Music Education - Gnb.ca

MUSIC K-5 Program Characteristics The Music Education Curriculum: Kindergarten to Grade Five program contributes to a multi-disciplinary, interrelated school curriculum. While being engaged in music activities, students learn more than music content and skills. As with any creative endeavour, many thought processes, learning strategies, and ways to express oneself are refined and transferred to other aspects of one’s life. Like other art forms, music offers unique experiences from which a better understanding of the world and of oneself can emerge. The outcomes contained in these documents articulate the skills, knowledge and attitudes that students should be able to demonstrate. How teachers facilitate outcome achievement is a matter of individual choice and planning. Teachers are encouraged to enhance their teaching and the students’ learning by creatively accessing supplementary resources. Focused listening to music within the context of a music lesson exposes students to a wide variety of music and sounds. Guided listening activities also teach students to: Concentrate on aural stimuli Develop sound awareness, sound discrimination, and sound sensitivity Develop the ability to remember sounds and sound sequences over time. To understand what is being heard requires the listener to recognize and discriminate different sounds. In music, this refers to distinguishing whether sounds are high or low, fast or slow, loud or soft, human or mechanical, etc. By definition, music is sound passing in time. Therefore, focused listening encourages the development of the ability to remember what has been heard. Students with developed listening skills will be able to reproduce sounds in a specific sequence and recall and retain sounds in general. Young learners are often naturally active and unafraid to physically express their thoughts and emotions. To enrich the students’ learning opportunities, and to connect to the learners who have kinesthetic preferences, teachers are encouraged to include creative movement activities as part of the music education program, particularly in the primary grades. Appendix 1 contains creative movement ideas that teachers might want to use. The performance of music is an integral part of any comprehensive music program. However, there is a natural tendency for the acquisition of performance skills to occupy large amounts of time. Teachers must continually work at balancing the diverse multitude of learning activities that come together within the curricular music program. Similarly, principals, teachers, and other stakeholders must take care to set reasonable expectations for co-curricular ensembles’ performance standards and time commitments. 5

MUSIC K-5 Assessment, Evaluation and Achievement Standards The terms “assessment” and “evaluation” are often used interchangeably, but they refer to quite different processes. Arts curriculum documents developed in the Atlantic region use these terms for the processes described below. Assessment Assessment is the systematic process of gathering information on student learning. Teachers make decisions about program delivery based on the results of ongoing informal and formal assessment processes. With timely applications of sensitively designed assessment strategies, teachers can effectively determine what outcomes and experiences need increased emphasis. In this way, the assessment process shapes the learning activities of the future. When determining how well a student has acquired a concept, process, or skill, teachers must consider the vast array of learning styles that might be present in any classroom. Teachers are advised to remember that some people prefer background noise while others prefer quiet while they work. Some students are better at demonstrating their learning through a type of exhibit while others find it easier to respond on a written test. Some students express themselves well in group activities while others prefer to work alone. These are only a few examples of the many personal attributes teachers need to know about their students when designing fair assessment strategies. Evaluation Evaluation is the process of analyzing, reflecting upon, and summarizing assessment information, and making judgments or decisions based upon the information gathered. Teachers are to evaluate student achievement using the strands as they are defined on the Provincial School Report Cards. At the Kindergarten to Grade Two levels, only one strand exists, identified as “Making/Creating Music and Responding to Music”. Within this single strand, three achievement levels are to be applied. At the Grade Three to Grade Five levels, there are two strands, “Making/ Creating Music”, and “Responding to Music”. The following table defines the “Standards of Achievement” to be used by teachers as they work through the evaluation process. Teachers are reminded that “Making and Creating Music” (GCO 1 and 2) refers to an assessment of the student’s ability to sing, play instruments, and/or move to music individually and in a variety of group sizes. “Responding to Music” (GCO 3 – 8) refers to an assessment of the student’s ability to listen critically, analyze, and evaluate music according to varying criteria. 6

MUSIC K-5 Standards of Achievement Strong Performance Appropriate Development Experiencing Difficulty KINDERGARTEN Independently, the student: maintains a steady beat distinguishes between loud and soft distinguishes between high and low pitches distinguishes between fast and slow tempi Also, the student’s response to music reflects an understanding of specific musical elements. With occasional teacher support, the student: maintains a steady beat distinguishes between loud and soft distinguishes between high and low pitches distinguishes between fast and slow tempi Also, the student’s response to music reflects an understanding of specific musical elements. The student exhibits difficulty when trying to: maintain a steady beat distinguish between loud and soft distinguish between high and low pitches distinguish between fast and slow tempi Also, the student’s response to music rarely reflects an understanding of specific musical elements. 7

