The Years 7–10 music courses provide students with the opportunity to continue to build on musical experiences, developing the knowledge skills and understanding necessary for active engagement and enjoyment in performing, composing and listening.
When performing in music students will:
Students will express themselves, create and problem solve through composing by:
When listening in music, students are given opportunities to make connections between the musical features of a variety of repertoire to their social, cultural and historical contexts by:
The sample Stage 4 and 5 scope and sequence documents provide teachers with overviews for programming and assessment in music.
The bucket drum is as the name suggests, made from a bucket. The drum is an idiophone as the whole instrument vibrates to produce its sound. It just needs to be hit or struck to make a sound. Many different types of buckets can be used to create different tone colours. Different techniques can be used on the same bucket to create different tone colours as well. The most common bucket used for bucket drumming is a 20 litre plastic bucket.
Create a 16 bar composition for bucket drums. The composition should use at least 1 to 2 rhythmic ostinatos. You will need to perform your composition for the assessment.
Your composition must:
The following YouTube videos demonstrate how to play a bucket drum.
You will be assessed on how well you:
Concepts of music posters are available to print and display in your classroom via the links below.
Concepts of music student-centred resource supports understanding of the concepts of music through a range of experiential activities.
The Aboriginal Music program and Harmony day podcast resource provides music teachers with a culturally respectful and relevant program deepening connections between teachers and the local AECG and Aboriginal communities.
The Year 7 Ukulele program provides students with a detailed introduction to the concepts of music (focusing on duration) and allows them to broaden their existing understandings of each of these concepts.
This Year 8 unit explores the music of Aboriginal and Torres Strait Islander peoples and addresses the compulsory syllabus topic of Australian music. Students improve their listening, performing and composing skills, using the internet as a research tool, to develop their literacy skills through writing reviews and learning new vocabulary.
In this learning sequence, Stage 4 learn how to compose a melody in two modules lef by jazz legend, James Morrison.
This task explores creating a movement and piece of music using the theme of trains. Students then compare it to Steve Reich's 'Different Trains' – a three-movement piece for string quartet and tape written by musician Steve Reich in 1988.
These resources provide students with a broad understanding of Australian music. During this 10 week program, students explore a range of contemporary genres such as popular music, children’s music, musical theatre, music for television, opera, art music and rock music including music of Aboriginal and Torres Strait Islander artists. Through the learning experiences of composition, performance and listening, students will learn about the concepts of music and how these concepts are combined to create musical features which are found within each genre of Australian music. Students will develop their composition and critical thinking skills through a group composition assessment.
This unit of work contains a detailed and thorough introduction to the concepts of music through the topic of popular music. Through the learning experiences of composing, performing and listening, students will learn about duration, pitch, structure, texture, tone colour, dynamics and expressive techniques . Furthermore, students will develop their composition and musical literacy skills through a group arrangement and composition assessment.
In this learning sequence, Stage 5 learn how to compose a melody in two modules lef by jazz legend, James Morrison.
The KASCA music framework breaks down the core components of the concepts of music, learning experiences and music contexts into a series of lesson sequences. All lesson sequences come with ready-to-use differentiated learning and teaching resources and are available in an online format through the tabs below and KASCA music framework (PDF 9.4 MB) online version that can be downloaded to your smart device.
Other Voices is a performance, recording and education project based on three new electroacoustic works for flute and electronics by Australian composer/educators Cat Hope, Tristan Coelho and Fiona Hill. It provides access points for young composers, performers and their teachers to explore the potential for combining electronic music with instruments and voice.
These websites may be useful resources for Stages 4 and 5 music.
Music is a mandatory subject in Stage 4 in which students study musical concepts through performing, composing and listening.
The elective course continues to build on musical experiences and learning further developing the knowledge, skills and understanding of a range of musical concepts and a student's own compositions. It is a pathway to studying Music 2 in Stage 6.
Further information and teaching support is available on NSW 7-10 music Syllabus (2003).
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