Music is an integral part of all cultures and societies, both contemporary and historical. The study of music develops students’ understanding of artistic processes and contributes to the development of the aesthetic, cognitive, psychomotor and affective domains. VCE Music Performance offers students opportunities to engage in the practice of performing, creating and studying music that is representative of diverse genres, styles and cultures. Students can specialise in one or more approaches to the study of music, depending on their VCE program overall and the post- VCE pathways they may be interested in following.
This study enables students to:
- Perform, compose, arrange and/or improvise music from diverse styles and traditions
- Demonstrate musicianship
- Engage with diverse music genres, styles, contexts and practices
- Communicate understanding of cultural, stylistic, aesthetic and expressive qualities and characteristics of music
- Use electronic and digital technologies in making and sharing music and communicating ideas about music
- Explore and expand personal music interests, knowledge and experiences
- Use imagination, creativity and personal and social skills in music making
Organisation of music
In this unit students explore and develop their understanding of how music is organised. By performing, creating, analysing and responding to music works that exhibit different approaches, students explore and develop their understanding of the possibilities of musical organisation.
They prepare and perform ensemble and/or solo musical works to develop technical control, expression and stylistic understanding on their chosen instrument/sound source. At least two works should be associated with their study of approaches to music organisation.
They create (arrange, compose or improvise) short music exercises that reflect their understanding of the organisation of music and the processes they have studied.
They develop knowledge of music language concepts as they analyse and respond to a range of music, becoming familiar with the ways music creators treat elements of music and concepts and use compositional devices to create works that communicate their ideas.
Effect in music
In this unit, students focus on the way music can be used to create an intended effect. By performing, analysing and responding to music works/examples that create different effects, students explore and develop their understanding of the possibilities of how effect can be created. Through creating their own music, they reflect this exploration and understanding.
Students prepare and perform ensemble and/or solo musical works to develop technical control, expression and stylistic understanding using their chosen instrument/sound source. They should perform at least one work to convey a specified effect and demonstrate this in performance.
They create (arrange, compose or improvise) short music exercises that reflect their understanding of the organisation of music and the processes they have studied.
As they analyse and respond to a wide range of music, they become familiar with the ways music creators treat elements and concepts of music and use compositional devices to create works that communicate their ideas. They continue to develop their understanding of common musical language concepts by identifying, recreating and notating these concepts.
Repertoire performance
In this unit students begin developing the recital program they will present in Unit 4. This preparation includes consideration of the historical performance practices and interpretative traditions that inform the styles represented in their programs.
Students use music analysis skills to refine strategies for developing their performances. They analyse technical, expressive and stylistic challenges relevant to the works they are preparing for performance, and present these strategies for assessment at a school-based discussion.
Students analyse interpretation in a wide range of recorded music, responding to and analysing musical elements, concepts and compositional devices. They develop their ability to identify, recreate and notate music language concepts such as scales, melodies, chords, harmony and rhythmic materials that relate to the works studied.
Repertoire performance
In this unit students continue to develop the performance program established in Unit 3 for their end-of-year practical examination. This preparation includes consideration of the historical performance practices and interpretative traditions that inform the styles represented in their programs.
Students use music analysis skills to refine strategies for further developing and presenting their final recital. They analyse technical, expressive and stylistic challenges relevant to the works they are preparing for performance, and present these strategies for assessment at a school-based viva voce.
Students analyse interpretation in a wide range of music, responding to and analysing musical elements, concepts, compositional devices and music language. Students also learn how to recognise and notate music language concepts such as scales, melodies, chords, harmony and rhythmic materials that relate to the works studied.
Assessment
Units 3 and 4
School-assessed coursework – 30 percent Aural and written examination – 20 percent
Solo music performance or group performance – 50 percent
Selection advice
What kind of learner is best suited to study this subject?
Hands on, independent, creative
What key skills are required for success?
Organisation, self-expression, courage, resilience
What are three most engaging topics studied?
Performance, composition, group performance
What are the learning activities in this subject like?
Performance, theory, group work,
What advice would you give to a student about to embark on this subject?
It’s fun and a positive way to expand your music craft and to learn more about yourself as a person and performer. Supportive classroom environment
Vocational Pathways
Access pathways for further education, training and employment in music
Participate in life-long learning in music and involvement in the music life of their community
