Music

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Knowledge

Cycle Two: Compulsory program
Cycle Two: Music optional program
Cycle Two: Music and Multimedia optional program

Student constructs knowledge with teacher guidance.

Student applies knowledge by the end of the school year.

 

Student reinvests knowledge.

E: The letter E indicates knowledge from the elementary-level Music program which is developed in greater depth or applied in Secondary Cycle One.

Elementary

Secondary
Cycle
One
Cycle
Two
  1. Conventions for group ensemble work
  1 2 3 4 5
    1. Identifies directions indicating beat
E          
    1. Identifies sound or visual cues related to group ensemble work (e.g. beginning or ending of a piece, dynamics, beat, changes in tempo)
       
    1. Differentiates sound or visual cues related to group ensemble work, especially phrasing and balance between parts
       
    1. Describes sound or visual cues related to group ensemble work, especially expression
     
    1. Compares sound or visual cues related to group ensemble work
     
    1. Compares sound or visual cues related to group ensemble work with tools specific to multimedia (e.g. sound or visual beat)
     
  1. Compositional procedures
  1 2 3 4 5
    1. Names the composition procedures, including repetition
E          
    1. Identifies compositional techniques (e.g. question/answer, contrast, reproduction of sound, repetition, collage, ostinato, mirror, augmentation)
       
    1. Differentiates certain compositional procedures (e.g. ostinato, verse-chorus)
       
    1. Describes the characteristics of certain compositional procedures (e.g. repetition of a rhythmic, melodic or harmonic ostinato formula)
     
    1. Compares the characteristics of certain compositional procedures (e.g. change in the order [permutation] of melodic units, addition [insertion] of one or more rhythmic or melodic measures)
     
  1. Sound sources, techniques
  1 2 3 4 5
  1. Vocal music, instrumental music
    1. Identifies some percussion instruments and a few other instruments, including the recorder
E          
    1. Identifies some of the following sound sources: voice, strings, winds, percussion, body percussion, information and communications technologies
       
    1. Differentiates the sound sources used in the classroom
       
    1. Describes the characteristics of the sound sources used in the classroom (e.g. families of instruments)
     
    1. Compares the characteristics of the sound sources used in the classroom (e.g. plucked, hammered or bowed strings)
     
    1. Compares the characteristics of the sound sources with those of tools specific to the multimedia used in the classroom
     
  1. Vocal techniques
    1. Distinguishes among the elements of technique, including tone
E          
    1. Identifies elements of vocal technique (e.g. breathing, intonation, posture, energy, pronunciation, sound production)
       
    1. Differentiates elements of vocal technique (e.g. attack, sound production, inhaling, exhaling)
       
    1. Explains the use of different vocal techniques in voice study (e.g. vocal ease, flexibility, relaxation)
     
    1. Compares different vocal techniques used (e.g. exercises related to sound emission, pronunciation, intonation)
     
    1. Compares the use of different vocal techniques to consider in sound processing (e.g. projection and sound production adapted to recording)
     
  1. Instrumental techniques
    1. Differentiates among the following elements of technique: posture, form, means of production and technique
E          
    1. Identifies elements of instrumental technique (e.g. posture, form, breathing [inhaling/exhaling], sound production, attack, articulation)
       
    1. Differentiates elements of instrumental technique (e.g. attack and sound production)
       
    1. Explains the use of different instrumental techniques (e.g. agility, flexibility, concentration)
     
    1. Compares different instrumental techniques used
     
    1. Compares the use of instrumental techniques to be considered in sound processing (e.g. projection and sound production adapted to recording)
     
  1. Media, tools, techniques
  1 2 3 4 5
    1. Compares features of media elements specific to multimedia (e.g. sound, text, static image, moving image, 3D image)
     
