music2eom

= Music - Grade 2 = = 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 || identify how accent organizes beat in patterns

reproduce rhythmic patterns using accented beats (e.g., accenting the first beat in all metres)

maintain a repeated rhythmic pattern (e.g., ostinato using eighth, quarter, half, and whole notes and rests) in a simple texture

perform rhythmic phrases from familiar repertoire (e.g., clap, stamp, patsch, movement, non-pitched percussion, speech)

Recognise and perform a simple rhythmic phrase from notation. (e.g. find the correct pattern out of two or three written ones) ||
 * use singing skills to reproduce melodies || demonstrate changes in pitch and melodic direction (e.g., using hand signals, movement, song mapping, pitch ladders)

sing melodies in up to 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, partner songs, simple ostinati)

. … read and perform ||
 * represent metre, rhythmic patterns, and melody || use invented notation (e.g., geometric shapes, numbers, pictures, gestures) and standard notation to represent
 * simple metres (2/4, 3/4, and 4/4)
 * rhythmic patterns (e.g., using quarter notes and rests, single and double eighth notes, quadruple sixteenth notes (too much for Grade 2), and half notes)
 * melodic phrases

identify connections between invented notation and standard notation for simple rhythmic patterns (e.g., ta = [quarter], ti = [eight]) and melodic fragments

identify examples of simple form in rhythmic phrases in listening repertoire (e.g., identify and label the A and B phrases in a simple ABA form)

use appropriate terminology to describe melody and rhythm (e.g., quarter, eighth, rest, do-re-mi) ||
 * identify elements of tempo, dynamics, texture, and articulation 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 dynamics in selections from classroom listening repertoire using appropriate terminology (e.g., piano, forte)

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

recognize the difference between pitched and non-pitched instruments

responding to live or recorded music, relate tempo, dynamics, and articulation 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 legato music makes me think of ......................”)

perform classroom repertoire, demonstrating proficient use of specific elements of expression, including
 * tempo (fast, slow)
 * dynamics (loud, soft)
 * articulation (legato, staccato)
 * texture (?)
 * We feel this entire section either needs to be changed, eliminated or possibly, look like Page 9!  ||

|||||||| **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<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"> ||