music4crm

= Music - Grade 4 = = 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
 * explain thoughts, images, and feelings derived from a music experience || refer to elements of rhythm, melody, and expression when sharing personal responses to music experiences, using appropriate terminology related to
 * dynamics (e.g., pianissimo, piano, forte, fortissimo)
 * tempo (as applicable to the repertoire, e.g., andante, allegro)
 * articulation (e.g., legato, staccato)
 * timbre (e.g., warm, harsh)

demonstrate willingness to share their responses to music experiences (e.g., in journals, in small group or large class discussions, drama, drawing, movement)

express preferences for particular selections or types of music in classroom repertoire

show an interest in the thoughts, images, and feelings that others experience (e.g., asking questions, initiating a discussion) sharing ideas ||
 * apply elements of rhythm, melody, and expression to demonstrate thoughts, images, and feelings in composing and performing classroom repertoire


 * use creative processes || demonstrate a variety of feelings in the performance of classroom repertoire (e.g., perform the same song or phrase depicting a variety of emotions such as happy, sad, excited)

explain their choices in elements of rhythm, melody, and expression in their compositions (e.g., “I used low notes here for the giants” or “I used staccato notes to sound like raindrops”)
 * use voice or instruments to create accompaniments for poems, stories or songs
 * create instrumental introductions, codas and contrasting sections for songs ||

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