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Our Objective:
• To nurture confidence and
creativity in our pupils through
a holistic learning experience
in the arts
Guiding Philosophy:
• To inculcate a love for the arts
from young through exposure
and experience of different art
forms
Core Pedagogy (Music)
• Concept approach, whereby units of learning are designed based on music elements/concepts (e.g. rhythm, texture) via the core pedagogy of KEA techniques:
• K: Kinesthetic (Movement)
• E: Ensemble (Playing and creating music together)
• A: Aural (Listening)
Sing and Play Melodic and Rhythmic Instruments individually and in groups
Sing a variety of songs with a sense of the shape of the melody, keeping to a
steady pulse
sing in unison
sing up to 4 part canons
use solfege names and handsigns (for lower primary)
sing in two parts
Play a variety of tuned and untuned percussion instruments with proper playing
and holding techniques
play individually
play in unison
play in sections (up to four parts)
accompany singing where appropriate
Play a tuned instrument (recorder) which requires different techniques from
tuned percussion
play individually
play in unison
Read staff and cipher notation
Skills Focus from P1-P6 (Music)
Create and improvise music
Explore the ways sounds are organised through manipulating, experimenting
and putting it together:
• create sound effects with untuned instruments, body percussion and voice
(e.g. experimenting with different objects and different surfaces, ways of
beating, intensity of strength)
• create sounds and select sound sources in response to a story, descriptive
words and visuals
• use graphic notation to represent sound
Explore the ways sounds/music elements can be combined to create different
effects and moods:
• use a variety of instruments (including voice and electronic gadgets like the
ipad) for different effects
• create different sounds to enhance effects in stories and visuals
• improvise 2-beat rhythmic and melodic phrases and patterns
• create different textures and structures• use staff notation to represent sound
Describe and evaluate music through listening
Respond to amd describe different moods suggested in the music heard
through body movements (e.g. marching, skipping) and visual representations
• describe the mood of the music heard
• identify selected percussion, string, woodwind and brass instruments of
large western ensembles visually and aurally• evaluate music performance (e.g. student’s own performance)
Develop understanding of music elements/concepts
Identify basic music elements/concepts
(e.g. staccato, legato, pitch, tempo, time signatures, dynamics, note values)
Distinguish contrasts in music (e.g. quick/slow, high/low, thick/thin, long/short,
loud/soft)
Identify similar and different rhythmic and melodic patterns
Identify simple structures (e.g. binary, ternary)
Identify the relationship in rhythmic and melodic patterns (e.g. repetition, sequence
Discern and understand from various vultures and of various genres
Distinguish music of Asian and Western cultures
Appreciate music in different art forms
Understand the role of music in daily living
Recognise and talk about how music is featured in daily living:
• advertisements
• cartoon
• computer games
• community and home events
• festive and cultural events
Describe the role of music in dance and theatrical art forms like musicals, wayang kulit etc
Level Music Programme
P1/P2 Music Across Cultures
P3 Choral singing
P4 Choral singing, ipad Garage Band, recorder elementary
P5 Ukulele, recorder intermediate
P6 Recorder advanced, social dance
Music Holistic Assessment
• Formative Assessment (teacher questioning or
student demonstration
• Summative assessment (At least once termly)
• Combination of bite-sized performance tasks,
projects and paper tests, self-evaluation etc…
• Graded once every semester (A, B, C)
S/N Description Agree Disagree Remarks
1) I understand what an anacrusis is.
2) I know the difference between an anacrusis and a
non-anacrusis rhythm.
3) I am able to clap an anacrusis rhythm.
4) I understand the note value of a dotted crotchet and
quaver.
5) I understand the note value of a dotted quaver and
semiquaver.
6) I know how to make use of dynamics in a song.
7) I know what a repeat sign is.
8) I know what the meaning of tempo is.
9) I know how to make use of percussion instruments to
create an ostinato rhythm.
10) I enjoy working with my group mates.
11) I have learnt how to work together in a team to make
music.
