Kidergarte to Grade 8 Music Maitoba Curriculum Framework of Outcomes
K i d E r g a r t E g r a d E 8 M u s i c t o Maitoba curriculum Framework of outcomes 2011 Maitoba Educatio
Maitoba Educatio Cataloguig i Publicatio Data Kidergarte to Grade 8 music [electroic resource] : Maitoba curriculum framework of outcomes Icludes bibliographical refereces. ISBN: 978-0-7711-5024-1 1. Music Maitoba Curricula. 2. Music Study ad teachig Maitoba. 3. Music Study ad teachig (Elemetary) Maitoba. 4. Arts Maitoba Curricula. 5. Arts Study ad teachig Maitoba. I. Maitoba. Maitoba Educatio. 372.87043 Copyright 2011, the Govermet of Maitoba, represeted by the Miister of Educatio. Maitoba Educatio School Programs Divisio Wiipeg, Maitoba, Caada Every effort has bee made to ackowledge origial sources ad to comply with copyright law. If cases are idetified where this has ot bee doe, please otify Maitoba Educatio. Errors or omissios will be corrected i a future editio. All images foud i this documet are copyright protected ad should ot be extracted, accessed, or reproduced for ay purpose other tha for their iteded educatioal use i this documet. Ay websites refereced i this documet are subject to chage. Educators are advised to preview ad evaluate websites ad olie resources before recommedig them for studet use. Prit copies of this resource ca be purchased from the Maitoba Text Book Bureau (stock umber 80674). Order olie at <www.mtbb.mb.ca>. This resource is available o the Maitoba Educatio website at <www.edu.gov.mb.ca/k12/cur/arts/idex.html>. Ce documet est dispoible i fraçais. U documet pour le Programme d immersio fraçaise et u documet pour le Programme fraçais sot égalemet dispoibles.
c o t E t s Ackowledgemets Itroductio 1 Purpose 1 Backgroud 1 implemetatio 2 cotet 3 Overview of the Music Framework 5 the Ladscape of Music 5 the ature of the Music disciplie 5 ratioale for Music Educatio 6 Learig i Music 6 the Learig Process 6 the trasformative Learig Potetial of Music Educatio 7 guidig Priciples for Learig i Music 7 v the Music Butterfly 12 Essetial Learig areas 13 geeral Learig outcomes 14 guide to readig the Music Framework 15 Kidergarte to Grade 8 Music: Studet Learig Outcomes 17 Music Laguage ad Performace skills 19 creative Expressio i Music 33 uderstadig Music i cotext 41 Valuig Musical Experiece 49 Appedices 59 itroductio 61 appedix a: rhythm, Melody, ad Harmoy 62 appedix B: Expressio 64 appedix c: timbre 65 appedix d: Form 66 Music Framework Compoets ad Orgaizatio 9 the Music Framework Butterfly 9 the cetre of the Butterfly 10 the Wigs Workig together 11 the Wigs idividually 11 Glossary 67 Bibliography 73 c o t e t s iii
a c K o W L E d g E M E t s Maitoba Educatio gratefully ackowledges the cotributios of the followig idividuals i the developmet of Kidergarte to Grade 8 Music: Maitoba Curriculum Framework of Outcomes. Writers Liz coffma istructor carole Freyet-gagé idepedet cotractor Kare geist-maceill cosultat Bill Kristjaso cosultat ad teacher Lidi Kuiper idepedet cotractor atalie Labossière idepedet cotractor Fracie Mori Professor, departmet Head curriculum, teachig ad Learig Beryl Peters istructor (util July 2009) uiversity of Maitoba Louis riel school divisio Pembia trails school divisio Faculty of Educatio uiversity of Maitoba uiversity of Maitoba a c k o w l e d g e m e t s v
Developmet Team Members Music cidee Broeska day carroll Heather clyde Lucille Fourier Peter Frigo Brady gill Moique guéette James Hickerso roger Matie Eric Marshall guy Michaud Kriste Myers carma Elemetary school Prairie rose school divisio geeral Byg school Pembia trails school divisio École Morde Middle school Wester school divisio École st. avila Pembia trails school divisio Burtwood Elemetary school Mystery Lake school district Muroe Juior High school river East trascoa school divisio École/collège régioal gabrielle-roy divisio scolaire fraco-maitobaie iakwa Place school ad elso Mcityre collegiate Louis riel school divisio sprigfield collegiate istitute surise school divisio cosultat st. James-assiiboia school divisio collège Louis-riel ad École christie-lespérace divisio scolaire fraco-maitobaie arthur a. Leach Juior High school Pembia trails school divisio vi K i d e r g a r t e t o g r a d e 8 M u s i c : M a i t o b a c u r r i c u l u m F r a m e w o r k o f o u t c o m e s
Developmet Team Members Music (cotiued) d. J. oakes-muro H. c. avery Middle school ad Elwick commuity school seve oaks school divisio Developmet Team Members Dace tricia Peer aelie Peters Kare tole-hederso ruth Wiwchar Mary-Ly Berti Leah Braemer alaa cherecki carol Hoydalo Jeifer Metelski Mary Page Kimberly rampersad diae sjoberg Laure stears cosultat Wiipeg school divisio ikster school Wiipeg school divisio Hastigs school Louis riel school divisio cosultat Pembia trails school divisio Margaret Park school seve oaks school divisio Brock corydo school Wiipeg school divisio strathcoa school Wiipeg school divisio École riverview school Wiipeg school divisio Westwood collegiate st. James-assiiboia school divisio trascoa collegiate river East trascoa school divisio grat Park High school Wiipeg school divisio river West Park school Pembia trails school divisio strathcoa school Wiipeg school divisio A c k o w l e d g e m e t s vii
Developmet Team Members Drama Jim alexader richard Bazi Joy Beauchamp Ed Brau Barbara grexto geraldie Kroe Jock Marti Victoria McMaho taia Murray Barbara Powell Kerrie reid Barbara Warrack École charleswood school Pembia trails school divisio École Poite-des-chêes divisio scolaire fraco-maitobaie st. Mary s academy idepedet Hele Betty osbore iiiw Educatio resource cetre Frotier school divisio gradview school Moutai View school divisio Meadows West school Wiipeg school divisio st. Joh s-ravescourt school idepedet cosultat st. James-assiiboia school divisio Portage collegiate istitute Portage la Prairie school divisio sasome school st. James-assiiboia school divisio École river Heights school Wiipeg school divisio arthur E. Wright commuity school seve oaks school divisio viii K i d e r g a r t e t o G r a d e 8 M u s i c : M a i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s
Developmet Team Members Visual Arts adrea Bell stuart rhia Bryjolso amy Buehler rebecca chartrad Laa clousto isabel Joes acy Kovachik Pegi Mcgillivray igrid McMilla Will oseworthy Lisa Piatkowski Lisa sherida Lisa Wastesicoot cheryl Zubrack École costable Edward-Fiey school seve oaks school divisio Welligto school Wiipeg school divisio Harriso Middle school Brado school divisio aborigial Educatio cosultat Wiipeg school divisio staff officer Maitoba teachers society isaac Beaulieu Memorial school sady Bay ojibway First atio Motrose school Wiipeg school divisio École Powerview school surise school divisio Margaret Barbour collegiate istitute Kelsey school divisio Hery g. izatt Middle school Pembia trails school divisio Elkhor school Fort la Bosse school divisio École Heri-Bergero Louis riel school divisio st. Joh s High school Wiipeg school divisio chief sam cook Mahmuwee Educatio cetre tataskweyak Educatio authority cosultat Wiipeg school divisio A c k o w l e d g e m e t s ix
