Communication Level 6
Introduction
The work samples in this section form the Level 6 part of the assessment map for Communication. Other parts of the assessment map can be accessed by using the menu on the right side of the screen.
The Communication Level 6 standards describe what students should know and be able to do at this level. The following work samples illustrate the kinds of responses that students produce when they are working at the Level 6 standard.
Annotations identify for each sample attributes of the student response that relate to specific elements of the standard.
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Sample at Level 6 (includes employability skills) – In style
Students worked in teams to select and prepare a performance in a contemporary music style. Students selected either a music performance focus or a design/production focus.
While developing their performance, students kept a Session Summary Journal with an assessment focus on their ability to use music language consistently and appropriately and to reflect on the progress of each session.
The element of the Presenting standard addressed by the task is:
(Students) use subject – specific language and conventions in accordance with the purpose of their presentation to communicate complex information.
The facet of employability skills, communication written, addressed by the task is:
(Students) write accurately and conventionally.
Session Summary Journal
This will be assessed for
- how well you have used this journal to record what happened in each session
- explanation of how the group developed ideas
- your use of music language
What did the team achieve during this session?
List up to three ideas that were raised during this session:
Which ideas were developed? Why?
Which ideas were rejected? Why?
What does the team hope to achieve in the next session?
The following sample illustrates the kinds of responses that students produce when they have achieved the elements of the standard addressed by the task.
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What did the team achieve during this session?
Well, as it was only our first session, we figured out what each person’s role was going to be:
Callum – Singing
Emily – Singing and keyboard
Nick – Drums
Michael – Bass
Hansel – Bass
Dung – Lighting
After making sure we understood our roles, Emily and I worked on a melody and chords on the piano, while the rest of the group worked on some lyrics.
While working on the chords, Emily and I discussed the song theme, bass line and lyrics. The group then all came back together and shared ideas.
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List up to three ideas that were raised during this session:
- Lyrics themes
- Chord progression
- Style themes
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Which ideas were developed? Why?
Well when Emily and I were working on the chords, a lot of different ideas were developed. From the melody to the bass line. There were many different variations on with the melody but the chords came together rather fast.
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Which ideas were rejected? Why?
Well, with the style someone suggested a rock song, but as Emily and I are going to be singing, we thought that our voices wouldn’t go with that song style.
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What did the team achieve during this session?
Emily and I experimented on the piano again figuring out the structure of the song and putting more words to the song. The starting melody was figured out, but we’re not sure how often that will be used in the song. Also brainstorming ideas for the poster and still working out a band name.
List up to three ideas that were raised during this session:
- Different structures
- Band Name
- Timing and Rhythm
Which ideas were developed? Why?
The band name was a major concern. We had the choice of ‘The Headphone Experiment’ or ‘The Lunar Experience’, so we combined the two to make our band name “The Headphone Experience”
Which ideas were rejected? Why?
We decided to not have the song go too fast and it was brought up that we should have four verses, but we felt as a group it would make the song too long.
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What did the team achieve during this session?
We have figured out the structure of the song and the chords, we still have to figure out words for certain verses and we also need to work on the bridge as well. We have also started putting a bass line together, but we need the bass player to actually learn it.
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List up to three ideas that were raised during this session:
- Verses meanings
- Bass Rhythm
- Bridge lyrics
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Which ideas were developed? Why?
We decided that the lyrics needed to have more meaning so we thought of how the lyrics meant to us and why we chose them.
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Which ideas were rejected? Why?
The bass player wanted a more complicated bass line but considering the main focus is on the singers, we thought that we didn’t want too much attention on the bass.
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What did the team achieve during this session?
Still working on lyrics for the song, but the keyboard part is pretty much finished. We’ve started working on the other parts now with bass and drums as the main focus. The poster is also coming alone nicely with lots of ideas from the group.
List up to three ideas that were raised during this session:
- The drum intro
- Poster colours
- Timing
Which ideas were developed? Why?
We experimented with the drum intro a bit and decided to make it soft and simple, and less overpowering.
Which ideas were rejected? Why?
There was an idea for a pink poster with leaves, but the group felt that it didn’t suit the name.
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What did the team achieve during this session?
Finally getting the bass line figured out, we just still need to figure out of simple or complicated the bass line will be. Also working out interesting things with the drums
List up to three ideas that were raised during this session:
- Different bass lines
- Different drum beat
- Finalising Poster Design
Which ideas were developed? Why?
We decided that the poster would be a dark navy blue with a music symbols covering the page, also with the band name.
Which ideas were rejected? Why?
We were thinking about making our poster with Photoshop, but because we realized hardly anyone of us were that skilled, that we would keep it simple.
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What did the team achieve during this session?
The song is coming together more, but with Michael away, we realized that we need someone else to learn the bass line as well. Hansel has agreed to do this. Poster is looking great and we’re figuring out the drum part more and more.
List up to three ideas that were raised during this session:
- Two bass players
- Simple drum beat
- Everyone learns someone elses part
Which ideas were developed? Why?