MUSIC K-5 Standards of Achievement GRADE 1 Strong Performance Appropriate Development Experiencing Difficulty Independently, the student: performs and creates rhythms accurately using Ta, Ti-ti, and quarter rest distinguishes between beat and rhythm sings on pitch and performs melodies accurately containing s, m, and l distinguishes melodic direction recognizes “same and different” form Also, the student’s response to music reflects an understanding of specific musical elements. With occasional teacher support, the student: performs and creates rhythms accurately using Ta, Ti-ti, and quarter rest distinguishes between beat and rhythm sings on pitch and performs melodies accurately containing s, m, and l distinguishes melodic direction recognizes “same and different” form Also, the student’s response to music reflects an understanding of specific musical elements. The student exhibits difficulty when trying to: perform and create rhythms using Ta, Ti-ti, and quarter rest distinguish between beat and rhythm sing on pitch and perform melodies containing s, m, and l distinguish melodic direction recognize “same and different” form Also, the student’s response to music rarely reflects an understanding of specific musical elements. 8

MUSIC K-5 Standards of Achievement GRADE 2 Strong Performance Appropriate Development Experiencing Difficulty Independently, the student: performs and creates rhythms accurately using Tica-tica, Ta-a, and half rest sings on pitch and performs melodies accurately containing s, m, l, r, d recognizes “same and different” form identifies AABA form Also, the student’s response to music reflects an understanding of specific musical elements. With occasional teacher support, the student: performs and creates rhythms accurately using Tica-tica, Ta-a, and half rest sings on pitch and performs melodies accurately containing s, m, l, r, d recognizes “same and different” form identifies AABA form Also, the student’s response to music reflects an understanding of specific musical elements. The student exhibits difficulty when trying to: perform and create rhythms using Tica-tica, Ta-a, and half rest sing on pitch and perform melodies containing s, m, l, r, d recognize “same and different” form identify AABA form Also, the student’s response to music rarely reflects an understanding of specific musical elements. 9

MUSIC K-5 Standards of Achievement Strong Performance Appropriate Development Experiencing Difficulty GRADE 3 Making/ Creating Music Independently, the student: performs and creates rhythms accurately using Ti-tica, Tica-ti, whole note, whole rest, and dotted half note sings on pitch and performs melodies accurately containing d1, l, s, m, r, d, l1, s1 identifies ABA form Responding To Music Independently, the student: articulates personal reflections (written, visual, or oral) pertaining to a variety of musical experiences and cultures, with a focus on the local community and on Atlantic Canada shares responses orally to musical performances using appropriate musical terminology including: tone set, articulation, texture, and timbre demonstrates, through discussion, an understanding of artistic intent expresses verbally an understanding of past and present music technologies creates music (through composition or improvisation) using available technologies Making/ Creating Music With occasional teacher support, the student: performs and creates rhythms accurately using Ti-tica, Tica-ti, whole note, whole rest, and dotted half note sings on pitch and performs melodies accurately containing d1, l, s, m, r, d, l1, s1 identifies ABA form Responding To Music With occasional teacher support, the student: articulates personal reflections (written, visual, or oral) pertaining to a variety of musical experiences and cultures, with a focus on the local community and on Atlantic Canada shares responses orally to musical performances using appropriate musical terminology including: tone set, articulation, texture, and timbre demonstrates, through discussion, an understanding of artistic intent expresses verbally an understanding of past and present music technologies creates music (through composition or improvisation) using available technologies Making/ Creating Music The student exhibits difficulty when trying to: perform and create rhythms using Ti-tica, Tica-ti, whole note, whole rest, and dotted half note sing on pitch and accurately perform melodies containing d1, l, s, m, r, d, l1, s1 identify ABA form Responding To Music The student exhibits difficulty when trying to: articulate personal reflections (written, visual, or oral) pertaining to a variety of musical experiences and cultures, with a focus on the local community and on Atlantic Canada share responses orally to musical performances using appropriate musical terminology including: tone set, articulation, texture, and timbre demonstrate, through discussion, an understanding of artistic intent express verbally an understanding of past and present music technologies create music (through composition or improvisation) using available technologies 10

