- form (binary – AB, ternary – ABA, rondo – ABACADA)
- metre as an organizational technique
- tempo as an organizational technique
- rhythm including beat, tempo, patterns of duration, and metre
- melodies
- harmony as a fundamental component in creating texture (e.g., choral accompaniment)
- scales that differ in structure and tonality (pentatonic, major, minor)
- tone colour as an organizational technique
- expressive use of silence.
| (a) |
Use elements of music and voice/instruments to convey feelings and own ideas. |
| (b) |
Pose questions to initiate and guide inquiry into sound composition process. |
| (c) |
Demonstrate ways that music can suggest images and moods or express ideas. |
| (d) |
Investigate and demonstrate how metre, tempo, dynamics, and tone colour can be used as organizational techniques in music. |
| (e) |
Demonstrate understanding that rhythm is subdivided into four categories: beat, tempo, patterns of duration, and metre. |
| (f) |
Investigate ways that melodies can be shaped to create musical expression. |
| (g) |
Examine ways that scales differ in structure and tonality (e.g., pentatonic, major, minor). |
| (h) |
Demonstrate knowledge of different forms in music (e.g., binary - AB, ternary - ABA, rondo - ABACADA). |
| (i) |
Investigate how silence can be used expressively in music. |
| (j) |
Describe how own music compositions express unique ideas and possess expressive qualities. |
| (k) |
Incorporate more than one related or contrasting idea within a single music composition. |
| (l) |
Expand on sound/music ideas from journals. |
| (m) |
Use the Internet to find and discuss compositions that demonstrate music concepts currently under study. |
| (n) |
Recall and describe own decision making in the creation of music and the development of musical ideas. |
| (o) |
Use improvisation and accidental discoveries where appropriate in own compositions. |
