Music Education Curriculum Grade Six - New Brunswick

2y ago
11 Views
3 Downloads
296.85 KB
29 Pages
Last View : 18d ago
Last Download : 2m ago
Upload by : Tripp Mcmullen
Transcription

842880Music Education CurriculumGrade SixNew Concepts/Skills minor scale theme and variation sub-dominant sub-mediantDepartment of EducationEducational Programs & Services BranchPO Box 6000Fredericton, NB, E3B 5H1JANUARY 2004

CURRICULUM OUTCOMES - GRADE SIXAcknowledgementsThe Department of Education wishes to acknowledge the thoughtful contribution of the following Membersof the Middle Level Music Curriculum Development and Advisory Committee in the development of theMusic Education Curriculum: Grade 6 document.Elizabeth Brewer, District 8Ernest Brown, District 18Timothy Cooper, University of New BrunswickAngela Flynn, District 2Katrina Godbout, District 2Jennifer Harkness, District 10Anne-Marie Milner, District 6Karen Olscamp, District 2Alistair Tulloch, District 15Gervais Warren, retired, Department of EducationHugh Kennedy, Department of EducationIn addition, the New Brunswick Department of Education appreciates the generous sharing of curriculumcontent at the grade 6 level by the Nova Scotia Department of Education.MUSIC GRADE SIX – JANUARY 20041

CURRICULUM OUTCOMES – GRADE SIXBackgroundMusic Education Curriculum: Grade 6 represents the beginning of the next stage in the evolution of NewBrunswick’s middle level music education curriculum. It arises from the philosophy and outcomes expressedin Foundation for the Atlantic Canada Arts Education Curriculum. It is written with the assumption thatstudents have been engaged in a meaningful music program in grades K-5, and that music education will bean on-going component in each grade until the end of grade 10. The content and processes contained inMusic Education Curriculum: Grade 6 will lead logically into the grades 7 and 8 music programs.Rationale(As expressed in Foundation for the Atlantic Canada Arts Education Curriculum)Education in the arts is fundamental to the aesthetic, physical, emotional, intellectual, and socialgrowth of the individual. It provides students with unique ways of knowing, doing, living, andbelonging in the global community. It also has a key role in the development of creativity andimagination.Through arts education, students come to understand the values and attitudes held by individualsand communities. Learning in the arts contributes to an empathetic worldview and an appreciationand understanding of the relationship among peoples and their environments.Education in the arts and learning in other subject areas through the arts develop the AtlanticCanada essential graduation learnings: aesthetic expression, citizenship, communication, personaldevelopment, problem solving, and technological competence.2MUSIC GRADE SIX – JANUARY 2004

