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The Arts: Big Ideas
1. Creating and Presenting: apply the creative process (see pages 19–22), to communicate feelings and ideas; Making, doing, performing, communicating
2. Reflecting, Responding, and Analysing: apply critical analysis (see pages 23–28) to communicate feelings/ideas/ understandings in response to the arts Thinking about/ responding to what you’ve seen/done
3. Exploring Forms and Cultural Contexts: demonstrate understanding of a variety of art forms and traditions, and their sociocultural and historical contexts. How the arts fit into our lives (now and in the past) Role of arts in other cultures
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/slowRhythm vs. beat2/4, 4/4 metrequarter-noteeighth-noterhythmic ostinato
high/lowmelodic shapeso-la-mi
loud/softaccentsmooth/detached
speech vs. singbody percussionclassroom instruments“found sounds”
Unison melodies call and response (echo)
2 Quarter-noteeighth-noteHalf-noteWhole note2/4, 4/4 metre
Do-re-mi-so-la-do’Melodic ostinato
CrescendoDecrescendoLegatostaccato
Instrument familiesClassroom instruments
Unison melody with accompanimentBordun
PhraseAB formVerse/chorus
3 Quarter-noteeighth-noteHalf-noteWhole noteDotted half note¾ metre
Do-re-mi-so-la-do’Low so, la,Melodic maps
“piano”“forte|staccato/legatocrescendo/diminuendo
classify sounds by sound production (e.g., strumming, shaking, etc.)
2 part canon,partner songs
ABA form
FUNDAMENTAL CONCEPTS IN MUSIC: Junior Division
Duration Pitch Dynamics/Expression
Timbre Texture/Harmony
Form
4 2/4, ¾, 4/4 metreAll previously studied rhythmsSyncopaFermate
Melody mapsStaff notationMajor/minor Unison, step, skip, leapC, F, G Majoraccidentals
Dynamic markingsSfzArticulation (staccato/legato\0Phrase markings
Instruments of the orchestra
Canon, two-part harmony
Verse-chorusIntroductionCoda
5 2/4, ¾, 4/4All previously studied rhythnmsDotted quarter and eighth-noteDotted eighth-note and sixteenth-noteCombinations 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 SingingI-V harmony
Compositions with 4 or more sections (e.g. ABACADA)
6 9/8, 6/4, 5/4AnacrusisTripletsTempo markings
Ledger linesMajor/minor scalesPerfect intervals
Signs and symbols encountered in repertoire
Ensemble sonorities (e.g., electronic, orff, drum line…)
I-IV-V progressionsLayering of electronic sounds
Theme/variationsFirst/second endings