Creating focuses on the specific skills required to create music in various forms, from song writing to improvisation. The Practical strand includes the acquisition of brand new instrumental and vocal skills, the development and sharing of existing skills (solo performance) and collaborative class ensembles (ensemble performance).   

Music can be one of the student’s Arts electives in Years 7 and 8. At this level, the Music offerings include ‘Music’, or ‘Music – Advanced’ for Ãâ·ÑAƬ undertaking weekly tuition on an instrument/voice. In the Practical strand for ‘Music - Advanced’, Ãâ·ÑAƬ focus on developing their established instrument(s)/voice skills, while Ãâ·ÑAƬ in the ‘Music’ strand develop new skills on voice, keyboard, drums, guitar and bass.   

In Year 9, and Year 10, Music becomes a full year course at each respective year level. At Year 9, Music Ãâ·ÑAƬ can elect the ‘Rock Band Immersion program’, while ‘Music – Advanced’ Ãâ·ÑAƬ can continue their musical learning in the program in preparation for the various senior Music pathways.   

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IBDP Subjects and Pathways

Music ib
IB Music (Standard or Higher Level) - Group 6

Course Description and Aims: The Diploma Programme Music course has been designed to prepare the 21st century music student for a world in which global musical cultures and industries are rapidly changing. 

The course offers a strengthened approach to student creativity through practical, informed and purposeful explorations of diverse musical forms, practices and contexts. The course also ensures a holistic approach to learning, with the roles of performer, creator and researcher afforded equal importance in all course components. 

The exploration of diverse musical material is focused through the lenses of four areas of inquiry: 

  • Music for sociocultural and political expression 
  • Music for listening and performance 
  • Music for dramatic impact, movement and entertainment  
  • Music technology in the electronic and digital age. 

The aims of the music course are to enable Ãâ·ÑAƬ to explore a range of musical contexts, to develop and experiment with musical competencies both individually and in collaboration with others, and to evaluate and develop critical perspectives on their own music and the work of others. 

Prerequisites: Students are required to have received at least 12 months of regular instrumental/vocal tuition prior to the course commencing, and to continue regular tuition for the duration of the Music course (via a PAC tutor or private tutor). 

Assumed Knowledge: Completion of Year 10 Music course or equivalent knowledge/skills from other music studies (ie AMEB examinations). 

Higher Level Distinction: The Higher-Level Music course covers the same core material as the Standard Level course, with the addition of the Contemporary Music Maker assessment. This assessment requires collaboration with peers to develop a music project that can be actioned in a real life, contemporary setting. 

Assessment: 

External Assessment (70% SL, 50% HL) 

Exploring Music in Context (30% SL, 20% HL) - 2400-word portfolio. Mix of performing, composing and written work. 

Presenting Music (40% SL, 30% HL) - One presentation each as a researcher, creator and performer (solo and/or ensemble). 

Internal Assessment (30% SL, 50% HL) 

Experimenting With Music (30% SL, 20% HL) - 1500-word report. Evidence via three creations (5 mins total) and three performances (5 mins total). 

Contemporary Music Maker (30% HL only) - 15-minute multimedia presentation (evidencing the project outcome and process) and accompanying project plan. 

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SACE Subjects and Pathways

Music sace

Stage 2 Music Performance (Solo and/or Ensemble) subjects can be undertaken in conjunction with the Stage 1 Music Advanced course, at Year 11, for Ãâ·ÑAƬ with the appropriate skills/experience. They may be undertaken ‘offline’ in Year 12, pending approval from the Head of Music.​

Students can complete a minimum of 10 credits, maximum of 40 credits, from Stage 2 Music courses (across Year 11/12).​

Stage 1 Music Advanced - 20 Credits 

Prerequisites:
Completion of Year 10 Music course or equivalent knowledge/skills from other music studies (ie AMEB examinations).Students are also required to have received at least 12 months of regular instrumental/vocal tuition prior to the course commencing, and to continue regular tuition for the duration of the Music course (via a PAC tutor or private tutor).  â€¯ 

