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Music

Knowledge

In their planning, teachers should include a variety of simple tasks (diverse exploration and experimentation activities) to help students acquire and apply the knowledge in this table.

Student constructs knowledge with teacher guidance.

Student applies knowledge by the end of the school year.

 

Student reinvests knowledge.

The statements in bold type indicate knowledge that should be given priority if the program is not taught in all cycles.
Elementary
Cycle One Cycle Two Cycle Three
  1. Language of music
1 2 3 4 5 6
  1. Intensity and dynamics
    1. Identifies loud and soft sounds
       
    1. Identifies dynamics: forte, piano, crescendo and decrescendo
       
    1. Differentiates among the dynamics: forte, piano, crescendo and decrescendo
       
  1. Duration
    1. Identifies quarter notes, two eighth notes, rests and elements of the conventional nontraditional code: long, very long, short, very short and rest
       
    1. Identifies notes and rests, including half notes
       
    1. Differentiates among notes and rests, including triplets and whole notes
       
  1. Pitch
    1. Names the sounds from the diatonic scale
       
    1. Identifies high and low registers
       
    1.  Differentiates between low , medium and high registers
       
  1. Tone colour
    1. Names the classroom’s percussion instruments
       
    1. Differentiates between a child’s voice and an adult’s voice
       
    1. Differentiates between a man’s voice and a woman’s voice
       
    1. Identifies wind instruments
       
    1. Distinguishes the instruments, depending on the repertoire used
       
  1. Quality of sound
    1. Names qualities of sound: crisp or resonant
       
    1. Differentiates crisp sounds from resonant sounds and coarse sounds from smooth sounds
       
  1. Graphic representation
1 2 3 4 5 6
  1. Traditional code
    1. Lists the symbols related to dynamics (piano, forte, crescendo, decrescendo) and duration (half note, quarter note, two eighth notes, rest)
       
    1. Lists the symbols related to pitch (on the staff, according to the musical works studied)
       
    1. Distinguishes symbols related to dynamics, duration (including whole notes and triplets and pitch (on the staff, according to the musical works studied)
       
  1. Conventional nontraditional code
    1. Names the symbols related to duration (very short, short, long, very long, rest), dynamics (loud, soft), pitch (high, low, ascending, descending) and the qualities of sound (crisp, resonant)
       
    1. Differentiates among the symbols associated with duration, intensity, pitch (medium register) and the qualities of sound (coarse, smooth)
       
  1. Other codes 
    1. Identifies a personal graphic representation in his/her creations
       
  1. Sound sources
1 2 3 4 5 6
  1. Voice and body
    1. Names sound sources: singing voice, vocal effects and body percussion
       
  1. Musical instruments
    1. Names some percussion instruments and a few other classroom instruments
       
    1. Identifies some percussion instruments and a few other instruments including the recorder
       
  1. Sound-producing objects
    1. Identifies objects made from wood and metal that can be used to produce sounds
       
    1. Lists objects made from paper and fabric that can be used to produce sounds
       
    1. Distinguishes among different materials that can be used to produce sounds
       
  1. Information and communications technologies
    1. Identifies sounds produced using software, a sequencer or a synthesizer
       
  1. Instrumental techniques
1 2 3 4 5 6
  1.  Voice
    1. Identifies the following elements of technique: opening of the mouth, breathing, intonation and posture
       
    1. Lists the following elements of technique: pronunciation, opening of the mouth, breathing, intonation and posture
       
    1. Distinguishes among the elements of technique, including tone
       
  1. Percussion instruments and other sound sources
    1. Identifies the following elements of technique: posture, form, means of production and technique
       
    1. Differentiates among the following elements of technique: posture, form, means of production and technique
       
  1. Recorder
    1. Identifies the following elements of technique: posture, form, means of production and technique
       
    1. Distinguishes the following elements of technique: posture, form, means of production and technique
       
  1. Rules for group ensemble work
1 2 3 4 5 6
    1. Names directions indicating the beginning and ending of a piece and the dynamics
       
    1. Identifies directions indicating beat
       
    1. Distinguishes among directions indicating changes in tempo
       
    1. Names sound or visual cues
       
  1. Composition procedures
1 2 3 4 5 6
    1. Names the following composition procedures: question and answer, contrast and reproduction of sound
       
    1. Names the composition procedures, including repetition
       
    1. Distinguishes among the following composition procedures: reproduction of sound, collage, ostinato and mirror
       
  1. Structures
1 2 3 4 5 6
  1. Form
    1. Identifies personal form and A-B form
       
    1. Identifies the A-B-A form
       
    1. Identifies canon in two voices and rondo form
       
  1. Tempo
    1. Identifies slow and fast tempi
       
    1. Identifies slow, moderate and fast tempi
       
    1. Identifies tempi using the traditional code: lento, moderato, allegro, accelerando and rallentando
       
  1. Rhythmic organization
    1. Names an element of rhythmic organization, for example beat, quarter note or rest
       
    1. Identifies elements of rhythmic organization
       
    1. Differentiates among the elements of rhythmic organization
       
  1. Melodic organization
    1. Identifies a musical phrase, a series of ascending sounds, a series of descending sounds and a series of sounds repeated at a fixed pitch
       
    1. Identifies conjunct sounds, disjunct sounds and glissando
       
    1. Differentiates among the elements of melodic organization
       
  1. Musical appreciation repertoire
1 2 3 4 5 6
  1. Types of excerpts1
           
1.  Since these elements are evident in action, they are included in the Applications of Knowledge section.

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