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