Senior Syllabus 2013
ISBN
Print version:978-1-921802-29-4
Electronic version:978-1-921802-30-0
Music Senior Syllabus 2013
© The State of Queensland (Queensland Studies Authority) 2013
Queensland Studies Authority
154 Melbourne Street, South Brisbane
PO Box 307Spring HillQLD4004Australia
Phone:(07) 3864 0299
Fax:(07) 3221 2553
Email:
Website:
Contents
1Rationale
2Dimensions and objectives
2.1Dimension 1: Composition
2.2Dimension 2: Musicology
2.3Dimension 3: Performance
3Course organisation
3.1Course overview
3.2Use of technologies in Music
3.3Planning a course of study
3.4Advice, guidelines and resources
4Assessment
4.1Principles of exit assessment
4.2Planning an assessment program
4.3Special provisions
4.4Authentication of student work
4.5Assessment techniques
4.6Verification folio requirements
4.7Exit standards
4.8Determining exit levels of achievement
5Glossary
1Rationale
Music is a unique art form that uses sound and silence as a means of personal expression. It allows for expression of the intellect, imagination and emotion and the exploration of values. Music occupies a significant place in the everyday life of all cultures and societies serving social, cultural, celebratory, political and educational roles. As a powerful educative tool, with its own discrete knowledge, processes and skills, music contributes to the holistic development of the individual. A study of music helps students to develop their practical and creative potential and to understand and heighten enjoyment of the arts. It develops their understanding of artistic processes and contributes to the development of the aesthetic, cognitive, psychomotor and affective domains.
Students live in a world in which music has an important and pervasive presence. Senior Music offers students opportunities for personal growth and for making an ongoing contribution to the culture of their community. Through a deeper level of knowledge, understanding and active participation in music making, it is hoped that students will maintain a lifelong engagement with music as an art form and a means of creative, artistic and emotional expression. The course encourages students to become creative and adaptable thinkers and problem solvers who are able to make informed decisions, and develop their abilities to analyse and critically evaluate. The discipline and commitment of music making builds students’ self-esteem, personal motivation and independence, as well as providing opportunities for refining their collaborative teamwork skills in activities that reflect the real-world practices of composers, performers and audiences.
All learning in Senior Music leads to developing students’ musicianship, i.e. the unique set of knowledge, understanding, skills, attitudes and dispositions that allows students to engage in all forms of music making and music interaction. Music is sound, and any experience of music is essentially and fundamentally aural. Students develop their inner hearing, music skills, techniques and artistry when they have opportunities to use their imagination, creativity, personal and social skills in music making.
In Composition, students experiment with sounds, instruments, styles, new media and methods of documenting sound, to create music works. They improvise, trial and refine their music ideas, working with sound in innovative ways to develop their work. In Musicology, students explore and engage with a variety of music contexts, styles, genres and practices. They identify and investigate characteristics of the music they experience and communicate music ideas. In Performance, students sing, play, conduct and direct music. They develop practical music skills through exploring, applying and refining solo and/or ensemble performances and apply theoretical understanding, aural awareness and music technology skills when creating or recreating music works. Students are encouraged to become adept in using various music-related technologies and applying their broad music knowledge, skills and insights to express themselves in a rapidly changing music-making environment.
A course of study in Music can establish a basis for further education and employment in the fields of music performance, composition, music research, pedagogy, sound technology, music theatre, Arts administration, and emerging creative industries. Many universities and TAFEs offer courses with a strong music focus or in disciplines that build on the knowledge, understandings and skills which students develop in Music. The study of music can be undertaken as part of undergraduate and graduate studies in Music, and the Creative and Performing Arts, either in combined qualifications or as a creative link in interdisciplinary studies, e.g. Music and Law, and Music and Medicine.
2Dimensions and objectives
The dimensions are the salient properties or characteristics of distinctive learning for this subject. The dimensions are described through their objectives and it is these that schools are required to teach and that students should have the opportunity to learn. The objectives describe what students should know and be able to do by the end of the course of study.
Progress in a particular dimension may depend on the qualities and skills developed in other dimensions. Learning through each of the dimensions must increase in complexity to allow for greater independence of the learner over a four-semester course of study.
Schools must assess how well students have achieved the objectives. The standards have adirect relationship with the objectives, and are described in the same dimensions as the objectives.
The dimensions for a course of study in this subject are:
- Dimension 1: Composition
- Dimension 2: Musicology
- Dimension 3: Performance.
2.1Dimension 1: Composition
The dimension Composition involves the creation of music by combining music elements and concepts (see Section 3.1.2) in a range of contexts, styles and genres (see Section 3.1.3). Itentails innovation through exploring and experimenting with sound to synthesise and express personal music ideas and enhance musicianship in Musicology and Performance.