Maitoba Educatio Staff school Programs divisio ad Bureau de l éducatio fraçaise divisio Jea-Viaey auclair assistat deputy Miister carole Bilyk coordiator Louise Boissoeault coordiator Lee-ila Bothe coordiator (util March 2010) Jacques dorge director chris Es Maager darryl gervais director Joe Halas Project co-leader/cosultat (util Jue 2009) Ly Harriso desktop Publisher susa Letkema Publicatios Editor Leaa Loewe cosultat Bureau de l éducatio fraçaise divisio developmet uit istructio, curriculum ad assessmet Brach documet Productio services uit Educatioal resources Brach documet Productio services uit Educatioal resources Brach curriculum developmet ad implemetatio Brach Bureau de l éducatio fraçaise divisio developmet uit istructio, curriculum ad assessmet Brach istructio, curriculum ad assessmet Brach developmet uit istructio, curriculum ad assessmet Brach documet Productio services uit Educatioal resources Brach documet Productio services uit Educatioal resources Brach curriculum developmet ad implemetatio Brach Bureau de l éducatio fraçaise divisio x K i d e r g a r t e t o G r a d e 8 M u s i c : M a i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s
Maitoba Educatio Staff school Programs divisio ad Bureau de l éducatio fraçaise divisio (cotiued) Lida Mlodziski Maager/cosultat (util Jue 2011) ailee ajduch assistat deputy Miister Beryl Peters Project co-leader/cosultat (from august 2009) developmet uit istructio, curriculum ad assessmet Brach school Programs divisio developmet uit istructio, curriculum ad assessmet Brach A c k o w l e d g e m e t s xi
i t r o d u c t i o Purpose Kidergarte to Grade 8 Music: Maitoba Curriculum Framework of Outcomes (the Music Framework) provides the basis for learig, teachig, ad assessmet of music i Maitoba schools. the Music Framework describes the learig outcomes for music educatio ad provides a basis for the developmet of curriculum implemetatio resources for Kidergarte to grade 8 music. it is iteded to assist teachers, admiistrators, ad parters i educatio with implemetig the music curriculum ad with plaig professioal learig. this documet provides backgroud iformatio ad implemetatio guidelies pertaiig to music educatio. it presets a overview of the Music Framework, outlies the documet compoets ad orgaizatio, ad idetifies the four essetial learig areas ad the geeral ad specific learig outcomes for Kidergarte to grade 8 music i Maitoba. Backgroud i 2003, Maitoba Educatio developed a draft positio statemet o The Arts i Educatio (Maitoba Educatio ad Youth) as a iitial step i reewig provicial curricula for the arts. i preparig this statemet, the arts educators who comprised the project team drew o curret research i arts educatio ad reviewed arts curricula from caadia ad iteratioal jurisdictios. the draft statemet was distributed to educatio stakeholders, alog with a ivitatio to provide feedback about the proposed directio for curriculum reewal. resposes provided by classroom teachers, school admiistrators, arts specialists, arts educatio orgaizatios, trustees, parets, ad post-secodary faculty were published i 2004 i Resposes to the arts i Educatio Survey: Summary Report (Maitoba Educatio, citizeship ad Youth). resposes to The Arts i Educatio positio statemet were overwhelmigly positive ad guided subsequet curriculum developmet of arts curricula i Maitoba. i Jauary 2011, the Wester ad orther caadia Protocol for collaboratio i Educatio, Kidergarte to grade 12 (WcP) prepared Guidig Priciples for WNCP Curriculum Framework Projects i respose to the sigificat chages i the ways people live ad work i today s world. the Music Framework reflects the WcP guidig priciples that are required to meet the eeds of today s creative ecoomies ad kowledge-based societies. i additio, the Music Framework draws o Maitoba curriculum ad support documets i various subject areas, icludig Kidergarte to Grade 12 Aborigial Laguages ad Cultures: Maitoba Curriculum Framework of Outcomes (Maitoba Educatio, citizeship ad Youth) ad Educatio for a Sustaiable Future: A Resource for Curriculum Developers, Teachers, ad Admiistrators (Maitoba Educatio ad traiig). arts educatio, icludig music i t r o d u c t i o 1
educatio, is importat for preservig ad urturig huma culture ad heritage ad ecessary for huma health ad social well-beig. Huma health ad social well-beig ad a sustaiable eviromet ad ecoomy are essetial ad itegrated compoets of a equitable quality of life ad a sustaiable future for all caadias. Educatio for a Sustaiable Future highlights commuity ad culture, the ecoomic viability of arts ad cultural eterprises, ad the preservatio of heritage ad culture as crucial sustaiability issues ad cocepts. Implemetatio i Maitoba, arts educatio is compulsory for grades 1 to 8. the miimum recommeded time allotmets for arts educatio i grades 1 to 8 are as follows: Grades 1 to 6: 10 percet of istructioal time Grades 7 ad 8: 8 percet of istructioal time Maitoba offers a distict framework for each of the four arts educatio disciplies: music, dace, drama, ad visual arts. although there are commo areas of learig i the four arts disciplies, each disciplie is distict ad requires uique laguage, tools, skills, techiques, kowledge, ad learig outcomes. the offerig of four arts frameworks provides resources for rich, comprehesive, ad diverse meaig makig ad ways of commuicatig through the uique literacies of music, dace, drama, ad visual arts. Because the idividual arts represet distict ways of kowig, each of the arts makes a sigificat cotributio to studets learig ad developmet. Learig is achieved through the variety of methods ad media iheret i a specific arts disciplie. Each arts framework ecompasses a variety of recogized strads or optios possible for each arts disciplie i the Kidergarte to grade 8 cotext. For example, the Music Framework is iclusive of possibilities such as geeral music, bad, choir, guitar, jazz bad, strigs, fiddlig, ad so o. Maitoba schools may offer oe or more idividual arts disciplies (music, dace, drama, ad/or visual arts). schools have the flexibility to choose the umber ad combiatio of arts disciplies appropriate for their local cotext, resources, ad eeds. the umber of arts disciplies offered i a school will deped upo available resources, allocated istructioal time, staffig, ad the arts implemetatio approach used i the school. Educators ca use a wide variety of approaches ad resources for implemetig arts educatio. For example, schools may offer arts disciplies idividually as a stadaloe model, arts disciplies i combiatio with each other, ad/or arts disciplies itegrated with other subject areas. curriculum itegratio reiforces meaigful coectios withi ad across disciplies. the arts erich ad are eriched by each other ad other subject areas by affordig ew ad deeper isights ad a greater rage of possibilities for commuicatig experiece ad meaig. Whe true itegratio occurs, o idividual subject area is used solely to support learig i other subjects. Educators are ecouraged to itegrate arts learig outcomes with other subject areas where meaigful ad appropriate, while maitaiig focus o studet achievemet 2 K i d e r g a r t e t o g r a d e 8 M u s i c : M a i t o b a c u r r i c u l u m F r a m e w o r k o f o u t c o m e s
