Grade 8: 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 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:        
 Expectations: Copyright The Queen's Printer for Ontario, 1998.  Format: Copyright B.Phillips, 1998.