Progression of learning table for secondary-level enriched Arts Education content in Music. Music Knowledge Þ I Þ I Þ I Þ Þ I

Transcription

1 Avis a ecter sr accessibiité : Ce docment est conforme a standard d governement d Qébec SGQR afin d être accessibe à tote personne handicapée o non. Totes es notices entre accoades sont des textes de rempacement por des images, des abréviations o por décrire tote atre information transmise par ne perception sensoriee qi commniqe ne information, indiqe ne action, soicite ne réponse o distinge n éément vise. Progression of earning tabe for secondary-eve enriched Arts dcation content in Msic SPCAL PDAGOGCAL PROJCTS N ARTS DUCATON Msic Knowedge Cyce One: Compsory program Cyce One: nriched content Cyce Two: Compsory program Cyce Two: nriched content Stdent constrcts knowedge with teacher gimsic. Stdent appies knowedge by the end of the schoo year. Stdent reinvests knowedge. The etter indicates knowedge from the eementary-eve Msic program which is deveoped in greater depth or appied in Cyce One. Additiona information regarding enriched content (if appicabe) Copy the symbos and on the eft and paste them into the appropriate boxes. ementary Cyce One Cyce Two A. Conventions for grop ensembe work dentifies directions indicating beat dentifies sond or visa ces reated to grop ensembe work (e.g. beginning or ending of a piece, dynamics, beat, changes in tempo) Differentiates sond or visa ces reated to grop ensembe work, especiay phrasing and baance between parts Describes sond or visa ces reated to grop ensembe work, especiay expression Ministère de Édcation, de nseignement spérier et de a Recherche page 1

2 ementary Cyce One Cyce Two B. Compositiona procedres Names the composition procedres, incding repetition dentifies compositiona techniqes (e.g. qestion/answer, contrast, reprodction of sond, repetition, coage, ostinato, mirror, agmentation) Differentiates certain compositiona procedres (e.g. ostinato, verse-chors) Describes the characteristics of certain compositiona procedres (e.g. repetition of a rhythmic, meodic or harmonic ostinato forma) C. Sond sorces, techniqes ementary Voca msic, instrmenta msic dentifies some percssion instrments and a few other instrments, incding the recorder dentifies some of the foowing sond sorces: voice, strings, winds, percssion, body percssion, information and commnications technoogies Differentiates the sond sorces sed in the cassroom Describes the characteristics of the sond sorces sed in the cassroom (e.g. famiies of instrments) Ministère de Édcation, de nseignement spérier et de a Recherche page 2

3 ementary Cyce One Cyce Two C. Sond sorces, techniqes Voca techniqes Distingishes among the eements of techniqe, incding tone dentifies eements of voca techniqe (e.g. breathing, intonation, postre, energy, pronnciation, sond prodction) Differentiates eements of voca techniqe (e.g. attack, sond prodction, inhaing, exhaing) xpains the se of different voca techniqes in voice stdy (e.g. voca ease, fexibiity, reaxation) C. Sond sorces, techniqes ementary nstrmenta techniqes Differentiates among the foowing eements of techniqe: postre, form, means of prodction and techniqe dentifies eements of instrmenta techniqe (e.g. postre, form, breathing [inhaing/exhaing], sond prodction, attack, artication) Differentiates eements of instrmenta techniqe (e.g. attack and sond prodction) xpains the se of different instrmenta techniqes (e.g. agiity, fexibiity, concentration) Ministère de Édcation, de nseignement spérier et de a Recherche page 3

4 ementary Cyce One Cyce Two D. Media, toos, techniqes Concepts ementary Msica angage 1.1. Graphic representation sing a traditiona code or a non traditiona code Distingishes symbos reated to dynamics, dration (incding whoe notes and tripets) and pitch (on the staff, according to the msica pieces stdied) dentifies the graphic symbos reated to msica angage and to the strctre, depending on the instrment Differentiates certain graphic symbos reated to msica angage and strctre Describes the characteristics of certain graphic symbos reated to msica angage and strctre Ministère de Édcation, de nseignement spérier et de a Recherche page 4