of the arts learig outcomes. Each arts framework is cosidered fully implemeted oly if all four essetial learig areas for ay oe arts disciplie are explored i comprehesive, substatial, ad itercoected ways. to teach ay of the four arts disciplies effectively, teachers eed the appropriate kowledge ad skills, which ca be acquired i various ways, icludig specialist educatio, preservice ad i-service educatio, ad other professioal learig opportuities. Cotet the Music Framework cotais the followig compoets: Itroductio: the itroductio addresses the purpose of, backgroud to, ad implemetatio guidelies for music educatio i Maitoba schools from Kidergarte to grade 8, as well as outliig the cotet of this documet. Overview of the Music Framework: the overview focuses o the ladscape of music, the ature of the music disciplie, ad the ratioale for music educatio. it also discusses learig i music, describig the learig process, highlightig the trasformative learig potetial of music educatio, ad outliig the guidig priciples for learig i music. Music Framework Compoets ad Orgaizatio: this sectio explais the use of the butterfly image as a metaphor for learig ad as a graphic orgaizer for the distict ad itercoected parts of the music curriculum. the body of the butterfly is show to represet the developig music maker at the cetre, with each of the four wigs represetig oe of four itercoected essetial learig areas. the ways i which the wigs work together ad idividually to orgaize ad itegrate the geeral ad specific learig outcomes of the music curriculum are also discussed. the essetial learig areas ad the geeral learig outcomes are preseted i this sectio, alog with a guide to readig these elemets ad the specific learig outcomes. Kidergarte to Grade 8 Music: Studet Learig Outcomes: i this sectio of the Music Framework, the geeral learig outcomes (glos) ad the specific learig outcomes (slos) that studets are expected to achieve i the music curriculum from Kidergarte to grade 8 are orgaized ito four essetial learig areas. Each essetial learig area begis with a statemet of the overall learig itet of the area or wig, followed by the glos addressed withi that area. the slos that relate to the respective glos are preseted o facig pages, with the Kidergarte to grade 4 slos preseted o the left page ad the grades 5 to 8 slos preseted o the right page. Appedices: the appedices provide developmetally appropriate supports related to key cocepts addressed i some slos. Glossary: specific terms used withi the music disciplie are defied i the glossary. Bibliography: the resources used i the developmet of this documet are cited i the bibliography. I t r o d u c t i o 3
o V E r V i E W o F t H E M u s i c F r a M E W o r K The Ladscape of Music the Maitoba Music Framework is coceived as a full ladscape of kowledge where educators ad studets meet i the work of active, embodied music learig. Educators ad studets are ivited ito the livig field of music educatio through a curriculum desiged to place studets i the dyamic, complex, workig culture of music. the Music Framework is built usig four iterrelated essetial learig areas, coected to the studet music maker at the core. Way-fidig through the music eviromet is provided by coected sets of geeral ad specific learig outcomes for the essetial learig areas. curricula for today s world use ecological metaphors (WcP 6) to covey the otio that kowledge is dyamic ad always i the process of beig costructed. curriculum frameworks are coceived as complex, orgaic etworks orgaized ito livig fields or ladscapes, rather tha as fragmeted pieces of kowledge pieced together i a liear fashio. Learig i the ladscape of music meas learig the complexities ad ways of the disciplie while learig how to do i the disciplie. Learig the ladscape of music, or comig to kow ad do i the disciplie, meas the ability to eter ito, lear the way aroud, participate fully i, ad make a cotributio to the culture of music (WcP). Music learig is uderstood to be a jourey ito the ladscape of music educatio. the Music Framework provides multiple locatios for studets to eter ad cotiue lifelog trasformative travels i the music ladscape. studets may have various trajectories through a music ladscape that creates a uique poit of view, a locatio with specific possibilities for ehacig the learig capability of [their] sphere of participatio (Weger 197). Each studet s uique idetity, ad the idividual perspective it offers, is a gift to the world (Weger 197). The Nature of the Music Disciplie Music eriches a vibrat culture ad is itegral to huma life. it has the power to illumiate, deepe, broade, ad ehace huma experiece. Music ad musicias have a impact o daily experiece, help defie ad express idividual ad collective idetities, ad shape, reflect, ad commet upo societal ad cultural values. Music is a multimodal, cross-cultural literacy ad expressive art form. the ways of kowig through music iclude cogitive, physical, affective, ituitive, ad spiritual modes. Music embodies ad expresses ideas, feeligs, ad meaig. it commuicates withi ad across cultural, societal, historical, ad eve pre-historical cotexts. throughout history, music has played a sigificat role i huma life, cultivatig ad passig o culture, recordig civilizatio, ad affectig ad ifluecig society. Music is vital to huma life; o culture i the world exists without music. Music cotributes to persoal, social, ecoomic, cultural, ad civic aspects of people s lives. i cultures O v e r v i e w o f t h e M u s i c F r a m e w o r k 5
aroud the world, life s most importat evets weddigs, fuerals, birthdays, graduatios, religious holidays, ad commuity occasios are observed ad celebrated through music. Ratioale for Music Educatio Music is a vital part of every studet s educatio ad cotributes to deep ad edurig studet egagemet that leads to learig success. Music educatio develops uique, powerful, ad multiple ways of perceivig, iterpretig, kowig, represetig, ad commuicatig uderstadigs about self ad the world. through music experieces, studets have opportuities to thik creatively, explore ideas ad feeligs, ad develop emergig persoal, cultural, ad social idetities. the social act of music makig geerates syergy ad provides uique opportuities for studets to be part of collaborative ad diverse kowledge buildig. Learig music eables studets to explore ambiguity, to thik imagiatively, iovatively, ad with flexibility ad empathy, ad to feel cofidet with ucertaity ad risk. Music educatio promotes ope-eded, critical, diverget, ad dialogic thikig ad ecourages uderstadig ad feelig mediated through body, mid, ad seses. Music helps studets to appreciate ad coect with others past ad preset, as well as to uderstad ad celebrate their ow distictiveess. Mid, body, ad spirit iteract through music to egage studets profoudly as they seek meaig i the world aroud them. through music, studets are empowered with the creative eergies ad sese of agecy that are eeded to cosider diverse views ad trasform thikig ad possibilities. Music has the potetial to promote resposibility ad leadership ad to prepare ad ispire future citizes of the world to uderstad ad address the most critical challeges of their times. Learig i Music curret research, theory, ad practice give directio for quality music educatio withi the music ladscape. Quality music educatio, iformed by guidig priciples ad curret uderstadigs of how studets lear, has the potetial to trasform learig i powerful ways. The Learig Process Learig is a active, embodied, ad social process of costructig meaig. it is shaped by the dyamic iteractio of studets prior kowledge ad ew experieces. studets costruct uique uderstadigs i may differet ways, depedig o their iterests, experieces, ad learig styles, ad o persoal, social, ad cultural factors. studets are motivated to become egaged learers whe learig has persoal ad relevat meaig for them ad whe they have opportuities to reflect o ad guide their ow learig. i the school eviromet, learig occurs simultaeously across ad betwee multiple ested levels that iclude idividual ad collective learers, educators, ad schools, curriculum structures, artistic ad cultural commuities, ad discipliary kowledge (davis ad sumara 91). idividual, persoal kowig is efolded i ad ufolded from collective kowig ad activity (davis ad sumara 65). 6 K i d e r g a r t e t o G r a d e 8 M u s i c : M a i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s
