music1crm

= = = Creating and Responding to Music =
 * Music - Grade 1

//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, pictures, 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 whole class discussion) || [this LO in both Elements and Creating/Responding, need to be modified to show the two different processes] identify how tempo, dynamics, and articulation affect thoughts, images, and feelings * use creative processes || describe tempo and dynamics in selections from classroom listening repertoire (e.g., order selections from fastest to slowest or loudest to softest)
 * identify tempo and dynamics and differences in their performance

identify examples of legato and staccato in classroom listening repertoire (remove this) Respond to live or recorded music demonstrating how tempo, dynamics and articulation affect thoughts, images, and feelings. Response through movement, drawing or talking about the experience (e.g., “the legato part made me feel relaxed,” “the staccato part made me want to dance”) Perform classroom repertoire, demonstrating the use of specific elements of expression, including
 * tempo (fast, slow)
 * dynamics (loud, soft)
 * articulation (legato, staccato)


 * create musical responses using improvisation (e.g., question/answer responses, variation, movement) ||

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