Overview
Syllabus overview
Organisation of Music Extension
The Music Extension course provides students who undertake Music 2, the opportunity to deepen their musical knowledge, understanding and skills in interpretation and specialisations in performance, composition, or musicology. Interpretative practices and the Major work extend students’ understanding of Music context and Music language to support musical interpretation and creative decision-making in their chosen specialisation.
Figure 1 shows the organisation of Music Extension.
Image long description: The Year 12 focus area, Interpretative practices, appears in a box at the top of the diagram. Underneath are the content groups Musical sources; Musical practices; and Musical contexts. The Year 12 focus area, Major work, appears in a box at the bottom of the diagram. Above is the content group Performance OR Composition OR Musicology. A line with the text Music context/Music language encircles the Year 12 focus areas and passes through the content groups.
Protocols for collaborating with Aboriginal and Torres Strait Islander Communities and engaging with Cultural works
NESA is committed to working in partnership with Aboriginal Communities and supporting teachers, schools and schooling sectors to improve educational outcomes for young people.
It is important to respect appropriate ways of interacting with Aboriginal Communities and Cultural material when teachers plan, program and implement learning experiences that focus on Aboriginal and Torres Strait Islander Priorities.
Indigenous Cultural and Intellectual Property (ICIP) protocols need to be followed. Aboriginal and Torres Strait Islander Peoples’ ICIP protocols include Cultural Knowledges, Cultural Expression and Cultural Property and documentation of Aboriginal and Torres Strait Islander Peoples’ identities and lived experiences. It is important to recognise the diversity and complexity of different Cultural groups in NSW, as protocols may differ between local Aboriginal Communities.
Teachers should work in partnership with Elders, parents, Community members, Cultural Knowledge Holders, or a local, regional or state Aboriginal Education Consultative Group. It is important to respect Elders and the roles of men and women. Local Aboriginal Peoples should be invited to share their Cultural Knowledges with students and staff when engaging with Aboriginal histories and Cultural Practices.