The Trasformative Learig Potetial of Music Educatio Learig i the arts, icludig music, has the potetial to foster trasformative learig. trasformative learig (Mezirow, trasformative Learig as discourse 58) ivolves the acquisitio of ew kowledge ad skills ad the buildig of competece ad cofidece to use disorietig experieces ad learig i the exploratio of ew perspectives, roles, ad relatioships that eable people to move to courses of actio (Mezirow, trasformative Learig theory 19). affective ways of kowig are sigificat for trasformative educatioal experieces (taylor 10) that challege ad chage the ways people view the world. affective ways of kowig are essetial to the critical reflectio ecessary for trasformative learig (taylor 10). the affective, embodied, ad authetic ways of kowig afforded by music educatio provide alterative ways of kowig ad beig (Butterwick ad Lawrece 36) that create multiple opportuities for trasformative chage. arts-based processes have powerful trasformative potetial because they tap ito embodied kowig, hoor emotios, ad create spaces for rehearsal for actio.... ad imagiig of alterative realities (Butterwick ad Lawrece 44). Guidig Priciples for Learig i Music the followig guidig priciples for learig i music are based o curret thikig i curriculum developmet. Music is uderstood to be a expressive art form a active, embodied, livig disciplie a form of literacy with a uique set of tools ad laguage, multimodal processes, skills, kowledge, ad forms Quality music educatio affords a diverse ad broad rage of music ad music experieces, participatory approaches, ad ways of thikig about, learig, iterpretig, ad represetig music itegrates the four etworked essetial learig areas to develop cocepts ad skills with meaig, coherece, depth, ad competecy focuses o essetial questios of why music learig is importat, what uderstadigs ad meaigs the music tools ad laguage ca commuicate, what music ca reveal about culture ad idetity, ad what purpose ad meaig music has for idividuals ad commuities builds o prior music learig i a reflective, recursive process so that ew possibilities emerge ad ew uderstadigs, patters, ad relatioships grow deeper, richer, ad more sophisticated ad complex over time ad through experiece is sufficietly substative to geerate deep coceptual uderstadig ad learig that eables learers to make coectios, reaso, iovate, problem solve, critique ad create (WcP 4) O v e r v i e w o f t h e M u s i c F r a m e w o r k 7
egages ad motivates studets itrisically ad deeply i relevat, authetic, persoal ways bodily, itellectually, ad aesthetically ivites ad promotes opportuities for trasformative learig ad livig Quality learig i music occurs across ad betwee ested levels that iclude the idividual ad the collective learer (davis ad sumara 90 91) coects meaigfully ad dyamically to learig across subject areas ad the wider local ad global music, artistic, ad cultural commuities icludes opportuities to explore creativity, imagiatio, risk takig, flexibility, ambiguity, ucertaity, ad studet choice icludes collaborative, diverse kowledge-buildig as it works i the world (WcP 9) the learig eviromet provides studets with opportuities to iquire, egage i learig coversatios, questio, dialogue, aalyze, iterpret, reflect, evaluate, costruct, ad share meaig through multiple perspectives values studet voice as essetial for establishig idividual ad collaborative directios for music iquiry ad learig, developig learig goals, makig decisios, ad buildig criteria for learig ad assessmet respects ad values the diversity of studets ad their ways of comig to kow withi the learig commuity (WcP 9) esures that ogoig assessmet as ad for learig is cetral to all music learig to eable learers ad educators to observe, give ad receive feedback, revise, refie, pla, ad effectively promote ad achieve growth i music provides studets with multiple ad various ways to demostrate uderstadig ad achievemet of music learig outcomes 8 K i d e r g a r t e t o G r a d e 8 M u s i c : M a i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s
M u s i c F r a M E W o r K c o M P o E t s a d o r g a i Z a t i o The Music Framework Butterfly the Maitoba Music Framework philosophy, essetial learig areas, ad learig outcomes are represeted graphically ad metaphorically by the image of a butterfly. as a graphic orgaizer, the butterfly image forms a diagram comprisig five distict ad itercoected parts: the four wigs that each coect to the fifth part, the mai body i the cetre. Each of the wigs represets oe of four essetial learig areas ito which the learig outcomes of the Music Framework have bee classified. the cetral area or body of the butterfly, the part to which all the wigs coect, represets the studet as a developig musicia. the butterfly image promotes the belief, itegral to the Music Framework, that every studet s growth as a musicia ad a music-literate perso ca be realized through ogoig learig experieces that coect creative music activities, techical kowledge ad skill developmet, the buildig ad broadeig of cultural ad historical uderstadigs related to art ad life, ad ogoig reflective ad critical thikig opportuities that focus o music ad persoalized learig. the butterfly also fuctios as a metaphor for music ad music educatio, alludig to trasformatio, selfactualizatio, visual beauty, ad resiliece. the butterfly image may stimulate may other associatios by those who ecouter this Music Framework; such geerative thikig is fittig for a framework iteded as a impetus to creative ad persoalized learig. M u s i c F r a m e w o r k C o m p o e t s a d O r g a i z a t i o 9
The Cetre of the Butterfly the words Makig Music at the cetre of the music butterfly uderscore the active, participatory ature of music educatio ad emphasize the followig ideas ad relatioships: Makig Music the overarchig goal of the music curriculum is to support, urture, ad ispire the growth of every studet as a music maker. Music makig is valued as a idividual ad a collective experiece. Every studet is a music maker, oe whose growth ad learig are best realized withi rich, meaigful, hadso music-makig experieces. i becomig youg musicias, studets lear to sig, play, aalyze, ad liste to the music of a variety of places, times, ad peoples. studets improvise, arrage, ad compose music as they make sese of their worlds ad the worlds aroud them. as icreasigly reflective ad artistic music makers, studets gai skills, uderstadigs, ad attitudes that erich them i may ways, eablig ad ispirig them to cotiue makig music ad commuicatig through music for the rest of their lives. Every studet is a creator ad composer. studets must be give opportuities to tap ito their creative capacities ad express themselves through the creatio ad sharig of their ow music. as they become capable of geeratig ad developig ideas i the process of music creatio, studets lear to thik with flexibility ad imagiatio. as icreasigly capable ad passioate music makers, studets jourey toward becomig creative, musically literate adults ad citizes who will truly erich their ow lives ad the lives of their future commuities. 10 K i d e r g a r t e t o G r a d e 8 M u s i c : M a i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s