Course Description: 
This course consists of three strands; understanding music, creating music, responding to music. Students extend their understanding of music theory and aural concepts (music literacy), including the study of harmony, and use this knowledge and skills to inform their own arrangements and compositions. Students explore, analyse and discuss works from diverse social and cultural contexts. Students explore and develop their practical music-making skills through performing (solo and/or ensemble, digital sounds), and arranging or composing works using standard notation software Sibelius/Musescore and/or the digital audio workstation (DAW) Logic Pro. Students respond to the creative works of themselves and others through written reviews, commentaries and discussions. â¶Ä¯&²Ô²ú²õ±è;

Assessment: â¶Ä¯&²Ô²ú²õ±è;

Assessment Type 1: Creative Works (50%)  
1 - One performance: solo or ensemble – 2 to 5 mins  
2 - One composition/arrangement 1: Notation or digital – 1 to 3 mins  
3 - Choice of 1 or 2  
4 - Choice of 1 or 2  

Assessment Type 2: Musical Literacy (50%)  

1 - Music theory/aural and analysis assessment  
2 - Performance reflection (650-word analysis/review)  
3 - Creation journal (650-word journal)  
4 - Music theory/aural and analysis assessment  

Stage 2 Music Performance – Solo - 10 Credits 

Prerequisites: Students are required to have received at least 12 months of regular instrumental/vocal tuition prior to the course commencing, and to continue regular tuition for the duration of the Music course (via a PAC tutor or private tutor).  

 Studied in conjunction with, or following the completion of Stage 1 Advanced Music. â€¯ 

Course Description: Stage 2 Music Performance – Solo is a 10-credit subject that consists of the following strands:  

  • Understanding music  
  • Creating music (performance)  
  • Responding to music.  

The strands in Music Performance – Solo are interconnected and not intended to be taught independently. Students develop and extend their musical skills and techniques in creating their own solo performances. They interpret their chosen musical works, and apply to their performances an understanding of the style, structure, and conventions appropriate to their repertoire.  

Students extend their musical literacy through discussing key musical elements of their chosen repertoire, and interpreting creative works. Students express their musical ideas through performing, critiquing, and evaluating their performances.  

Assessment: â¶Ä¯&²Ô²ú²õ±è;

School assessment (70%)
 Assessment Type 1:  Performance 30% - 6-8 minutes  
Assessment Type 2:  Performance and Discussion 40% - 6-8-minute performance, 800 word/4 minute (if oral) discussion  

External assessment (30%)
 Assessment Type 3: Performance Portfolio - 6-8-minute performance, 500 word/3 minute (if oral) discussion   

Stage 2 Music Performance – Ensemble - 10 Credits 

Prerequisites:
Students are required to have received at least 12 months of regular instrumental/vocal tuition prior to the course commencing, and to continue regular tuition for the duration of the Music course (via a PAC tutor or private tutor). They are also required to have at least 12 months of experience in an appropriate ensemble prior to the course commencing, and to continue regular rehearsals/performances in this ensemble for the duration of the Music course.   

Studied in conjunction with, or following the completion of Stage 1 Advanced Music.

Course Description: Stage 2 Music Performance - Ensemble is a 10-credit subject that consists of the following strands: 

  • Understanding music 
  • Creating music (performance) 
  • Responding to music 

The strands in Music Performance - Ensemble are interconnected and not intended to be taught independently. Students develop and extend their musical skills and techniques in creating performances as part of an ensemble. They interpret musical works and apply to their performances an understanding of the style, structure, and conventions appropriate to the repertoire. 

Students extend their musical literacy through discussing key musical elements of the repertoire and interpreting creative works. Students express their musical ideas through performing, critiquing, and evaluating their own performances. 

