Examples of knowledge and skills appropriate for students in Year 5 - Year 6 (Australian Curriculum 2013 Draft Document Exert)
In this band students develop their knowledge of how ideas and intentions are communicaed in and through Music. They develop knowledge, understanding and skills through music practices focusing on:
Elements of music
(build on the knowledge and concepts introduced in Years 3 to 4):
rhythm: simple metres and time signatures, bars and barlines of 2/4, 3/4, 4/4, compound metre 6/8 note values of crotchet , crotchet rest , quaver , semiquaver , dotted crotchet , quavers in groups of 3 and identical rests in repertoire studied, semiquavers in groups of 6
pitch: pentatonic and major scales, recognise pitch sequences such as an arpeggio or riff; treble and bass clef
dynamics and expression: smoothly (legato), detached (staccato), accent
form: theme/motif, phrase, Rondo (ABACA), riff, ostinato
timbre: acoustic, electronic sounds; voice and instrument types
texture: contrast within layers of sound
Achievement Standards by end of Year 6 (Draft Aust. Curric. 2013)
By the end of Year 6, students rehearse and perform a range of songs and instrumental pieces. They sing and play independently, in unison and in different parts, such as a melody against an accompaniment, and harmony. They improvise, organise and structure musical ideas to create arrangements and original compositions. They share and document their musical ideas using notation, terminology and technologies.
Students describe the use of the elements of music in a broad range of musical contexts. They discriminate between a range of timbres, identifying familiar instrumental and vocal sounds. They recognise and identify distinctive stylistic features in the music they perform, compose and listen to. They express opinions about music.
build upon knowledge from Prep - Year 5
Rhythm and Metre - notes, barlines, accents in simple and compound time
dotted note and quavers in groups
Pitch and Melody - d, r, m, f, s, l, t, d, accidentals - sharps and flats
Major scale pattern C, G, D, Chord structures for dominant
Part Work - Canons, Harmony Duets
Form and Structure - 1st and 2nd time endings, coda
Tone Colour - Orchestral Families - strings, Brass, Woodwind, Percussion
- categorize all instruments- categorize all instruments
Expressive Elements - accent
Create - Write a melody on the staff using a pentatonic scale.
Practice - Play major and pentatonic scales on the keyboard. Rehearse guitar and keyboard pieces as selected.
Present - Sing a melody while strumming an accompaniment on guitar. Sing fortnightly song for assembly.
Safe Practices - Handling and use of instruments and electronic equipment.
Respond - Rewrite the lyrics to a known melody.
Reflect - Reflect on the processes and outcomes of own composition task
Create - Write a melody on the staff using known notes for keyboard with correct rhythmic timing.
Practice - Rehearse the composition. Rehearse keyboard piece using rhythm and chords.
Present - Play known repertoire on keyboard and guitar using expressive elements covered. Play composition.
Safe Practices - Handling and use of instruments. Audience skills.
Respond - Give a verbal summary of a recorded song explaining its composition using musical terms.
Reflect - Comment on own performance of keyboard peice using musical language and give reference to the rhythm and timing.