Grade 7: Music
Overall Expectations
•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, intonation);
•use correctly the musical terminology associated with the specific expectations for this grade;        
•read, write, and perform from musical notation accurately and with some fluency;        
•communicate their understanding and knowledge of music in appropriate ways (e.g., through an oral presentation of research, through creative movement);        
•identify and perform music of a variety of cultures and historical periods.         
Specific Expectations
Knowledge of Elements        
•identify the names of the notes of the clef appropriate to their vocal range and/or instrument (e.g., treble clef, bass clef);        
•recognize unisons, seconds, and thirds aurally and in written form;        
•read music accurately from the staff, using their knowledge of notation (including sharps, flats, naturals, and key signatures) and intervals;        
•sing and play the major scale in keys that they encounter in the music they perform;        
•demonstrate the ability to produce the same pitch as others, vocally or instrumentally (e.g., while playing or singing in pairs, in sections, in a large group);        
•identify the dotted half-note, the dotted quarter-note, and the corresponding rests in pieces studied, and explain the function of the dot;        
•identify the dotted quarter-note and eighth-note combination and the eighth-quarter-eighth combination in pieces studied, and recognize the latter as a form of syncopation;        
•demonstrate an understanding of appropriate articulation in singing or playing music;        
•identify simple duple and triple metres and the corresponding time signatures (2/4 and 3/4) in music they sing or play;        
•identify note and rest values in 4/4, 3/4, and 2/4 time in pieces studied;        
•identify the upbeat and downbeat, as well as conducting patterns for 2/4, 3/4, and 4/4 metres, in pieces studied;        
•identify pick-up notes, first and second endings, and D.C. al fine in pieces studied;        
•demonstrate understanding of the markings and Italian terms for dynamics, tempo, articulation, and phrasing in the music they sing and play;        
•identify the type of texture in music appropriate for the grade (homophonic, polyphonic);        
•recognize binary form (AB) and ternary form (ABA) in music they perform and hear;        
•identify tone colours in various performing ensembles (e.g., brass trio, string quartet, marching band);        
•demonstrate understanding of correct breathing technique and posture when playing and/or singing.        
Creative Work        
•sing or play a variety of pieces expressively;        
•sing familiar songs and manipulate a musical element to change the overall effect (e.g., change tempo or rhythm in "Ode to Joy" by Beethoven);        
•create and perform musical compositions that make use of elements of music studied in pieces learned in this grade;        
•create accompaniments for songs, using appropriate sounds and structures;        
•create and perform two contrasting songs based on a scene from a story, poem, or play, and connect them with dialogue.        
Critical Thinking        
•describe how changes in texture alter the mood in a piece of music (e.g., "Hava Nagila", Clair de lune by Debussy);        
•describe, through listening, some characteristics of music of the Romantic period (e.g., Pictures at an Exhibition by  Mussorgsky);        
•communicate their thoughts and feelings about the music they hear, using language and a variety of art forms and media (e.g., a short essay, a dance drama);        
•describe their response to a musical performance in their community;        
•describe the history, construction, and use of an instrument (e.g., historical or period instrument such as the sackbut, or the instrument they play in class);        
•identify ways in which the music industry affects various aspects of society and the economy (e.g., hair styles, clothing styles, values).         
Student Name:        
 Expectations: Copyright The Queen's Printer for Ontario, 1998.  Format: Copyright B.Phillips, 1998.