The Wigs Workig Together Whe the cetre of the music butterfly coects with the four wigs, ew relatioships emerge. Each wig represets oe of the essetial learig areas ito which the geeral ad specific music learig outcomes are orgaized. While the body of the butterfly evokes a holistic view of the studet as a youg music maker, the wigs workig together articulate a rage of learig outcomes that collectively support a path to comprehesive, balaced, ad developmetally appropriate learig i music. i the Music Framework, the essetial learig areas are Music Laguage ad Performace skills creative Expressio i Music uderstadig Music i cotext Valuig Musical Experiece although each of the four essetial learig areas presets a distict set of learig outcomes, their achievemet is ot iteded to be realized i isolatio. Just as real wigs work sychroously with each other, so the essetial learig areas are iteded to fuctio i a itegrated way. Rich music experieces ivariably itegrate learig outcomes from the four essetial learig areas. Music tools ad laguage are coected to how they may be used to create music, what uderstadigs the tools ad laguage ca commuicate, why music is importat, ad what purpose ad meaig music has for idividuals ad commuities. Kowig i the ladscape of music requires a etwork of coectios likig the idividual s locatio i the ladscape to the larger space (WcP 20). The Wigs Idividually the orgaizatio of learig outcomes ito distict, iterrelated learig areas, or wigs, is iteded to give a clear outlie of the kowledge, skills, ad attitudes studets are expected to demostrate i music at various grades. Each of the four essetial learig areas cotais the followig compoets: Essetial learig area: Each essetial learig area begis with a statemet of the overall learig itet of the area or wig. Geeral learig outcomes (GLOs): the glos are broad statemets that idetify the kowledge, skills, ad attitudes that studets are expected to demostrate with icreasig competece ad cofidece from Kidergarte to grade 8. Specific learig outcomes (SLOs): the slos detail learig expectatios for studets at either a specific grade or a rage of grades. For some slos, coectios to key cocepts are provided i the appedices. these coectios offer backgroud i the form of developmetally appropriate cotet related to the slos. M u s i c F r a m e w o r k C o m p o e t s a d O r g a i z a t i o 11
The Music Butterfly MUSIC LANGUAGE AND PERFORMANCE SKILLS MAKING MUSIC CREATIVE EXPRESSION IN MUSIC UNDERSTANDING MUSIC IN CONTEXT VALUING MUSICAL EXPERIENCE 12 K i d e r g a r t e t o G r a d e 8 M u s i c : M a i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s
Essetial Learig Areas the Music Framework idetifies the followig four essetial learig areas, alog with a statemet summarizig the overall learig itet of each area. Music Laguage ad Performace Skills Studets develop uderstadig of ad facility with elemets, cocepts, ad techiques for makig music. Creative Expressio i Music Studets collaboratively ad idividually geerate, develop, ad commuicate ideas i creatig origial ad iterpretive music for a variety of purposes ad audieces. Uderstadig Music i Cotext Studets coect music to cotexts of time, place, ad commuity, ad develop uderstadig of how music reflects ad iflueces culture ad idetity. Valuig Musical Experiece Studets aalyze, reflect o, ad costruct meaig i respose to their ow ad others music. M u s i c F r a m e w o r k C o m p o e t s a d O r g a i z a t i o 13
Geeral Learig Outcomes the geeral learig outcomes that relate to the four essetial learig areas (L, c, u, ad V) i the Music (M) Framework are idetified below. Music Laguage ad Performace Skills (L) Studets develop uderstadig of ad facility with elemets, cocepts, ad techiques for makig music. M L1 M L2 M L3 M L4 studets develop skills for makig music idividually ad as part of a esemble. studets develop skills for makig music through aural, writte, ad visual music systems. studets demostrate uderstadig of ad facility with rhythm, melody, texture, ad harmoy i a variety of musical cotexts. studets demostrate uderstadig of expressio, timbre, ad form i a variety of musical cotexts. Creative Expressio i Music (C) Studets collaboratively ad idividually geerate, develop, ad commuicate ideas i creatig origial ad iterpretive music for a variety of purposes ad audieces. M c1 M c2 M c3 studets geerate ad use ideas from a variety of sources for creatig music. studets develop ideas i music, creatively itegratig music elemets, techiques, ad compositioal tools. studets iterpret, perform, ad share their ow ad others music. Uderstadig Music i Cotext (U) Studets coect music to cotexts of time, place, ad commuity, ad develop uderstadig of how music reflects ad iflueces culture ad idetity. M u1 M u2 M u3 studets experiece ad develop awareess of music from various times, places, social groups, ad cultures. studets experiece ad develop awareess of a variety of music geres, styles, ad traditios. studets demostrate uderstadig of the roles, purposes, ad meaigs of music i the lives of idividuals ad i commuities. Valuig Musical Experiece (V) Studets aalyze, reflect o, ad costruct meaig i respose to their ow ad others music. M V1 M V2 M V3 M V4 studets demostrate iterest, curiosity, ad egagemet while makig ad experiecig music i a variety of cotexts. studets aalyze their ow ad others musical excerpts, works, ad performaces. studets form persoal resposes to ad costruct meaig from their ow ad others music. studets assess their learig i performig, creatig, ad experiecig music. the specific learig outcomes that relate to these essetial learig areas ad geeral learig outcomes are idetified i the ext sectio of the Music Framework. a guide to readig the Music Framework follows. 14 K i d e r g a r t e t o G r a d e 8 M u s i c : M a i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s
A Guide to Readig the Music Framework Music Laguage ad Performace Skills DEVELOP YOUR MUSIC TOOLBOX... Studets develop uderstadig of ad facility with elemets, cocepts, ad techiques for makig music. GENERAL LEARNING OUTCOMES M L1 M L2 M L3 M L4 Studets develop skills for makig music idividually ad as part of a esemble. Studets develop skills for makig music through aural, writte, ad visual music systems. Studets demostrate uderstadig of ad facility with rhythm, melody, texture, ad harmoy i a variety of musical cotexts. Music Laguage ad Performace Skills (M L3) (cotiued) Studets demostrate uderstadig of expressio, timbre, ad form i a variety of musical cotexts. Studets demostrate awareess ad uderstadig of rhythm, melody, texture, ad harmoy i a variety of musical cotexts. Studets who have achieved expectatios for this grade are able to Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 Texture ad Harmoy differetiate betwee idividual ad combied souds (oe istrumet versus two or more) K M L3.8 demostrate uderstadig that the layerig of souds creates texture ad/or harmoy demostrate ad idetify various ways of creatig texture ad harmoy i music create simple rhythmic ad harmoic texture i music 1 M L3.10 use two or more layers of soud to create simple texture ad harmoy, demostratig uderstadig of complemetary rhythms 2 M L3.10 Appedix A: Rhythm, Melody, ad Harmoy use several layers of soud ad icreasigly complex patters to create texture ad harmoy 3 M L3.10 1 4 M L3.8 1 4 M L3.9 idetify ad use chord chages i two-chord sogs 4 M L3.10 Essetial learig area: Each essetial learig area begis with a statemet of the overall learig itet of the area or highlighted wig of the butterfly. Geeral learig outcomes (GLOs): Broad statemets idetify the kowledge, skills, ad attitudes that studets are expected to demostrate with icreasig competece ad cofidece from Kidergarte to Grade 8. Specific learig outcomes (SLOs): The SLOs idetify learig expectatios for studets at either a specific grade or a rage of grades. Codes: The codes idetify the target grade(s) i which the SLO will be met the arts educatio disciplie the essetial learig area the GLO the SLO Example: 1 4 M L3.8 1 4 Grade(s) M Music disciplie L Essetial learig area 3 GLO umber 8 SLO umber Note: Some SLO umbers do ot apply to all grades. Appedices: Key cocepts related to some SLOs are explaied i greater detail i the appedices. M u s i c F r a m e w o r k C o m p o e t s a d O r g a i z a t i o 15
