music6p&p

= Music - Grade 6 = = 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., practi s e 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 (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, showing up on time, and prepared with appropriate equipment)

demonstrate the ability to provide and accept constructive feedback based on established criteria (e.g., focus on describing what they see and hear, direct to performer or composer, focus feedback on improvable technique) ||
 * create music for a given purpose || …composition (e.g., contests/competitions, celebrations, significant events, assemblies, farewells)

…performance (e.g., for selected audience, event) ||
 * identify personal opportunities in music || identify a range of personal opportunities to participate in music as performer or listener (e.g.,composer, singer, instrumentalist ) list, chart, table, presentation, community performance groups, research project )

identify careers in music locally and in the wider community (e.g., talent agent, recording engineer, special retail, radio programmer, television, sound therapy, conductor, teacher, performer) ||

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