Introducing

Victorian Curriculum
The Arts
Instrumental Music
 Session overview
The Arts in the Victorian Curriculum
Learning area structure
Organising ideas
Transition from AusVELS or Australian Curriculum
Working with the curriculum
Curriculum planning for Arts learning
Whole school, learning area, year level, units/sequences of learning
Partnerships, incursions, excursions and residencies
Discipline overview:
Dance, Drama, Media Arts, Music, Visual Arts & Visual Communication Design
Key terms and phrases
Range of
Viewpoints
 Victorian Curriculum F10
Released in September 2015 as
a central component of the
Education State
Provides a stable foundation for
the development and
implementation of whole-school
teaching and learning programs
Victorian Curriculum F10
incorporates the Australian
Curriculum and reflects Victorian
priorities and standards
 Victorian Curriculum
Learning Areas Capabilities
The Arts Critical and Creative Thinking
Victorian Dance
Drama
Ethical

Curriculum F-10 Media Arts

Music
Intercultural
Personal and Social
is represented as Visual Arts
Visual Communication Design

a continuum of English
Health and Physical Education
learning The Humanities
History
Geography
Civics and Citizenship
Business and Economics
Languages
Mathematics
Science
Technologies
Design and Technologies
Digital Technologies
 Take the web tour

Overview
Introduction
Using the view
and filter
options
The Arts in Victorian Curriculum
One Learning Area that includes curriculum for six
Arts disciplines that schools use to plan and
deliver a teaching and learning program:
F10
Dance
Drama
Media Arts
Music
Visual Arts
710
Visual Communication Design
 The Arts Curriculum

F 1-2 3-4 5-6 7-8 9-10

The curriculum is represented on a continuum across 6 levels of

achievement
An achievement standard is provided for each band
The Foundation (F) standard signifies the importance of The Arts in the
early years of schooling
A curriculum to support students with a disability is provided and this is
know as Towards Foundation Levels A-D
 Level v Year
the curriculum should be regarded as a
developmental continuum or progression of
learning

schools and teachers are best placed to

decide where on the continuum the focus of
a learning program for a particular Arts
discipline or a group of students should be
positioned
 Victorian Curriculum: The Arts
Strands:
explore & express/represent ideas
practices
present & perform
respond & interpret

+ Organising ideas:
students learn as artist and as
audience
Students learn by making &
responding
 Whats happening now?
Where is learning through an instrumental
music program positioned in the whole-school
plan
Stand alone
Connected to classroom music
Integral part of whole school events or
projects
Connected to community music-making?
 Common strand structure
The curriculum for each of the Arts
Explore and
Express Ideas disciplines uses a common
structure with four interdependent
strands, each involving making and
responding
Present This structure provides flexibility for
and Practices
Perform schools to develop learning
programs that
Are continuous or non-
continuous within a single
Respond and discipline
Interpret
Connect across learning areas
or Arts disciplines
 Learning in: Music
Music practices
listening, composing and performing
used separately and in combination
supported by additional activities
Using notation and ICT to record and communicate musical ideas;
reading, writing and interpreting
developing skills and techniques to discuss their own music and the music and music
practices of others.
The elements of music
Musical ideas are conceived, organised and shaped by aspects and combinations of

Rhythm, Pitch, Dynamics and expression, Form and structure, Timbre/tone

colour & Texture.
 Learning in Music
Strand Explore and Music Present and Respond and
Express Ideas Practices Perform Interpret

exploring skills, planning, reflecting,

sound and silence techniques and rehearsing questioning,
and ways of using processes for and refining analysing and
voice, body listening, performances to evaluating as
percussion, composing and communicate listeners,
instruments and performing music ideas and composers and
technologies from diverse intentions to an performers
develop and cultures, times audience voice, listening skills to
express and locations instruments, discriminate,
ideaslistening technologies identify
skills
and imagination
http://victoriancurriculum.vcaa.vic.edu.au/the-arts/music/introduction/structure
Learning as artist and audience

Artwork

Artist Audience

responding and interpreting using imagination

expressing/representing ideas
presenting and performing
techniques & processes
using materials
practicing skills
instruments
evaluation
exploring
thinking
analysis
media
Learning as artist and audience in Music

performer

composer listener

singing, playing, composing,

improvising, arranging,
interpreting, developing skills &
techniques, notating, recording,
performing,
reflecting, analysing,
evaluating
Learning by making & responding

making is
informed by
responding &
responding
informs making
students learn as
artist and as
audience through
making and
responding
 Victorian Curriculum:
The Arts - Music
Assumptions
the curriculum will be used in many different learning contexts;
how that happens will be decided by schools and teachers
the same content is relevant across instrumental, classroom,
ensemble and informal contexts
the curriculum is not designed for use with any particular
pedagogy or program
each students progress on the music learning continuum mapped
by the curriculum should reflect their achievements across
learning contexts
Opportunities to use digital technologies are embedded
throughout the curriculum
 Guidelines for including the Arts
in a whole-school curriculum plan
F-2
At the Foundation stage (PrepYear 2), schools
focus on five curriculum areas: English,
Mathematics, The Arts, Health and Physical
Education and Personal and Social Capability.
(p. 19). At these levels, substantial attention should
be paid to the Arts.

