Year 10 SyllabusTest
- Rationale
- Aims
- Organisation
- Student Diversity
- Ways of Teaching
- Ways of Teaching Video
- Ways of Assessing
- General Capabilities
- Cross-Curriculum Priorities
- Glossary
- Music Glossary for the Western Australian Curriculum
- The Arts Music P-10 Scope and Sequence
The Arts Music P-10 Scope and Sequence- The Arts Scope and Sequence
- The Arts Scope and Sequence
- ABLEWA Arts Scope & Sequence
Year 10 Syllabus
The syllabus is based on the requirement that in Years 9 and 10 the study of the Arts is optional.
Year Level Description
In Year 10, students extend and consolidate music skills and knowledge across a range of performing, composing, aural and analysis activities. They continue to refine aural skills and aural memory to identify, sing/play and notate melodic and rhythmic dictations, chord changes and progressions.
Students explore their emerging personal style and music ideas through combining and manipulating the elements of music, and synthesising stylistic features and conventions when composing and arranging.
Students build on their understanding of meaning and interpretation in musical works, using aural and critical analysis skills to compare and evaluate a range of music, drawing upon knowledge of previously studied works. They use scores and music terminology to analyse and evaluate the use of the elements of music within a context, genre or style, and identify and discuss social, cultural and historical factors.
Students practise and perform a wider range of solo and ensemble repertoire, developing and consolidating technical skills, expression and stylistic integrity. As performers and audience members they are provided with opportunities to develop aesthetic awareness and make informed observations about a range of music and related social, cultural and ethical considerations.
Music learning is aurally based and is integrated across all aspects of the written component of the subject through a selected context/s. The performance component reinforces and extends music learning, and can be delivered in a different context to the written component. The elements of music are to be integrated across all areas of music learning as appropriate to context.
Making
Music literacy (aural/theory)
Use and application of aural skills, inner hearing and aural memory to identify, sing/playback and notate pitch, melodic and rhythmic dictations, chord changes and chord progressions (ACAMUM099)
Aural identification of the role and treatment of one or more elements of music in isolation and combination in a range of music works (not all content may be relevant to the selected context):
Rhythm
- beat groupings/subdivision in simple time:
and compound time: 
,
,
, 
, 
- augmentation/diminution, rhythmic motif
- irregular metres
, 
, 
, 
- tempo: rubato, a tempo
Pitch
- scales: add melodic minor and chromatic up to 4 or more sharps and 4 or more flats in treble and bass clefs
- chords: major and minor primary triads in isolation and simple progressions, add (ii) in major keys
- tonality: add consonance and dissonance
- inversion
Dynamics and expression
- gradations of sound (fp), terraced dynamics, ornamentation, expressive devices and articulations relevant to style and context
Form and structure
- motivic development, through composed and strophic, interlude
Timbre
- use of idiomatic techniques (bowing, harmonics, vibrato, glissando/slide, sticks/mallets, slap bass, digitally manipulated sound, oscillation, filters, pedals)
Texture
- horizontal and vertical layers of sound appropriate to style and context and repertoire studied (distortion, white noise) (ACAMUM099)
Composing and arranging
Composition and arrangement of musical works of increasing complexity; improvising and purposefully applying, combining and manipulating the elements of music; and synthesising appropriate stylistic features and conventions to shape, extend, manipulate and evaluate music ideas (ACAMUM102)
Practical and performance skills
Responding
Analysis and context
Identification, comparison and evaluation of the use, combination and stylistic treatment of the elements of music, using aural and critical analysis skills and stylistically informed language to make comparisons, informed observations and judgements about a wide range of music (ACAMUR104)
Response interpretation and evaluation
Identification and selection of specific criteria to devise and apply strategies when analysing, evaluating and refining their own and others' musical works and performances (ACAMUR104)
Development of personal preferences and aesthetic appreciation, differentiating between subjective and objective interpretations when comparing and evaluating stylistic interpretations of a range of music (ACAMUR105)
Consideration of cultural, social and ethical issues, comparing and evaluating audience response and performer roles across a broad range of music in formal, informal, virtual and interactive settings (ACAMUR105)
Achievement standard
At Standard, students identify, apply, notate and perform rhythmic and melodic concepts and harmonic progressions in major and minor keys, with some partial or inconsistent responses. They improvise, select and integrate elements of music to create musical works, developing and maintaining compositional ideas, with some inconsistency. Students use generally accurate notation and incorporate some appropriate stylistic conventions and expressive devices. They perform with generally sound technique and some appropriate expression and stylistic performance conventions. With some guidance, they consider blend and balance when playing with an ensemble and endeavour to adjust pitch, tone and volume.
Students identify, analyse and compare the use and purpose of the elements of music in a range of works, using some appropriate music terminology and making occasional references to stylistic application. They identify and compare musical characteristics, considering stylistic features and contributions made by key composers, performers and/or artists, and make connections between social, historical and cultural contexts.
The syllabus is based on the requirement that in Years 9 and 10 the study of the Arts is optional.
Year Level Description
In Year 10, students extend and consolidate music skills and knowledge across a range of performing, composing, aural and analysis activities. They continue to refine aural skills and aural memory to identify, sing/play and notate melodic and rhythmic dictations, chord changes and progressions.
Students explore their emerging personal style and music ideas through combining and manipulating the elements of music, and synthesising stylistic features and conventions when composing and arranging.
Students build on their understanding of meaning and interpretation in musical works, using aural and critical analysis skills to compare and evaluate a range of music, drawing upon knowledge of previously studied works. They use scores and music terminology to analyse and evaluate the use of the elements of music within a context, genre or style, and identify and discuss social, cultural and historical factors.
Students practise and perform a wider range of solo and ensemble repertoire, developing and consolidating technical skills, expression and stylistic integrity. As performers and audience members they are provided with opportunities to develop aesthetic awareness and make informed observations about a range of music and related social, cultural and ethical considerations.
Music learning is aurally based and is integrated across all aspects of the written component of the subject through a selected context/s. The performance component reinforces and extends music learning, and can be delivered in a different context to the written component. The elements of music are to be integrated across all areas of music learning as appropriate to context.