Educators' Guide for Pedagogy and Assessment
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Learning Area: Visual and Performing Arts
Music > LEVEL 8
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 different types of music composed for dance during different eras around the world.
2] I can identify how a story line is reflected in music looking at various examples of this, such as 'ghana' and opera.
3] I can discuss the changing role of the composer over the years, research how music evolved with the evolving role of the composer and demonstrate the impact that this has had on composition today.
4] I can explore Maltese ensemble and orchestral music and place various compositions in their cultural context.
2] I can identify how a story line is reflected in music looking at various examples of this, such as 'ghana' and opera.
3] I can discuss the changing role of the composer over the years, research how music evolved with the evolving role of the composer and demonstrate the impact that this has had on composition today.
4] I can explore Maltese ensemble and orchestral music and place various compositions in their cultural context.
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 identify the difference between meters in different dance forms and can demonstrate this through movement.
2] I can move beyond an initial aesthetic response to a piece of music and discuss musical elements, such as form/structure and compositional devices such as repetition and sequences.
COGNITIVE
3] I can comment on the similarities and differences between the way art forms were integrated over the years during different eras and how they are integrated today.
4] I can identify various sections of a musical or opera e.g. overture, aria and recitative.
2] I can move beyond an initial aesthetic response to a piece of music and discuss musical elements, such as form/structure and compositional devices such as repetition and sequences.
COGNITIVE3] I can comment on the similarities and differences between the way art forms were integrated over the years during different eras and how they are integrated today.
4] I can identify various sections of a musical or opera e.g. overture, aria and recitative.
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 identify tonality, the difference between major and minor tonalities and pinpoint when the tonality of a piece of music changes.
2] I can relate tonality to musical genre and make generalisations as to the tonality of a piece of music and the musical period that it might have been composed in.
3] I can identify standard instrumentation for different time periods.
4] I can use my knowledge and understanding of context to evaluate my own performance.
5] I can evaluate the effectiveness of music in films and discuss how the music works with the action to produce the desired effect.
2] I can relate tonality to musical genre and make generalisations as to the tonality of a piece of music and the musical period that it might have been composed in.
3] I can identify standard instrumentation for different time periods.
4] I can use my knowledge and understanding of context to evaluate my own performance.
5] I can evaluate the effectiveness of music in films and discuss how the music works with the action to produce the desired effect.
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 challenging music, sustain my part in an ensemble together with other performers and perform as a soloist.
PERSONAL
2] I can lead a performance as a member of a small ensemble, perform expressively with simple tempo and dynamic changes and lead/follow changes in tempo and dynamics.
3] I can direct a rehearsal of a small group using a simple score.
SOCIAL LEARNING
4] I can write simple programme notes for the pieces that I perform.
WRITING
PERSONAL2] I can lead a performance as a member of a small ensemble, perform expressively with simple tempo and dynamic changes and lead/follow changes in tempo and dynamics.
3] I can direct a rehearsal of a small group using a simple score.
SOCIAL LEARNING4] I can write simple programme notes for the pieces that I perform.
WRITINGLearning 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 minor scale.
2] I can improvise over a simple continuo part.
3] I can improvise over a 12-bar blues sequence.
4] I can improvise in a group, exploring different combinations of instruments melodically and rhythmically.
COGNITIVE
2] I can improvise over a simple continuo part.
3] I can improvise over a 12-bar blues sequence.
4] I can improvise in a group, exploring different combinations of instruments melodically and rhythmically.
COGNITIVELearning 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 confidently with good intonation.
2] I can control my breath to sing with a greater dynamic range.
3] I know how to use different tessitura in my interpretation and performance of a piece of music.
4] I can sing songs related to values and attitudes with skill and confidence.
2] I can control my breath to sing with a greater dynamic range.
3] I know how to use different tessitura in my interpretation and performance of a piece of music.
4] I can sing songs related to values and attitudes with skill and confidence.
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 wide range of different instruments, sustaining more challenging melodies and rhythms and select appropriate instruments for the desired musical effect.
2] I can communicate with others in an ensemble using non-verbal communication to keep the group on track.
3] I can work out more complex pieces of music by ear.
4] I can read a simple score to help direct rehearsals.
