music4eom

= Music - Grade 4 = = 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
 * reproduce rhythmic patterns while maintaining a steady beat

read and notate rhythmic patterns using standard notation || perform selected rhythmic patterns ( including syncopated rhythms and rests) playing:
 * pitched or non-pitched percussion instruments (e.g., using quarter, eighth, sixteenth, half, and whole notes and rests)
 * melodic instruments (e.g., using eighth, quarter, half, dotted half, and whole notes and rests)

accurately perform selected rhythmic patterns (e.g., using sixteenth, eighth, quarter, dotted quarter, dotted half, half, and whole notes and rests) in vocal repertoire

demonstrate an ability to perform rhythmic patterns in 2/4, 3/4, 4/4, and 6/8
 * through ear training (e.g., repeating a pattern performed by teacher or peer)
 * from standard notation (e.g., clap from a flashcard of one measure)

demonstrate an ability to maintain a steady beat by performing a rhythmic pattern at a variety of tempi in 2/4, 3/4, 4/4, and 6/8 ||
 * use singing or instrumental skills to reproduce melodies in unison and in simple textures || accurately reproduce simple melodies from standard notation using pitched instruments

accurately sing a unison song in an ensemble while maintaining intonation

sing or play a familiar melody independently (e.g., in call and response, games, antiphony)

accurately reproduce a short melodic phrase (e.g., two to four measures) from live or recorded music

… using eighth, quarter, half, dotted half, and whole notes and rests in C or G pentatonic demonstrate a willingness to increase their vocal range (e.g., sing a familiar song in a higher or lower key)

demonstrate ability to maintain their own vocal or instrumental part in simple textures (e.g., two and three parts, rounds) ||
 * identify the form and principles of design in melodic and rhythmic structure || identify examples of form such as the following in the melodic and rhythmic structure of selected compositions:
 * ABA
 * ABBA
 * ABACA (rondo)
 * round
 * verse-chorus
 * use of introduction, coda, bridge

identify examples of principles of design used in selected compositions (e.g., repetition of melodic phrases and rhythmic patterns, length of phrases, balance, contrast) || use standard or invented notation to represent ascending and descending melodic phrases (e.g., song map, body shapes) we feel this entire section needs some work, with lots of explanations/descriptions/etc
 * use standard or invented notation to represent melodic phrases and rhythmic patterns (why invented notation? We are teaching music. By now at this grade it should be standard notation and learning how to count it) || use standard or invented notation to represent familiar rhythmic patterns (e.g., sixteenth, sixteenth, eighth, eighth, eighth, quarter rest, quarter note; tika ti ti ti rest ta; - - -- -- --X ) [note: where the words “sixteenth, eighth” etc. appear will be replaced by standard notation]

(describe relationship between invented notation and standard notation ?)

use appropriate music terminology to describe their standard or invented notation (e.g., ascending, descending, repeat, phrase, rest) ||

|||||||| **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<span class="wiki_link"> || Presentation & Performance<span class="wiki_link"> ||
 * **Grade 3** || 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 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"> ||