music2crm

= Music - Grade 2 = = 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
 * represent personal thoughts, images, and feelings experienced in classroom repertoire || use stories, movement, etc. to communicate personal thoughts, images, and feelings experienced in classroom listening and performing repertoire

demonstrate a willingness to share their responses to music experiences (e.g., with a partner, in small group or class discussions) || [change //identify// to //respond to// in this category and keep //identify// in Elements. Then modify indicators so they only appear in one. Too much repetition] [this LO in both Elements and Creating/Responding, need to be modified to show the two different processes]
 * identify elements of tempo, dynamics, texture, and articulation in classroom repertoire

add new bullet: || describe changes in tempo in selections from classroom listening repertoire using appropriate terminology (e.g., accelerando, ritardando)
 * use creative processes

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 (?)


 * create musical responses through improvisition ||

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