K i d E r g a r t E g r a d E 8 M u s i c t o studet Learig outcomes
Music Laguage ad Performace Skills DEVELOP YOUR MUSIC TOOLBOX Studets develop uderstadig of ad facility with elemets, cocepts, ad techiques for makig music. GENERAL LEARNING OUTCOMES M L1 M L2 M L3 M L4 studets develop skills for makig music idividually ad as part of a esemble. studets develop skills for makig music through aural, writte, ad visual music systems. studets demostrate uderstadig of ad facility with rhythm, melody, texture, ad harmoy i a variety of musical cotexts. studets demostrate uderstadig of expressio, timbre, ad form i a variety of musical cotexts. M u s i c L a g u a g e a d P e r f o r m a c e S k i l l s 19
Music Laguage ad Performace Skills (M L1) Studets develop skills for makig music idividually ad as part of a esemble. studets who have achieved expectatios for this grade are able to Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 discover ow sigig voice ad sig, aloe ad with others, a varied repertoire of gradeappropriate music K M L1.1 match pitch with some accuracy (e.g., so, mi, la) ad sig, aloe ad with others, a varied repertoire of grade-appropriate music 1 M L1.1 match pitch with icreasig accuracy ad sig expressively, usig simple textures (e.g., cao, ostiato) 2 M L1.1 match pitch ad sig with accurate rhythm ad expressive qualities, usig icreasigly complex textures (e.g., parter sogs, two-part sigig) 3 M L1.1 sig expressively, matchig pitch ad usig proper breath support, vowel souds, cosoats, ad toe productio 4 M L1.1 explore ad experimet with souds from body percussio, istrumets, ad other soud sources K M L1.2 select ad use souds to accompay self with simple pitched ad opitched istrumets ad body percussio 1 M L1.2 play a variety of istrumets aloe ad i a esemble, followig the directios of a coductor 2 M L1.2 play a variety of istrumets with icreasig expressiveess ad accuracy, demostratig proper techique 3 4 M L1.2 perform parts accurately withi the beat i a esemble 3 4 M L1.3 improvise aswers to give rhythmic ad melodic fragmets or phrases improvise simple rhythmic ad melodic patters ad ostiatos K 2 M L1.6 K 2 M L1.7 improvise simple rhythmic ad melodic questios, aswers, ad variatios 3 4 M L1.6 use movemet to explore music cocepts, ehace music makig, ad express ideas (e.g., use movemet to show high ad low, steady beat) K 4 M L1.8 demostrate appropriate iterpersoal skills for makig music collectively K 8 M L1.9 20 K i d e r g a r t e t o g r a d e 8 M u s i c : M a i t o b a c u r r i c u l u m F r a m e w o r k o f o u t c o m e s
Music Laguage ad Performace Skills (M L1) Studets develop skills for makig music idividually ad as part of a esemble. studets who have achieved expectatios for this grade are able to Grade 5 Grade 6 Grade 7 Grade 8 sig ad/or play i tue, with icreasig cotrol ad accuracy, a sese of phrasig, ad musical expressio, while maitaiig ow part withi a esemble 5 8 M L1.1 demostrate uderstadig of balace ad bled i a esemble 5 8 M L1.3 play ad/or sig with harmoic idepedece 7 8 M L1.4 demostrate correct posture, playig positio, breath cotrol, articulatio, dictio, itoatio, ad appropriate techique ad cotrol of istrumet or voice 5 8 M L1.5 demostrate uderstadig of ad facility with a variety of tools for improvisig simple melodies ad istrumetal pieces demostrate appropriate iterpersoal skills for makig music collectively 5 8 M L1.6 K 8 M L1.9 M u s i c L a g u a g e a d P e r f o r m a c e s k i l l s 21
Music Laguage ad Performace Skills (M L2) Studets develop skills for makig music through aural, writte, ad visual music systems. studets who have achieved expectatios for this grade are able to Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 play ad sig by ear, reproducig simple melodies, rhythms, ad accompaimets K 4 M L2.1 discover ways to record ad iterpret patters usig iveted music otatio K M L2.2 read, write, ad idetify grade-appropriate rhythmic ad melodic patters usig iveted ad stadard music otatio 1 4 M L2.2 use iveted music otatio to represet souds ad/or soud stories 1 4 M L2.3 respod appropriately to o-verbal cues ad gestures whe makig music K 8 M L2.4 22 K i d e r g a r t e t o g r a d e 8 M u s i c : M a i t o b a c u r r i c u l u m F r a m e w o r k o f o u t c o m e s
Music Laguage ad Performace Skills (M L2) Studets develop skills for makig music through aural, writte, ad visual music systems. studets who have achieved expectatios for this grade are able to Grade 5 Grade 6 Grade 7 Grade 8 play ad/or sig by ear, reproducig melodies, rhythms, accompaimets, ad harmoies with icreasig accuracy, complexity, ad expressio 5 8 M L2.1 read, write, ad perform from music otatio, as required for playig ad/or sigig a variety of repertoire 5 8 M L2.2 use stadard ad iveted rhythmic ad melodic otatio ad expressive symbols ad terms to record ow ad others musical ideas 5 8 M L2.3 respod appropriately to o-verbal cues ad gestures whe makig music K 8 M L2.4 M u s i c L a g u a g e a d P e r f o r m a c e s k i l l s s 23
Music Laguage ad Performace Skills (M L3) Studets demostrate awareess ad uderstadig of rhythm, melody, texture, ad harmoy i a variety of musical cotexts. studets who have achieved expectatios for this grade are able to Rhythm Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 respod to ad, with guidace, perform a steady beat ad gradeappropriate rhythmic patters i a variety of metres K M L3.1 recogize, idetify, ad perform with others a steady beat ad a variety of grade-appropriate rhythmic ad accet patters i a variety of metres 1 M L3.1 perform a steady beat ad a variety of gradeappropriate rhythmic ad accet patters with icreasig idepedece, ad demostrate awareess of metre 2 M L3.1 perform ad respod to a steady beat ad gradeappropriate rhythmic patters idepedetly, ad idetify ad respod to simple, duple, ad triple metres 3 M L3.1 perform ad demostrate uderstadig of icreasigly complex rhythmic ad metric cocepts (e.g., sycopatio, compoud metres) 4 M L3.1 appedix a: rhythm, Melody, ad Harmoy cotiued 24 K i d e r g a r t e t o g r a d e 8 M u s i c : M a i t o b a c u r r i c u l u m F r a m e w o r k o f o u t c o m e s
Music Laguage ad Performace Skills (M L3) Studets demostrate awareess ad uderstadig of rhythm, melody, texture, ad harmoy i a variety of musical cotexts. studets who have achieved expectatios for this grade are able to Rhythm Grade 5 Grade 6 Grade 7 Grade 8 perform ad demostrate uderstadig of a variety of metric cocepts (e.g., simple, compoud, duple, triple, quadruple, irregular, ad mixed metres) 5 8 M L3.1 perform rhythmic patters accurately, based o combiatios of kow duratios 5 8 M L3.2 appedix a: rhythm, Melody, ad Harmoy cotiued M u s i c L a g u a g e a d P e r f o r m a c e s k i l l s 25
Music Laguage ad Performace Skills (M L3) (cotiued) Studets demostrate awareess ad uderstadig of rhythm, melody, texture, ad harmoy i a variety of musical cotexts. studets who have achieved expectatios for this grade are able to Melody Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 respod to, describe, ad reproduce simple chages i pitch ad melodic directio K M L3.3 describe ad reproduce chages i pitch, melodic cotour, ad simple melodies 1 2 M L3.3 describe ad reproduce icreasigly complex melodies 3 4 M L3.3 demostrate uderstadig of melodic desig (e.g., home toe, step-wise motio, melodic cotour) 2 4 M L3.4 appedix a: rhythm, Melody, ad Harmoy demostrate uderstadig that melodies are created from a particular set of toes (modes) 3 8 M L3.5 demostrate uderstadig that melodic relatioships ca be trasposed to differet toal cetres 3 8 M L3.6 idetify the differece betwee major ad mior modes 3 4 M L3.7 cotiued 26 K i d e r g a r t e t o G r a d e 8 M u s i c : M a i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s