CURRICULUM OUTCOMES - GRADE SIXCurriculum OrganizationIn 1993, New Brunswick, working with the other Atlantic Provinces under the auspices of the Atlantic ProvincesEducation Foundation (APEF), began developing regionally common curricula for mathematics, science, Englishlanguage arts, social studies, arts education, and technology education. In 2001, the Foundation for the AtlanticCanada Arts Education Curriculum was published.Within the curricula there are various organizational strata. At the broadest level are six Essential GraduationLearnings (EGL’s). Essential Graduation Learnings are statements describing the knowledge, skills, and attitudesexpected of all students who graduate from high school. They are not unique to one specific subject or discipline.Rather, Essential Graduation Learnings are relevant to all subject areas. They function as the overarchingframework into which all curricula fits.One of the Essential Graduation Learnings states, “Graduates will be able to respond with critical awareness tovarious forms of the arts and be able to express themselves through the arts.” This EGL is divided into eightGeneral Curriculum Outcomes (GCO’s), which are common to Visual Art, Music, Drama, and Dance. The eightGeneral Curriculum Outcomes are then grouped into three strands.STRAND 1STRAND 2STRAND 3CREATING, MAKING, ANDPRESENTINGUNDERSTANDING ANDCONNECTING CONTEXTS OFTIME, PLACE ANDCOMMUNITYPERCEIVING, REFLECTING,AND RESPONDINGGCO 1: Students will be expectedto explore, challenge, develop, andexpress ideas, using the skills,language, techniques, and processesof the arts.GCO 3: Students will be expectedto demonstrate critical awareness ofand value for the role of the arts increating and reflecting culture.GCO 6: Students will be expectedto apply critical thinking andproblem-solving strategies to reflecton and respond to their own andothers’ expressive work.GCO 2: Students will be expectedto create and/or present,collaboratively and independently,expressive products in the arts for arange of audiences and purposes.GCO 4: Students will be expectedto respect the contributions to thearts of individuals and culturalgroups in local and global contexts,and value the arts as a record ofhuman experience and expression.GCO 7: Students will be expectedto understand the role oftechnologies in creating andresponding to expressive works.GCO 5: Students will be expectedto examine the relationship amongthe arts, societies, andenvironments.GCO 8: Students will be expectedto analyze the relationship betweenartistic intent and the expressivework.Key-Stage Outcomes further define expected student achievement for each General Curriculum Outcome. In thearts, New Brunswick defines its Key-Stage Outcomes at grades 2, 5, and 8.Specific Curriculum Outcomes are used to articulate expected student achievement within a single grade level.Specific Curriculum Outcomes correlate to Key-Stage Outcomes. Within the main text of the Music EducationCurriculum: Grade 6 document the outcomes listed in the far-left column are Specific Curriculum Outcomes.MUSIC GRADE SIX – JANUARY 20043

CURRICULUM OUTCOMES – GRADE SIXCurriculum Organization6 Essential Graduation Learnings (EGL’s)Developed by New Brunswick in collaboration with APEFApplied RegionallyCommon across the entire curriculum for all subject areas at all grade levels8 General Curriculum Outcomes (GCO’s)Developed by New Brunswick in collaboration with APEFApplied RegionallyCommon only to the Arts (Visual Art, Music, Drama, and Dance)The 8 General Curriculum Outcomes are grouped into 3 strandsKey Stage Arts Outcomes (KSO’s)Developed by New Brunswick and Applied ProvinciallyApplied to the Arts at grades 2, 5, and 8Specific Music Curriculum Outcomes (SCO’s)Developed by New Brunswick and Applied ProvinciallySpecific to a subject area and grade level (Music 6)The Specific Curriculum Outcomes of the Music Education Curriculum: Grade 6 program were developedassuming that students: have regularly participated in music learning in each of the preceding grades, have realized the grade 5 Key-Stage Outcomes, and will continue to participate in curricular music programs every year until the end of grade 10.The Music Education Curriculum: Grade 6 is designed to guide all grade 6 students through meaningful,developmentally appropriate, and comprehensive music education experiences.Specific Curriculum Outcomes of the Music Education Curriculum: Grade 6 document are aligned withthe Key Stage Arts Outcomes contained in the Foundation for the Atlantic Canada Arts EducationCurriculum (document 843280)4MUSIC GRADE SIX – JANUARY 2004