    1. Compares features of tools specific to multimedia (e.g. microphone, amplifier, console)
     
    1. Compares features of techniques specific to multimedia (e.g. sound recording, amplification, direct sound mixing)
     
  1. Concepts
  1 2 3 4 5
  1. Musical language
  • 1.1. Graphic representation using a traditional code or a nontraditional code
    1. Distinguishes symbols related to dynamics, duration (including whole notes and triplets) and pitch (on the staff, according to the musical pieces studied)
E          
    1. Identifies the graphic symbols related to musical language and to the structure, depending on the instrument
       
    1. Differentiates certain graphic symbols related to musical language and structure
       
    1. Describes the characteristics of certain graphic symbols related to musical language and structure
     
    1. Compares the characteristics of certain graphic symbols related to musical language and structure
     
    1. Compares the characteristics of certain graphic symbols related to musical language and structure that have undergone digital or analog processing
     
  • 1.2. Intensity and dynamics
    1. Identifies the following dynamics: forte, piano, crescendo, decrescendo
E          
    1. Identifies some dynamics among the following: forte, piano, crescendo, decrescendo, pianissimo, fortissimo, mezzo piano, mezzo forte, subito piano
       
    1. Identifies the characteristics of certain dynamics
       
    1. Identifies and compares the subtleties of certain dynamics (e.g. between pianissimo and piano, between forte and mezzo forte)
     
    1. Identifies and compares the subtleties of certain dynamics that have undergone digital or analog processing

     
  • 1.3. Duration
    1. Differentiates among notes and rests, including triplets and whole notes
E          
    1. Identifies symbols for notes, rests, and augmentation signs among the following: whole note, half note, quarter note, quarter rest, two eighth notes, eighth note, sixteenth note, whole rest, half rest, eighth rest, dotted note, dotted rest, tie, fermata
       
    1. Differentiates certain note and rest figures, and augmentation signs

       
    1. Describes the characteristics of certain note and rest figures, and augmentation signs
     
    1. Compares the characteristics of certain note and rest figures, and augmentation signs
     
    1. Compares the characteristics of certain note and rest figures, and augmentation signs that have undergone digital or analog processing
     
  • 1.4. Pitch
    1. Differentiates between low, medium and high registers
E          
    1. Identifies registers, pitches of the diatonic scale, notes on the staff and ledger lines in different keys, according to the instrument played, as well as accidental signs (sharp, flat, natural) and key signatures
       
    1. Differentiates registers, pitches of the diatonic scale, including the chromatic scale and accidental signs
       
    1. Describes the characteristics of different registers, pitches of the diatonic scale, including the chromatic scale and various accidental signs
     
    1. Compares the characteristics of different registers, pitches of the diatonic scale, including the chromatic scale, transposition by one octave higher or lower, and double sharps and flats
     
    1. Compares the characteristics of different registers, pitches of the diatonic scale, including the chromatic scale, transposition by one octave higher or lower, and double sharps and flats that have undergone digital or analog processing
     
  • 1.5. Tone colour
    1. Distinguishes the instruments depending on the repertoire used
E          
    1. Identifies instruments and the families they belong to, as well as registers of the voice (soprano, alto, tenor, bass)
       
    1. Highlights characteristics of instruments and the families they belong to, as well as registers of the voice
       
    1. Describes different ways of producing a sound (e.g. vibration of a column of air, strings, percussions, digital sounds)
     
    1. Compares the specific methods of producing sounds from the voice and from different families of instruments
     
    1. Compares the specific methods of producing sounds from the voice and from different families of instruments with those that have undergone digital or analog processing  (e.g. digital synthesizer, sampler)
     
  • 1.6. Quality of sound
    1. Differentiates crisp sounds from resonant sounds and coarse sounds from smooth sounds
E          
    1. Identifies qualities of sound and articulation signs (e.g. staccato, legato, accent, sforzando)
       
    1. Highlights qualities of sound and articulation signs (e.g. staccato, legato, accent, sforzando, appoggiatura, mordent)
       
