music4p&p

= Music - Grade 4 = = 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 || … performance skills and audience etiquette for specific situations (e.g., based on particular criteria, such as for playing a piece that has been practised for a given length of time; for specific performance contexts such as school assemblies, community concerts, seniors’ homes, parent teas, district events) sit through a 45-minute performance maintaining concentration and attention ...appropriate behaviour and focused listening at musical performances
 * Prescribed Learning Outcomes
 * apply skills and attitudes appropriate to a range of music experiences, demonstrating:

demonstrate responsibility to themselves and the group while experiencing music (e.g., showing up on time and prepared with appropriate equipment)

maintain eye contact with the conductor

practise individually outside the classroom as required

demonstrate willingness to take leadership roles in formal or informal performance situations (e.g., leading the group onto the stage, handing out the music)

showing appreciation appropriately (e.g., applause only, at end of piece)

respect for and appropriate treatment of instrument and music

use established criteria to analyse their own and others’ work (e.g., using recordings of their formal and informal performances)

 listening attentively, not interrupting,

keep playing/singing even after making a mistake or when someone else makes a mistake ||
 * identify music events and activities in the local community || create a chart or calendar to identify events and activities in the school (e.g., guest performers in the school, other classes, lunch-time music groups)

create a map or brochure to identify events and activities in the local community (e.g., high school music concerts, cultural music groups, festivals) ||

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