music7p&p

= Music - Grade 7 = = Presentation and Performance =

//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:// || - audience and performance etiquette - performance skills - respect for the contributions of others || demonstrate performance skills (e.g., practice technique and routines)
 * Prescribed Learning Outcomes
 * apply skills and attitudes appropriate to a range of music experiences, demonstrating:

demonstrate audience etiquette (e.g., listening attentively and quietly, responding appropriately, asking relevant questions as appropriate)

demonstrate performance etiquette appropriate to circumstance and venue (e.g., maintain eye contact with conductor, continue to play/sing after mistakes, backstage quiet, attention to cues, respect for equipment and stage crew, waiting quietly for your turn to perform)

demonstrate responsibility to themselves and the group while experiencing music (e.g., commitment to rehearsal, commitment to performance)

demonstrate the ability to provide and accept constructive feedback based on established criteria (e.g., focus on describing what you see and hear, direct comments to performer or composer, focus feedback on improvable technique) ||
 * create music for a given purpose context || compose or perform a selection of music for a specific purpose context, such as
 * for younger students (e.g., music based on nursery rhymes)
 * performance for parents (e.g., to showcase particular skills and repertoire learned)
 * for a school assembly (e.g., promoting school spirit)
 * for an outdoor concert (e.g., incorporating an environmental theme, acoustically appropriate selections) ||
 * explore assess personal opportunities in music || identify a range of personal opportunities to participate in music as performer or listener (e.g., joining or attending a performance group) an amateur performance groups, creating music to represent learning in other subject areas, forming a performance ensemble with friends)

investigate careers in music locally and in the wider community (e.g., professional performer, music therapist, composer, music teacher, music critic, recording engineer, conductor, band director, music video director)

assess potential music opportunities for personal relevance (e.g., availability, location, income, training required, flexibility, cost, type of music, knowing someone else who does this kind of music) ||

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