2.1.1Objectives
By the conclusion of the course of study, students should:
- select and apply music elements and concepts in the creation of their own works
- demonstrate composition techniques in the creation of their own works
- synthesise and communicate music ideas and stylistic characteristics to create their own works.
When students select and apply knowledge and understanding of music elements and concepts, they comprehend the meaning of sounds and symbols. They perceive patterns and determine relationships in sound and symbol systems through the development of their inner hearing and musical memory.
When students demonstrate composition techniques, they conceptualise, critically reflect, refine and edit creative music works and translate sounds into symbols.
When students synthesise and communicate music ideas, they create, structure and present sounds and symbols[1].
2.2Dimension 2: Musicology
The dimension Musicology involves the study of music in social, historical and cultural contexts. Itentails researching, analysing and evaluating repertoire and other music sources, in a range of contexts, styles and genres, to synthesise and express a music viewpoint, and enhance musicianship in Composition and Performance.
2.2.1Objectives
By the conclusion of the course of study, students should:
- perceive and interpret music elements and concepts in repertoire and music sources
- analyse and evaluate music to determine the relationships between music elements, concepts and stylistic characteristics
- synthesise findings, justify music viewpoints and communicate music ideas.
When students perceive and interpret music elements and concepts, they identify and show understanding of the meaning of words, sounds and symbols.
When students analyse and evaluate music, they investigate, review and critique repertoire, extract and clarify information. They draw conclusions through the evaluation of a range of repertoire and other music material.
When students synthesise findings, justify music viewpoints and communicate music ideas, they consider possibilities and make judgments about music repertoire. They structure and organise extended written text using correct spelling, punctuation, grammar and vocabulary, appropriate to a music context.
2.3Dimension 3: Performance
The dimension Performance involves the interpretation of music elements and concepts through playing, singing and/or conducting in context. It entails communicating music to audiences through the synthesis of music ideas, stylistic characteristics and practices, while enhancing musicianship in Composition and Musicology.
2.3.1Objectives
By the conclusion of the course of study, students should:
- interpret and apply music elements and concepts in performance
- demonstrate performance skills and techniques related to contexts
- synthesise and communicate music ideas and stylistic characteristics to create performances.
When students interpret and apply knowledge and understanding of music elements and concepts in performance, they conceptualise, organise, analyse, refine and critically reflect on aural and visual music texts[2]. They interpret complex patterns and relationships in music texts.
When students demonstrate performance skills and techniques in context, they interpret and comprehend the meaning of sounds and symbols, and translate symbols into sounds. They determine and apply techniques, procedures and aspects of performance practice to solve performance challenges.
When students synthesise and communicate music ideas to audiences, they listen, imitate, memorise, experiment, practise, rehearse, direct and collaborate.
3Course organisation
3.1Course overview
This syllabus enables schools to plan a course of study in which students develop the ability to think, work and engage in the world of music.
The minimum number of hours of timetabled school time, including assessment, for a course of study developed from this syllabus is 55 hours per semester. A course of study will usually be completed over four semesters (220 hours).
A course of study in Music is based on developing in students the fundamental concept of musicianship — that unique set of knowledge, understandings, skills, attitudes, dispositions and artistry that allows students to participate in all forms of music making and music interaction, and which underpins a person’s musical identity.
Musicianship is achieved through the knowledge and application of music elements and concepts, and experience in, and appreciation of, a range of music contexts, styles and genres.
The interrelationships among the aspects of musicianship, music elements and concepts, context, style and genre, and the dimensions of the course of study are represented in Figure 1.
Figure 1: Interrelationships in Music
3.1.1Musicianship
Musicianship is a broad concept that covers a range of music abilities. It can be seen as a set of skills, techniques, understandings, attitudes and dispositions that allows students to develop proficiency in music making and which is necessary for intelligent and critical listening, thinking, creating and performing in and about music.
Musicianship relies on the development of skills in using, interpreting and expressing complex sound and symbol systems. It brings together knowledge and understanding of music with the development of inner hearing, cognition, artistic sensitivity and creativity in all music activity and thought. Musicianship is the process through which music elements and concepts are made conscious and music skills are practised, relying on meaningful emotional and cognitive engagement with the essence of music. It involves critical reflection on music as an art form and as an expression of culture.
Importance of notation
Fundamental to the teaching and learning of music is engaging in symbol systems for the representation of musical sound. Becoming proficient with notation is essential for developing students’ music literacy for Composition, Musicology and Performance.
In this syllabus the term “symbol” includes Western music notation, graphs, pictures, letters, characters, numbers, signs and other markings which may be used separately or in combination in music systems.
3.1.2Music elements and concepts
Music elements, and their associated concepts, are core subject matter to be developed over the four-semester course of study.Elements of music in this syllabus are identified as:
- duration
- expressive devices
- pitch
- structure
- texture
- timbre.