INTERPERSONAL
5] I can research non-western instruments and I show interest in playing these instruments at school.
2] I can communicate with others in an ensemble using non-verbal communication to keep the group on track.
3] I can work out more complex pieces of music by ear.
4] I can read a simple score to help direct rehearsals.
INTERPERSONAL5] I can research non-western instruments and I show interest in playing these instruments at school.
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 video record myself and others performing a work that I have been involved in creating, analyse the video and edit it to make improvements.
COGNITIVE
2] I can develop a digital record of progress by audio and/or video, recording my work throughout the year and placing it in chronological order at the end of the year to evaluate my own progress.
COGNITIVE
COGNITIVE2] I can develop a digital record of progress by audio and/or video, recording my work throughout the year and placing it in chronological order at the end of the year to evaluate my own progress.
COGNITIVELearning 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 primary chords using chord symbols, together with conventional notation.
2] I can notate a melody with simple chord accompaniment using primary chords.
3] I can read a conventional notation more fluently and can perform on my own and in a group.
4] I can use a sophisticated vocabulary when discussing notation using the correct terms for duration, meter and dynamics.
2] I can notate a melody with simple chord accompaniment using primary chords.
3] I can read a conventional notation more fluently and can perform on my own and in a group.
4] I can use a sophisticated vocabulary when discussing notation using the correct terms for duration, meter and dynamics.
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 make a 'statement' about a topical issue or current event and present the 'statement's purpose'.
2] I can listen to Maltese folk music 'ghana', pinpointing the call and response effect that provides stimuli to singers and dancers.
3] I can investigate and discuss the influence of traditional customs and practice on particular pieces of music.
4] I can compare different performances of a single musical work noting the historical or cultural context and musical elements.
5] I am able to present a song or brief instrumental piece to different audiences, identify and discuss the performance skills and techniques that were necessary to interpret the music effectively.
INTERPERSONAL
6] I keep abreast with events being held in various localities on the Maltese islands through the internet, newspapers and other media and follow artistic events abroad through the internet, tv and written media.
INFORMATION MANAGEMENT
2] I can listen to Maltese folk music 'ghana', pinpointing the call and response effect that provides stimuli to singers and dancers.
3] I can investigate and discuss the influence of traditional customs and practice on particular pieces of music.
4] I can compare different performances of a single musical work noting the historical or cultural context and musical elements.
5] I am able to present a song or brief instrumental piece to different audiences, identify and discuss the performance skills and techniques that were necessary to interpret the music effectively.
INTERPERSONAL6] I keep abreast with events being held in various localities on the Maltese islands through the internet, newspapers and other media and follow artistic events abroad through the internet, tv and written 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 listen to a wide range of music, including popular and electronic music, folk and world music.
2] I can describe how genres and styles of music connect to history and culture.
LEARNING TO KNOW
3] I can describe and distiguish between different styles of music, with particular focus on emotional and expressive qualities, historical and cultural context of the composer as well as of the music and/or text.
4] I can distinguish, compare and contrast voices, instruments and ensembles and identify the various processes by which music is made available.
5] I can draw parallels between the works of the composer and the visual artist and identify common forms in literature, visual arts, dance and music.
6] I can listen to performances from other schools and represent my school at community events.
7] I can research the range and diversity of music performances and compare concert events based on my experience as a member of the audience.
8] I can describe in detail at least three different careers in the field of music.
9] I can describe in detail different ways of accessing music orally and in writing.
2] I can describe how genres and styles of music connect to history and culture.
LEARNING TO KNOW3] I can describe and distiguish between different styles of music, with particular focus on emotional and expressive qualities, historical and cultural context of the composer as well as of the music and/or text.
4] I can distinguish, compare and contrast voices, instruments and ensembles and identify the various processes by which music is made available.
5] I can draw parallels between the works of the composer and the visual artist and identify common forms in literature, visual arts, dance and music.
6] I can listen to performances from other schools and represent my school at community events.
7] I can research the range and diversity of music performances and compare concert events based on my experience as a member of the audience.
8] I can describe in detail at least three different careers in the field of music.
9] I can describe in detail different ways of accessing music orally and in writing.
