- form (repeated or contrasting phrases: call/response, question/answer, rounds)
- rhythm (interplay of beat, tempo, and patterns of duration)
- pitch (combining pitch and rhythm to form melody)
- dynamics (levels of loud/soft)
- texture (combining and layering sounds)
- tone colour (differentiate).
| (a) |
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| (b) |
Investigate how beats are/can be systematically grouped into twos, threes, and combinations and multiples of twos and threes. |
| (c) |
Imitate and create repeated and contrasting rhythmic phrases in simple metres (e.g., 2/4, 4/4). |
| (d) |
Investigate questions arising from inquiry into the elements of music and form (e.g., How many different ways can we play that same pattern?). |
| (e) |
Apply understanding of tempo recognizing that music may move relatively fast or slow. |
| (f) |
Demonstrate and apply understanding of dynamics recognizing that sounds may differ in levels of loud/soft (dynamics) in speech and music. |
| (g) |
Demonstrate and apply understanding of rhythm and patterns of duration (i.e., groupings of longer and shorter sounds and silences). |
| (h) |
Investigate ways of combining pitch and rhythm to form melody in music. |
| (i) |
Investigate ways of creating texture in music (i.e., the combining and layering of sounds that creates the fabric or texture of music). |
| (j) |
Explore and differentiate between different timbres of instruments. |
