music5p&p

= Music - Grade 5 = = 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., practice technique and routines)
 * Prescribed Learning Outcomes
 * apply skills and attitudes appropriate to a range of music experiences, demonstrating:

audience etiquette (e.g., listening attentively and quietly, responding appropriately, asking relevant questions as appropriate)

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 (e.g., focus on describing what they see and hear, direct to performer or composer, focus feedback on improvable technique)

use established criteria to analyse the work of self and others ||
 * identify personal opportunities for music in the local community || research opportunities for young people to participate in music in the local community (e.g., performing for younger classes or other schools, teach a song to a younger sibling, sing at a birthday party, community and cultural performance groups, composing a piece to represent learning in another subject area, attending a performance, checking music out of the library) … vocal, instrumental; composing, performing, listening ||

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