What do our Home School Music Programs achieve?
We follow the Western Australian Arts (Music) Curriculum defined by the School Curriculum and Standards Authority. Below is a summary of what our music program delivers, and is aligned with the Scope and Sequence of the School Curriculum and Standards Authority. 

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In the Early Childhood years and early Primary years, our programs develop aural skills by exploring the elements of music, including:

  • Rhythm (sound, silence; long, short; steady beat)
  • Tempo (fast, slow)
  • Pitch (high, low; pitch direction; distinguish between speaking and singing voice)
  • Dynamics (loud, soft)
  • Form (same, different; echo patterns) 
  • Timbre (exploration of sounds produced on percussion instruments) to create music

As your child progresses through the Primary-school age and into Secondary-school age we teach:

  • Improvisation and practise of music (singing, playing, moving)
  • Improvisation with sounds, simple pitch and rhythm patterns to create music ideas 
  • Use of symbols, notation, movement and relevant technology to explore and communicate music ideas 
  • Development of performance skills (singing, songs and rhymes, and playing classroom instruments in tune and in time) 
  • Development and consolidation of aural skills by exploring:
    • Rhythm (difference between beat and rhythm; terminology and notation) 
    • Tempo (getting faster, getting slower)
    • Pitch (explore a limited pitch set)
    • Dynamics (use terminology and symbols for loud (forte, f) and soft (piano, p))
    • Form (echo patterns, call and response) 
    • Timbre (recognition of familiar sounds produced by instruments, voice and sound sources) to create music 
  • Sharing the arts through performances, presentation or display for an audience
  • Responding to and Interpreting the Arts
  • Exploring Ideas and improvising with ways to represent ideas

As your child progresses through Secondary-school age we focus on:

  • Development of aural skills, aural memory and inner hearing to identify, sing/playback and notate rhythmic passages, melodic patterns based on familiar scale and intervals, and simple chord progressions. 
  • Aural identification of the elements of music in isolation and combination in a range of music excerpts (not all content may be relevant to the selected context): 
    • Rhythm (Beat groupings/subdivision in simple and time; Rests; Swung rhythms; and Tempo: andante, allegretto, vivace)
    • Pitch (Scales; Intervals; Chords; Tonality; Riff/Ostinato
    • Dynamics and Expression (Dynamic gradations and articulations to create contrast and alter timbre)
    • Form and structure( Use of theme; Add minuet and trio, sonata form)
    • Timbre (Instruments and voice types, group ensembles, method of sounds production, mutes, pedals and distortion.
    • Texture (Polyphonic/multi-voice
  • Composing and Arranging
  • Practical and Performing Skills

Nunzio Giunta

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