5 ementary Cyce One Cyce Two. Concepts ntensity and dynamics dentifies the foowing dynamics: forte, piano, crescendo, decrescendo dentifies some dynamics among the foowing: forte, piano, crescendo, decrescendo, pianissimo, fortissimo, mezzo piano, mezzo forte, sbito piano dentifies the characteristics of certain dynamics. Concepts ementary Dration Differentiates among notes and rests, incding tripets and whoe notes dentifies symbos for notes, rests, and agmentation signs among the foowing: whoe note, haf note, qarter note, qarter rest, two eighth notes, eighth note, sixteenth note, whoe rest, haf rest, eighth rest, dotted note, dotted rest, tie, fermata Differentiates certain note and rest figres, and agmentation signs Describes the characteristics of certain note and rest figres, and agmentation signs Ministère de Édcation, de nseignement spérier et de a Recherche page 5

6 ementary Cyce One Cyce Two. Concepts Pitch Differentiates between ow, medim and high registers dentifies registers, pitches of the diatonic scae, notes on the staff and edger ines in different keys, according to the instrment payed, as we as accidenta signs (sharp, fat, natra) and key signatres Differentiates registers, pitches of the diatonic scae, incding the chromatic scae and accidenta signs Describes the characteristics of different registers, pitches of the diatonic scae, incding the chromatic scae and varios accidenta signs. Concepts ementary Tone coor Distingishes the instrments depending on the repertoire sed dentifies instrments and the famiies they beong to, as we as registers of the voice (soprano, ato, tenor, bass) Highights characteristics of instrments and the famiies they beong to, as we as registers of the voice Describes different ways of prodcing a sond (e.g. vibration of a comn of air, strings, percssions, digita sonds) Ministère de Édcation, de nseignement spérier et de a Recherche page 6

7 ementary Cyce One Cyce Two. Concepts Qaity of sond Differentiates crisp sonds from resonant sonds and coarse sonds from smooth sonds dentifies qaities of sond and artication signs (e.g. staccato, egato, accent, sforzando) Highights qaities of sond and artication signs (e.g. staccato, egato, accent, sforzando, appoggiatra, mordent) Describes characteristics of qaities of sond and artication signs. Concepts ementary Strctre 2.1. Form dentifies the ABA form dentifies repeat signs and msica forms from among the foowing: individa, AB form, ABA form, canon in two voices, rondo, canon, theme and variations Differentiates forms and repeat signs, especiay the canon, rondo, theme and variations Describes the components of a msica form Ministère de Édcation, de nseignement spérier et de a Recherche page 7

8 ementary Cyce One Cyce Two. Concepts Tempo dentifies tempi sing the traditiona code: ento, moderato, aegro, acceerando and raentando dentifies tempi among the foowing: ento, moderato, aegro, acceerando, raentando, change of tempo, ad ibidm, a tempo, ritento Differentiates the terms pertaining to tempi Describes the characteristics of different tempi. Concepts ementary Rhythmic organization dentifies eements of rhythmic organization dentifies different eements of rhythmic organization (e.g. beat, measres, simpe rhythmic nits) Points ot eements of rhythmic organization, especiay simpe dpe and tripe metres Describes the characteristics of certain eements of rhythmic organization Ministère de Édcation, de nseignement spérier et de a Recherche page 8

9 ementary Cyce One Cyce Two. Concepts Meodic organization dentifies a msica phrase, a series of ascending sonds, a series of descending sonds and a series of sonds repeated at a fixed pitch dentifies eements of meodic organization (e.g. msica phrase, ascending and descending series of sonds, conjnct sonds, disjnct sonds, series of sonds repeated at a fixed pitch, gissando) Picks ot eements of meodic organization (e.g. seqences of ascending and descending chromatic and diatonic sonds) Describes the characteristics of certain eements of meodic organization (e.g. description of a major scae). Concepts ementary Harmonic organization Names the foowing eements of harmonic organization: tone cster, cster, major and minor Picks ot certain eements of harmonic organization, especiay major and minor chords Describes characteristics of certain eements of harmonic organization (e.g. a cster is a grop of simtaneos conjnct sonds) Ministère de Édcation, de nseignement spérier et de a Recherche page 9

10 ementary Cyce One Cyce Two. Concepts Graphic representation (persona codes) dentifies a persona graphic representation in his/her creations dentifies graphic symbos (persona codes) reated to msica angage and to the strctre of a piece of msic Differentiates certain graphic symbos reated to msica angage and to the strctre of a piece of msic Describes the characteristics of certain graphic symbos reated to msica angage and to the strctre of a piece of msic. Concepts ementary Msica repertoire and ctra references for appreciation Types of excerpts Names artistic periods (e.g. contemporary, cassica, baroqe) and styes of works (e.g. popar, chansonnier, bes, jazz) dentifies works from the msica repertoire of Qébec and the repertoire of other ctres dentifies artistic periods, styes of works and ctra references (e.g. eements of the history of msic) Ministère de Édcation, de nseignement spérier et de a Recherche page 10

