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Music

Applications of Knowledge

Competency 1 – To invent vocal or instrumental pieces

To interpret musical pieces
To appreciate musical works, personal productions and those of classmates

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. To use personal ideas inspired by the stimulus for creation
1 2 3 4 5 6
    1. Looks for an idea inspired by the stimulus for creation, paying attention to his/her emotions and feelings
       
    1. Looks for ideas inspired by the stimulus for creation
       
    1. Lists all of the ideas inspired by the stimulus for creation
       
    1. Looks for a sound source to translate his/her idea or emotions
       
    1. Tries out ideas using the voice, instruments and body and uses information and communications technologies to translate his/her creative intention
       
    1. Combines trials and sound sources to develop his/her creation
       
    1. Chooses an idea from among his/her experiments with sound sources
       
  1. To use sound sources and elements of musical language and elements of technique
1 2 3 4 5 6
  1. Language of music and graphic representation
    1. Experiments with some of the following elements: intensity and dynamics, duration, pitch, tone colour and quality of sound
       
    1. Uses different elements: intensity and dynamics, duration, pitch, tone colour and quality of sound
       
    1. Chooses different elements: intensity and dynamics, duration, pitch, tone colour and quality of sound
       
    1. Uses a personal representation and the conventional nontraditional code to keep a record of his/her creation
       
    1. Uses the traditional code, a personal representation and the conventional nontraditional code to keep a record of his/her creation
       
    1. Chooses the graphic representation best suited to the stimulus for creation to keep a record of his/her creation
       
  1. Sound sources and instrumental techniques
    1. Tries out ideas using the voice, the body, musical instruments and sound-producing objects
       
    1. Uses some different sound sources: voice, body, musical instruments, sound-producing objects, recorder and information and communications technologies
       
    1. Selects some of the following sound sources: voice, body, musical instruments, sound-producing objects, recorder and information and communications technologies
       
    1. Experiment with voice techniques such as opening of the mouth, breathing, intonation and posture, as well as instrumental techniques such as posture, form, means of production and technique
       
    1. Uses voice techniques such as pronunciation and instrumental techniques
       
    1. Adapts voice techniques, such as tone, and instrumental techniques to the characteristics of his/her creation
       
  1. To organize the elements he/she has chosen
1 2 3 4 5 6
  1. Composition procedures
    1. Experiments with the following composition procedures: question and answer, contrast and reproduction of sound
       
    1. Uses the following composition procedures: repetition, question and answer, contrast and reproduction of sound
       
    1. Uses the following composition procedures: reproduction of sound, collage, ostinato and mirror
       
  1. Structures
    1. Experiments with the following forms: personal and A-B
       
    1. Uses the following forms: A-B-A, personal and A-B
       
    1. Uses the following forms: canon in two voices, rondo, A-B-A, personal and A-B
       
    1. Uses a slow tempo and a fast tempo
       
    1. Uses a slow tempo, a moderate tempo and a fast tempo
       
    1. Chooses an appropriate tempo for his/her creation: lento, moderato, allegro, accelerando or rallentando
       
    1. Adapts his/her creation rhythmically based on an unmeasured or definite number of beats
       
    1. Structures his/her creation rhythmically based on an unmeasured or definite number of beats
       
    1. Uses elements of melody: musical phrase, series of ascending or descending sounds, series of sounds repeated at a fixed pitch
       
    1. Uses different elements of melody: conjunct sounds, disjoint sounds, glissando
       
    1. Selects different elements of melody depending on his/her creative intention
       
    1. Tries out sequences of musical elements
       
    1. Tries out sequences by combining the selected elements
       
  1. To finalize a production
1 2 3 4 5 6
    1. Makes some adjustments to his/her creation
       
    1. Adjusts his/her production based on the stimulus for creation
       
    1. Enhances some aspects of his/her production using musical elements
       
  1. To share his/her creative experience
1 2 3 4 5 6
    1. Shares significant aspects of the use of sound sources, techniques and elements of musical language
       
    1. Describes important aspects of the use of sound sources, techniques and elements of musical language
       
    1. Uses subject-specific vocabulary
       

To interpret musical pieces
To appreciate musical works, personal productions and those of classmates

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