music5eom

= Music - Grade 5 = = 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 at a variety of tempi || using voices or instruments, perform rhythmic patterns (e.g., using eighth, quarter, half, dotted half, and whole notes and rests), maintaining a steady beat
 * at a variety of tempi
 * in common metres (e.g., 2/4, 3/4, 4/4, 6/8)
 * read and notate rhythmic patterns using standard notation ||
 * maintain a melodic or harmonic part in simple textures || maintain their own vocal or instrumental part while performing simple textures from classroom repertoire (e.g., partner songs, rounds, canons, descant, ostinato) ||
 * compare the form and principles of design in rhythmic and melodic structure || identify beat, metre, and rhythmic patterns in classroom repertoire

identify melodic patterns and phrases in classroom repertoire

compare a variety of forms in selected classroom repertoire (e.g., ABA, ABBA, ABACA/rondo, round, verse and chorus, canon, use of intro, coda, bridge)

compare the use of principles of design in classroom repertoire (e.g., unity, variety, contrast, repetition, balance, pattern)

create a chart or other representation to illustrate the relationship between principles of design and selected forms, using appropriate vocabulary (e.g., ABBA uses unity, repetition, balance, pattern) ||
 * use standard notation to represent melodic phrases and rhythmic patterns [… and expression] || notate eight-measure rhythmic patterns (e.g., break the pattern down into one or two measures)
 * using phrases from classroom repertoire
 * through ear training and aural dictation
 * through improvisation

notate melodic phrases within a limited range
 * using phrases from classroom repertoire
 * through ear training and aural dictation
 * through improvisation


 * compare standard notation with invented notation, and discuss the uses of each (e.g., invented notation has personal meaning, standard notation can be universally understood)
 * move to grade 4

identify appropriate terminology to describe rhythm, melody, and harmony (e.g., soprano, alto, descant, ascending, descending, single and bar line, metre, note value terms, staff, rest)

use appropriate terminology (e.g., crescendo, decrescendo, sforzando, mezzo forte, mezzo piano, ritardando) to describe elements of expression ||

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