11 ementary Cyce One Cyce Two. Concepts Associates works with artistic periods or styes Associates ctra references (e.g. composers, socioctra context) with works from the Qébec repertoire and the repertoire of other ctres OTHR Ministère de Édcation, de nseignement spérier et de a Recherche page 11

12 Msic Appications of knowedge Competency 1 Creates msica works Cyce One: Compsory program Cyce One: nriched content Cyce Two: Compsory program Cyce Two: nriched content Stdent constrcts knowedge with teacher gimsic. Stdent appies knowedge by the end of the schoo year. Stdent reinvests knowedge. The etter indicates knowedge from the eementary-eve Msic program which is deveoped in greater depth or appied in Cyce One. Additiona information regarding enriched content (if appicabe) Copy the symbos and on the eft and paste them into the appropriate boxes. ementary Cyce One Cyce Two A. Uses ideas to create a msica work Looks for ideas inspired by the stims for creation Finds ideas reated to the angage, res and toos of msic that emerge from the stims for creation (e.g. compositiona procedres, sond sorces, msica angage) Tries ot ideas reated to msica content adapted to an improvisation or a composition (e.g. sond sorces, techniqes, strctre) Tries ot ideas reated to msica content adapted to an improvisation or an arrangement (e.g. compositiona procedres, msica angage, sond sorces) Ministère de Édcation, de nseignement spérier et de a Recherche page 12

13 B. Uses sond sorces, eements of msica angage and eements of msica techniqe ementary Cyce One Cyce Two Msica angage and graphic representation Uses different eements intensity and dynamics, dration, pitch, tone coor and qaity of sond Tries ot different eements of msica angage in short meodic or rhythmic improvisations Tries ot different eements of msica angage adapted to the deveopment of a sond prodction with graphic representation Tries ot different eements of msica angage adapted to the deveopment of a sond prodction with graphic representation or a mixed prodction B. Uses sond sorces, eements of msica angage and eements of msica techniqe ementary Sond sorces and techniqes Uses some different sond sorces: voice, body, msica instrments, sondprodcing objects, recorder and information and commnications technoogies Looks for a variety of tones among the sond sorces, making se of his/her memory and paying short improvisations (e.g. sing maets made of wood, meta, fet or other materias) Seects varios sond sorces for his/her creation (e.g. different techniqes) Highights the different sond sorces and techniqes sed in his/her creation (e.g. sond effects sed in his/her msica performance) Ministère de Édcation, de nseignement spérier et de a Recherche page 13

14 ementary Cyce One Cyce Two C. Organizes his/her msica creation Compositiona procedres Uses the foowing composition procedres: repetition, qestion and answer, contrast, reprodction of sond Pays short seqences sing a specific compositiona procedre (e.g. contrast, repetition) Pays seqences sing different compositiona procedres (e.g. reprodction of sond and coage) Constrcts a msica idea sing a specific compositiona procedre C. Organizes his/her msica creation ementary Strctre and graphic representation Uses eements of meody: msica phrase, series of ascending or descending sonds, series of sonds repeated at a fixed pitch Tries ot eements of strctre adapted to his/her creation (e.g. se of a msica form and a tempo) Seects eements of strctre adapted to his/her creation (e.g. se of simpe rhythmic nits in a rondo) Appies different eements of strctre adapted to his/her creation (e.g. se of theme and variations with changes of tempo) Ministère de Édcation, de nseignement spérier et de a Recherche page 14

15 ementary Cyce One Cyce Two D. Shares his/her creative msica experience Uses sbject-specific vocabary Uses sbject-specific vocabary in accordance with the prescribed terminoogy of the program Uses sbject-specific vocabary in accordance with the prescribed terminoogy in each of the programs Describes important aspects of the se of sond sorces, techniqes and eements of msica angage Describes aspects of his/her experience reated to the creative dynamic, especiay to the strategies sed (e.g. memorization strategies) Describes aspects of his/her experience reated to the creative dynamic and to the strategies sed (e.g. se of three phases of the creative dynamic, techniqes for aditory discrimination) OTHR Ministère de Édcation, de nseignement spérier et de a Recherche page 15