CURRICULUM OUTCOMES - GRADE SIXProgram CharacteristicsThe Music Education Curriculum: Grade 6 program contributes to a multi-disciplinary, interrelated schoolcurriculum. While being engaged in music activities, students learn more than music content and skills. Aswith any creative endeavour, many thought processes, learning strategies, and ways of expression are refinedand transferred to other aspects of life. Like other art forms, music offers unique experiences from which abetter understanding of the world can emerge. Students who are engaged in such a program have theopportunity to develop a comprehensive awareness, appreciation, and understanding of personal lifeexperiences and events.The Music 6 curriculum guide provides students with a means to acquire a developmentally appropriatecomprehensive music education through both performance and non-performance activities. The first strandis Creating/Making and Presenting. The second strand is Understanding and Connecting Contexts of Time,Place, and Community. The third strand is Perceiving, Reflecting, and Responding.The performance of music is an integral part of any comprehensive music program. Teachers mustcontinually work at balancing the delivery of the music program between performance and non-performancelearning activities.Schools may deliver music courses in grades 6, 7 and 8 using a variety of performing idioms. Depending onlocal school and district resources, the outcomes found within the first strand may be realized using choral,and/or keyboard (piano), and/or guitar, and/or orchestral string, and/or band instrumental activities. Acarefully constructed school music program will connect curricular content and processes to the activitiesassociated with co-curricular performance ensembles. Students who participate in co-curricular ensemble(s)will benefit from a synergistic relationship between curricular and co-curricular activities.AssessmentTeachers make decisions about program delivery based on the results of ongoing formal and informalassessment processes. With timely applications of assessment strategies, teachers can determine whatoutcomes and experiences need increased emphasis. In this way, the assessment process shapes the learningactivities of the future.When determining how well a student has learned a concept, process, or skill, teachers must consider the vastarray of learning styles that might be present in any classroom. Teachers are advised to remember that somepeople prefer background noise while others prefer quiet while they work. Some students are better atdemonstrating their learning through a type of exhibit while others find it easier to respond on a written test.Some students respond well to group activities while others prefer to work alone. These are only a fewexamples of the many personal attributes teachers need to know about their students when designing fairassessment strategies.EvaluationTeachers are to assess student achievement using the three strands: Creating, Making and Presenting;Understanding and Connecting Contexts of Time, Place, and Community, and; Perceiving, Reflecting, andResponding. For each strand, the following Achievement Standards are to be applied:MUSIC GRADE SIX – JANUARY 20045

CURRICULUM OUTCOMES – GRADE SIXOutstanding PerformanceA (95-100%)Outcomes are consistently demonstrated withindependence to an outstanding level.Very Good PerformanceA (84-94%)Outcomes are consistently demonstrated withindependence to a high level.Good PerformanceB (72-83%)Outcomes are demonstrated with occasionalhelp to a high level.Acceptable PerformanceC (60-71%)Outcomes are demonstrated to a basic level,with occasional help.Marginal PerformanceD (50-59%)Outcomes are demonstrated to a basic levelsome of the time. Frequent help is required.Weak PerformanceE (below 50%)Outcomes are rarely demonstrated, even withteacher support.Currently, there are many models of program delivery for middle level music, across the province. Thequality of instruction and the amount of time on task have a direct effect on student achievement. It isrecommended that teachers delivering this curriculum have significant course work in music and that 75minutes per week for the entire school year, be allocated for music learning within the school schedule.6MUSIC GRADE SIX – JANUARY 2004

MUSIC GRADE SIX – JANUARY 2004Grade 6 Music Achievement StandardsOUTSTANDINGPERFORMANCE – A (95-100%)Outcomes are consistentlydemonstrated with independenceto an outstanding level.Outcomes are consistentlydemonstrated with independenceto a high level.STRAND 2Understanding and ConnectingContexts of Time, Place, andCommunitySTRAND 3Perceiving, Reflecting, andRespondingGCO 1 & GCO 2GCO 3, GCO 4 & GCO 5GCO 6, GCO 7 & GCO 8The student sings/plays on pitch,using correct rhythm, clear diction(when singing), effective dynamiccontrasts, appropriate articulationand a resonant tone, throughoutthe expected range.The student identifies and clearlydescribes connections betweenmusic and a variety of curricularareas. The student identifies,analyses, and articulates the role ofmusic within the context ofdifferent cultures.The student uses extensive musicalterminology to accurately analyseand justify detailed responses tomusical stimuli.The student identifies anddescribes connections betweenmusic and a variety of curricularareas. The student identifies andarticulates the role of music withinthe context of different cultures.The student uses musicalterminology to accurately analyseand justify detailed responses tomusical stimuli.The student creates accurate andclear written and aural rhythmsand melodies. The music isappropriately expressive.The student sings/plays on pitch,using correct rhythm, clear diction(when singing), effective dynamiccontrasts, appropriate articulation,and a resonant tone, throughoutthe expected range. Only a fewerrors are present.The student creates accurate andclear written and aural rhythmsand melodies. The music isappropriately expressive. Only afew errors are present.7CURRICULUM OUTCOMES - GRADE SIXVERY GOODPERFORMANCE – A(84-94%)STRAND 1Creating, Making, and Presenting