3-8
an Arts program that in Years 34 includes all five
Arts disciplines and at Years 56 and 78 consists
of at least two Arts disciplines, one from the
Performing Arts and one from the Visual Arts.
(p. 20)

9-10

Developing Arts teaching and learning programs
The common strand structure for each of the Arts discipline-specific curricula
allows schools to continue to deliver The Arts through
learning programs that focus on one or more arts disciplines, for example,
a junior secondary program where students complete a semester of learning in each Arts discipline
over 2 years
a performing arts program with dance, drama and music components
a visual arts program that focuses on 2-d, 3-d and 4d forms
a literacy program that draws on curriculum from English and Media Arts
instrumental music
Project-based learning where Arts learning is aligned to themes, other learning
areas or capabilities or inquiry questions, for example
work developed in other learning areas where an Arts form (film, play, song, dance) is used to
communicate knowledge and understanding
work developed with an artist-in-residence (physcially or virtually) or local artist /s or arts
organisation
a celebration of school and community and identity expressed through dance, drama, media arts,
music and visual arts presentations and performances created by the students in consultation with
local Koorie elders and members of the community
 Terminology
Band/Level descriptions
statements that provide an overview to the content descriptions and achievement standard within
the level or band.
Strands
key organising elements within each curriculum area.

Content descriptions
specific and discrete information identifying what teachers are
expected to teach and students are expected to learn.
Elaborations
non-mandated, advisory examples that provide guidance on how the curriculum may be transformed
into a classroom activity or learning opportunity.

Achievement standards
statements that describe what students are typically able to
understand, and are the basis for reporting student achievement.
 Music: Explore & express ideas
Foundation L 1 & 2 L3&4 L5 & 6 L7 & 8 L9 & 10
Explore sound and Use imagination Use imagination Explore ways of Experiment with Improvise and
silence and ways and and creativity to combining the elements of music, arrange music,
of using their experimentation to explore pitch, elements of music in isolation and in using aural
voices, movement explore musical rhythm/time and using listening combination, using awareness and
and instruments to ideas using voice, form, dynamics skills, voice and a listening skills, technical skills to
express ideas movement, and tempo using range of voice, instruments manipulate the
instruments and voice, movement instruments, and technologies elements of music
body percussion and instruments objects and to find ways to to explore options
electronically create and for interpretation
generated sounds manipulate effects. and developing
to create effects music ideas

Develop music Manipulate

ideas through combinations of
improvisation, the elements of
composition and music in a range
performance, of styles, using
combining and technology and
manipulating the notation to
elements of music communicate
music ideas and
intentions
Elaborations
 Achievement Standards
Based on the content descriptions
Include details that inform assessment task design
Nominally represent expectations over a 2 year period

For example:
By the end of Level 8, students
manipulate the elements of music and stylistic conventions to improvise,
compose and perform music.
use evidence from listening and analysis to interpret, rehearse and
perform songs and instrumental pieces in unison and in parts,
demonstrate technical and expressive skills.
use music terminology and symbols to recognise, describe and notate
selected features of music
identify and analyse how the elements of music are used in different
styles and apply this knowledge in their performances and compositions
evaluate musical choices they and others have made to communicate
ideas and intentions as performers and composers of music from
different cultures, times and locations.
 Curriculum mapping
Mapping identifies the extent of curriculum
coverage in units of work and clearly links
teaching, learning and assessment while
working with the curriculum continuum.
Mapping templates support teachers to
identify where content descriptions and
achievement standards are being explicitly
addressed within the schools teaching and
learning program.

Instructions:
http://www.vcaa.vic.edu.au/Pages/foundation10/
viccurriculum/curriculumplanning.aspx

Templates
For each Arts discipline
F-6
7-10
Making choices about teaching materials
No specific materials or stimulus is stipulated in The Arts curriculum

When the curriculum mentions across a range of styles, forms etc. teachers
have the opportunity to choose teaching resources or stimulus materials that
are relevant for their students. For example, teachers can make choices to
ensure students experience Arts practices

typical of cultures that students identify with

that reflect the culture practiced by the indigenous people of the Country
on which the school in situated, in consultation with the local Koorie,
Aboriginal or Torres Strait Islander community
used by artists and arts organisations in the local community
typical of selected styles or practitioners
relevant to particular forms or ways of working
 Curriculum and resources
Curriculum
2016 school choice between
AusVELS and Victoria Curriculum
F10
Victorian Curriculum F10 from
2017

Resources
General advice
Specific Arts discipline advice
Evolving
Bookmark and check for updates
Email ideas for updates

http://www.vcaa.vic.edu.au/Pages/foundation10/f10index.aspx
Education State goals, ambitions and targets

Discuss the opportunities provided by the Education State target for The Arts

Page 11: http://www.education.vic.gov.au/Documents/about/educationstate/launch.pdf

 Contacts
Curriculum Manager: Performing Arts
Helen Champion
PH: 9032 1723
Email: champion.helen.h@edumail.vic.gov.au