Music

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Applications of Knowledge

Competency 1 – Creates musical works

Competency 2 – Performs musical works
Competency 3 – Appreciates musical works

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. Uses ideas to create a musical work
  1 2 3 4 5
    1. Looks for ideas inspired by the stimulus for creation
E          
    1. Finds ideas related to the language, rules and tools of music that emerge from the stimulus for creation (e.g. compositional procedures, sound sources, musical language)
       
    1. Tries out ideas related to musical content adapted to an improvisation or a composition1 (e.g. sound sources, techniques, structure)
       
    1. Tries out ideas related to musical content adapted to an improvisation or an arrangement1 (e.g. compositional procedures, musical language, sound sources)
     
    1. Tries out and selects musical ideas adapted to a composition, an improvisation or an arrangement1, according to the suggested instrumentation(e.g. compositional procedures, musical language, structure)
     
    1. Tries out and selects musical ideas adapted to a composition, an improvisation or an arrangement1, according to the suggested media or multimedia tools(e.g. computer, synthesizer, video camera)
     
  1. Uses sound sources, elements of musical language and elements of musical technique
  1 2 3 4 5
  1. Musical language and graphic representation
    1. Uses different elements intensity and dynamics, duration, pitch, tone colour and quality of sound
E          
    1. Tries out different elements of musical language in short melodic or rhythmic improvisations
       
    1. Tries out different elements of musical language adapted to the development of a sound production2 with graphic representation
       
    1. Tries out different elements of musical language adapted to the development of a sound production with graphic representation or a mixed production
     
    1. Uses different elements of musical language within a sound production with graphic representation or a mixed production 
     
    1. Uses different elements of musical language within a sound production with graphic representation or a mixed or multimedia production
     
  1. Sound sources and techniques
    1. Uses some different sound sources: voice, body, musical instruments, sound-producing objects, recorder and information and communications technologies
E          
    1. Looks for a variety of tones among the sound sources, making use of his/her memory and playing short improvisations (e.g. using mallets made of wood, metal, felt or other materials)
       
    1. Selects various sound sources for his/her creation (e.g. different techniques)
       
    1. Highlights the different sound sources and techniques used in his/her creation (e.g. sound effects used in his/her musical performance)
     
    1. Uses sound sources and techniques in a personal way
     
    1. Uses vocal, instrumental and multimedia techniques in a variety of ways
     
  1. Organizes his/her musical creation
  1 2 3 4 5
  1. Compositional procedures
    1. Uses the following composition procedures: repetition, question and answer, contrast, reproduction of sound
E          
    1. Plays short sequences using a specific compositional procedure (e.g. contrast, repetition)
       
    1. Plays sequences using different compositional procedures (e.g. reproduction of sound and collage)
       
    1. Constructs a musical idea using a specific compositional procedure
     
    1. Develops a sequence that highlights the compositional procedure that best represents his/her creative intention (e.g. use of dynamics and pitch in contrast)
     
    1. Develops a sequence that highlights the compositional procedure that best represents his/her multimedia production (e.g. use of collage in an animated film)
     
  1. Structure and graphic representation
    1. Uses elements of melody: musical phrase, series of ascending or descending sounds, series of sounds repeated at a fixed pitch
E          
    1. Tries out elements of structure adapted to his/her creation (e.g. use of a musical form and a tempo)
       
    1. Selects elements of structure adapted to his/her creation (e.g. use of simple rhythmic units in a rondo)
       
    1. Applies different elements of structure adapted to his/her creation (e.g. use of theme and variations with changes of tempo)
     
    1. Highlights different elements of structure in his/her creation (e.g. use of the ABA form with contrasting tempi and modulation)
     
  1. Shares his/her creative musical experience
  1 2 3 4 5
    1. Uses subject-specific vocabulary
E          
    1. Uses subject-specific vocabulary in accordance with the prescribed terminology of the program 
       
    1. Uses subject-specific vocabulary in accordance with the prescribed terminology prescribed for in each the programs
       
    1. Describes important aspects of the use of sound sources, techniques and elements of musical language
E          
    1. Describes aspects of his/her experience related to the creative dynamic, especially to the strategies used (e.g. memorization strategies)
       
    1. Describes aspects of his/her experience related to the creative dynamic and to the strategies used (e.g. use of three phases of the creative dynamic, techniques for auditory discrimination)
       
    1. Picks out elements that he/she could apply in a subsequent project, focusing on the relevance of his/her choices, the strategies used, the respect of conventions and the context of the creative production
     
1.  The complete description of the types of tasks in Secondary Cycle Two is listed on page 13 and 14 of the Music program.
2.  See the types of productions by level on page 13 of the Secondary Cycle Two Music program.

Competency 2 – Performs musical works
Competency 3 – Appreciates musical works

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