Educators' Guide for Pedagogy and Assessment
Click the icon below to download the Educators' Guide for Pedagogy and Assessment
Learning Area: Visual and Performing Arts
Music > LEVEL 9
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 music composed at different times throughout the 20th and 21st Century.
2] I can demonstrate my understanding of how music has been used for different purposes, such as for propaganda and communication during wartime.
3] I can demonstrate my knowledge and understanding of how commercial music developed with the birth of electronic services and digital media.
4] I can discuss the different types of composers that emerged throughout the 20th and 21st Century and demonstrate this knowledge in my own compositions.
5] I can explore music in different genres, such as pop music, musicals and comment on how these genres reflect culture and society.
LEARNING TO KNOW
6] I can demonstrate an understanding of how music from other cultures is taught in a different way to western culture, noting the differences in devices used.
2] I can demonstrate my understanding of how music has been used for different purposes, such as for propaganda and communication during wartime.
3] I can demonstrate my knowledge and understanding of how commercial music developed with the birth of electronic services and digital media.
4] I can discuss the different types of composers that emerged throughout the 20th and 21st Century and demonstrate this knowledge in my own compositions.
5] I can explore music in different genres, such as pop music, musicals and comment on how these genres reflect culture and society.
LEARNING TO KNOW6] I can demonstrate an understanding of how music from other cultures is taught in a different way to western culture, noting the differences in devices used.
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 a wide range of music in different ways and demonstrate my understanding of different meters through movement.
2] I can respnd to music verbally in a critical way when discussing modern, experimental and electronic music composed in the 20th and 21st Centuries.
3] I can ask why a certain piece of music was composed in the way that it was.
4] I can respond to contemporary music using contemporary visual art techniques, including digital art forms, show my understanding of the relationship between music and visual art, in the 20th and 21st centuries, and its relevance in contemporary society.
COMMUNICATION
2] I can respnd to music verbally in a critical way when discussing modern, experimental and electronic music composed in the 20th and 21st Centuries.
3] I can ask why a certain piece of music was composed in the way that it was.
4] I can respond to contemporary music using contemporary visual art techniques, including digital art forms, show my understanding of the relationship between music and visual art, in the 20th and 21st centuries, and its relevance in contemporary society.
COMMUNICATIONLearning 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 music composed using different tonal systems.
2] I can evaluate music from other cultures, commenting on the different ways that musical elements are used.
WRITING
3] I can use more sophisticated vocabulary when evaluating music, with terms such as tonality and timbre and identify which instruments should be used to produce a certain effect.
4] I can justify my evaluations drawing on my knowledge and understanding of musical elements, devices and context.
5] I can read and interpret musical scores effectively.
6] I can discuss and respond musically to various interpretations.
WRITING
2] I can evaluate music from other cultures, commenting on the different ways that musical elements are used.
WRITING3] I can use more sophisticated vocabulary when evaluating music, with terms such as tonality and timbre and identify which instruments should be used to produce a certain effect.
4] I can justify my evaluations drawing on my knowledge and understanding of musical elements, devices and context.
5] I can read and interpret musical scores effectively.
6] I can discuss and respond musically to various interpretations.
WRITINGLearning 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 fluently, expressively and confidently and analyse my performance in a constructive manner.
PERSONAL
2] I can fluently perform more complex music and I am confident performing to a wider audience.
3] I can demonstrate my understanding of the process of organising a formal performance.
INTERPERSONAL
PERSONAL2] I can fluently perform more complex music and I am confident performing to a wider audience.
3] I can demonstrate my understanding of the process of organising a formal performance.
INTERPERSONALLearning 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 successfully improvise a melody using scales and modes.
2] I can improvise using acoustic instruments with different amplified effects.
COGNITIVE
3] I can improvise a cross-rhythm in a group and improvise rhythms in different meters, simple and compound, combining meters to explore the effects.
COGNITIVE
2] I can improvise using acoustic instruments with different amplified effects.
COGNITIVE3] I can improvise a cross-rhythm in a group and improvise rhythms in different meters, simple and compound, combining meters to explore the effects.
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 in harmony as a duet and in a chorus, singing confidently with good tone and diction.
2] I can demonstrate vocal technique while singing.
3] I can sing a wider range of musical styles including classical and modern musical theatre repertoire, popular music, sacred and classical pieces.
4] I can sing songs from different countries using appropriate voice technique.
2] I can demonstrate vocal technique while singing.
3] I can sing a wider range of musical styles including classical and modern musical theatre repertoire, popular music, sacred and classical pieces.
4] I can sing songs from different countries using appropriate voice technique.
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 instruments fluently and when playing I can be 'sensitive' to structure and communicate this to an audience.
2] I can play effectively in an ensemble, adjust my playing as a result of my awareness of others, sustain fluency through mistakes and focus on communicating the music to the audience, not just simply giving attention to technical aspects of the music.
3] I can confidently play 'my part' from a full score.
2] I can play effectively in an ensemble, adjust my playing as a result of my awareness of others, sustain fluency through mistakes and focus on communicating the music to the audience, not just simply giving attention to technical aspects of the music.
3] I can confidently play 'my part' from a full 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 edit a recording of a performance and produce a CD/digital album of the concert.
