Music

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Applications of Knowledge

Competency 2 – Performs musical works

Competency 1 – Creates 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. Becomes familiar with the musical content of the work
  1 2 3 4 5
  1. Musical language and graphic representation
    1. Locates elements of musical language among the qualities of intensity, dynamics, duration, pitch, tone colour and quality of sound
E          
    1. Decodes elements of musical language in the proposed work, using reading strategies
       
    1. Reads the phrases of a proposed work, taking into account different elements of musical language (e.g. dynamics, note and rest signs)
       
    1. Reads the work all the way through, observing different elements of musical language
     
    1. Incorporates elements of musical language into his/her performance, making use of memorization strategies
     
  1. Structure and graphic representation
    1. Locates elements related to the structure of the piece: form, tempo, rhythmic organization and melodic organization
E          
    1. Decodes elements of structure in a musical work (e.g. form, repeat signs, change of tempo, simple rhythmic units, musical phrase, major and minor chords)
       
    1. Reads the phrasing within a musical work, taking into account different elements of structure (e.g. repeat signs, tempi, simple measures, key signature)
       
    1. Reads the work all the way through, observing different structural elements
     
    1. Incorporates structural elements in his/her musical performance, making use of memorization strategies
     
    1. Picks out historical and sociocultural aspects to be considered in the performance dynamic
     
  1. Sound sources
    1. Uses the voice, body, musical instrument, sound-producing object and information and communications technologies proposed in the piece
E          
    1. Executes musical phrases, taking into account sound source used (e.g. voice, strings, winds, percussion, body percussion, information and communications technologies)
       
    1. Plays musical phrases all the way through, taking into account the sound source used
     
    1. Plays musical phrases, emphasizing the nuances of musical language in the work
     
    1. Plays musical phrases with the voice, a musical instrument or a technological sound source, emphasizing the nuances of musical language in the multimedia work
     
  1. Applies elements of technique
  1 2 3 4 5
  1. Vocal and instrumental techniques
    1. Integrates the voice techniques related to the characteristics of the piece, such as tone
E          
    1. Applies the elements of technique required in musical phrases (e.g. posture, breathing, articulation) taking into account the structure of the work
       
    1. Combines elements of technique in a short piece (e.g. intonation, projection) taking into account the structure of the work  
       
    1. Applies the appropriate techniques for executing a musical passage
     
    1. Incorporates different elements of technique into his/her musical performance, depending on the complexity of the work
     
    1. Incorporates different elements of vocal, instrumental and multimedia techniques
     
  1. Becomes familiar with the expressive nature of the piece of music
  1 2 3 4 5
    1. Repeats the piece taking some expressive elements into account
E          
    1. Applies elements related to the expressive character of the piece (e.g. use of the dynamics indicated in the piece)
       
    1. Highlights out the expressive elements of the piece in his/her performance (e.g. changes in tempo according to the required expression)
       
    1. Adjusts his/her musical performance to certain expressive passages in the work (e.g. simultaneous changes in dynamics and tempo in relation to the expression required)
     
    1. Incorporates various techniques related to the expressive character of the work into his/her musical performance (e.g. use of special techniques in order to produce acoustic effects)
     
    1. Incorporates various techniques related to the expressive character of the multimedia work into his/her musical performance (e.g. use of various techniques in order to produce electronic effects)
     
  1. Respects the conventions for group ensemble work
  1 2 3 4 5
    1. Takes into account direction indicating the beat
E          
    1. Responds to sound or visual cues related to the work in ensemble playing (e.g. changes in tempo)
       
    1. Applies sound and visual cues for ensemble music in his/her musical performance (e.g. phrasing and balance between the parts)
       
    1. Adjusts his/her musical performance to certain sound and visual cues
     
    1. Incorporates a combination of sound and visual cues into his/her musical performance
     
    1. Incorporates a combination of sound and visual cues into his/her musical performance (e.g. takes into account the sound or visual beat and dynamics on the screen)
     
  1. Shares his/her musical performance 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 in each of 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 performance dynamic, especially to the strategies used (e.g. procedures for decoding musical scores)
       
    1. Describes aspects of his/her experience related to the performance dynamic and to the strategies used (e.g. ways of becoming familiar with elements of technique, ways of cooperating in ensemble work)
       
    1. Identifies elements that he/she could apply in a subsequent project, focusing on his/her choice of strategies and the conventions and context of the work being performed
     

Competency 1 – Creates musical works
Competency 3 – Appreciates musical works

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