Educators' Guide for Pedagogy and Assessment
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Learning Area: Visual and Performing Arts
Music > LEVEL 7
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 explain the relationship between music and dance in different historical contexts.
2] I can demonstrate my knowledge of the relationship between music and dance through my own choreographies, compositions for dance and improvisations.
3] I can identify different types of ceremonial music and understand the difference between the uses of sacred and secular music.
4] I can identify the time period of music specifically Early Music, Renaissance Period, Baroque Period, Classical Period, Romantic Period, 20th Century Music and the Contemporary Period,
explain their common features and discuss why they were composed the way they were.
5] I can identify Maltese folk music and discuss how it relates to culture, politics and historical context.
LEARNING TO KNOW
6] I can create a piece of music in the style of Maltese folk music, to demonstrate my understanding of this type music and how it has evolved and passed from one generation to another.
7] I can understand the development of harmony over the years.
2] I can demonstrate my knowledge of the relationship between music and dance through my own choreographies, compositions for dance and improvisations.
3] I can identify different types of ceremonial music and understand the difference between the uses of sacred and secular music.
4] I can identify the time period of music specifically Early Music, Renaissance Period, Baroque Period, Classical Period, Romantic Period, 20th Century Music and the Contemporary Period,
explain their common features and discuss why they were composed the way they were.
5] I can identify Maltese folk music and discuss how it relates to culture, politics and historical context.
LEARNING TO KNOW6] I can create a piece of music in the style of Maltese folk music, to demonstrate my understanding of this type music and how it has evolved and passed from one generation to another.
7] I can understand the development of harmony over the years.
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 improvise movement both individually and in a group in response to a piece of music.
2] I can draw on my knowledge of tempo, rhythm, dynamics, performance styles and context to justify my choice of movement and use appropriate vocabulary and terminology when discussing these issues.
3] I can comment extensively about my own and others' responses to music through discussion and debate.
SOCIAL LEARNING
4] I can identify what affords an aesthetic response in the music I am listening to.
5] I can create models that can 'act out' a piece of music and use my knowledge of musical elements and context of the music, to aid in the design of my models.
6] I can improvise in the style of a given piece of music, identifying a rhythmic or melodic phrase, using this as a stimulus for my improvisations.
7] I can retell a folk or traditional tale through music, integrate other art forms to tell this tale and comment on how the music has interacted with other art forms to tell the story.
WRITING
2] I can draw on my knowledge of tempo, rhythm, dynamics, performance styles and context to justify my choice of movement and use appropriate vocabulary and terminology when discussing these issues.
3] I can comment extensively about my own and others' responses to music through discussion and debate.
SOCIAL LEARNING4] I can identify what affords an aesthetic response in the music I am listening to.
5] I can create models that can 'act out' a piece of music and use my knowledge of musical elements and context of the music, to aid in the design of my models.
6] I can improvise in the style of a given piece of music, identifying a rhythmic or melodic phrase, using this as a stimulus for my improvisations.
7] I can retell a folk or traditional tale through music, integrate other art forms to tell this tale and comment on how the music has interacted with other art forms to tell the story.
WRITINGLearning 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 analyse music more fully using a variety of different methods, listen to music critically, comment on the devices used to create the music and draw on the contextual knowledge of the music to do this.
2] I can analyse the structure of a piece of music and demonstrate my understanding of form, through aural analysis, identifying themes, variations, sections and other structural devices through listening and discussing.
3] I can evaluate my own work and reflect upon the effectiveness of compositions, improvisations and performances.
4] I can use both my evaluations and those of others to solve problems and develop my work.
5] I can draw on my knowledge of the context and purposes of music, to evaluate my work taking on the role of active listener, so as to look at my work objectively.
6] I can use wider musical terminology in my evaluations.
WRITING
7] I can identify different groups of instruments, comment on the sound qualities of these instruments and how they are used to create character and mood.
8] I can interpret music independently, compare and contrast different performances of the same composition.
2] I can analyse the structure of a piece of music and demonstrate my understanding of form, through aural analysis, identifying themes, variations, sections and other structural devices through listening and discussing.
3] I can evaluate my own work and reflect upon the effectiveness of compositions, improvisations and performances.
4] I can use both my evaluations and those of others to solve problems and develop my work.
5] I can draw on my knowledge of the context and purposes of music, to evaluate my work taking on the role of active listener, so as to look at my work objectively.
6] I can use wider musical terminology in my evaluations.
WRITING7] I can identify different groups of instruments, comment on the sound qualities of these instruments and how they are used to create character and mood.
8] I can interpret music independently, compare and contrast different performances of the same composition.
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 more complex music from memory, graphic and/or basic traditional notation.
2] I can perform in a way that is appropriate to the style and purpose of the music.
3] I am able to perform more complex rhythmic and melodic accompaniments with/for others.
4] I can balance my accompaniment appropriately to the work being performed.
