Year 7 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 7 Syllabus
The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.
Year Level Description
In Year 7, students are given opportunities to apply their music skills and knowledge when performing, composing and listening to music. They develop their aural skills and aural memory to identify, sing/play and transcribe music, making connections between sound and notation.
They experiment with the elements of music to improvise and create simple compositions within given frameworks, using invented and conventional notation and music terminology to record and communicate music ideas.
Students are provided with opportunities to participate in listening, analysis and score reading activities, focusing on the use of the elements of music and key stylistic features.
Students practise, rehearse and perform a range of solo and ensemble music to develop technical skills and an increasing awareness of musical expression.
As performers and audience members, they are encouraged to express their thoughts and feelings about music, identifying personal preferences and the reasons for them.
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 appropriate to context.
Making
Music literacy (aural/theory)
Development of aural skills, aural memory and inner hearing to identify, sing/play back and transcribe pitch and rhythm patterns (ACAMUM092)
Aural recognition of specific elements of music in short excerpts (not all content may be relevant to the selected context):
Rhythm
- simple time:
,
, 
, 
, 
, 
, 
and compound time: 
, 
, 
, 
, 
- rests:
, 
- pause, ostinato/riff
- tempo: very slow/largo, slow/adagio, moderate/moderato, fast/allegro, very fast/presto
Pitch
- scales: major pentatonic, major scales up to 1 sharp and 1 flat in treble clef
- intervals: steps and leaps, half step/semitone, whole step/tone, Perfect 5th and Perfect 8ve
- triads: major
- tonality: pentatonic, major and minor
- pedal/drone, ostinato/riff
Dynamics and expression
- very soft/pianissimo (pp) to very loud/fortissimo (ff) including mezzo piano (mp) and mezzo forte (mf)
- legato, staccato
Form and structure
- repetition and contrast
- riff/ostinato, call and response
- binary, ternary/popular song form (verse, chorus), rondo
Timbre
- instrumental and vocal types and groups/ensembles
Texture
- unison/monophonic/single line, homophonic/melody and accompaniment
Composing and arranging
Use of invented and conventional notation, specific music terminology and available technologies to record and communicate music ideas (ACAMUM095)
Practical and performance skills
Application of strategies to regularly practise and improve performance skills and techniques (ACAMUM094)
Responding
Analysis and context
Identification of, and discussion about, the use of specific elements of music and stylistic features in structured listening activities, using appropriate music terminology (ACAMUR097)
Identification of features and performance practices that determine a specific musical style or culture, and description of ways that music contributes to a culture or a context (ACAMUR098)
Response interpretation and evaluation
Use of given frameworks and reflective strategies to evaluate music performances and discussion of different points of view (ACAMUR098)
Communication of thoughts and feelings about music using given criteria to form and express personal opinions (ACAMUR098)
Exploration and discussion of different audience behaviour and performance traditions across a range of settings and musical styles (ACAMUR098)
Achievement standard
At Standard, students identify, sing, play, notate and apply pitch and rhythm patterns, scales, intervals and triads, with some inconsistencies. They improvise and create musical ideas within a given framework that show some development, and incorporate some suitable dynamics. Students sing or play performance activities and practised repertoire with developing technique and some expression. With guidance, they endeavour to adjust tone and volume to blend and balance when rehearsing and performing within an ensemble.
Students identify, analyse and describe the use of specific elements of music in mainly generalised responses, using some appropriate music terminology. They identify and describe some musical characteristics associated with different cultures, contexts and styles.
The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.
Year Level Description
In Year 7, students are given opportunities to apply their music skills and knowledge when performing, composing and listening to music. They develop their aural skills and aural memory to identify, sing/play and transcribe music, making connections between sound and notation.
They experiment with the elements of music to improvise and create simple compositions within given frameworks, using invented and conventional notation and music terminology to record and communicate music ideas.
Students are provided with opportunities to participate in listening, analysis and score reading activities, focusing on the use of the elements of music and key stylistic features.
Students practise, rehearse and perform a range of solo and ensemble music to develop technical skills and an increasing awareness of musical expression.
As performers and audience members, they are encouraged to express their thoughts and feelings about music, identifying personal preferences and the reasons for them.
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 appropriate to context.