Music 1

MUSIC 1 STAGE 6 COURSE DESCRIPTION. 

New Syllabus for 2027

CATEGORY A

The Music 1 11–12 Syllabus provides students with the opportunity to perform, listen, analyse and respond, and create and compose music through diverse repertoire. Students develop knowledge of Music context and Music language to evaluate and interpret music, and develop their creative practice to perform, create, explore and shape musical ideas with expressive intent.

What students learn

Through the study of Music 1 11–12, students develop aural skills and their understanding of Music context and Music language to build the knowledge, understanding and skills needed to engage with music, explore creative practice and communicate musical ideas across a diverse range of styles and traditions. Through Music 1, students:

• perform repertoire with stylistic awareness, exploring different approaches and techniques to communicate expressive intent

• listen to, analyse and respond to music from varied cultural, historical and social contexts to investigate how style, convention and context shape meaning

• create and compose music by experimenting with varied approaches, technologies and media to generate and shape musical ideas with expressive intent and purpose.

Course structure and requirements

Year 11 course structure and requirements

The Year 11 Music 1 course comprises a study of:

• 120 indicative hours across 3 focus areas.

Year 11 focus areas

Indicative hours

Contexts of music

40

Creative practice

40

Music in focus

40

Year 12 course structure and requirements

The Year 12 Music 1 course comprises a study of:

• 120 indicative hours across 3 focus areas.

Year 12 focus areas

Indicative hours

Music of the last 25 years (Australian focus)

40

Music across cultures, traditions and time

40

Music for screen, stage and story

40

Music across cultures, traditions and time

Students explore how music reflects and communicates cultural, historical and regional identities in ONE chosen context from the list below:

• Music of a style

• Music of a region

• Music of a culture

• Music of a tradition

• Music of a religion

• Music of a historical period.

Music for screen, stage and story

Students explore how music serves a specific purpose within artistic, social or communicative contexts in ONE chosen style from the list below:

• Music for visual media

• Music for theatre

• Music for dance

• Music for entertainment

• Music for ritual and ceremony

• Music for communication and storytelling.

Music context and Music language

The content of the Music 1 11–12 Syllabus is based on students developing their understanding of Music context and Music language through the study of selected repertoire in each focus area.

Music context and Music language is central to students’ understanding of how musical meaning is interpreted and communicated. The content extends from the Elements of music in the Music 7–10 Syllabus (2024) and supports students to analyse and interpret music, code sound, decode notational languages, and communicate musical ideas through performance and composition, across a range of contexts.

Music context and Music language is integrated as appropriate throughout each focus area across Year 11 and 12.

Music context relates to the knowledge of:

• style

• genre

• conventions.

Music language includes:

• Theoretical language, which underpins compositional devices, techniques and processes

• Compositional language, which includes the techniques, methods or tools used by composers and performers to construct, develop and shape musical ideas

• Notational language, which refers to symbols and signs used to represent or document music.

For some students, engagement with performing, listening, analysing and responding, and creating and composing may include the use of assistive technologies.

Repertoire requirements

Engaging with repertoire is central to study of the Music 1 11–12 Syllabus. Repertoire refers to a body of music and is not limited to a single piece of music. Well-chosen repertoire enables students to enhance their knowledge, understanding and experience of music.

Across Year 11 and Year 12, the selection of repertoire must include:

• music of Aboriginal and Torres Strait Islander Peoples

• music of contemporary popular styles

• Western art music

• jazz

• music of global music culture

• electronic music

• a range of vocal, instrumental, solo and ensemble music.

It is not necessary to study all movements of a multi-movement work.

Aboriginal and Torres Strait Islander Cultural and creative Practices in Music 1

Across Years 11 and 12, students engage with repertoire reflecting a broad range of musical styles including the music of Aboriginal and Torres Strait Islander Peoples. This content supports students to engage with Aboriginal and Torres Strait Islander histories, Cultures and perspectives.

The study of pieces of music or musical works composed and/or performed by Aboriginal and Torres Strait Islander Peoples should consider the following.

Cultural context and connection to Country or Place

• Students explore how music demonstrates understanding of Country, Place and Languages for Aboriginal and Torres Strait Islander Peoples.

• Students explore the diversity of Country, Place and Languages for Aboriginal and Torres Strait Islander Peoples.

• Students investigate how Aboriginal and Torres Strait Islander Peoples use songs to navigate and connect with Country, Place and Languages.

• Students explore the use of Aboriginal and Torres Strait Islander Languages in contemporary music.

Historical and political perspectives

• Students examine the music, history and Culture of local Aboriginal Communities.

• Students explore how music responds to historical experiences. They consider how works by Aboriginal and Torres Strait Islander Peoples reflect historical and social change and invite reflection on Cultural identity, resilience and continuity.

Social and Cultural dialogue

• Students reflect on how Aboriginal and Torres Strait Islander music contributes to broader social and Cultural conversations. They consider the role of music in truth-telling and promoting understanding across communities.

Ethical and respectful engagement

• Students demonstrate ethical responsibilities surrounding Indigenous Cultural and Intellectual Property (ICIP) in the creation, performance and distribution of musical works including Aboriginal and Torres Strait Islander principles and protocols.

• Students engage with the performance of music created or inspired by Aboriginal and Torres Strait Islander Peoples, while observing Cultural protocols and recognising its connection with Country, Place and Languages.

Intercultural collaboration

• Students consider how Aboriginal and Torres Strait Islander practitioners collaborate with other practitioners. They consider how these works navigate issues of representation, authorship and Cultural safety.

• Students analyse and discuss works that reflect stories and Knowledge transmission from Aboriginal and Torres Strait Islander Peoples.

Contemporary expressions and innovation

• Students explore how contemporary Aboriginal and Torres Strait Islander practitioners adapt traditional Practices into new forms, technologies and performance contexts.

Composition log

Documenting ideas, reflections and refinements supports the development of students’ knowledge, understanding and skills as composers. They learn from their reflections on the development of their piece to gain insight into the composition process.

In the Year 12 course, students are required to document the development of their composition including:

• research, planning and structural directions

• experimentation and reflection on a range of approaches to the creation of new musical ideas

• the application of and resolution of creative risk

• exploration, use and critical evaluation of Compositional language to realise musical intent

• the relationship between their compositional decisions and the audio submission.

Safety and risk management

Schools are required to ensure they follow safety and risk management in delivering the Music 1 11–12 Syllabus.

Course enrolment details

Music 1 Year 11

• Course number: 11281

• Course hours: 120

• Course units: 2

• Enrolment type: Elective

• Endorsement type: Board developed

Exclusions

• Music 2 (Year 11, 2 units): 11290

• Music Life Skills (Year 11, 2 units): 17720

• Creative Arts Life Skills (Year 11, 2 units): 16650*

* Where Music Life Skills is undertaken within the course.

Prerequisites

• Nil

Corequisites

• Nil

Music 1 Year 12

• Course number: 15291

• Course hours: 120

• Course units: 2

• Enrolment type: Elective

• Endorsement type: Board developed

Exclusions

• Music 2 (Year 12, 2 units): 15300

• Music Extension (Year 12, 1 unit): 15311

• Music Life Skills (Year 12, 2 units): 17720

• Creative Arts Life Skills (Year 12, 2 units): 16650*

* Where Music Life Skills is undertaken within the course.

Prerequisites

• Music 1 (Year 11, 2 units): 11281

Corequisites

• Nil