| Grade 6: Music |
Achievement
Level
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Overall Expectations
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1
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2
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3
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4
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| •demonstrate an understanding of the basic elements of
music specified for this grade (see below) through listening to, performing,
and creating music; |
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| •sing and play instruments with expression and proper
technique (e.g., with correct breathing, posture, embouchure); |
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| •use correctly the musical terminology associated with
the specific expectations for this grade; |
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| •read and perform from musical notation; |
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| •identify and perform music from various cultures and
historical periods; |
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| •communicate their response to music in ways appropriate
for this grade (e.g., through language, visual arts, drama, creative movement). |
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Specific Expectations
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| Knowledge of Elements |
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| •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; |
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| •read correctly familiar and unfamiliar songs, using
their knowledge of sharps, flats, naturals, and key signatures; |
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| •sing and play the major scale in keys that they encounter
in the music they perform; |
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| •identify simple structural patterns in music that they
sing, play, or hear (e.g., the pattern AABA in a simple four-lined folk
song); |
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| •identify music that consists of a single line as monophonic
(e.g., a song); |
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| •identify the type of texture in music from a variety
of cultures and historical periods (homophonic, polyphonic); |
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| •identify different kinds of tone colour in various performing
ensembles (e.g., Inuit singing group, Mariachi band, string quartet); |
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| •sing and play in tune. |
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| Creative Work |
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| •sing or play expressively, giving particular attention
to using suitable dynamics, tempi, and phrasing; |
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| •sing familiar songs and manipulate a musical element
to change the overall effect (e.g., change tempo or rhythm in "Yellow Submarine"); |
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| •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; |
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| •create an accompaniment for a story, poem, or drama
presentation; |
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| •create and perform a song based on a scene from a story,
poem, or play; |
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| •conduct pieces in 4/4, 2/4, and 3/4 time, using standard
conducting patterns. |
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| Critical Thinking |
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| •describe how the various elements of music are used
to create mood in two pieces of music in different styles; |
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| •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); |
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| •describe briefly the construction and use of an instrument
(e.g., European flute, gong in a Javanese gamelan); |
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| •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). |
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| Student Name: |
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