We thought that having two bass players would be a good security in case one of the bass players was unable to perform.
Which ideas were rejected? Why?
We were thinking about having a more complicated bass line but because we had a new bass player, we had to keep it simple.
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What did the team achieve during this session?
We have written down a bass line so both bass players have something to read off, and we all worked together to help the basses understand their parts. By the end of the session the basses were sounding pretty good.
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List up to three ideas that were raised during this session:
- Having written music for all instruments
- Different bass rhythms
- Different tempo
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Which ideas were developed? Why?
We figured that we would start off the song slow and speed it up towards the chorus so it feels as though the song is coming to a climax.
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Which ideas were rejected? Why?
We thought that we didn’t need to write out the music for all the instruments because it would be a waste of paper and we needed to memorize the music anyway.
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What did the team achieve during this session?
The song is nearly done, Emily and I finally figured out words for the bridge so all the lyrics are done. Worked mainly on drums today and a bit of bass.
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List up to three ideas that were raised during this session:
- Bridge lyrics
- Dynamics
- Bridge tempo
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Which ideas were developed? Why?
Bridge was developed a lot in this session, from the lyrics to the chords and rhythm.
Which ideas were rejected? Why?
We also thought that we couldn’t have the whole song soft.
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What did the team achieve during this session?
We focused mainly on the drums today because that’s where we need the most work. Nick’s timing got a lot better and the basses experimented with a different rhythm that we’re going to keep it. By the end of the session the song sounded great.
List up to three ideas that were raised during this session:
- Drum ending
- Bass rhythm
- Harmonies
Which ideas were developed and why?
We decided that we would be wearing casual/formal to give the effect that we are young adults.
Which ideas were rejected, why?
We thought it would have been an idea to wear headphones while performing but we then decided against it because it would be a gimmick..
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Presenting – Level 6
- Uses the journal to document the progress of each session.
A. Uses a range of music terminology consistently and appropriately, for example rhythm, lyrics and melody.
Element of the standard
(Students) use subject-specific language and conventions in accordance with the purpose of their presentation to communicate complex information.
The facet of employability skills
(Students) write accurately and conventionally.
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Sample at Level 6 – Global Liaisons
Students participated in an online, inquiry-based communicative research task titled Global Liaisons for a Better Environment. They used electronic communications to share information about Australia and to gather information from a school in Tanzania. The research task involved investigating and explaining how the daily living activities of people in Tanzania and Australia contribute to air pollution and to depleting natural resources. Students described what measures families can take in Tanzania and Australia to minimise the negative impacts on the environment.
The project was conducted over two terms and resulted in a 20-page report for a peer audience comparing the environmental impact of communities in Australia and Tanzania. The focus for comparison included: physical geography, and a number of issues including housing, food, goods and products, mobility and services. Students prepared a conclusion and a set of personal reflections on the impact of the project. This work sample consist of excerpt of the report.
The project featured high levels of research and planning and the booklet reflects collaboration between the ten students who contributed. Individual student performance was ascertained through allocation of specific responsibilities in the preparatory stage of the project, teacher observation, self-assessment and peer assessment.
The elements of the Presenting standard addressed by this task are:
(Students) demonstrate their understanding of the relationship between form, content and mode, and select suitable resources and technologies to effectively communicate.
(Students) use subject-specific language and conventions in accordance with the purpose of their presentation to communicate complex information. They … use … reflection in order to inform their future presentations.
Stimulus
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Sample
The following sample illustrates the kinds of responses that students produce when they have achieved the elements of the standard addressed by this task.
Graphic images that were included in the original work sample have been removed due to copyright considerations.
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Annotation – Just the facts
Presenting − Level 6
- Uses statistics and comparative data.
- Gives information from a variety of resources.
- Organises ideas and information.
- Selects details to focus reader’s attention.
- Follows conventions of presentation style – maps, bullet points, establishes points of comparison.
Element of the standard
Students demonstrate their understanding of the relationship between form, content and mode, and select suitable resources and technologies to effectively communicate.
Comparison of food between Australia and Tanzania
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Annotation – Comparison of food between Australia and Tanzania
Presenting – Level 6
- Logically links aspects of report to environmental impacts.
- Uses visual aids to enhance comparisons between sections.
- Uses appropriate language for peer audience.
- Includes specialised language showing familiarity with content.
- Includes details designed to interest the reader, such as ‘favourite snacks’ and ‘eating’ with hands.
Element of the standard
Students use subject-specific language and conventions in accordance with the purpose of their presentation to communicate complex information.
Conclusion
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Annotation – Conclusion
Presenting – Level 6
- Shows capacity to organise opinions arising from research.
- Reflects understanding of appropriate language to communicate reflections.
- Logically links research outcomes to environmental impacts.
- Uses language appropriate to the topic such as ‘ecological footprint’ and ‘global warming’
Elements of the standard
Students use subject-specific language and conventions in accordance with the purpose of their presentation to communicate complex information.
Students … use reflection to inform their future presentations.
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