RESPONDIN

PHASE 1 (ELC & Kindergarten)

•enjoy and experience different forms of
art.

Engagement in Musical activity

• music as a mean of communication and

expression.

Musical Literacy

• share music with others.

• reflect on our artwork and the work of others.

Interpretation & Reflection

 • express responses to artwork in a variety of
ways.

Creation & Expression

 RESPONDING

PHASE 2 (Grade 1 & Grade 2) PHASE 3 (Grade 3)

• Sing in unison and alone, songs from • Sing melodies in one and a half octaves
various cultures, times, themes and places. (e.g. D above middle C to F in the next
Under the Chestnut Tree octave)
Ong Dal Sam • Use singing skills to change pitch and
Obisawana melodic direction accurately in response to
Chiken on the fence cues (e.g.. signals, symbols)
French song • Maintain a melody or repeated melodic
Spanish song phrase in a simple texture (e.g.. rounds,
• Improvise simple melodic patterns on canons, partner songs, melodic ostinati).
mallet percussion, keyboard or computer • Maintain a melodic or rhythmic part in a
and explains process to peers simple texture (e.g. rounds, canons, partner
songs, ostinati).

• Identify music from different cultures and • Shows awareness of artists' purpose when
styles by use of instruments. writing songs about social issues (e.g. Kʼnaan,
Irish Michael Jackson).
Indian • Compare music from a variety of historical and
American Folk cultural contexts, focusing on: choice of voices
Chinese and instruments, themes, purposes and
Latin functions, relationship with other art forms (e.g.
• Play vocabulary games to increase music movement and dance, stories, drama)
vocabulary and facilitate effective • Describe sounds and music in their school and
communication during analysis activities community (e.g. environmental sounds, live
music, recorded music in a range of media).
• Music instruments from all over the world
(videos) to start discussion

• Use a variety of mediums (e.g. dance, • Move to the rhythm of music

drawing, poetry, narration) to express a • Learn movement routines to go with songs
response to music from different cultures and
styles.
• create physical response to a music and
naratted story (Peter and the Wolf,
Scheherazade & Carnival of the Animals).
• Observe performances of different genres and
cultures and analyze and share responses to the
performance.
• create a soundscape which matches the mood
of a visual image (e.g paintings, photographs,
film)
• record and share the stages of the process of
creating a composition
• Create individual compositions and share the
process with increased detail and use of music
vocabulary
•Present individual or group performances for
peers and share responses to performances
• Listen critically to both their own and others’
compositions and performances
• Demonstrate respect for the thoughts and
feelings expressed by others
• Demonstrate respect for the contributions of
others
• Compose short pieces displaying a sense of
musical form.
• Offer constructive criticism to others about
compositions and performances.
 PHASE 4 (& Grade 4& Grade 5)
• Accurately sing a unison song in an
ensemble while maintaining intonation
• Sing or play a familiar melody
independently
• Demonstrate the ability to maintain their
own vocal or instrumental
part while performing simple textures from
classroom repertoire (e.g. partner songs,
canons, rounds, descant, ostinato).

• Bring songs from home, from their own

cultural background, or songs that are popular
for their age and analyze lyrics, to discover the
relevance and significance of the music to their
own culture.
• Identify distinguishing features of music from
specific historical, cultural and social contexts
represented in classroom repertoire (e.g. form,
timbre, texture, rhythm, subject matter or
themes, purpose of the music [i.e. to record
history, to preserve culture, to entertain, to set a
mood], various roles of musicians).
• Identify and explore innovation in music both
locally and globally and present to the class,
focusing on the implications of this invention
(e.g. Garage Band, move from traditional to
electronic music, etc.).
• Work collaboratively to develop criteria for
critiquing performance
• Demonstrate the ability to accept constructive
feedback
• Apply feedback to their own presentations
that can be used to refine
work
• Use the DESIGN CYCLE to guide the creative
process
(Investigate ↔ Plan ↔ Create ↔ Evaluate).