1. Creating and Presenting Create works of art to communicate meaning Use the arts to represent...

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The A rts:Big Ideas 1. C reating and Presenting: apply the creative process(see pages19– 22), to com m unicate feelingsand ideas; M aking, doing, perform ing, com m unicating 2. R eflecting, R esponding, and A nalysing: apply criticalanalysis (see pages23–28)to com m unicate feelings/ideas/understandingsin response to the arts Thinking about/responding to w hatyou’ve seen/done 3. Exploring Form sand C ulturalC ontexts: demonstrate understanding ofa variety ofartform sand traditions, and their socioculturaland historicalcontexts. H ow the artsfitinto our lives(now and in the past) R ole ofartsin other cultures

Transcript of 1. Creating and Presenting Create works of art to communicate meaning Use the arts to represent...

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

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

Page 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.

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

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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!

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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

Page 5: 1. Creating and Presenting Create works of art to communicate meaning Use the arts to represent feelings, ideas in literature, etc. Actively engage in.

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

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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


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