Grade 8 - Structure (Elements of Expression)

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

It is expected that students will create, listen to, and perform music, demonstrating understanding of expressive and physical properties of harmony, texture, dynamics, tempo, timbre, and articulation.

It is expected that students will:

read and maintain a part within complex textures and harmonies
apply an increasing range of tempos, dynamics, articulation, and timbres in classroom repertoire
analyse the use of the elements of expression in performing and listening repertoire
describe the elements of expression using appropriate music terminology
describe the elements of expression in terms of the physical properties of sound

To view the prescribed learning outcomes for Structure (Elements of Expression) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

Students listen to music examples representing various elements of expression, identify the characteristics of each, and describe in their own words (e.g., texture: thick or thin, light or dark). Teacher presents standard music terminology for each element of expression. As a class, students classify their descriptions into the traditional terms.
Students identify elements of expression in examples of music created by a variety of sound sources (including acoustic, electronic, and environmental) and from a variety of cultural and historical contexts. These sounds could be measured through the use of an oscilloscope, computer, or ADSR synthesizer. Students create and perform compositions to represent particular elements of expression, and describe the intent and effect of their selections.
Create and perform variations of a known melody by altering the elements of expression. Discuss the effects of these alterations (e.g., change of mood, change of climax).
Students explore harmony through studying triads and using the degrees of the scale. Students then write and perform examples of triads.
Invite local community musicians and private teachers to make guest appearances in the class to demonstrate a range of the elements of expression.
Students practise maintaining independent parts through the performance of a round, first in unison, then in parts with various groupings.
Create a soundscape to a short video (selected by teacher or student) using a variety of timbres, rhythms, and other elements of expression. Select or invent a notation system for the soundscape and create a score.

SUGGESTED ASSESSMENT STRATEGIES

Have students create compositions from a known or original melody to demonstrate their understanding of one element of expression. Ask them to decide what mood they would like to create, to make instrumental or vocal choices based on those ideas, and to chart the flow of their compositions on paper. Examine the plan and record evidence that the combinations demonstrate an understanding of the chosen element.
Play a recording for the class. Have students work in groups to represent elements of music using movement or visual art. After they perform their representation, conduct group reflection sessions. Observe and note evidence that they can describe the elements of music. Ask them to discuss and develop a group response to questions such as:
- What instrument created the first sound you danced to? (timbres)
- Why did you choose to move more quickly when you heard the violin playing? (tempo)
- How does the movement or image you chose represent the sound?
Perform a sequence of notes and ask students how they would change it to serve as background for a murder mystery, a love story, or a children's story about a bumble bee. Listen for evidence of understanding and for correct use of language to talk about articulation in music.