16 Msic Appications of knowedge Competency 2 Performs msica works Cyce One: Compsory program Cyce One: nriched content Cyce Two: Compsory program Cyce Two: nriched content Stdent constrcts knowedge with teacher gimsic. Stdent appies knowedge by the end of the schoo year. Stdent reinvests knowedge. The etter indicates knowedge from the eementary-eve Msic program which is deveoped in greater depth or appied in Cyce One. Additiona information regarding enriched content (if appicabe) Copy the symbos and on the eft and paste them into the appropriate boxes. ementary Cyce One Cyce Two A. Becomes famiiar with the msica content of the work Msica angage and graphic representation Locates eements of msica angage among the qaities of intensity, dynamics, dration, pitch, tone coor and qaity of sond Decodes eements of msica angage in the proposed work, sing reading strategies Reads the phrases of a proposed work, taking into accont different eements of msica angage (e.g. dynamics, note and rest signs) Reads the work a the way throgh, observing different eements of msica angage Ministère de Édcation, de nseignement spérier et de a Recherche page 16

17 ementary Cyce One Cyce Two A. Becomes famiiar with the msica content of the work Strctre and graphic representation Locates eements reated to the strctre of the piece: form, tempo, rhythmic organization and meodic organization Decodes eements of strctre in a msica work (e.g. form, repeat signs, change of tempo, simpe rhythmic nits, msica phrase, major and minor chords) Reads the phrasing within a msica work, taking into accont different eements of strctre (e.g. repeat signs, tempi, simpe measres, key signatre) Reads the work a the way throgh, observing different strctra eements Picks ot historica and socioctra aspects to be considered in the performance dynamic A. Becomes famiiar with the msica content of the work ementary Sond sorces Uses the voice, body, msica instrment, sond-prodcing object and information and commnications technoogies proposed in the piece xectes msica phrases, taking into accont sond sorce sed (e.g. voice, strings, winds, percssion, body percssion, information and commnications technoogies) Pays msica phrases a the way throgh, taking into accont the sond sorce sed Ministère de Édcation, de nseignement spérier et de a Recherche page 17

18 ementary Cyce One Cyce Two B. Appies eements of techniqe Voca and instrmenta techniqes ntegrates the voice techniqes reated to the characteristics of the piece, sch as tone Appies the eements of techniqe reqired in msica phrases (e.g. postre, breathing, artication) taking into accont the strctre of the work Combines eements of techniqe in a short piece (e.g. intonation, projection) taking into accont the strctre of the work Appies the appropriate techniqes for execting a msica passage C. Becomes famiiar with the expressive natre of the piece of msic ementary Repeats the piece taking some expressive eements into accont Appies eements reated to the expressive character of the piece (e.g. se of the dynamics indicated in the piece) Highights ot the expressive eements of the piece in his/her performance (e.g. changes in tempo according to the reqired expression) Adjsts his/her msica performance to certain expressive passages in the work (e.g. simtaneos changes in dynamics and tempo in reation to the expression reqired) Ministère de Édcation, de nseignement spérier et de a Recherche page 18

19 ementary Cyce One Cyce Two D. Respects the conventions for grop ensembe work Takes into accont direction indicating the beat Responds to sond or visa ces reated to the work in ensembe paying (e.g. changes in tempo) Appies sond and visa ces for ensembe msic in his/her msica performance (e.g. phrasing and baance between the parts) Adjsts his/her msica performance to certain sond and visa ces. Shares his/her msica performance experience ementary Uses sbject-specific vocabary Uses sbject-specific vocabary in accordance with the prescribed terminoogy of the program Uses sbject-specific vocabary in accordance with the prescribed terminoogy in each of the programs Ministère de Édcation, de nseignement spérier et de a Recherche page 19

20 ementary Cyce One Cyce Two. Shares his/her msica performance experience Describes important aspects of the se of sond sorces, techniqe and eements of msica angage Describes aspects of his/her experience reated to the performance dynamic, especiay to the strategies sed (e.g. procedres for decoding msica scores) Describes aspects of his/her experience reated to the performance dynamic and to the strategies sed (e.g. ways of becoming famiiar with eements of techniqe, ways of cooperating in ensembe work) OTHR Ministère de Édcation, de nseignement spérier et de a Recherche page 20

