|
Competencies
|
Identifies the difference between sound and silence accurately
Relates images to sound and silence within a rhythmic pattern
Performs echo clapping
Maintains a steady beat when chanting walking tapping clapping and playing musical instruments
Claps, taps, chants, walks and plays musical instruments with an accurate rhythm in response to sound
Creates simple ostinato patterns in groupings of 2s 3s and 4s through body movements
Performs simple ostinato patterns on other sound sources including body parts
Plays simple ostinato patterns on classroom instruments; sticks, drums, triangles, nails, coconut shells, bamboo, empty boxes, etc.
Identifies the pitch of a tone as high or low
Matches the correct pitch of tones with other sound sources
Sings simple melodic patterns (so-mi, mi-so, mi-re-do)
Matches the melody of a song with the correct pitch vocally
Sings in pitch; rote singing, greeting songs, counting songs, and echo singing
Identifies with body movements the beginnings endings and repeats of a recorded music example
Identifies similar or dissimilar musical lines with the use of body movements and geometric shapes or objects
Relates basic concepts of musical forms to geometric shapes to indicate understanding of same patterns and different patterns
Chooses the exact geometric shapes that correspond to musical form
Identifies the source of sounds; wind, wave, swaying of the trees, animal sounds, sounds produced by machines, transportation, sounds through body movements
Responds appropriately to differences in sounds heard through body movement
Replicates the sounds heard from different sources
Uses voice and other sources of sound to produce a variety of timbres
Demonstrates dynamic changes with movements
Uses the terms loud and soft to identify volume changes
Relates the concepts of dynamics to the movements of animals: elephant walk - "loud"; tiny steps of a mouse - "soft"
Interprets with body movements the dynamics of a song: small movement - "soft"; big movement - "loud"
Applies the concepts of dynamic levels to enhance poetry chants drama and musical stories: small movement - "soft"; big movement - "loud"
Mimics animal movements: horse - fast; carabao - slow
Demonstrates the basic concepts of tempo through movements
Responds to varied tempo with movements or dance steps: slow movement with slow music; fast movement with fast music
Relates tempo changes to movements
Uses varied tempo to enhance poetry chants drama and musical stories
Identify sounds alone sounds together
Demonstrates awareness of texture by using visual images
Distinguishes accurately between single musical line and multiple musical lines which occur simultaneously in a given song
Demonstrates the concept of texture by singing two-part round: 1. are you sleeping, john?; row, row, row your boat
|
