| Grade 8: 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 or fingering); |
|
|
|
|
| •use correctly the musical terminology associated with
the specific expectations for this grade; |
|
|
|
|
| •read, write, and perform from musical notation accurately
and fluently; |
|
|
|
|
| •communicate their understanding and knowledge of music
in appropriate ways (e.g., compare the characteristics of music of different
historical periods; represent their response to music through painting); |
|
|
|
|
| •identify and perform music of a variety of cultures
and historical periods. |
|
|
|
|
|
Specific Expectations
|
|
|
|
|
| Knowledge of Elements |
|
|
|
|
| •read music appropriate for this grade, showing their
understanding of the necessary aspects of notation (e.g., clefs, key signatures); |
|
|
|
|
| •identify and perform the major scale in keys that they
encounter in the music they sing or play; |
|
|
|
|
| •demonstrate the ability to produce the same pitch as
others, vocally or instrumentally (e.g., in pairs, in sections, in a large
group); |
|
|
|
|
| •identify metres and the corresponding time signatures
in the pieces they play or sing; |
|
|
|
|
| •play or sing music with appropriate articulation and
phrasing; |
|
|
|
|
| •conduct 2/4, 3/4, and 4/4 time, or a metre in a piece
appropriate for their grade, correctly using standard conducting patterns
(e.g., indications of upbeats, downbeats, and entries); |
|
|
|
|
| •demonstrate understanding of the markings and Italian
terms for dynamics, tempo, articulation, and phrasing in the music they
play or sing; |
|
|
|
|
| •explain the meaning of D.C. al coda, d.s. al fine, and
d.s. al coda; |
|
|
|
|
| •identify the type of texture in music appropriate for
the grade; |
|
|
|
|
| •recognize rondo form (ABACA) and theme-and-variations
form (A, A1, A2, etc.) in music they perform and hear. |
|
|
|
|
| Creative Work |
|
|
|
|
| •sing or play expressively pieces in various styles; |
|
|
|
|
| •create musical compositions that make use of elements
of music studied in this grade, write them in standard notation, and perform
them; |
|
|
|
|
| •create and perform a short musical that consists of
contrasting songs, dialogue, and drama; |
|
|
|
|
| •improvise a solo melodic line (accompanied or unaccompanied). |
|
|
|
|
| Critical Thinking |
|
|
|
|
| •recognize and describe the difference between program
music (e.g., The Moldau by Smetana) and absolute music (e.g., Symphony
No. 40 in G Minor by Mozart); |
|
|
|
|
| •describe some aspects of the historical context of music
that they sing, play, or listen to (e.g., identify some major political
events, social or philosophical movements, architectural or painting styles); |
|
|
|
|
| •communicate their thoughts and feelings about the music
they hear, using language and a variety of art forms and media (e.g., videotape,
improvisation, watercolour paintings); |
|
|
|
|
| •describe their response to a musical performance in
their community. |
|
|
|
|
| Student Name: |
|
|
|
|