MUSIC K-5 Standards of Achievement GRADE 4 Strong Performance Appropriate Development Experiencing Difficulty Making/ Creating Music Independently, the student: performs and creates rhythms accurately using Ti and eighth rest sings on pitch and performs melodies accurately containing d1, t, l, s, f, m, r, d, t1, l1, s1 identifies Rondo, and Theme and Variation forms Responding to Music Independently, the student: articulates (in written, visual, or oral form) personal reflections pertaining to a variety of musical experiences and cultures found within the local community, Atlantic Canada, and Canada demonstrates an understanding (in written, visual, oral, drama, or dance form) of the interconnectedness between the arts and their co-existent societal influences evaluates (orally or in writing) musical performances using previously learned musical terminology with the addition of melody and harmony expresses verbally (in oral or written form) an understanding of past, present, and changing music technologies with a focus on visually and aurally identifying keyboard and orchestral instruments creates music (through composition or improvisation) which explores the expressive capabilities of available technologies demonstrates, through discussion, an understanding of personal artistic intent Making/ Creating Music With occasional teacher support, the student: performs and creates rhythms accurately using Ti and eighth rest sings on pitch and performs melodies accurately containing d1, t, l, s, f, m, r, d, t1, l1, s1 identifies Rondo, and Theme and Variation forms Responding To Music With occasional teacher support, the student: articulates (in written, visual, or oral form) personal reflections pertaining to a variety of musical experiences and cultures found within the local community, Atlantic Canada, and Canada demonstrates an understanding (in written, visual, oral, drama, or dance form) of the interconnectedness between the arts and their co-existent societal influences evaluates (orally or in writing) musical performances using previously learned musical terminology with the addition of melody and harmony expresses verbally (in oral or written form) an understanding of past, present, and changing music technologies with a focus on visually and aurally identifying keyboard and orchestral instruments creates music (through composition or improvisation) which explores the expressive capabilities of available technologies demonstrates, through discussion, an understanding of personal artistic intent Making/ Creating Music The student exhibits difficulty when trying to: perform and create rhythms accurately using Ti and eighth rest sing on pitch and perform melodies accurately containing d1, t, l, s, f, m, r, d, t1, l1, s1 identify Rondo, and Theme and Variation forms Responding To Music The student exhibits difficulty when trying to: articulate (in written, visual, or oral form) personal reflections pertaining to a variety of musical experiences and cultures found within the local community, Atlantic Canada, and Canada demonstrate an understanding (in written, visual, oral, drama, or dance form) of the interconnectedness between the arts and their co-existent societal influences evaluate (orally or in writing) musical performances using previously learned musical terminology with the addition of melody and harmony express verbally (in oral or written form) an understanding of past, present, and changing music technologies with a focus on visually and aurally identifying keyboard and orchestral instruments create music (through composition or improvisation) which explores the expressive capabilities of available technologies demonstrate, through discussion, an understanding of personal artistic intent 11

MUSIC K-5 Standards of Achievement GRADE 5 Strong Performance Appropriate Development Experiencing Difficulty Making/ Creating Music Independently, the student: performs and creates rhythms accurately using dotted quarter note-eighth note, and eighth note–quarter note-eighth note rhythms performs accurately in 6/8 meter sings on pitch and performs accurately a single part within a 2-part texture recognizes visually the key signatures of C, F, and G major identifies bridges (transitions) and codas Responding to Music Independently, the student: articulates (in written, visual, or oral form) personal reflections pertaining to a variety of national and international musical experiences and cultures, including contemporary influences articulates (in written, visual, or aural form) the interconnectedness between music and visual arts articulates (in written, visual, or aural form) similarities and differences between compositions of a variety of genres and forms expresses verbally (in oral or written form) the recognition of orchestral, band, and keyboard instruments by sight, sound, and family describes, using appropriate terminology, how compositional decisions are influenced by various criteria, such as: changing technologies, social forces, and environmental factors. Making/ Creating Music With occasional teacher support, the student: performs and creates rhythms accurately using dotted quarter note-eighth note, and eighth note–quarter note-eighth note rhythms performs accurately in 6/8 meter sings on pitch and p

MUSIC K-5 1 Background Music Education Curriculum: Kindergarten to Grade Five arises from the philosophy and outcomes expressed in Foundation for the Atlantic Canada Arts Education Curriculum (document 843280), published in 2001, and Music Curriculum Outcomes K-8 (document 840960), published in 1996. It represents the stage in the evolution of New Brunswick's elementary level music education .