- form (e.g., round, call/response, verse/chorus, rondo)
- rhythm, beat, and metre (e.g., triplets, 3/4 metre, syncopation; expressive use of tempo and dynamics)
- pitch, melody, and pentatonic scale (do, re, mi, sol, la, do)
- harmony and texture (e.g., layers of sound and patterns, partner songs)
- timbre (e.g., instrument classifications).
| (a) |
Sing, play, and identify common music forms (e.g., four bar phrase, round, call and response, verse/chorus/bridge, rondo). |
| (b) |
Investigate how the elements of music are used to establish form in music. |
| (c) |
Ask questions to initiate inquiry into use of the elements and other music concepts under study (e.g., What might happen if we play this section together and then take turns playing each phrase by ourselves? How can we record these ideas using a combination of invented and traditional notation?). |
| (d) |
Use research, including guided Internet searches, to investigate how professional composers use the elements of music and concepts currently under study (e.g., when creating own call and response patterns, when comparing a pop song call and response with a gospel song call and response). |
| (e) |
Incorporate triplets and syncopation into own music compositions. |
| (f) |
Investigate how tempo, dynamics, tone colour, and silence can be used expressively. |
| (g) |
Investigate shape/contours of melody by exploring pitches and rhythms in songs and music, and arranging pitches and rhythms in own compositions. |
| (h) |
Sing partner songs and experiment with layering two or more pitches to create harmony. |
| (i) |
Investigate and analyze the arrangement of ascending and descending pitch patterns/scales. |
| (j) |
Classify and distinguish between various instruments and their sound characteristics. |
