- form (repetition and contrast)
- beat (strong and weak beats/accents) and meter (2/4 and 4/4)
- rhythm (create ostinati)
- tempo (fast/slow paces)
- dynamics (loud/soft)
- pitch (high/low sounds) and pitch direction (moving up/down/staying the same)
- texture (layers of sounds)
- tone colour (variety).
| (a) |
Contribute to music inquiry questions and processes to explore form and the elements of music (e.g., How could each group represent AB (i.e., binary) form using voices, bodies, or instruments in different ways?). |
| (b) |
Explore contrasts between sounds with voice and instruments. |
| (c) |
Incorporate different sounds from a single sound source in music compositions. |
| (d) |
Maintain a steady beat (pulse) and identify accents with a strong movement. |
| (e) |
Perform and create various grade-appropriate melodic and rhythmic osintati (patterns) using repetition and contrast. |
| (f) |
Compare and use different tempos (fast/slow, faster/slower paces) and dynamics (loud/soft, louder/softer sounds) in speech and music. |
| (g) |
Compare and use different pitches (high/low sounds) and pitch direction (moving up/down, staying the same) in speech and music. |
| (h) |
Investigate various ways of creating harmony (combining pitch and rhythm) and texture, and recognize differences in sounds heard alone and sounds heard together. |
| (i) |
Compare and use varieties of tone colour/timbre in speech and music. |
| (j) |
Use own words, and music terminology, to develop common understanding and use of the language (e.g., introduce terminology such as rhythm, dynamics, pitch as required in grade-appropriate repertoire). |