Music Laguage ad Performace Skills (M L3) (cotiued) Studets demostrate awareess ad uderstadig of rhythm, melody, texture, ad harmoy i a variety of musical cotexts. studets who have achieved expectatios for this grade are able to Melody Grade 5 Grade 6 Grade 7 Grade 8 describe ad perform icreasigly complex melodies 5 8 M L3.3 demostrate uderstadig of melodic desig (e.g., home toe, step-wise motio, skips ad leaps, octaves, melodic cotour) as appropriate to classroom repertoire 5 8 M L3.4 demostrate uderstadig that melodies are created from a particular set of toes (modes) demostrate uderstadig that melodic relatioships ca be trasposed to differet toal cetres 3 8 M L3.5 3 8 M L3.6 distiguish betwee major ad mior toalities 5 6 M L3.7 demostrate uderstadig of distiguishig characteristics of a variety of scales ad modes (e.g., diatoic major ad mior, chromatic, whole-toe, blues) 7 8 M L3.7 appedix a: rhythm, Melody, ad Harmoy cotiued M u s i c L a g u a g e a d P e r f o r m a c e s k i l l s 27
Music Laguage ad Performace Skills (M L3) (cotiued) Studets demostrate awareess ad uderstadig of rhythm, melody, texture, ad harmoy i a variety of musical cotexts. studets who have achieved expectatios for this grade are able to Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 Texture ad Harmoy differetiate betwee idividual ad combied souds (oe istrumet versus two or more istrumets) K M L3.8 demostrate uderstadig that the layerig of souds creates texture ad/or harmoy demostrate ad idetify various ways of creatig texture ad harmoy i music 1 4 M L3.8 1 4 M L3.9 create simple rhythmic ad harmoic texture i music 1 M L3.10 use two or more layers of soud to create simple texture ad harmoy, demostratig uderstadig of complemetary rhythms 2 M L3.10 use several layers of soud ad icreasigly complex patters to create texture ad harmoy 3 M L3.10 idetify ad use chord chages i two-chord sogs 4 M L3.10 appedix a: rhythm, Melody, ad Harmoy 28 K i d e r g a r t e t o G r a d e 8 M u s i c : M a i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s
Music Laguage ad Performace Skills (M L3) (cotiued) Studets demostrate awareess ad uderstadig of rhythm, melody, texture, ad harmoy i a variety of musical cotexts. studets who have achieved expectatios for this grade are able to Grade 5 Grade 6 Grade 7 Grade 8 Texture ad Harmoy idetify ad demostrate various ways of layerig souds to create texture ad harmoy (e.g., homophoic ad polyphoic music, two-, three-, ad four-part harmoy, various harmoic progressios, o-pitched music) 5 8 M L3.8 appedix a: rhythm, Melody, ad Harmoy M u s i c L a g u a g e a d P e r f o r m a c e s k i l l s 29
Music Laguage ad Performace Skills (M L4) Studets demostrate uderstadig of expressio, timbre, ad form i a variety of musical cotexts. studets who have achieved expectatios for this grade are able to Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 Expressio explore ad experimet with grade-appropriate elemets of musical expressio K M L4.1 Timbre use ad idetify grade-appropriate elemets of musical expressio appedix B: Expressio 1 4 M L4.1 demostrate awareess of souds i the atural world ad explore ad experimet with a variety of timbres i voice ad istrumets K M L4.2 Form describe characteristics of a wide variety of souds (iclude: souds from the atural world ad musical istrumets) 1 2 M L4.2 appedix c: timbre idetify, describe, ad classify a wide variety of souds from the atural ad costructed eviromet (e.g., istrumets used by various cultures i Maitoba ad coutries aroud the world, orchestral istrumets, electroic istrumets ad soud sources) 3 8 M L4.2 recogize, reproduce, ad create musical patters (e.g., same, differet, repeated) K M L4.5 use, idetify, ad describe grade-appropriate musical forms appedix d: Form 1 6 M L4.5 30 K i d e r g a r t e t o G r a d e 8 M u s i c : M a i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s
Music Laguage ad Performace Skills (M L4) Studets demostrate uderstadig of expressio, timbre, ad form i a variety of musical cotexts. studets who have achieved expectatios for this grade are able to Grade 5 Grade 6 Grade 7 Grade 8 Expressio use ad idetify grade-appropriate elemets of musical expressio 5 8 M L4.1 appedix B: Expressio Timbre idetify, describe, ad classify a wide variety of souds from the atural ad costructed eviromet (e.g., istrumets used by various cultures i Maitoba ad coutries aroud the world, orchestral istrumets, electroic istrumets ad soud sources) 3 8 M L4.2 idetify ad use various vocal ad/or istrumetal timbres from diverse caadia ad world cultures (e.g., traditioal folk, popular, choral ad istrumetal repertoire) 7 8 M L4.3 demostrate uderstadig of appropriate use of the chagig male ad female voices i music 5 8 M L4.4 appedix c: timbre Form use, idetify, ad describe grade-appropriate musical forms 1 6 M L4.5 use, idetify, ad describe a variety of musical forms (e.g., march, suite, programmatic music, 12-bar blues, symphoic forms, operetta, opera) through listeig ad performace, as appropriate 7 8 M L4.5 appedix d: Form M u s i c L a g u a g e a d P e r f o r m a c e s k i l l s 31
Creative Expressio i Music IMAGINE, PERFORM, COMPOSE Studets collaboratively ad idividually geerate, develop, ad commuicate ideas i creatig origial ad iterpretive music for a variety of purposes ad audieces. GENERAL LEARNING OUTCOMES M c1 M c2 M c3 studets geerate ad use ideas from a variety of sources for creatig music. studets develop ideas i music, creatively itegratig music elemets, techiques, ad compositioal tools. studets iterpret, perform, ad share their ow ad others music. c r e a t i v e E x p r e s s i o i M u s i c 33
Creative Expressio i Music (M C1) Studets geerate ad use ideas from a variety of sources for creatig music. studets who have achieved expectatios for this grade are able to Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 experimet costructively with grade-appropriate music elemets, cocepts, ad techiques to create musical patters, themes, ad/or motifs K 2 M c1.1 experimet with music to commuicate ideas derived from a variety of stimuli (e.g., visual stimuli such as artworks or a aquarium; a remembered or a imagiary experiece; a poem or a story; music-listeig experieces; themes or cocepts from other subject areas) K 2 M c1.3 search for ad discover ideas, themes, ad/or motifs for music makig through experimetatio, improvisatio, ad/or play with music elemets, cocepts, ad techiques 3 4 M c1.1 idetify, explore, ad select ideas from a variety of sources as a startig poit for music creatio 3 4 M c1.3 34 K i d e r g a r t e t o G r a d e 8 M u s i c : M a i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s
Creative Expressio i Music (M C1) Studets geerate ad use ideas from a variety of sources for creatig music. studets who have achieved expectatios for this grade are able to Grade 5 Grade 6 Grade 7 Grade 8 geerate multiple ideas for music makig through costructive experimetatio with music ad soud demostrate uderstadig of experimetatio ad improvisatio as a valuable compoet of the music-makig process 5 8 M c1.1 5 8 M c1.2 geerate multiple ideas, themes, ad/or motifs for music makig from persoally meaigful ad relevat sources (e.g., feeligs, memories, imagiatio, observatios, associatios; learig i other subject areas; cultural traditios; persoal resposes to curret evets, social ad evirometal issues, media ad techology) 5 8 M c1.3 geerate ad exted ideas for music makig i respose to ow aalyses of music 5 8 M c1.4 collect ad explore a wide rage of resources (e.g., soud recordigs, visuals, stories, poems) for stimulatig ad developig ow musical ideas 5 8 M c1.5 c r e a t i v e E x p r e s s i o i M u s i c 35
