music1eom

= Music - Grade 1 = = 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 || move in response to steady beat in 2/4, 3/4, and 4/4 metres in classroom repertoire (e.g., clapping, stomping, patsching, dancing) ||
 * demonstrate an awareness of rhythmic phrases in classroom repertoire || identify the beginning and end of selected rhythmic phrases in classroom music (e.g., using hand signals, movement, clapping, song maps)

perform rhythmic phrases from classroom repertoire (e.g. using movement, chanting, singing)

identify examples of form (e.g., AB, ABA, ABC), indicating same and different rhythmic phrases, using song maps, chanting, or body percussion ||
 * recognize and perform rhythmic patterns from classroom repertoire || demonstrate an ability to repeat modelled rhythmic patterns (e.g., using eighth, quarter, half, and whole notes and rests) while maintaining tempo and metre
 * recognize rhythmic notation (e.g., invented or conventional notation)

perform rhythmic patterns from classroom repertoire (e.g., using eighth, quarter, half, and whole notes and rests) using body percussion, voice, or non-pitched instruments

demonstrate an ability to maintain a repeated rhythmic pattern in a simple texture (e.g., chant or clap an ostinato such as “will you be my friend” [quarter, quarter, eighth, eighth, quarter] in unison in a simple call-and-response song) ||
 * use singing skills to reproduce melodies || change between speaking and singing voices in response to a signal

sing higher and lower pitches in response to direction

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) from memory ||
 * identify melodic phrases in classroom repertoire || identify ascending and descending melodic lines using hand signals or graphics (e.g., song maps, arrows, or symbols)

demonstrate an ability to distinguish one melody from another (e.g., using song maps to identify differences in melodic direction)

identify selected melodic phrases in classroom repertoire (e.g., raising their hands every time they hear the phrase) || [this LO in both Elements and Creating/Responding, need to be modified to show the two different processes] || add the following instead:
 * identify how tempo, dynamics, and articulation affect thoughts, images, and feelings
 * distinguish between tempo differences (e.g., fast/slow)
 * identify dynamic differences (e.g., loud/soft)
 * distinguish between articulation differences (e.g., legato/staccato) ||

|||||||| **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 || Presentation & Performance ||
 * **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"> ||