GOODPERFORMANCE – B(72-83%)Outcomes are demonstrated withoccasional help to a high level.STRAND 1STRAND 2The student sings/plays on pitch,using correct rhythm, clear diction(when singing), effective dynamiccontrasts, appropriate articulation,and a resonant tone, throughoutthe expected range. A few errorsare present. Occasional teachersupport is needed.The student identifies anddescribes connections betweenmusic and a variety of curricularareas. The student identifies andarticulates the role of music withinthe context of different cultures.STRAND 3The student uses musicalterminology to analyse and justifyresponses to musical stimuli, withoccasional teacher support.Occasional teacher support isneeded.The student creates accurate andclear written and aural rhythmsand melodies, with a few errors.The music is appropriatelyexpressive. Occasional teachersupport is needed.ACCEPTABLEPERFORMANCE – C(60-71%)MUSIC GRADE SIX – JANUARY 2004Outcomes are demonstrated withoccasional help, to a basic level.The student sings/plays on pitch,with correct rhythm and diction(when singing), with occasionalerrors. The dynamic range isnarrow, the tone quality may beinconsistent, and the pitch rangemay be limited.The student creates written andaural rhythms and melodies, whichcontain occasional errors. Musicalexpression is limited. Occasionalteacher support is needed.The student identifies connectionsbetween music and other curricularareas. The student identifies andarticulates musical differencesbetween cultures. Occasionalteacher support is needed.The student uses limited musicalterminology to analyze and justifysome responses to musical stimuli.Occasional teacher support isneeded.CURRICULUM OUTCOMES - GRADE SIX8Grade 6 Music Achievement Standards

MUSIC GRADE SIX – JANUARY 2004Grade 6 Music Achievement StandardsMARGINALPERFORMANCE – D(50-59%)Outcomes are demonstrated to abasic level some of the time.Frequent help is required.STRAND 1STRAND 2STRAND 3The student sings/plays on pitch,with correct rhythm and diction(when singing), with occasionalerrors. The dynamic range isnarrow, the tone quality isinconsistent, and the pitch range islimited.The student identifies only a fewconnections between music andother curricular areas. The studentidentifies music from othercultures. Frequent support isrequired.The student uses limited musicalterminology to analyze and justifyonly a few responses to musicalstimuli. Frequent support isrequired.The student rarely identifiesconnections between music andother curricular areas. The studentrarely identifies music from othercultures.The student rarely uses musicalterminology to articulate responsesto musical stimuli.The student creates written andaural rhythms and melodies, butthese contain frequent errors.Musical expression is frequentlyinappropriate.Frequent teacher support isneeded.Outcomes are rarely demonstrated,even with teacher support.The student rarely sings/plays inpitch with correct rhythm anddiction (when singing). Thedynamic range is narrow, the tonequality is inconsistent, and thepitch range is limited.The student rarely creates accuratewritten and aural rhythms andmelodies. Musical expression isfrequently inappropriate.9CURRICULUM OUTCOMES - GRADE SIXWEAKPERFORMANCE – E(below 50%)

