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Educators' Guide for Pedagogy and Assessment

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Learning Area: Visual and Performing Arts

Music > LEVEL 6




Learning Area Outcome: I understand the capacity of visual and performing arts to address moral, ethical, social and political issues relevant to Malta and the wider world. I appreciate that the arts can be challenging and provide a space for addressing social differences as well as facilitating social and cultural cohesion.

Subject Focus: Music in context   

1] I can identify instruments that belong to specific time periods and use this information to justify my reasoning for suggesting when a piece of music was composed.
2] I can identify some musical elements that belong to certain styles of music and use this information to classify the piece of music according to type e.g. musical, opera, ballad.



Learning Area Outcome: I am able to draw on my curiosity, imagination and divergent thinking processes to pose questions and explore ideas, spaces, materials and technologies.

Subject Focus: Responding to music

1] I can respond to music through movement and suggest ways how movements can represent the music.
2] I can use my movements to imitate tempo, dynamics and articulation.
3] I can discuss how a composer has used different resources to create different moods and effects.
 LISTENING AND SPEAKING
4] I can identify some instruments/voices used in a piece of music and comment on how they are utilised.
 LISTENING AND SPEAKING
5] I can analyse someone else's drawing or painting and comment on similarities and differences between his/her response and my response to music.
 COGNITIVE LEARNING
6] I can demonstrate understanding through my own musical response to show how composers use available resources to create a desired effect and/or mood and how these are communicated.
 PERSONAL LEARNING
7] I can write a story based on a piece of music that I have listened to.
 WRITING
8] I can identify key instruments/motifs in a piece of music and characterise them in my story.
 WRITING



Learning Area Outcome: I understand how to employ basic ethical decision-making, when reflecting on my own and others' art works and when creating art works that involve the intellectual and cultural property rights of others; I can analyse a variety of artistic forms, recognising traditional, historical and contemporary works and identifying possible meanings.

Subject Focus: Evaluating music 

1] I can evaluate my peers' performance as part of the rehearsal process for a performance.
 SOCIAL LEARNING
2] I can use musical vocabulary in my evaluations and justify these evaluations with my knowledge of performance practice.
 WRITING
3] I can evaluate others' work as part of the creative process.
 SOCIAL LEARNING
4] I can give constructive criticism and ideas on how to develop a particular work/creative project.
 SOCIAL LEARNING
5] I can evaluate a piece of music using musical vocabulary and drawing on my own experience of performing music.
 WRITING
6] I can identify how a composer uses the structure of musical elements and I can begin to analyse what produces my aesthetic response in the music.
 COGNITIVE LEARNING
7] I can use evaluations of music I have made to improve my interpretation and performance.
 PERSONAL LEARNING
8] I can research and demonstrate different ways to interpret music using my musical knowledge and skills to justify why I might perform/create a piece of music in a certain way.
 SOCIAL LEARNING



Learning Area Outcome: I can analyse, intepret and present ideas, problems and arguments in a number of visual and performative ways suited to a range of audiences.

Subject Focus: Performing

1] I can perform simple pieces from memory and from notation.
 COGNITIVE LEARNING
2] I understand that I need to have prepared myself well and be confident in order to perform successfully.
3] I can move beyond the basic technical aspects of the music and perform expressively, thus performing with accurate rhythm and pitch as well as conveying the music through appropriate dynamics, technique and tone.
 CREATIVE LEARNING
4] I am able to perform simple accompaniments for others and react appropriately to the performance of others.
 COGNITIVE LEARNING
5] I can make constructive comments about the performance of others in order to make collective decisions on how to improve it.
 SOCIAL LEARNING
6] I can say a few words to introduce the work I am about to perform.
 LISTENING AND SPEAKING
7] I can contribute to and make informed decisions on the choice of performance items.
 
8] I can perform in different performance contexts, including an audience of parents, peers or teachers.
9] I can suggest movements and/or actions to complement the performance of a particular piece of music.
 LISTENING AND SPEAKING



Learning Area Outcome: I can interpret a variety of artistic forms, recognising and evaluating traditional, historical and contemporary works and identifying possible meanings.

