Music

By the end of Foundation Level D, students respond to stories, observations and ideas about arts works they encounter at school, home and in the community.

They create, share and present arts works with others.

Dance

Students explore the elements of dance and production elements to develop dance works that represent ideas.

They use movement and elements of dance to communicate ideas in dance works.

Drama

Students explore the elements of drama, expressive skills and...

By the end of Foundation, students describe the music they listen to at school, at home and in the community, identifying what they enjoy and why. Students sing with pitch awareness and respond to the beat and simple rhythm patterns. They explore contrasting sounds and improvise with them, using imagination and skills to create music. They sing and play instruments to communicate their experiences and ideas.

By the end of Level 2, students identify where they experience music. They describe where, why and how people across cultures, communities and other contexts experience music. Students demonstrate listening skills when hearing and when making music. They use the elements of music to improvise and/or compose music. They share their music-making with audiences in informal settings.

By the end of Level 4, students identify and describe how elements of music are used in music they compose and/or perform. They recall where, when, why and how music is created and presented across cultures, times, places and other contexts, including the music of Aboriginal and Torres Strait Islander Peoples. Students use listening skills when performing, composing and listening to music. Students use music knowledge and skills to create music in a range of forms that communicates ideas, perspectives...

By the end of Level 6, students demonstrate how elements of music contribute to music they compose, perform and experience. They recall how music composed and/or performed across cultures, times, places and other contexts communicates ideas, perspectives and meaning. They identify how music is used to continue and revitalise cultures, including in the works of Aboriginal and Torres Strait Islander Peoples.

Students demonstrate listening and aural skills when listening, composing and performing. They select and...

By the end of Level 8, students analyse how the elements of music and compositional devices are manipulated in music they compose, perform and experience. They describe ways music from across cultures, times, places and other contexts communicates ideas, perspectives and meaning, including in the works of Aboriginal and Torres Strait Islander Peoples. They identify and describe how and why respectful approaches are used in composing, performing and responding to music.

Students exploit elements of music and compositional devices and...

By the end of Level 10, students analyse and evaluate ways the elements of music and compositional devices are exploited to engage audiences in music they compose, perform and experience. They investigate ways music from across cultures, times, places and other contexts communicates ideas, perspectives and meaning, including the practices of Aboriginal and Torres Strait Islander musicians. They evaluate how music is used to celebrate and challenge perspectives of Australian identity, including those of Aboriginal and Torres Strait Islander Peoples.