CURRICULUM OUTCOMES – GRADE SIXCreating, Making, and PresentingGCO 1: Students will explore, challenge, develop, and express ideas, using the skills,language, techniques, and processes of the arts.OutcomesSuggestions for Learning and TeachingBy the end of grade 6, students willbe expected to 6.1.1 sing and/ or play withothers, with emphasis onexpressive part singing, phrasing,range, more complex textures,including counter melodies anddescants6.1.2 create music thatcommunicates thoughts,experiences, and feelings 6.1.3 demonstrate an awareness ofrhythmic and melodic concepts,form, and texture throughlanguage, movement andperformance 6.1.4 sight read simple melodiesfrom traditional notation 6.1.5 create and notate shortmusical works to express andcommunicate personal feelingswith an emphasis on theme andvariations 10Provide opportunities for students to read, improvise, and notate shortrhythmic pieces using rhythmic patterns from known repertoire. Invitethem to share their rhythmic compositions with a partner and to playeach other's rhythmsDevelop the students’ repertoire of rhythms found in 6/8, includingsuch patterns as two eighth notes followed by two sixteenth notes, and adotted eighth note followed by a sixteenth note and an eighth note.Provide on-going opportunities for students to perform rhythms in avariety of ways such as clapping, using rhythm syllables, playing onpercussion instruments, or in canon with a partner.Build a repertoire of minor key songs and derive the structure of theminor scale.Compare major scales and their relative minors in a variety of visualways (e.g., keyboard, human piano, solfa disks) to write the scalevertically and horizontally.Experience the flavour of major and minor by singing a minor song in amajor tonality.Have students read known songs from traditional notation. Prepare thisactivity by echo singing, singing from hand signs and from the staffusing the tone set of the song to be sight-read.Provide an opportunity for the students to experiment with inventednotation. Have students choose a song from a list of classroomrepertoire and notate the song using graphing, symbols, pictures, orother means of their own choosing. Have students share their workwith the class members who then try to identify the song from thenotation. Discuss the advantages and disadvantages of a commonmusical notation system.Create variations on a rhythmic or melodic theme. With the teacher,experiment with varying elements such as tonality, rhythm, articulation,and tempo. Have students listen to examples of theme and variation toexplore ideas from other composers (e.g., Mozart’s Twinkle Little Star,Ah, vous dirais-je maman). A teacher or invited guest could perform hiscomposition.Sing or play, accompanied and unaccompanied, folk and composedsongs in two parts, including partner songs, rounds, and songs with adescant or ostinato. Challenge students to sing or play these in pairs orsmall groups.Have students explore their vocal ranges and record the results. Theymay wish to use this format:- The highest note I can sing above middle C is .- The lowest note I can sing below middle C is .The students should notate their range on the staff and determine thevoice range (e.g., alto) with which i

have regularly participated in music learning in each of the preceding grades, have realized the grade 5 Key-Stage Outcomes, and will continue to participate in curricular music programs every year until the end of grade 10. The Music Education Curriculum: Grade 6 is designed to guide

Related Documents:

Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill

Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

Math Course Progression 7th Grade Math 6th Grade Math 5th Grade Math 8th Grade Math Algebra I ELEMENTARY 6th Grade Year 7th Grade Year 8th Grade Year Algebra I 9 th Grade Year Honors 7th Grade Adv. Math 6th Grade Adv. Math 5th Grade Math 6th Grade Year 7th Grade Year 8th Grade Year th Grade Year ELEMENTARY Geome

Music Production: Grade 2 1 15 8 75 Level 1 Award in Music Production: Grade 3 1 16 11 102 Level 2 Certificate in Music Production: Grade 4 1 21 13 130 Level 2 Certificate in Music Production: Grade 5 1 21 16 158 Level 3 Certificate in Music Production: Grade 6 1 32 20 198 Level 3 Certificate in Music Production: Grade 7 1 42 25 245 Level 3 .

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 .

Ocarina Music Curriculum: a modular approach to music learning National Curriculum in England - Purpose of Study "Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-

7 Grade 1 13 Grade 2 18 Grade 3 23 Grade 4 28 Grade 5 33 Grade 6 38 Elementary Spanish. 29 Secondary. 39 Grade 7 43 Grade 8 46 Grade 9 49 Grade 10 53 Grade 11 57 Grade 12 62 Electives. Contents. Textbook used with Online Textbook used with DVD. Teacher Edition & Student Books. Color Key

ASME NQA-1–2019 (Revision of ASME NQA-1–2017) Quality Assurance Requirements for Nuclear Facility Applications AN AMERICAN NATIONAL STANDARD x This is a preview of "ASME NQA-1-2019".