Assessment: â¶Ä¯

School assessment (70%)
 Assessment Type 1:  Performance 30% - 6-8 minutes plus 2-minute part test 
Assessment Type 2:  Performance and Discussion 40% - 6-8-minute performance plus 2 min part test, 800 word/4 minute (if oral) discussion 

External assessment (30%)
 Assessment Type 3: Performance Portfolio - 6-8-minute performance plus 2 min part test, 500 word/3 minute (if oral) discussion 

Stage 2 Music Explorations - 20 Credits 

Prerequisites: Students are required to have received at least 24 months of regular instrumental/vocal tuition prior to the course commencing, and to continue regular tuition for the duration of the Music course (via a PAC tutor or private tutor).   

Assumed Knowledge: Completion of Stage 1 Music Advanced course or equivalent knowledge/skills from other music studies (ie AMEB examinations).   

Course Description: Students experiment with, explore, and manipulate musical elements to learn the art of constructing and deconstructing music. They develop and extend their musical literacy and skills through understanding the structural and stylistic features and conventions of music, expressing their musical ideas, and reflecting on and critiquing their learning in music. 

  •  Three musical literacy tasks 
  •  One portfolio of explorations 
  •  One creative connections task 

Music Explorations emphasises learning through exploring and experimenting with music. Through exploration music through responding to their own and others' works. This subject is flexible in its design, allowing individual and collaborative exploration options in performing, composing, arranging and exploring music technology. Through practical application of their understanding of musical elements, Ãâ·ÑAƬ learn to analyse and deconstruct music, manipulate sound and create musical works that express their ideas and emotions. 

Topics: Musical Literacy (Theory and Analysis); Explorations (Performance, Composition, or Music Technology); Creative Connections Explorations (Performance, live or digital Composition) 

Assessment: â¶Ä¯

School Assessment (70%)  

Assessment Type 1: Musical Literacy 30% - Melody composition (lead sheet and composer’s statement), Live Performance Critique, Comparative Analysis. 2000 words in total (or equivalent in oral/multimodal). 

Assessment Type 2: Explorations 40% - A set of short performances (8-10 mins) or a set of compositions (4-6 mins) that explore music, with commentary (1000 words or equivalent in oral/multimodal).   

External Assessment (30%) 

Assessment Type 3: Creative Connections 30% - Performance (6-8 mins) or Composition (3-4 mins), with discussion (in the form of a 7-minute multimodal presentation). 

Stage 2 Music Studies - 20 Credits 

Prerequisites: Students should discuss their interest in this course with the Head of Music.   

Assumed Knowledge: Completion of Stage 1 Music Advanced course or equivalent knowledge/skills from other music studies (ie AMEB examinations).   

 Course Description: Stage 2 Music Studies is a 20-credit subject that consists of the following strands: 

  • Understanding Music 
  • Creating Music 
  • Responding to Music 

The strands in Music Studies are interconnected and not intended to be taught independently. Students develop an understanding of selected musical works and styles, including how composers manipulate elements of music, and apply this understanding to creating their own music as performances or compositions. They develop and apply their musical literacy skills and express their musical ideas through responding to their own works, interpreting musical works, and/or manipulating musical elements. Students synthesise the findings of their study, and express their musical ideas through their creative works, responses, and reflections. 

Assessment: â¶Ä¯

School assessment (70%)
Assessment Type 1: Creative Works 40% - Solo and/or ensembles performances (10-12 mins), or compositions/arrangements (5-6 mins), with creator’s statement (750 words or equivalent in oral/multimodal). 

Assessment Type 2: Musical Literacy 30% - Reharmonistion and Melodic Extension (2 mins, 500 word statement), Comparative Analysis (1500 words), Music Literacy Test. 

External assessment (30%)
 Assessment Type 3: Examination 30% - 2-hour examination in which Ãâ·ÑAƬ apply their knowledge and understanding of musical elements and their musicianship skills in creative and innovative ways. 

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