Concepts associated with each music element are included in Table 1 below. These concepts are neither prescriptive nor exhaustive, nor do they form a checklist. They provide a guide for exploring music elements within context, style and genre, and employ commonly used terminology.
Elements and concepts chosen will be determined by the selected repertoire. While the knowledge, understanding and skills associated with music elements and concepts underpin the dimensions and objectives, teachers should not feel constrained by these aspects — they may wish to explore others depending on the interests of their students. It is expected that the study of music elements and concepts will reflect a developmental approach, with more complex treatment being evidenced towards the end of the course.
Table 1: Music elements and associated concepts
Element / Definition / Concepts which could be used to explore the elementsduration / the relative lengths of sounds and silences in music /
- beat and pulse
- metre
- accent and syncopation
- tempo
- rhythm
expressive devices / ways of influencing mood and character of music /
- dynamics
- contrast
- instrumental and vocal techniques
- articulation
pitch / the relative frequency of sound /
- melody
- harmony
- tonality
- melody
melodic shape and contour
intonation
range and register
- harmony
chord progressions
countermelodies
cadence
- tonality
scale forms
modulation
structure / the form and design of music /
- repetition, variety, contrast, development and unification
- treatment of thematic material
- multi-movement and contemporary structures
texture / the density of sound /
- monophony, homophony, heterophony, polyphony
- linear and vertical arrangement
- voicing
- sequencing and track layering
timbre / characteristic quality of sound sources, or tone colour /
- instrumentation
- instrumental and vocal techniques and devices
- manipulation of sound quality
- register
3.1.3Contexts, styles and genres
Students should be provided with learning experiences within and across a variety of contexts, styles and genres. These are ways of classifying music with related characteristics such as:
- origins and influences
- function or purpose
- techniques used
- types of instruments used
- time period
- culture or country of origin.
While music can be categorised in different ways these classifications are often arbitrary, closely related and overlap.
Context often involves the circumstances in which music occurs.
Style implies characteristics of certain types of music, e.g. a particular group of people, time period, country or culture, techniques or instruments used, origins or influences. The term is often used interchangeably with “genre”.
Genre implies an accepted class, type or category of music that adheres to a shared tradition, set of conventions or common characteristic or quality. The term is often used interchangeably with “style”.
In this syllabus all contexts, styles and genres are of equal importance for study.
Teachers may choose to focus in depth on some contexts, styles or genres while incorporating others more broadly in their course organisations.
3.2Use of technologies in Music
Technological advances influence, and will continue to change, the ways in which musicians work, both in terms of the instruments they play and use, and the means by which they record and share their compositions, performances and music ideas. Musicians have access to a wide range of new instruments and sounds, as well as the means to record and manipulate sounds.
Information and communications technologies (ICTs) in music encompass all technologies, including traditional and electronic musical instruments, digital devices, protocols and applications. ICT capability means having the technical and cognitive proficiency to access information, and being able to use, develop, create and communicate using the technological tools available.
Using ICTs is a form of literacy and an integral component of all teaching and learning in Music. Purposeful and appropriate application of ICTs offers students opportunities to:
- use their ICT capability to assist and progress their learning
- engage in higher-order thinking skills and enhance cognition
- demonstrate, apply and reinforce their understanding of ICT capability within a music environment.
The use of technologies can develop students’ understanding of musical concepts and enhance aesthetic sensitivity, creative thinking and appreciative ability. Through activities in composition, musicology and performance students come to appreciate the impact of technology on and in music, to understand the capabilities and use of various performing media, and to incorporate technological perspectives into their work.
Teachers are encouraged to use the range of technologies available to them, not only in the music classroom but also in the wider school context to provide access to music for students and to enhance and open up new music experiences. Teaching and learning styles can be transformed by the use of technologies through alignment with a variety of aural, theoretical, instrumental, compositional and social media applications, allowing students to be independent and collaborative learners in a wide variety of music environments.
Students should have opportunity to explore their music ideas using a variety of technologies, as available, for example:
- in Composition, works could be created as audio recordings of live performances or digital works in a variety of formats, such as notated scores using notational software
- in Musicology, tasks could be prepared incorporating ICTs and presented in digital forms
- in Performance, students could use a variety of existing and emerging technologies as they make music.
3.3Planning a course of study
When planning a course of study, schools should take into account the needs and interests of students, and the culture and resources of the school and its community.
A course of study must:
- allow for the achievement of the dimensions and objectives
- allow for the development of students’ musicianship
- include the core subject matter of music elements and concepts
- represent a range of contexts, styles and genres.
Learning experiences should:
- be balanced across the three dimensions and the course of study
- offer a depth and breadth of music activities
- include experiences in available music-related technologies
- include both vocal and instrumental experiences.
3.4Advice, guidelines and resources
The following advice, guidelines and resources support the implementation of the syllabus. Where indicated further information may be obtained from the Music subject page of the QSAwebsite <