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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 students experience music making in a group setting. In other words, the discipline, routines and ways of processing information in the study of Music help students with the acquisition of skills and knowledge in other domains.    

All Music subjects at the College 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 students undertaking weekly tuition on an instrument/voice. In the Practical strand for ‘Music - Advanced’, students focus on developing their established instrument(s)/voice skills, while students 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 students can elect the ‘Rock Band Immersion program’, while ‘Music – Advanced’ students can continue their musical learning in the program in preparation for the various senior Music pathways.   

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IBDP Subjects and Pathways

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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 students 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 Make (30% HL only) – 15-minute multimedia presentation (evidencing the project outcome and process) and accompanying project plan. 

*Assessment at Year 11 will focus on these two components, for both SACE/IB students. IB students will also undertake preliminary work relating to the components being assessed in Year 12. 

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SACE Subjects and Pathways

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Stage 2 Music Performance (Solo and Ensemble) - 20 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).

Course Description: Stage 2 Music Performance (Solo and Ensemble) is a 20-credit subject that incorporates two 10-credit courses (Solo, Ensemble) that each consist of the following strands:  

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

The strands in Music Performance are interconnected and not intended to be taught independently. Students develop and extend their musical skills and techniques in creating their own solo performances, and 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 their chosen repertoire and interpreting creative works. Students express their musical ideas through performing, critiquing, and evaluating their performances.  

Assessment:  
Each assessment type will be completed twice – once using pieces performed as a Soloist, once using pieces performed as part of an Ensemble. 

School assessment (70%)
 Assessment Type 1:  Performance 30%  
Assessment Type 2:  Performance and Discussion 40%  

External assessment (30%)  
Assessment Type 3: Performance Portfolio  

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 Year 11 Music 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, students 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:   

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).  

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