musickeom

= Music - Kindergarten = = 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
 * respond to beat in music || clap or move in response to the beat in a selected piece of music (e.g., in 2/4, 3/4, or 4/4) ||
 * perform rhythmic patterns from classroom repertoire || use words and movement to show an understanding of the difference between beat and rhythm (e.g., “March and put the beat in your feet. Now stop marching, and clap to put the rhythm in your hands.”)

echo modelled rhythmic patterns (e.g., using eighth, quarter, and half notes and rests) of up to four beats while maintaining tempo and metre

perform rhythmic patterns from classroom repertoire (e.g., using eighth, quarter, and half notes and rests) using body percussion, voice, or non-pitched instruments ||
 * identify the beginning and end of selected rhythmic phrases || use hand signals, movement, clapping, song maps, etc. to show the beginning and end of selected rhythmic phrases in classroom music ||
 * use singing skills to reproduce short melodies in less than one octave || demonstrate with their own voices the difference between speaking voices and singing voices

differentiate between higher and lower pitches (e.g., using hand signals, body movement, voice)

sing melodies in less than one octave (e.g., F above middle C to D in the next octave)

sing simple melodies (e.g., singing games, nursery rhyme songs, folk songs, cumulative repetitive songs) from memory ||
 * distinguish one melody from another


 * perform elements of expression || with teacher support, identify and use ways to distinguish one melody from another, such as
 * singing songs with solfa syllables instead of lyrics
 * performing different actions for different melodies
 * labelling examples as same or different (e.g., using symbols such as shapes, hand signals)

identify ascending and descending melodic lines using hand signals or graphics (e.g., arrows, symbols)
 * use of expressive speech in poems, rhymes or chants (e.g., word emphasis, dynamics) ||

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