music3crm

= Music - Grade 3 = = Creating and Responding to 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
 * represent personal thoughts, images, and feelings experienced in classroom repertoire || use stories, movement, etc. to communicate personal thoughts, images, and feelings experienced in classroom listening and performing repertoire

demonstrate a willingness to share their responses to music experiences (e.g., with a partner, in small group or class discussions) ||
 * describe elements of tempo, dynamics, articulation, and timbre in classroom repertoire

[this LO in both Elements and Creating/Responding, need to be modified to show the two different processes]

|| describe changes in tempo in selections from classroom listening repertoire using appropriate terminology (e.g., accelerando, ritardando)
 * creative processes

describe changes in dynamics in selections from classroom listening repertoire using appropriate terminology (e.g., crescendo, decrescendo)

identify examples of legato and staccato in classroom listening repertoire, using appropriate terminology

classify pitched and non-pitched instruments according to timbre (e.g., strings vs brass, woodwinds vs brass, percussion vs brass etc) add - skins, metals, woods responding to live or recorded music, relate tempo, dynamics, articulation, and timbre to thoughts, images, and feelings evoked (e.g., draw, discuss, or create journal entries completing stems such as “The accelerando part makes me feel ..................” “The decrescendo makes me think of .................”)

perform classroom repertoire, demonstrating proficient use of specific elements of expression, including
 * tempo (accelerando, ritardando)
 * dynamics (crescendo, decrescendo)
 * articulation (legato and staccato)
 * timbre … (??) [how would students at this age describe timbre? This is a very hard concept for an adult to describe and does timbre have relevance here?]


 * use voice or instruments to create accompaniments for poems, stories, or songs ||

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