APPENDIX A: PRESCRIBED LEARNING OUTCOMES

Structure (Elements of Rhythm)
Structure (Elements of Melody)
Structure (Elements of Expression)
Structure (Form and the Principles of Design)
Thoughts, Images, and Feelings
Context (Self and Community)
Context (Historical and Cultural)

It is expected that students will create, listen to, and perform music, demonstrating understanding of expressive and physical properties of rhythm.

It is expected that students will:

Grade 8

• create, notate, and perform rhythms in a variety of metres
• analyse rhythmic choices in performing and listening repertoire
• use appropriate music terminology to describe rhythm and metre

• create, perform, and notate rhythms in a variety of metres
• analyse rhythmic choices in performing and listening repertoire
• use appropriate music terminology to describe a wide range of rhythmic patterns and metre

• create, perform, and notate complex rhythms in a variety of metres
• analyse and use rhythms reflective of a variety of cultures and styles
• describe rhythmic patterns and metre using appropriate music terminology

It is expected that students will create, listen to, and perform music, demonstrating understanding of expressive and physical properties of melody. It is expected that students will:

Grade 8

• create, notate, and perform melodic patterns
• apply and understanding of melodic direction and contour to expressive phrasing
• identify tonal centres in a variety of melodies
• use appropriate music terminology to describe melody

• demonstrate an ability to enhance tuning by altering pitch
• apply understanding of melodic direction and contour to expressive phrasing
• analyse patterns used in melody
• identify and represent melodies in various clefs and keys
• use appropriate music terminology to describe a range of melodic patterns

• create and perform melodic patterns to enhance expressive phrasing
• apply an understanding of melodic patterns to facilitate sight-reading
• identify and represent melodies in various clefs and keys
• use appropriate music terminology to describe a range of melodic patterns

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:

Grade 8

• 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

• read and maintain a part accurately within complex harmonies and textures
• apply an increasing range of dynamics, tempos, timbres, and articulations in classroom repertoire
• evaluate 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

• read and maintain a part accurately within complex textures and harmonies
• apply an increasing range of tempos, dynamics, articulation, and timbres in classroom repertoire
• analyse how the elements of expression are combined to achieve specific effects
• describe the elements of expression using appropriate music terminology
• describe the elements of expression in terms of the physical properties of sound

It is expected that students will create, listen to, and perform music, demonstrating understanding of a variety of forms and the principles of design.

It is expected that students will:

Grade 8

• identify an expanded variety of music forms
• apply a variety of music forms and principles of design to composition
• represent the form of a piece of music
• use appropriate terminology to describe form and the principles of design
• compare and contrast the form of two or more music compositions

• identify an expanded variety of forms
• purposefully apply a variety of music forms and principles of design to composition
• represent the form of a piece of music
• use appropriate terminology to define aspects of form and principles of design
• compare and contrast the form of a variety of music compositions

• purposefully apply a variety of music forms and principles of design in composition
• represent music form in a variety of ways
• use appropriate terminology to describe form and principles of design
• relate form and principles of design in music to those in other arts
• compare and contrast forms of music compositions from a variety of historical, cultural, and stylistic contexts

It is expected that students will create, listen to, and perform music, demonstrating understanding and appreciation of the thoughts, images, and feelings it expresses.

It is expected that students will:

Grade 8

• represent thoughts, images, and feelings derived from a music experience
• apply the elements of rhythm, melody, and expression to interpret and represent a broad range of thoughts, images, and feelings
• demonstrate a willingness to share personal insights arising from experiences with music
• explain personal meaning derived from music without reference to stories or visual artifacts
• defend personal music choices, demonstrating awareness of the thoughts, images, and feelings that the music expresses
• demonstrate respect for the thoughts, feelings, and music choices of others

• represent thoughts, images, and feelings derived from music experiences
• apply the elements of music to interpret and represent a broad range of thoughts, images, and feelings
• demonstrate a willingness to share personal insights arising from experiences with music
• explain personal meaning derived from music without reference to stories or visual artifacts
• defend personal music choices, demonstrating awareness of the thoughts, images, and feelings that the music expresses
• demonstrate respect for and understanding of the diversity of thoughts, images, and feelings evident in culturally, historically, and stylistically diverse music

• apply the elements of music to interpret and represent a broad range of thoughts, images, and feelings
• demonstrate a willingness to share personal insights arising from experiences with music
• analyse and communicate thoughts, images, and feelings about music that relate to social, historical, and political issues
• defend personal music choices, demonstrating awareness of the thoughts, images, and feelings the music expresses
• demonstrate respect for and understanding of the diversity of thoughts, images, and feelings evident in culturally, historically, and stylistically diverse music

It is expected that students will demonstrate an understanding of the various roles and responsibilities required to create, listen to, and perform music.

It is expected that students will:

Grade 8

• use skills and attitudes appropriate to a range of music experiences in a variety of venues, as performer, participant, and audience, demonstrating:
  • an awareness of the sense of community
  • audience and performer etiquette
  • performance skills
  • respect for others' contributions
• demonstrate an ability to provide and accept constructive feedback
• demonstrate an understanding of physical well-being while experiencing music
• identify career-related music experiences represented in the local community

• use skills and attitudes appropriate to a range of music experiences in a variety of venues, as performer, participant, and audience, demonstrating:
  • an awareness of the sense of community
  • audience and performer etiquette
  • performance skills
  • respect for othersŐ contributions
• demonstrate an ability to critique the work of self and others
• demonstrate an ability to contribute to the physical well-being of self and others while experiencing music
• identify a range of career-related music activities represented in the community

• use skills and attitudes appropriate to a range of music experiences in a variety of venues, as performer, participant, and audience, demonstrating:
  • an awareness of the sense of community
  • audience and performer etiquette
  • performance skills
  • respect for othersŐ contributions
• demonstrate an ability to critique the work of self and others
• demonstrate an ability to contribute to the physical well-being of self and others while experiencing music
• demonstrate in-depth knowledge of at least one music career

It is expected that students will create, listen to, and perform music, demonstrating understanding of the historical and cultural contexts.

It is expected that students will:

Grade 8

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

• compare and contrast music from a range of historical and cultural contexts, including their interrelationships
• compare and contrast music created for a variety of purposes
• demonstrate respect for music of various historical and cultural contexts

• compare and contrast music from a range of historical and cultural contexts, including their interrelationships
• compare and contrast music created for a variety of purposes (e.g., dance music, religious music, court music, love songs)
• analyse how thoughts, images, and feelings are expressed in music within a variety of historical, cultural, and stylistic contexts

Table of Contents

Province of British Columbia
Ministry of Education
Standards Department

© 1995 Copyright

Maintained by: Fine Arts Coordinator - Music

Revised: January 3, 1996

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