Year 12
Year 12
Drum Kit

Music units 3 & 4

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 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.

Students develop knowledge of stylistic, aesthetic and expressive qualities and characteristics of music and develop their ability to communicate their understanding through music making: performing, composing, arranging and/or improvising; and musicianship: aural perception, analysis and music language.

VCE Music offers students opportunities for personal development and to make an ongoing contribution to the culture of their community through participation in life-long music making.

Structure

The study is made up of ten units:

  • Music Performance Units 1, 2, 3 and 4
  • Music Investigation Units 3 and 4
  • Music Style and Composition Units 1, 2, 3 and 4

Students may enrol in all units or select specific combinations of units that cater for their interests and intended pathways.

Each unit contains between two and four areas of study.

The following diagram outlines the structure of VCE Music 2011–2015:

Music Performance

Unit 3

This unit prepares students to present convincing performances of group and solo works. In this unit students select a program of group and solo works representing a range of styles and diversity of character for performance. They develop instrumental techniques that enable them to interpret the works and expressively shape their performances. They also develop an understanding of performance conventions they can use to enhance their performances. Students develop skills in unprepared performance, aural perception and comprehension, transcription, music theory and analysis. The focus for analysis in Area of Study 3 is works and performances by Australian musicians.

Unit 4

In this unit students refine their ability to present convincing performances of group and solo works. Students select group and solo works that complement works selected in Unit 3. They further develop and refine instrumental and performance techniques that enable them to expressively shape their performance and communicate their understanding of the music style of each work. Students continue to develop skills in aural perception and comprehension, transcription, theory, analysis and unprepared performance. Students continue to study ways in which Australian performers interpret works that have been created since 1910 by Australian composers/songwriters.

Music Investigation

Unit 3

In this unit students select a work from a prescribed list as the basis for an investigation of a Focus Area. They explore the Focus Area through three complementary areas of study: Investigation, Composition/arrangement/improvisation and Performance. Area of Study 1, Investigation involves research into background contextual issues relevant to performance practice, critical listening to recordings of performances and examination of texts including musical scores. Area of Study 2, Composition/arrangement/improvisation involves applying these research findings to create a folio of exercises, sketches or recorded improvisations that demonstrate understanding of the characteristics of the Focus Area. Students plan, rehearse and perform a program of works that are representative of the Focus Area and in doing so develop relevant instrumental and performance techniques and apply performance practices. Together, these areas of study require students to apply extensive skills in performance, aural awareness, transcription, music theory and analysis.

Unit 4

In this unit students continue the exploration within the Focus Area they began in Unit 3. In Unit 4 the Investigation involves the preparation of program notes to accompany their end-of-year performance program. In Area of Study 2, the Composition/improvisation/arrangement involves creating and performing a composition, improvisation or arrangement that draws on musical characteristics of the Focus Area. This composition, arrangement or improvisation builds on and extends exercises completed in Unit 3. Students rehearse and perform works for inclusion in a performance program of works that relates to the Focus Area. They develop mastery of relevant instrumental techniques and apply advanced performance conventions to realise their intended interpretations of each work. They continue to use skills in aural awareness, transcription, music theory and music analysis to support their work.

Music Style and Composition

Unit 3

In this unit students develop an understanding of the diverse practice of music creators working in different times, places and stylistic traditions.

Students develop skills in making critical responses to music excerpts. They analyse ways the compositional devices of contrast, repetition and variation are used in the excerpts.

Students develop knowledge about the music characteristics and style of two selected works or collections of minor works, one of which must be by an Australian composer/creator. They develop an understanding of the way contextual issues can influence works. Contextual issues may include cultural influences, social issues, practical issues, musical influences, commercial considerations and issues relating to the performer/s of the work. Students create music in response to the music characteristics and creative approaches evident in the music studied.

Unit 4

In this unit students create an original music work inspired by the study of music from different styles and traditions. They document their creative process/es from initial intention. Students develop skills in forming and presenting critical responses to music excerpts. They also analyse use of the compositional devices of contrast, repetition and variation.

Students investigate the music characteristics and style of two selected works or collections of minor works, one of which was created after 1910. They develop an understanding of the process/es used to create the works and how contextual issues may have influenced the creative process.

Assessment

Units 3 and 4

The Victorian Curriculum and Assessment Authority will supervise the assessment of all students undertaking Units 3 and 4. In the study of VCE Music Performance students’ level of achievement will be determined by School-assessed Coursework, an end-of-year performance examination and an end-of-year aural and written examination. In VCE Music Investigation students’ level of achievement will be determined by School-assessed Coursework and an end‑of-year performance examination. In VCE Music Style and Composition students’ level of achievement will be determined by School-assessed Coursework, an Externally-assessed Task and an aural and written end-of-year aural and written examination.

Percentage contributions to the study score in VCE Music are as follows:

VCE Music Performance Units 3 and 4

  • Units 3 and 4 School-assessed Coursework: 30 per cent
  • External end-of-year performance examination: 50 per cent
  • External end-of-year aural and written examination: 20 per cent

VCE Music Investigation Units 3 and 4

  • Unit 3 School-assessed Coursework: 25 per cent
  • Unit 4 School-assessed Coursework: 25 per cent
  • External end-of-year performance examination: 50 per cent

VCE Music Style and Composition Units 3 and 4

  • Units 3 and 4 School-assessed Coursework: 30 per cent
  • Units 3 and 4 Externally-assessed Task: 30 per cent