5] I can help direct a rehearsal of a small or large group and make decisions as to what to rehearse and how to rehearse.
SOCIAL LEARNING
6] I can say a few words about the piece I am going to perform and share information about the composer and historical context of the music.
2] I can perform in a way that is appropriate to the style and purpose of the music.
3] I am able to perform more complex rhythmic and melodic accompaniments with/for others.
4] I can balance my accompaniment appropriately to the work being performed.
5] I can help direct a rehearsal of a small or large group and make decisions as to what to rehearse and how to rehearse.
SOCIAL LEARNING6] I can say a few words about the piece I am going to perform and share information about the composer and historical context of the music.
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 using a major scale.
COGNITIVE
2] I can research and identify the difference between composition and improvisation.
3] I can improvise freely over a simple melody.
COGNITIVE2] I can research and identify the difference between composition and improvisation.
3] I can improvise freely over a simple melody.
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 a range of songs in different art styles, adjusting my tone accordingly and using correct diction.
2] I can use the correct phrasing when singing various works from diverse genres.
3] I am aware of different tessitura and vocal registers and how they differ from one person to another and I can use this knowledge to choose a part within a song which I feel comfortable singing.
4] I can sing songs with rhythmic and melodic accompaniments that others have created.
2] I can use the correct phrasing when singing various works from diverse genres.
3] I am aware of different tessitura and vocal registers and how they differ from one person to another and I can use this knowledge to choose a part within a song which I feel comfortable singing.
4] I can sing songs with rhythmic and melodic accompaniments that others have created.
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 a wider range of pieces, identify when I am playing a bass line, a harmony part or a melody line and I can identify which instruments might play bass, harmony or melody.
2] I can play various/diverse instruments.
3] I can play in a group with/without a conductor.
4] I can confidently play melodies and rhythms by ear.
5] I can play more fluently from conventional staff notations and from a simple score.
2] I can play various/diverse instruments.
3] I can play in a group with/without a conductor.
4] I can confidently play melodies and rhythms by ear.
5] I can play more fluently from conventional staff notations and from a simple score.
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 record music that I have created, edit it and use it as required.
2] I can use technology as part of the rehearsal process and I am able to improve the level of the work and discuss the improvement made.
3] I can use software to create my own samples and use these samples along with pre-existing samples to create a piece of music which I can then layer, to contain different textures and include dynamics in the work.
2] I can use technology as part of the rehearsal process and I am able to improve the level of the work and discuss the improvement made.
3] I can use software to create my own samples and use these samples along with pre-existing samples to create a piece of music which I can then layer, to contain different textures and include dynamics in the work.
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 a simple melody and add symbols that indicate ornamentation and articulation.
2] I can learn to play a more complex melody from conventional staff notation fluently with others.
3] I can use computer programes which are not necessarily music software to create my own graphic notation.
MANAGING LEARNING
2] I can learn to play a more complex melody from conventional staff notation fluently with others.
3] I can use computer programes which are not necessarily music software to create my own graphic notation.
MANAGING LEARNINGLearning 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 create and present musical ideas using instruments, voice and sounds to show moods or feelings, expressed in a picture or Maltese literary work and record the ideas using simple symbolic representations of the sounds.
2] I can learn and present songs from various eras, investigate their origins and make links between how the music may have been performed in the past and how it might be performed now.
3] I can communicate and interact with different audiences.
4] I keep myself informed about the local music scene and about any developments in music around the world using various types of media.
INFORMATION MANAGEMENT
2] I can learn and present songs from various eras, investigate their origins and make links between how the music may have been performed in the past and how it might be performed now.
3] I can communicate and interact with different audiences.
4] I keep myself informed about the local music scene and about any developments in music around the world using various types of media.
INFORMATION MANAGEMENTLearning 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 research and discuss different styles of music, distinguish and show emotional and expressive qualities of music and text, and identify the country of origin and basic cultural characteristics of composers, whose music I listen to and perform.
2] I can categorise voice types, their quality of tone and identify ensemble groupings.
3] I can articulate form in music and how it is evident in dance and the visual arts.
4] I can identify and discuss a wide range of musical instruments via public speaking activities.
5] I can make connections between performances attended in my community and aspects of my music-making.
6] I can identify the ways in which people engage in music. e.g. performer, listener, teacher, administrator and technical staff.
7] I can identify the ways in which music is made available through live performances, recorded performances, CDs and downloads.
2] I can categorise voice types, their quality of tone and identify ensemble groupings.
3] I can articulate form in music and how it is evident in dance and the visual arts.
4] I can identify and discuss a wide range of musical instruments via public speaking activities.
5] I can make connections between performances attended in my community and aspects of my music-making.
6] I can identify the ways in which people engage in music. e.g. performer, listener, teacher, administrator and technical staff.
7] I can identify the ways in which music is made available through live performances, recorded performances, CDs and downloads.
