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Music

Applications of Knowledge

Competency 3 – To appreciate musical works, personal productions and those of classmates

To invent vocal or instrumental pieces
To interpret musical pieces

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 examine a musical work or excerpt for elements of content
1 2 3 4 5 6
    1. Pays attention to subject-specific elements while listening to classmates’ productions
       
    1. Pays attention to subject-specific elements while listening to works past and present, from here and elsewhere
       
  1. Language of music and graphic representation
    1. Observes some of the following elements: intensity and dynamics, duration, pitch, tone colour and quality of sound
       
    1. Locates some of the following elements: intensity and dynamics, duration, pitch, tone colour and quality of sound
       
    1. Verifies the precision of the following elements used: intensity and dynamics, duration, pitch, tone colour and quality of sound
       
    1. Observes elements of the conventional nontraditional code and elements of a personal representation
       
    1. Locates different elements of the traditional code, the conventional nontraditional code and a personal representation
       
    1. Verifies the precision of the elements of the graphic representation used
       
  1. Sound sources and instrumental techniques
    1. Observes some of the sound sources used: voice, body, musical instruments and sound-producing objects
       
    1. Locates some of the sound sources used: voice, body, musical instruments, sound-producing objects and information and communications technologies
       
    1. Verifies the use of several sound sources: voice, body, musical instruments, sound-producing objects and information and communications technologies
       
    1. Observes a voice technique and an instrumental technique
       
    1. Observes voice techniques and instrumental techniques
       
    1. Locates voice techniques and instrumental techniques
       
  1. Composition procedures
    1. Observes the following composition procedures: question and answer, contrast and reproduction of sound
       
    1. Locates the following composition procedures: repetition, question and answer, contrast and reproduction of sound
       
    1. Verifies the precision of the composition procedures used: reproduction of sound, collage, ostinato and mirror
       
  1. Structures
    1. Observes the A-B and personal forms
       
    1. Locates the A-B-A form
       
    1. Locates a canon in two voices and rondo
       
    1. Observes fast or slow tempo
       
    1. Observes fast, moderate or slow tempo
       
    1. Verifies one or more of the following changes in tempo: lento, moderato, allegro, rallentando and accelerando
       
    1. Locates the beat in a rhythmic organization
       
    1. Observes elements of the melodic organization: musical phrase, series of ascending or descending sounds and series of sounds repeated at a fixed pitch
       
    1. Locates elements of the melodic organization: conjunct sounds, disjunct sounds and glissando
       
    1. Verifies the precision of the use of elements of the melodic organization
       
  1. To examine a musical work or excerpt for sociocultural references (Cycle Two and Cycle Three)
1 2 3 4 5 6
    1. Brings out the musical elements indicating the artistic period of the work
       
    1. Makes connections between the musical elements and the corresponding sociocultural aspects
       
    1. Compares the main sociocultural aspects with his/her experience or surroundings
       
  1. To make connections between what he/she has felt and examined
1 2 3 4 5 6
    1. Brings out the musical element that elicited an emotion
       
    1. Associates the element of content with what he/she felt
       
    1. Gives an example of the connections made between what he/she felt and examined
       
    1. Uses subject-specific vocabulary
       
  1. To make a critical or aesthetic judgment
1 2 3 4 5 6
    1. Shares a preference based on his/her observations
       
    1. Discusses his/her musical observations, explaining his/her preferences
       
    1. Shares his/her point of view based on his/her musical observations and the proposed appreciation criteria
       
    1. Uses subject-specific vocabulary
       
  1. To share his/her appreciation experience
1 2 3 4 5 6
    1. Shares significant facts related to the appreciation of sound sources, technique and elements of musical language
       
    1. Describes important aspects of the appreciation of sound sources, technique and elements of musical language
       
    1. Uses subject-specific vocabulary
       

To invent vocal or instrumental pieces
To interpret musical pieces

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