music6eom

= Music - Grade 6 = = 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
 * perform rhythmic compositions using vocal or instrumental skills || use vocal or instrumental skills to perform rhythmic compositions 16 measures in length in various simple and compound metres: ( 2/4,3/4, 4/4, and 6/8 )

use vocal or instrumental skills to accurately represent and perform known rhythmic patterns and maintain a steady beat

use vocal or instrumental skills to perform rhythms in simple textures (e.g., whole group, small group or solo activity, echo clapping, “what song is this?” clapping game) ||
 * maintain a melodic or harmonic part in textures || perform a selection from classroom repertoire and maintain their own vocal or instrumental part (e.g., instrumental accompaniment to accompany voices, partner songs, rounds, canon, descant, ostinato, two and three-part songs)

compose simple harmonic lines for melodies from known classroom repertoire by applying prior knowledge of 2-part singing (e.g. choose a melodic phrase as an ostinato to form harmony in a simple melody)

use vocal or instrumental skills to demonstrate ability to maintain a part in a harmonic structure (e.g., two- to three-part orchestrations with vocals)

demonstrate respect for their own and others’ changing voices [*does this concept belong here or in Context?] || use ear training skills to notate 8 beat melodic phrases within an octave, using the conventions of standard notation (e.g. clef, stem direction, note head)
 * use standard notation to represent melody and rhythm || notate 16-measure rhythmic phrases in simple (2/4, 3/4, 4/4) and compound metres (7/8, 5/4, 6/8)

use appropriate vocabulary to describe rhythm and simple metres (e.g., time signature, bar line, double bar line, repeating or contrasting patterns)

Use standard notation accurately (e.g., bar lines, key signature, note placement, time signature)

apply appropriate music terminology to describe melody and harmony (e.g., contour, unity, balance, form) ||

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