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

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Presentation on theme: "1. Creating and Presenting Create works of art to communicate meaning Use the arts to represent feelings, ideas in literature, etc. Actively engage in."— Presentation transcript:

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2 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

3 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!

4 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

5 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

6 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


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