Subject Focus: Improvising

1] I can improvise longer phrases competently using the pentatonic scale.
2] I can use my creativity to improvise more complex melodies.
 COGNITIVE
3] I can improvise as part of a group responding to the improvisation of others.
 COGNITIVE
4] I can try to improvise new vocal parts for songs that I have learnt.



Learning Area Outcome: I can apply my understanding of the properties and techniques of media to specific tasks and purposes that will benefit user groups and audiences.

Subject Focus: Using my voice

1] I can sing simple songs in unison, in rounds and in two-part harmony.
 SOCIAL LEARNING
2] I can use phrasing to sing more complex melodic lines and thus give further meaning and shape to the song.
3] I can sing a number of simple songs from different countries.
4] I can indentify my own vocal range and demonstrate knowledge of individual differences in vocal ranges.



Learning Area Outcome: I can interpret, communicate and present ideas, problems and arguments in a number of visual and performative modes, recognising the pluralism of audience.

Subject Focus: Playing instruments

1] I can play more complex pieces of music with different sections.
2] I can follow a conductor and enjoy playing in an ensemble.
 SOCIAL LEARNING
3] I can play a wide range of percussion instruments and instruments which I have made.
4] I can play simple short pieces with one finger on the keyboard.
5] I can play simple short pieces on the recorder in an ensemble.
6] I can adjust my playing, being fully aware of other members of the ensemble.
 SOCIAL LEARNING
7]  I can play from memory and by ear and perform using different notation.
 COGNITIVE LEARNING
8] I know how to produce different effects on instruments and I am able to produce a decent sound from various instruments.



Learning Area Outcome: I know how to learn and update my knowledge of the arts.

Subject Focus: Using technology – Promoting Digital Literacy 

1] I can use technology to record myself playing, singing simple pieces or songs.
2] I can use technology as part of the rehearsal process to evaluate and reflect on my work, using it to suggest improvements.
 MANAGING LEARNING
3] I can explore software that enables me to create accompaniments to songs using pre-existing samples.
 MANAGING LEARNING



Learning Area Outcome: I can apply my understanding of the properties and techniques of media to specific tasks and purposes that will benefit user groups and audiences.

Subject Focus: Notation

1] I can notate more complex melodic and rhythmic compositions using my own graphic notation.
 PERSONAL
2] I can notate more complex melodic and rhythmic phrases using conventional notation and apply my knowledge of signs and symbols to it.
3] I can learn and perform rather fluently a short melody from conventional staff notation.
4] I can interpret graphic notation and understand the way different notation operates.



Learning Area Outcome: I understand that imaginative activity can be harnessed to produce outcomes for the culture, creativity and wealth of Malta and the wider world; I am aware of professional arts companies, galleries, museums, cultural organisations and creative adults in Malta and the wider world and understand their role in fostering lifelong learning in the arts.

Subject Focus: Communication, participation and interaction in performances and presentations

1] I can listen to and sing a variety of songs written for one/two voices that relate to various topics, controlling phrasing, pitch, rhythm and dynamics.
2] I can play instruments with control over tempo, dynamics and rhythm to create simple tunes and rhythmic patterns, based on musical ideas sourced from the local community and am able to share these tunes and patterns with others.
 LEARNING TO DO
3] I can listen to and identify 'purposes' of several different kinds of live or recorded music.
4] I can demonstrate various skills that I have developed during music classes to contribute to a public performance/presentation.
 INTERPERSONAL



Learning Area Outcome: I know how to learn and update my knowledge of the arts.

Subject Focus: Developing, widening and harnessing of knowledge in music

1] I can listen to a wide range of songs, popular instrumental music and music from different countries/cultures and identify families of instruments and also specific instruments.
2] I can identify the different vocal ranges.
3] I can research and read biographical profiles of various composers, listen to their representative works and relate music characteristics to fashion and art of the period when the works were composed.
 READING AND UNDERSTANDING
4] I can access musical content from the internet and use it as needed.
5] I can participate in class trips to cultural institutions or schools that offer musical performances.
6] I can discuss various roles that music can play in my life.
7] I can identify structural forms of various pieces of music/songs and relate them to dance choreography and visual arts.




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