The organizers for Music are as follows:
Structure (Elements of Rhythm)
Structure (Elements of Melody)
Thoughts, Images, and Feelings
Context (Self and Community)
Context (Historical and Cultural)

Structure (Elements of Rhythm)

Grades K to 1

It is expected that students will:

• respond to beat in music
• perform rhythmic patterns from classroom repertoire
• maintain a repeated rhythmic pattern in a simple texture
• demonstrate an awareness of rhythmic phrases in classroom music
• identify form in terms of repetition and unity of rhythmic patterns
• use symbols to represent simple rhythmic patterns

It is expected that students will:

• reproduce patterns using accented beats
• perform rhythmic patterns from classroom repertoire
• maintain a repeated rhythmic pattern in a simple texture
• describe form in terms of repetition and unity of rhythmic phrases
• use symbols to represent metre and rhythmic pattern

It is expected that students will:

• reproduce rhythmic patterns while maintaining a steady beat
• identify rhythmic pattern and beat
• identify the form and principles of design of the rhythmic structure in classroom repertoire
• use standard or invented notation to represent familiar rhythmic patterns

It is expected that students will:

• maintain a steady beat within common metres
• identify beat, metre, and rhythmic patterns in classroom repertoire
• perform rhythmic patterns using vocal or instrumental skills
• compare the form and principles of design in rhythmic structure
• notate rhythmic patterns from classroom repertoire

It is expected that students will:

• perform rhythmic compositions using vocal or instrumental skills
• make choices from the elements of rhythm in classroom repertoire to create rhythmic compositions
• apply knowledge of form and the principles of design to their rhythmic compositions
• use appropriate rhythm vocabulary to describe rhythm and common metres
• notate rhythms in common metres

It is expected that students will:

• perform rhythmic compositions using vocal or instrumental skills
• apply knowledge of form and the principles of design to create rhythmic compositions
• notate rhythms in a variety of metres
• use appropriate music terminology to describe rhythm and metre

Structure (Elements of Melody)

Grades K to 1

It is expected that students will:

• identify changes in pitch and melodic direction
• use singing skills to reproduce melodies
• distinguish one melody from another
• identify melodic phrases in classroom repertoire

It is expected that students will:

• demonstrate changes in pitch and melodic direction
• use singing skills to reproduce melodies
• maintain a melody or repeated melodic pattern in a simple texture
• describe form in terms of repetition and unity of melodic phrases

It is expected that students will:

• use singing or instrumental skills to reproduce melodies
• maintain a melodic part in simple textures
• identify the form and principles of design in melodic structure
• use standard or invented notation to represent ascending and descending melodic phrases

It is expected that students will:

• use singing or instrumental skills to maintain a melodic or harmonic part in simple textures
• compare the form and principles of design in melodic structure
• use standard and invented notation to represent melodic patterns
• identify appropriate terminology to describe melody and harmony

It is expected that students will:

• maintain a melodic or harmonic part in simple textures
• apply knowledge of form and the principles of design to their melodic compositions
• use standard and invented notation to represent melodic patterns
• apply appropriate music terminology to describe melody and harmony

It is expected that students will:

• apply an understanding of melodic direction, tonal centre, and contour to perform expressive phrasing
• maintain a part within complex textures and harmonies
• apply knowledge of form and the principles of design to create melodic compositions
• notate melodic patterns
• apply appropriate music terminology to describe melody and harmony

Thoughts, Images, and Feelings

Grades K to 1

It is expected that students will:

• represent personal thoughts, images, and feelings experienced in classroom repertoire
• identify elements of expression that evoke thoughts, images, and feelings

It is expected that students will:

• describe personal thoughts, images, and feelings experienced in classroom repertoire
• demonstrate the relationship between the elements of expression and the thoughts, images, and feelings evoked by a selection of music

It is expected that students will:

• identify thoughts, images, and feelings derived from a music experience
• apply elements of rhythm, melody, and expression to demonstrate thoughts, images, and feelings in classroom repertoire

It is expected that students will:

• apply the elements of rhythm, melody, and expression to represent thoughts, images, and feelings in classroom repertoire
• make individual music choices based on the thoughts, images, and feelings that the music expresses

It is expected that students will:

• use the elements of rhythm, melody, and expression to interpret a range of thoughts, images, and feelings in performance repertoire
• apply the elements of expression in their compositions

It is expected that students will:

• apply the elements of rhythm, melody, and expression to interpret a range of thoughts, images, and feelings
• evaluate choices of the elements of expression used in their compositions
• describe the elements of expression using appropriate music terminology

Context (Self and Community)

Grades K to 1

It is expected that students will:

• demonstrate a willingness to participate in music experiences
• identify appropriate audience and performance skills
• demonstrate respect for the contributions of others

It is expected that students will:

• demonstrate a willingness to participate in rehearsals and performances
• demonstrate appropriate performance skills and audience etiquette
• demonstrate respect for the contributions of others

It is expected that students will:

• apply skills and attitudes appropriate to a variety of roles, demonstrating:
  • audience and performance etiquette
  • performance skills
  • respect for the contributions of others
• demonstrate responsibility to themselves and the group while experiencing music
• use established criteria to analyse their work
• identify music events and activities in the local community

It is expected that students will:

• apply skills and attitudes appropriate to a variety of roles, demonstrating:
  • audience and performance etiquette
  • performance skills
  • respect for the contributions of others
• demonstrate responsibility to themselves and the group while experiencing music
• use established criteria to analyse the work of self and others
• describe personal opportunities for music in the local community

It is expected that students will:

• apply skills and attitudes appropriate to a range of music experiences, demonstrating:
  • audience and performance etiquette
  • performance skills
  • respect for the contributions of others
• demonstrate responsibility to themselves and the group while experiencing music
• use established criteria to analyse the work of self and others
• identify personal and career opportunities in music

It is expected that students will:

• apply skills and attitudes appropriate to a range of music experiences, demonstrating:
  • audience and performance etiquette
  • performance skills
  • respect for the contributions of others
• demonstrate responsibility to themselves and the group while experiencing music
• demonstrate the ability to provide and accept constructive feedback
• assess personal and career opportunities in music

Context (Historical and Cultural)

Grades K to 1

It is expected that students will:

• demonstrate an awareness of historical and cultural contexts of music
• demonstrate an awareness of a variety of purposes for music
• demonstrate a willingness to experience music from a variety of historical and cultural contexts

It is expected that students will:

• identify historical and cultural contexts of music
• describe a variety of purposes for music
• demonstrate a willingness to experience music from a variety of historical and cultural contexts

It is expected that students will:

• describe music from a variety of historical and cultural contexts
• identify a variety of purposes for music from classroom repertoire
• demonstrate respect for music from various historical and cultural contexts

It is expected that students will:

• identify distinguishing features of music from a range of historical and cultural contexts
• compare a variety of purposes for creating music
• demonstrate respect for music from various historical and cultural contexts

It is expected that students will:

• compare music from a range of historical and cultural contexts
• identify a variety of purposes for creating music
• create music for a given purpose
• demonstrate respect for music from various historical and cultural contexts

It is expected that students will:

• compare music from a range of historical and cultural contexts
• compare music created for a variety of purposes
• create music for a given purpose
• demonstrate respect for music from various historical and cultural contexts

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