2] I can use a variety of different recording tools to improve my work/presentations.
3] I can use PA equipment and can demonstrate my understanding of good use of technology.
4] I know when a PA system is needed, when instruments and singers need to be amplified and I can identify the relationship of room acoustics, performance media and the use of technology to enhance the performance.
5] I can use notation software to notate a composition, record live samples, use software to exploit them, change the sound using different effects and loop samples to create repetition.
2] I can use a variety of different recording tools to improve my work/presentations.
3] I can use PA equipment and can demonstrate my understanding of good use of technology.
4] I know when a PA system is needed, when instruments and singers need to be amplified and I can identify the relationship of room acoustics, performance media and the use of technology to enhance the performance.
5] I can use notation software to notate a composition, record live samples, use software to exploit them, change the sound using different effects and loop samples to create repetition.
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 perform, both vocally and on a pitched instrument, while fluently reading from a wide range of notation.
2] I can use sophisticated vocabulary habitually when discussing notation.
3] I can devise projects using notation and bring them to fruition.
4] I can use notation software to notate a composition, record live samples, use software to exploit them, change the sound using different effects and loop samples to create the required repetition.
2] I can use sophisticated vocabulary habitually when discussing notation.
3] I can devise projects using notation and bring them to fruition.
4] I can use notation software to notate a composition, record live samples, use software to exploit them, change the sound using different effects and loop samples to create the required repetition.
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 discuss and study contemporary musical style, analyse its structures, use musical devices to describe its influence on other styles and identify how 'aesthetic impulses' have an effect on culture.
2] I can compare and analyse versions of the same work from different times, research and compare reviews of each version, discuss possible reasons for the stance each review takes and write an original short review of each version in the format of a local newspaper, magazine or website review.
WRITING
3] I can prepare and rehearse a short programme of works in a range of styles, for a group performance, then present and record the programme.
PERSONAL
4] I keep abreast with all events being held in various locations on the Maltese islands through the internet, newspapers and other media and participate/perform in such events.
INFORMATION MANAGEMENT
5] I can follow artistic events outside Malta through the internet and written media.
2] I can compare and analyse versions of the same work from different times, research and compare reviews of each version, discuss possible reasons for the stance each review takes and write an original short review of each version in the format of a local newspaper, magazine or website review.
WRITING3] I can prepare and rehearse a short programme of works in a range of styles, for a group performance, then present and record the programme.
PERSONAL4] I keep abreast with all events being held in various locations on the Maltese islands through the internet, newspapers and other media and participate/perform in such events.
INFORMATION MANAGEMENT5] I can follow artistic events outside Malta through the internet and written media.
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 understand the origins and importance of musical styles and instruments of various cultures, analyse repertoire for expressive qualities and use adequate terminology in observations describing how composers use dynamics, range, rhythm and instrumentation to achieve the desired effect.
2] I can discuss my emotional response to a variety of traditional and non-traditional genres of music.
3] I can interpret score markings and vocabulary to describe how these contribute to a musical/expessive performance.
4] I can identify forms and can perform/discuss a vast repertoire of musical literature.
5] I can identify the connection between voices and instruments and how their arrangement contributes to the performance.
6] I can access information, resources and tools related to music, establish connections between popular musical styles and their societal underpinnings and describe the various connections from the variety of styles.
INFORMATION MANAGEMENT
7] I can use my knowledge of music production, tools and audience expectations to participate in a variety of musical events in my school and community.
DIGITAL MEDIA
8] I can deepen and broaden my research activities and performance practices by collaborating with various music professionals and use internet and library research techniques to solve problems in music.
9] I can distinguish between different types of recordings.
10] I can differentiate between professional and student performances 'by ear'.
11] I can distinguish between musical genres and levels of technical expertise.
12] I can use music production techniques, a variety of musical instruments, technical equipment and online resources to fully participate in a variety of musical events in my school and community.
DIGITAL MEDIA
13] I can demonstrate an understanding of the differneces between a professional musician and an avocational music maker.
2] I can discuss my emotional response to a variety of traditional and non-traditional genres of music.
3] I can interpret score markings and vocabulary to describe how these contribute to a musical/expessive performance.
4] I can identify forms and can perform/discuss a vast repertoire of musical literature.
5] I can identify the connection between voices and instruments and how their arrangement contributes to the performance.
6] I can access information, resources and tools related to music, establish connections between popular musical styles and their societal underpinnings and describe the various connections from the variety of styles.
INFORMATION MANAGEMENT7] I can use my knowledge of music production, tools and audience expectations to participate in a variety of musical events in my school and community.
DIGITAL MEDIA8] I can deepen and broaden my research activities and performance practices by collaborating with various music professionals and use internet and library research techniques to solve problems in music.
9] I can distinguish between different types of recordings.
10] I can differentiate between professional and student performances 'by ear'.
11] I can distinguish between musical genres and levels of technical expertise.
12] I can use music production techniques, a variety of musical instruments, technical equipment and online resources to fully participate in a variety of musical events in my school and community.
DIGITAL MEDIA13] I can demonstrate an understanding of the differneces between a professional musician and an avocational music maker.