    1. Describes characteristics of qualities of sound and articulation signs
     
    1. Compares different qualities of sound and articulation signs
     
    1. Compares the different qualities of sound and articulation signs that have undergone digital or analog processing 
     
  1. Structure
  • 2.1. Form
    1. Identifies the ABA form
E          
    1. Identifies repeat signs and musical forms from among the following: individual, AB form, ABA form, canon in two voices, rondo, canon, theme and variations
       
    1. Differentiates forms and repeat signs, especially the canon, rondo, theme and variations
       
    1. Describes the components of a musical form
     
    1. Compares different musical forms referring to their components
     
  • 2.2. Tempo
    1. Identifies tempi using the traditional code: lento, moderato, allegro, accelerando and rallentando
E          
    1. Identifies tempi among the following: lento, moderato, allegro, accelerando, rallentando, change of tempo, ad libidum, a tempo, ritenuto
       
    1. Differentiates the terms pertaining to tempi
       
    1. Describes the characteristics of different tempi
     
    1. Compares subtleties of tempi, referring to their characteristics 
     
  • 2.3. Rhythmic organization
    1. Identifies elements of rhythmic organization
E          
    1. Identifies different elements of rhythmic organization (e.g. beat, measures, simple rhythmic units)
       
    1. Points out elements of rhythmic organization, especially simple duple and triple metres
       
    1. Describes the characteristics of certain elements of rhythmic organization
     
    1. Compares the characteristics of certain elements of rhythmic organization, especially syncopation and compound metre
     
  • 2.4. 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
E          
    1. Identifies elements of melodic organization (e.g. musical phrase, ascending and descending series of sounds, conjunct sounds, disjunct sounds, series of sounds repeated at a fixed pitch, glissando)
       
    1. Picks out elements of melodic organization (e.g. sequences of ascending and descending chromatic and diatonic sounds)
       
    1. Describes the characteristics of certain elements of melodic organization (e.g. description of a major scale)
     
    1. Compares elements of melodic organization (e.g. different simple intervals)
     
  • 2.5. Harmonic organization
    1. Names the following elements of harmonic organization: tone cluster, cluster, major and minor
       
    1. Picks out certain elements of harmonic organization, especially major and minor chords
       
    1. Describes characteristics of certain elements of harmonic organization(e.g. a cluster is a group of simultaneous conjunct sounds)
     
    1. Compares elements of harmonic organization (e.g. different tones)
     
  • 2.6. Graphic representation (personal codes)
    1. Identifies a personal graphic representation in his/her creations
E          
    1. Identifies graphic symbols (personal codes) related to musical language and to the structure of a piece of music
       
    1. Differentiates certain graphic symbols related to musical language and to the structure of a piece of music
       
    1. Describes the characteristics of certain graphic symbols related to musical language and to the structure of a piece of music
     
    1. Compares the characteristics of certain graphic symbols in a piece of music
     
  1. Musical repertoire and cultural references for appreciation
    1. Types of excerpts1
E          
    1. Names artistic periods (e.g. contemporary, classical, baroque) and styles of works (e.g. popular, chansonnier, blues, jazz)
       
    1. Identifies works from the musical repertoire of Québec and the repertoire of other cultures
       
    1. Identifies artistic periods, styles of works and cultural references (e.g. elements of the history of music)
       
    1. Associates works with artistic periods or styles
     
    1. Associates cultural references (e.g. composers, sociocultural context) with works from the Québec repertoire and the repertoire of other cultures
     
    1. Names works or composers from different artistic periods including the Impressionist, Expressionist, Neo-classical, Romantic, Classical, and Baroque periods, the Renaissance and the Middle Ages
     
    1. Describes cultural references (e.g. cultural experiences) associated with works from the musical repertoire of Québec and the repertoire of other cultures
     
    1. Names works and artists associated with multimedia
     
1.  Because these elements materialize during action, they are integrated into the section Applications of Knowledge section.

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