Description
Nature of the assessment task
The task has two components. Teachers might decide to limit the task to the first component only or to make this a combined task incorporating both the first and second components.
Listening component: Students explore examples of the ways in which music is used in a range of films. They analyse the use of musical concepts* and compositional devices** in selected examples and present their findings in an oral presentation using a clip from a film to illustrate their findings.
Composition component: Students compose a short piece of music to accompany an excerpt from a film (selected by teacher) and present it to the class, with a composer's statement, in performed or recorded form. *The term 'musical concepts' refers to the fundamental concepts such as pitch, duration, tone, colour, texture, structure and dynamics, which are variously called 'concepts', 'elements', 'aspects' or 'musical terminology and conventions' in each State syllabus. It also relates to the use of these in compositional processes and techniques. **Compositional devices are inextricably linked to the treatment of concepts of music, and represent the means by which a music work is developed. For example, imitation, use of sequences, modulation, repetition etc inform qualities of unity, variety, contrast and balance.
Commercial 'video clips' (eg top 40 rock videos) intended to sell and accompany songs are not suitable for this task.
The success criteria for the completed assessment task are:
Listening component
- an ability to select appropriate musical excerpts to illustrate the roles of music in film, and to identify and discuss those roles
- an understanding of musical concepts and their use in the film music excerpts.
Composition component
- an ability to describe their use of musical concepts and compositional devices to achieve aims, in relation to the film excerpt. This aspect of the task might be modified, according to the previous experience of the students
- an ability to manipulate musical concepts to compose music for film, recognising the relationship between visual and compositional elements, as evidenced in the performed and/or recorded work.
State and Territory Curriculum Connections
Australian Capital Territory
Activities leading up to the assessment task involve students in aspects of Essential Learning Achievement 7.
The actual assessment task focuses on the Early adolescence band ELA7 (The arts): 7.EA.2, 7.EA.4, 7.EA.5 and 7.EA.8.
In addition, the task may involve aspects of ELA5 (Interdisciplinary).
New South Wales
Activities leading up to the assessment task involve students in aspects of Listening to various examples of the use of the concepts of Music in a wide range of genres.
The actual assessment task focuses on Stage 4 Music: Listening 4.7–4.9; and 4.10; and Composing 4.4–4.6.
Northern Territory
Activities leading up to the assessment task involve students in aspects of Music in The arts learning area.
The actual assessment task focuses on Band 4: The Arts: Music 4.1 (Creating arts ideas), 4.2 (Arts skills and processes), 4.3 (Arts responses and analysis) and 4.4 (Arts in context).
In addition, the task and activities reflect the EsseNTial Learning Outcome Constructive Learner 2, the cross–curricular perspectives of Literacy, Numeracy, Indigenous perspectives and Studies of Asia, and has cross–curricular links with SOSE, Technology and Design – Producing.
Queensland
Activities leading up to the assessment task involve students in aspects of Ways of working; Knowledge and understanding (Music).
The actual task focuses on The Arts Essential Learnings by the end of year 7: Ways of working; Knowledge and understanding (Music).
South Australia
Activities leading up to the assessment task involve students in aspects of Art analysis and response.
The actual assessment task focuses on Standard 4 The Arts: Arts analysis and response 4.4 and Arts practice 4.1–4.3.
Tasmania
Activities leading up to the assessment task involve students in aspects of Music.
The actual assessment task focuses on Standards 3 and 4 The Arts: Music; Using skills, techniques and processes, Using codes and conventions, Reflecting cultural, social and historical contexts, Presenting with purpose.
Victoria
Activities in this task involve students in The Arts: Exploring and Responding.
The actual assessment task focuses on the standards for Levels 5 and 6 The Arts: Exploring and responding or Creating and making.
Use of the student rubric provides students with an opportunity to manage their own learning. (Personal Learning: Managing personal learning.)
Western Australia
Activities leading up to the assessment task involve students in aspects of Arts responses and Arts in society in the Music.
The actual assessment task focuses on Levels 3 and 4 The Arts (Music): Arts responses AR3 and AR4; Arts skills and processes ASP3 and ASP4; and Arts in society AIS3 and AIS4.
