music3eom

= Music - Grade 3 = = Elements of 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
 * perform rhythmic patterns and phrases from classroom repertoire || reproduce patterns using accented beats (e.g., accenting the first beat in all metres)

maintain a repeated rhythmic pattern (e.g., using eighth, quarter, half, dotted half, and whole notes and rests) in a simple texture (e.g., 2 or 3 part patterns using non-pitched percussion instruments, a rhythmic ostinato accompaniment to a familiar song)

independently perform rhythmic phrases (e.g., clap, stamp, patsch, move, non-pitched percussion, speech)

describe form in terms of repetition and unity of rhythmic patterns and phrases (e.g., label rhythmic phrases as same, different / AB; same, almost same, different / AAB) ||
 * use singing skills to reproduce melodies || use singing skills to change pitch and melodic direction accurately in response to cues (e.g., signals, symbols)

use singing skills to reproduce melodies in one and a half octaves (e.g., D above middle C to F in the next octave)

maintain a melody or repeated melodic pattern in a simple texture (e.g., rounds, canons, partner songs, melodic ostinati) || use a variety of invented and standard notations (e.g., geometric shapes, numbers, pictures, gestures, movement, symbols) to represent
 * represent metre, rhythmic patterns, and melody || demonstrate an awareness of notation as a representation of rhythm and melody.
 * common metres (2/4, 3/4, and 4/4)
 * rhythmic patterns
 * melody

represent a simple rhythmic pattern or melodic phrase using invented and standard notation, demonstrating consistent sound to symbol relationship

experiment with a variety of representations for melody such as gestures, invented notation, and standard notation (this is the same as above?)

identify examples of forms such as the following in melodic structure of selected compositions from classroom repertoire
 * verse-chorus
 * round
 * call and response
 * canon

use appropriate terminology to describe melody, rhythm, and form (e.g., quarter note, canon, ostinato, ascending) ||
 * describe elements of tempo, dynamics, articulation, and timbre in classroom repertoire

[this LO in both Elements and Creating/Responding, need to be modified to show the two different processes] || describe changes in tempo in selections from classroom listening repertoire using appropriate terminology (e.g., accelerando, ritardando)

describe changes in dynamics in selections from classroom listening repertoire using appropriate terminology (e.g., crescendo, decrescendo)

identify examples of legato and staccato in classroom listening repertoire, using appropriate terminology

classify pitched and non-pitched instruments according to timbre (e.g., ?? reedy, brassy, ?? is the difficulty here according to timbre? why not just classify into groupings? wind, brass, non-pitched, pitched percussion etc) responding to live or recorded music, relate tempo, dynamics, articulation, and timbre to thoughts, images, and feelings evoked (e.g., draw, discuss, or create journal entries completing stems such as “The accelerando part makes me feel .....................” “The decrescendo makes me think of ..........................”)

perform classroom repertoire, demonstrating proficient use of specific elements of expression, including
 * tempo (accelerando, ritardando)
 * dynamics (crescendo, decrescendo)
 * articulation (legato and staccato)
 * timbre...(??) [how would students at this age describe timbre?] ||

|||||||| **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 || Context || Presentation & Performance ||
 * **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"> ||