music6crm

= Music - Grade 6 = = Creating and Responding to Music =

//It is expected that students will:// || Suggested Achievement Indicators //The following set of indicators may be used to assess student achievement for each corresponding prescribed learning outcome. Students who have fully met the prescribed learning outcome are able to:// ||
 * Prescribed Learning Outcomes
 * make choices from the elements of rhythm and melody to create compositions || apply knowledge of form and the principles of design to their rhythmic compositions (e.g., compose and perform 16 measures of music using standard notation with quarter notes, eighth notes, and rests in a specified form such as ABA or AABA)

apply knowledge of form and the principles of design to their melodic compositions (e.g., point out examples of unity, variety, contrast, repetition, balance, and pattern within their compositions)

represent their rhythmic and melodic compositions through
 * performance
 * notation ||
 * use the elements of rhythm, melody, and expression to interpret a range of thoughts, images, and feelings in performance repertoire || choose and justify the elements of rhythm, melody and expression from a listening selection to create a story

use appropriate terminology to describe rhythm, melody, and elements of expression (e.g., written work such as critiques and analysis, discussions and presentations)

perform elements of expression with clear distinctions as directed by the written music ||
 * apply the elements of expression in their compositions || use appropriate music terminology and symbols to notate elements of expression (e.g., crescendo, accelerando, > )

make choices in elements of expression in their own compositions, and justify their choices in terms of the thoughts, images, and feelings they hope to evoke (e.g., “I played this part louder because …...........” “I like this melody in a minor key because …..........”) ||

|||||||| **Organisers** ||
 * Music
 * **Kindergarten** || Creating and Responding to Music || Elements of Music || Context || Presentation & Performance ||
 * **Grade 1** || Creating and Responding to Music || Elements of Music || Context || Presentation & Performance ||
 * **Grade 2** || Creating and Responding to Music || Elements of Music || Context || Presentation & Performance ||
 * **Grade 3** || Creating and Responding to Music || Elements of Music<span class="wiki_link"> || Context<span class="wiki_link"> || Presentation & Performance<span class="wiki_link"> ||
 * **Grade 4** || <span class="wiki_link">Creating and Responding to Music || Elements of Music<span class="wiki_link"> || Context<span class="wiki_link"> || Presentation & Performance<span class="wiki_link"> ||
 * **Grade 5** || Creating and Responding to Music<span class="wiki_link"> || Elements of Music<span class="wiki_link"> || Context<span class="wiki_link"> || Presentation & Performance<span class="wiki_link"> ||
 * **Grade 6** || Creating and Responding to Music<span class="wiki_link"> || <span class="wiki_link">Elements of Music || Context<span class="wiki_link"> || Presentation & Performance<span class="wiki_link"> ||
 * **Grade 7** || <span class="wiki_link">Creating and Responding to Music || Elements of Music<span class="wiki_link"> || Context<span class="wiki_link"> || Presentation & Performance<span class="wiki_link"> ||