MUSIC

Educational content of the educational field Stage 1

Expected outcomes – Period 1 pupils will

 sing according to their abilities, with clear intonation, and sing in rhythm and in accord with one another

 perform simple texts with rhythm and create melodies for them, improvise within the simplest musical forms

 play accompaniment on simple musical instruments

 respond to played music through movement and express the meter, tempo, dynamics and direction of a melody

 identify the individual qualities of tones and identify distinct changes in tempo and dynamics while listening to music

 identify certain musical instruments while listening to music; differentiate between vocals, instrumentals and voice instrumental music

Expected outcomes – Period 2 pupils will

 sing according to their abilities, with clear intonation, sing (monophony or homophony) in rhythm in major and minor keys, and make use of their singing skills while singing

 perform, according to their individual skills and abilities, a simple melody or song written in musical notation (song, instrumental, dance, accompaniment)

 based on their musical skills and abilities, play a simple or more complicated musical instrument as accompaniment and for reproducing simple motifs of songs and compositions

 identify the musical form of simple songs or compositions

 create, to the extent of their individual talent, simple overtures, interludes and codas and perform elementary musical improvisation

 identify certain forms of musical expression while listening to music and point out changes in meter, tempo, dynamics and harmony

 represent music through movement while making use of dance steps, and create physical improvisation according to their individual skills and abilities

Subject matter VOCAL ACTIVITIES

 singing and vocal expression – singing skills (breathing, intonation, establishing and creating a tone, dynamically differentiated singing), vocal hygiene, expanding one’s vocal range

 musical rhythm – performing songs in 2/4, 3/4 and 4/4 time

 homophony and polyphony – fermata, canon, folk two-voice harmony etc.

 intonation, vocal improvisation – diatonic sequences in major and minor keys (fifth, third and first scale degrees, free progressions of the eight scale degree/tonic/and the subdominant, etc.), musical games (echo, question – response etc.)

 recording vocal music – recording the melody of a song using simple graphic methods (e.g.

lines), notes as a graphical symbol for tone, recording the rhythm of a simple song, notation as a performance aid

INSTRUMENTAL ACTIVITIES

 playing a musical instrument – reproducing motifs, themes, simple compositions with the help of simple percussive instruments (Orff-Approach), recorders, keyboards etc.

 playing with rhythm, melody and style, musical improvisation – creating overtures, interludes and codas using a song’s notes, musical accompaniment (accenting the downbeat in

rhythmic accompaniment, ostinato, fermata), music games (echo, question – response), binary song form (a – b)

 recording instrumental music – reading and recording the rhythmic scheme of a simple motif or theme of instrumental composition, use of notation programmes

MUSICAL MOVEMENT ACTIVITIES

 keeping beat, moving to music – double time, triple time and quadruple time, dance theatre with song, simple folk dances

 expressing music through movement, responding to changes in the music – pantomime and movement improvisation while using dance steps

 orientation in space – creating movement memory, reproducing movement performed during dance or movement games

LISTENING ACTIVITIES

 tone quality – length, intensity, timbre, pitch

 tonal relations – harmony, chords

 forms of musical expression and musical elements with significant semantic meaning – rhythm, melody, harmony, timbre, contrast and gradation, melody progression (ascending and descending), musical onomatopoeia, changes in meter, rhythm, dynamics and harmony

 vocals, instrumentals, voice instrumental music, the human voice and the musical instrument

 musical styles and genres – dance music, marching music, lullabies etc.

 musical forms – single-movement, multi-movement, rondo, variation

 interpreting music – verbal expression (what kind of music is it and why) Stage 2

Expected outcomes pupils will

 apply their individual musical skills and abilities in musical activities

 apply newly gained singing skills and habits in song and in verbal expression in daily life;

sing (monophonic and polyphonic) according to their talents, clearly intone, and sing in rhythm, be able to appreciate others’ good vocal performance

 reproduce, according to their individual musical skills and abilities, various motifs, themes and parts of compositions, create and select simple accompaniments, and perform simple musical improvisation

 create, according to their individual skills and abilities, songs and compositions of various styles and genres

 identify specific dances from different stylistic periods, select suitable physical movement to go with music and perform simple movement to music according to their individual musical skills and physical abilities

 orient themselves within music while listening, identify means of musical expression and characteristic semantic elements, understand their significance within the music and, using this knowledge, approach the work of music as a logical whole

 on the basis of their individual abilities and previously learned knowledge, classify music by stylistic period and, based on its idiomatic and stylistic categorization, compare it to other compositions

 seek out relationships between music and other types of art

Subject matter VOCAL ACTIVITIES

 song and verbal expression – expanding vocal range, vocal hygiene, vocal deficiency and some methods for correcting it, voice mutation, monophony and polyphony, declamation, vocal techniques (scat, falsetto etc.) and their use while singing and in voice instrumental music

 intonation and vocal improvisation – diatonic sequences in major and minor keys, improvising simple musical forms

 musical rhythm – identifying relationships between the rhythm of speech and music, applying rhythmic patterns in vocal expression

 orientation in the musical notation of a vocal composition – notation as an aide for performing songs or more complicated vocal or voice instrumental compositions

 developing musical hearing and imagination – reproducing tones, transferring a melody from singing to non-singing pitch, capturing rhythm or melody of a sung (played) song through graphic representation (notation)

 reflecting on vocal expression – personal and others’ vocal performance, seeking possibilities for correcting vocal deficiency (transposition of the melody, other musical activities)

INSTRUMENTAL ACTIVITIES

 playing a musical instrument – instrumental reproduction of melodies (small motifs, themes, songs, simple compositions), playing and creating accompaniments using simple percussive instruments (Orff-Approach), keyboards and computers, instrumental improvisation (simple musical forms)

 recording music – notes, notation programmes (e.g. Capella, Finale, Sibelius) and other ways of recording music

 expressing musical and non-musical concepts and ideas through musical instruments – rhythm, melody, tempo, dynamics, form

 creating accompaniments to musical dramatic expressions MUSICAL MOVEMENT ACTIVITIES

 movement accompaniment to music – keeping beat, dance steps, personal movement interpretation

 expressing music through movement in response to the semantics of the musical work – pantomime, improvisation

 responding to changes in music – tempo, dynamics, rhythm and meter, harmony

 orientation in space – developing movement memory, reproducing movement performed during dance or movement theatre

LISTENING ACTIVITIES

 orientation in musical space and analysing a musical composition – distinguishing means of musical expression, important semantic elements used in the composition (musical

onomatopoeia, “mental painting”, movement of the melody, regular and irregular musical forms) and their importance for understanding a musical work

 works of music and their authors – a musical composition in the context of other musical and non-musical works, its era, the life of the composer and personal experiences (inspiration, epigonism, kitsch, trendiness and modernity, stylistic context)

 musical styles and genres – understanding their functions in relation to the individual, society and cultural traditions and customs

 interpretation of the music being played – describing musical works in words (idiomatic and stylistic classification etc.), creating personal opinions and tastes

In document Framework Educational Programme for Basic Education (Pldal 69-72)