Example of Self Assessment Music Rubrics for Project 2: Modification of note values
Teacher’s name: _________________________ Student’s name: ___________________________ P3( )
Index no: ( )
Parent’s signature: ______________________
Core Pedagogy (Art)
• Seeing
Exposing to different elements and practise using
these elements in art (e.g. lines/dots/colours)
• Expressing
Able to talk about their art work (as well as their
peers)
• Appreciation
Critique of art work (self, peers and others)
Skills Focus (Art)
Criteria for P1 Skills indicators
Observation of visual qualities to identify elements of art/principles of
design in a picture
- dot
- line
- shape
- form
- texture
- colour
Use of elements of art and principles of
design
to use the elements of art to create
patterns and ideas (2D and 3D artwork)
Use of media and materials to be able to use crayons, colour pencils,
poster paints, plasticine and computer
software
Use of art vocabulary to articulate artwork using basic art
vocabulary
Criteria for P2 Skills indicators
Observation of visual qualities to identify elements of art / principles of
design in a picture
- form
- texture
- colour
- pattern/repetition
- movement
- variation
Use of elements of art and principles of
design
to use the elements of art to create
patterns and ideas (2D and 3D artwork)
Use of media and materials to be able to use crayons, colour pencils,
poster paints, markers, plasticine and
software
Use of art vocabulary to articulate artwork using basic art
vocabulary
Criteria for P3 Skills indicators
Observation of visual qualities to identify elements of art / principles of
design in a picture
- texture
- pattern/repetition
- movement
- variation
- space
- tone
Use of elements of art and principles of
design
to use the elements of art to create 2D
and 3D artwork
Use of media and materials to be able to use crayons, colour pencils,
poster paints, markers, water colours,
acrylic paints, paper masks, Chinese ink
and scrap materials
Use of art vocabulary to articulate artwork using appropriate
art vocabulary
Criteria for P4 Skills indicators
Observation of visual qualities to identify elements of art / principles of
design in a picture
- pattern/repetition
- movement
- variation
- space
- tone
- scale
- contrast
Use of elements of art and principles of
design
to use the elements of art to create 2D
and 3D artwork
Use of media and materials to be able to use crayons, colour pencils,
poster paints, markers, water colours,
acrylic paints, paper masks and scrap
materials
Use of art vocabulary to articulate artwork using appropriate
art vocabulary
Criteria for P5 Skills indicators
Observation of visual qualities to identify elements of art / principles of
design in a picture
- movement
- variation
- space
- tone
- scale
- contrast
- balance
Use of elements of art and principles of
design
to use the elements of art to create 2D
and 3D artwork
Use of media and materials to be able to use crayons, soft pastels,
poster paints, markers, water colours,
acrylic paints, paper, dye, glass paints
and scrap materials
Use of art vocabulary to articulate artwork using wide range of
art vocabulary
Criteria for P6 Skills indicators
Observation of visual qualities to identify elements of art / principles of
design in a picture
- movement
- variation
- space
- tone
- scale
- contrast
- balance
- proportion
- harmony
Use of elements of art and principles of
design
to use the elements of art to create 2D
and 3D artwork
Use of media and materials to be able to use crayons, soft pastels,
poster paints, markers, water colours,
acrylic paints, paper, dye, glass paints
and scrap materials
Use of art vocabulary to articulate artwork using wide range of
art vocabulary
Level Art Programme
P1 Famous Artists (Picasso), Enrichment workshop, Contact Time Art
P2 Famous Artists (Seurat), Enrichment workshop, Contact Time Art
P3 Famous Artists (Paul Klee), Chinese mask painting, Enrichment
workshop
P4 Famous Artists (Georgette Chen), ceramics (elementary), mixed
media collage, paper collage
P5 Famous Artists (Monet), ceramics (intermediate), Doll Making
Mache
P6 Famous Artists (Andy Warhol), ceramics (advanced), printmaking
Portfolio assessment for Art
• Each art work is graded according to holistic
rubrics
• Final grade is taken as a portfolio average of
all art work in the semester
• Important to keep all art work in folder/art
bag
• Please DO NOT THROW AWAY your art work
S/N Assessment Criteria
Plenty Of Room For Improvement
1 to 2 pts
Proficient
3 to 4 pts
Outstanding
5 pts
Areas for Improvement/Constructive suggestion
A.F.I. or C.S.
1 Design and Composition
� Student shows limited knowledge of the principles and elements of design with regard to the composition of the design.
� Demonstrates little planning in the design with space filled in a haphazard manner.
� Student shows adequate / fairly good knowledge of the principles and elements of design with regard to the composition of the design.
� Demonstrates adequate planning in the design.
� Student shows excellent knowledge of the principles and elements of design with regard to the composition of the design.
� Demonstrates excellent planning in the design.
2 Carving � Demonstrate limited understanding of positive & negative space.
� Grooves created on the foam board are shallow & inconsistent.
� Demonstrate limited carving skills, giving the design little clarity.
� Demonstrate adequate understanding of positive & negative space.
� Grooves created on the foam board are mostly widen and consistent.
� Demonstrate adequate carving skills, giving the design adequate clarity.
� Demonstrate clear understanding of positive & negative space
� Grooves created on the foam board are widen and consistent.
� Demonstrate excellent carving skills, giving the design absolute clarity.
3 Print Quality & Choice of Colours
� Prints are messy, damaged or smeared. Most parts of the image and the edges of the block are neither crisp nor clear.
� Some parts of the print have been painted in.
� Poor choice of colours – little vibrancy. Demonstrates little understanding of contrasting and/or harmonious colours
� Prints are of fairly good quality.
� Most parts of the image and the edges of the block are crisp and clear.
� Fairly good choice of colours–some vibrancy. Demonstrates some understanding of contrasting and/or harmonious colours
� Prints are of excellent quality.
� Almost every part of the image and the edges of the block are crisp and clear.
� Excellent choice of colours–great vibrancy. Demonstrates understanding of contrasting and/or harmonious colours
4 Demonstrate responsibility and a good learning attitude over duration of the lessons
� The student is rarely on task
� Does not follow directions most of the time
� Always delays in cleaning up and leaves a mess.
� Has misused, wasted or destroyed art materials carelessly.
� The student is mostly on task.
� Follows directions for the project most of the time.
� Cleans up her work area well most of the time in a timely fashion.
� The student is always on task.
� Follows the directions for the project all the time.
� Always cleans up her work area well in a timely fashion.
Final
Student’s Name__________________________________ Class: P6___ Date:______________