1. Creating and Presenting Create works of art to communicate meaning Use the arts to represent feelings, ideas in literature, etc. Actively engage in “doing” the arts

2. Reflecting, Responding, and Analysing Identify strengths, areas for improvement in their creations and performances Express personal responses to works of art Identify the techniques and concepts used in works of art Metacognition!

3. Exploring Forms and Cultural Contexts Identify the role of the arts in communities today and in the past Demonstrate awareness of art works and traditions of diverse times, places, communities

FUNDAMENTAL CONCEPTS IN MUSIC: Primary Division Duration -Read -Identify -Perform -Compose Pitch -Read -Identify -Perform -Compose Dynamics/ Expression -Read -Identify -Perform -Compose Timbre -Read -Identify -Perform -Compose Texture/ Harmony -Read -Identify -Perform -Compose Form -Read -Identify -Perform -Compose 1  Fast/slow  Rhythm vs. beat  2/4, 4/4 metre  quarter-note  eighth-note  rhythmic ostinato  high/low  melodic shape  so-la-mi  loud/soft  accent  smooth/detached  speech vs. sing  body percussion  classroom instruments  “ found sounds ” Unison melodies  call and response (echo) 2  Quarter-note  eighth-note  Half-note  Whole note  2/4, 4/4 metre  Do-re-mi-so- la-do ’  Melodic ostinato  Crescendo  Decrescendo  Legato  staccato  Instrument families  Classroom instruments  Unison melody with accompaniment  Bordun  Phrase  AB form  Verse/chorus 3  Quarter-note  eighth-note  Half-note  Whole note  Dotted half note  ¾ metre  Do-re-mi-so- la-do ’  Low so, la,  Melodic maps  “ piano ”  “ forte|  staccato/legato  crescendo/diminuendo  classify sounds by sound production (e.g., strumming, shaking, etc.)  2 part canon,  partner songs  ABA form

FUNDAMENTAL CONCEPTS IN MUSIC: Junior Division DurationPitchDynamics/ Expression TimbreTexture/ Harmony Form 4  2/4, ¾, 4/4 metre  All previously studied rhythms  Syncopa  Fermate  Melody maps  Staff notation  Major/minor Unison, step, skip, leap  C, F, G Major  accidentals  Dynamic markings  Sfz  Articulation (staccato/legato\0  Phrase markings  Instruments of the orchestra Canon, two-part harmony  Verse-chorus  Introduction  Coda 5  2/4, ¾, 4/4  All previously studied rhythnms  Dotted quarter and eighth-note  Dotted eighth- note and sixteenth-note  Combinations of eighth- and sixteenth-notes  Key signatures and clefs in music that they play  Dynamics and articulation in music they experience  Tone colour for specific purposes  Part Singing  I-V harmony  Compositions with 4 or more sections (e.g. ABACADA) 6  9/8, 6/4, 5/4  Anacrusis  Triplets  Tempo markings  Ledger lines  Major/minor scales  Perfect intervals  Signs and symbols encountered in repertoire  Ensemble sonorities (e.g., electronic, orff, drum line … )  I-IV-V progressions  Layering of electronic sounds  Theme/variations  First/second endings