21 Msic Appications of knowedge Competency 3 Appreciates msica works Cyce One: Compsory program Cyce One: nriched content Cyce Two: Compsory program Cyce Two: nriched content Stdent constrcts knowedge with teacher gimsic. Stdent appies knowedge by the end of the schoo year. Stdent reinvests knowedge. The etter indicates knowedge from the eementary-eve Msic program which is deveoped in greater depth or appied in Cyce One. Additiona information regarding enriched content (if appicabe) Copy the symbos and on the eft and paste them into the appropriate boxes. ementary Cyce One Cyce Two A. Anayzes a work or prodction Pays attention to sbject-specific eements when istening to other stdents prodctions and to works of the present and past, from here and esewhere Picks ot component eements of the work (e.g. sond sorces, eements of msica angage, strctre) Makes connections between eements of content identified and historica and socioctra aspects of the work (e.g. eements of strctre, sond sorces associated with the fok msic of a contry) Ministère de Édcation, de nseignement spérier et de a Recherche page 21

22 ementary Cyce One Cyce Two A. Anayzes a work or prodction Msica angage Locates some of the foowing eements: intensity and dynamics, dration, pitch, tone coor and qaity of sond Picks ot simiarities and contrasts associated with eements of msica angage sed in the work (e.g. dynamics, dration, pitch) dentifies different ways of sing eements of msica angage in the work (e.g. changes in tempo) Describes ways of sing eements of msica angage in the work (e.g. changing dynamics by repeating a rhythmic or meodic motif) A. Anayzes a work or prodction ementary Sond sorces and techniqes Locates some of the sond sorces sed: voice, body, msica instrments, sond-prodcing objects and information and commnications technoogies dentifies sond sorces and techniqes sed in the work (e.g. voice, strings, winds, paying techniqes) Picks ot different ways of sing sond sorces and techniqes in the work (e.g. pcked strings, bowed strings) Describes ways of sing sond sorces and techniqes in the work (e.g. se of the bow for bowed strings) Ministère de Édcation, de nseignement spérier et de a Recherche page 22

23 ementary Cyce One Cyce Two A. Anayzes a work or prodction Compositiona procedres Locates the foowing composition procedres: repetition, qestion and answer, contrast and reprodction of sond Picks ot simiarities and contrasts with the compositiona procedres sed in the work (e.g. reprodction of sond, repetition, coage) dentifies different ways of sing compositiona procedres in the work (e.g. changes of register in the reprodction of sond) Describes ways of sing compositiona procedres in the work (e.g. contrast of tempo, dynamics, dration in reprodction of sond, repetition or coage) A. Anayzes a work or prodction ementary Strctre Locates the ABA form Picks ot the simiarities and contrasts in certain passages associated with the strctra eements of the work (e.g. form, tempo, rhythmic, meodic and harmonic organization) dentifies the strctra eements of the work (e.g. ABA form, aegro, acceerando, etc.) Describes the fnction of different strctra eements of the work Ministère de Édcation, de nseignement spérier et de a Recherche page 23

24 ementary Cyce One Cyce Two B. nterprets the meaning of the work or prodction Associates the eements of content with what he/she has fet Makes connections between the msica eements observed and the meaning perceived (e.g. choice of tempo adapted to the emotion or the desired msica atmosphere) Makes connections between the msica effects observed, the meaning perceived and the expressive eements of the work (e.g. descending series of tones to represent a dramatic moment) C. Makes critica and aesthetic jdgments ementary Uses sbject-specific vocabary Uses sbject-specific vocabary in accordance with the prescribed terminoogy of the program Uses sbject-specific vocabary in accordance with the prescribed terminoogy for in each of the programs Ministère de Édcation, de nseignement spérier et de a Recherche page 24

25 ementary Cyce One Cyce Two C. Makes critica and aesthetic jdgments Discsses his/her msica observations, expaining his/her preferences xpresses his/her preferences concerning his/her observations throgh the appication of previosy acqired appreciation criteria Jstifies his/her point of view with argments based on connections between the different eements seected D. Shares his/her appreciation experience ementary Uses sbject-specific vocabary Uses sbject-specific vocabary in accordance with the prescribed terminoogy of the program Uses sbject-specific vocabary in accordance with prescribed terminoogy in each of the programs Describes important aspects of the appreciation of sond sorces, techniqe and eements of msica angage Describes aspects of his/her experience reated to the appreciation dynamic, especiay to the strategies sed (e.g. se of different techniqes for aditory discrimination) Ministère de Édcation, de nseignement spérier et de a Recherche page 25

26 ementary Cyce One Cyce Two D. Shares his/her appreciation experience Describes aspects of his/her experience reated to the appreciation dynamic and to the strategies sed (e.g. abiity to identify expressive eements, strategies reated to observation) OTHR Ministère de Édcation, de nseignement spérier et de a Recherche page 26