Untitled
Arts
Grade 6: Music
Achievement
Level
Overall Expectations
1
2
3
4
•demonstrate an understanding of the basic elements of music specified for this grade (see below) through listening to, performing, and creating music;
 
 
 
 
•sing and play instruments with expression and proper technique (e.g., with correct breathing, posture, embouchure);
 
 
 
 
•use correctly the musical terminology associated with the specific expectations for this grade;        
•read and perform from musical notation;        
•identify and perform music from various cultures and historical periods;        
•communicate their response to music in ways appropriate for this grade (e.g., through language, visual arts, drama, creative movement).         
Specific Expectations
       
Knowledge of Elements        
•read correctly familiar and unfamiliar music that contains whole notes, half-notes, quarter-notes, and eighth-notes, and their corresponding rests in 4/4 time;        
•read correctly familiar and unfamiliar songs, using their knowledge of sharps, flats, naturals, and key signatures;        
•sing and play the major scale in keys that they encounter in the music they perform;        
•identify simple structural patterns in music that they sing, play, or hear (e.g., the pattern AABA in a simple four-lined folk song);        
•identify music that consists of a single line as monophonic (e.g., a song);        
•identify the type of texture in music from a variety of cultures and historical periods (homophonic, polyphonic);        
•identify different kinds of tone colour in various performing ensembles (e.g., Inuit singing group, Mariachi band, string quartet);        
•sing and play in tune.         
Creative Work        
•sing or play expressively, giving particular attention to using suitable dynamics, tempi, and phrasing;        
•sing familiar songs and manipulate a musical element to change the overall effect (e.g., change tempo or rhythm in "Yellow Submarine");        
•create musical compositions that show appropriate use of various elements of music (e.g., tempo, dynamics, melody, rhythm, form, texture, tone colour), and perform them;        
•create an accompaniment for a story, poem, or drama presentation;        
•create and perform a song based on a scene from a story, poem, or play;        
•conduct pieces in 4/4, 2/4, and 3/4 time, using standard conducting patterns.         
Critical Thinking        
•describe how the various elements of music are used to create mood in two pieces of music in different styles;        
•describe, through listening, the main characteristics of pieces of music from the Baroque and Classical periods (e.g., Water Music by Handel, Clarinet Concerto in A, K.622, by Mozart);        
•describe briefly the construction and use of an instrument (e.g., European flute, gong in a Javanese gamelan);        
•communicate their thoughts and feelings about the music they hear, using language and a variety of art forms and media (e.g., painting, computer animation).         
Student Name:        
 Expectations: Copyright The Queen's Printer for Ontario, 1998.  Format: Copyright B.Phillips, 1998.