music7eom

= Music - Grade 7 = = 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 in a variety of simple and complex metres (using vocal or instrumental skills) || use vocal or instrumental skills to perform rhythmic compositions at least (e.g., 16 measures in length) in various simple and compound metres of the following metres : (e.g., 2/4, 3/4, 4/4, 5/4, 6/8, 7/8)

read and perform a variety of rhythmic patterns from appropriate classroom repertoire as part of a small or large ensemble

while performing a selection from classroom repertoire, maintain their own part within complex rhythmic textures ||
 * perform expressive phrasing of melodies using elements of expression || apply an understanding of melodic direction to perform music expressively expressive phrasing

apply an understanding of tonal centre to perform expressive phrasing

apply an understanding of tempo, dynamics and articulation to perform music expressively

apply an understanding of contour to perform expressive phrasing

apply an understanding of the relationship between lyrics and melody to perform expressive phrasing

demonstrate respect for their own and others’ changing voices [*does this concept belong go here or in Context]

maintain a part within complex textures and harmonies ||
 * notate melodic and rhythmic phrases || notate rhythmic phrases of 16 measures in simple (e.g., 2/4, 3/4, 4/4) and compound metres

notate melodic phrases from ear training and aural dictation

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

use appropriate music terminology to describe rhythm and metre (e.g., hard driving rhythm in 4/4 time, )

use apply appropriate music terminology to describe melody and harmony (e.g., pitch, frequency, ascending, descending, interval, chord, major, minor) ||

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