Creative Expressio i Music (M C2) Studets develop ideas i music, creatively itegratig music elemets, techiques, ad compositioal tools. studets who have achieved expectatios for this grade are able to Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 select ad orgaize, with teacher guidace, souds ad/or musical ideas as a class, as a group, or idividually (e.g., make patters with a low ad a high soud, choosig from a rage of istrumets ad soud sources) K 2 M c2.1 describe decisios about the selectio ad use of music elemets, techiques, expressive devices, forms, ad priciples of compositio i ow ogoig work K 2 M c2.2 select, orgaize, ad use, with icreasig idepedece, a combiatio of souds ad/or musical ideas for composig ad arragig musical pieces (e.g., select, refie, ad orgaize motifs, choose form, dyamics, tempo, articulatio) 3 4 M c2.1 explai ow decisios about the selectio ad use of music elemets, techiques, expressive devices, forms, ad priciples of compositio i ow ogoig work 3 4 M c2.2 demostrate a valuig of risk takig as a compoet of the creative process (e.g., take risks, support the risk takig of others) icorporate seredipitous discoveries ito ow music-makig process, as appropriate collaborate with others to develop ad exted musical ideas K 8 M c2.3 K 4 M c2.4 K 8 M c2.5 36 K i d e r g a r t e t o G r a d e 8 M u s i c : M a i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s
Creative Expressio i Music (M C2) Studets develop ideas i music, creatively itegratig music elemets, techiques, ad compositioal tools. studets who have achieved expectatios for this grade are able to Grade 5 Grade 6 Grade 7 Grade 8 select, orgaize, ad use a combiatio of ideas, elemets, ad techiques for composig ad arragig musical pieces (e.g., select, refie, ad orgaize motifs, choose form, dyamics, tempo, articulatio) 5 8 M c2.1 use a variety of compositioal tools (e.g., variety, repetitio, tesio ad release, trasitio) i ow music compositios demostrate a valuig of risk takig as a compoet of the creative process (e.g., take risks, support the risk takig of others) recogize seredipitous discoveries ad icorporate them ito ow music-makig process, as appropriate collaborate with others to develop ad exted musical ideas 5 8 M c2.2 K 8 M c2.3 5 8 M c2.4 K 8 M c2.5 c r e a t i v e E x p r e s s i o i M u s i c 37
Creative Expressio i Music (M C3) Studets iterpret, perform, ad share their ow ad others music. studets who have achieved expectatios for this grade are able to Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 make iterpretive musical decisios, usig variatios of expressive devices (e.g., tempo, dyamics, articulatio, toe colour) K 2 M c3.1 make iterpretive musical decisios, demostratig uderstadig of a variety of ways i which expressive devices ca be used 3 4 M c3.1 rehearse music to perform for others, with teacher guidace K 2 M c3.3 rehearse, revise, ad refie music to perform for others, with icreasig idepedece, keepig i mid the composer s itet ad the audiece 3 4 M c3.3 make appropriate decisios as to whether ow work is fiished 3 8 M c3.4 share ow musical ideas, compositios, ad iterpretatios with others through performaces, compositio portfolios, ad/or soud/video recordigs K 4 M c3.5 38 K i d e r g a r t e t o G r a d e 8 M u s i c : M a i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s
Creative Expressio i Music (M C3) Studets iterpret, perform, ad share their ow ad others music. studets who have achieved expectatios for this grade are able to Grade 5 Grade 6 Grade 7 Grade 8 make iterpretive musical decisios, demostratig a itegrated uderstadig of expressive devices ad music elemets sig or play resposively, demostratig a awareess of the musical itet of the esemble rehearse, revise, refie, ad share ow ad others music make appropriate decisios as to whether ow work is fiished 5 8 M c3.1 5 8 M c3.2 5 8 M c3.3 3 8 M c3.4 collaborate with others to select, preset, ad share ow ad others idividual ad group works of music through performaces, compositio portfolios, ad/or recordigs 5 8 M c3.5 c r e a t i v e E x p r e s s i o i M u s i c 39
Uderstadig Music i Cotext WHO, WHERE, WHEN, AND WHY MUSIC? Studets coect music to cotexts of time, place, ad commuity, ad develop uderstadig of how music reflects ad iflueces culture ad idetity. GENERAL LEARNING OUTCOMES M u1 M u2 M u3 studets experiece ad develop awareess of music from various times, places, social groups, ad cultures. studets experiece ad develop awareess of a variety of music geres, styles, ad traditios. studets demostrate uderstadig of the roles, purposes, ad meaigs of music i the lives of idividuals ad i commuities. u d e r s t a d i g M u s i c i c o t e x t 41
Uderstadig Music i Cotext (M U1) Studets experiece ad develop awareess of music from various times, places, social groups, ad cultures. studets who have achieved expectatios for this grade are able to Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 perform, liste to, ad demostrate awareess of music represetative of differet times ad places (iclude: music from cultures represeted withi the school commuity ad from a variety of male ad female composers) K 2 M u1.1 perform, liste to, describe, ad compare music represetative of differet times, places, social groups, ad cultures (iclude: music from past ad preset ad from global, caadia, ad Maitoba cultures, icludig First atios, iuit, ad Métis) 3 4 M u1.1 idetify, share, ad talk about examples of music experieced at home, at school, ad i the commuity K 4 M u1.2 demostrate awareess of musicias i ad from ow commuity K 2 M u1.3 demostrate awareess of musicias from ow commuity, Maitoba, caada, ad various global cotexts 3 4 M u1.3 42 K i d e r g a r t e t o G r a d e 8 M u s i c : M a i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s
Uderstadig Music i Cotext (M U1) Studets experiece ad develop awareess of music from various times, places, social groups, ad cultures. studets who have achieved expectatios for this grade are able to Grade 5 Grade 6 Grade 7 Grade 8 idetify, describe, ad compare music experieced from differet times, places, social groups, ad cultures (iclude: music from past ad preset ad from global, caadia, ad Maitoba cultures, icludig First atios, iuit, ad Métis) idetify, share, ad discuss examples of music experieced through live performaces ad through various media 5 8 M u1.1 5 8 M u1.2 demostrate awareess of the cotributios of a variety of composers ad musicias from ow commuity, Maitoba, caada, ad various global cotexts 5 8 M u1.3 u d e r s t a d i g M u s i c i c o t e x t 43
Uderstadig Music i Cotext (M U2) Studets experiece ad develop awareess of a variety of music geres, styles, ad traditios. studets who have achieved expectatios for this grade are able to Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 demostrate awareess that there are may differet kids of music demostrate uderstadig that musical works ca be categorized accordig to commo characteristics recogize that music is a art form, alog with dace, drama, literary arts, ad visual arts K 4 M u2.1 K 4 M u2.2 K 4 M u2.3 44 K i d e r g a r t e t o G r a d e 8 M u s i c : M a i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s
Uderstadig Music i Cotext (M U2) Studets experiece ad develop awareess of a variety of music geres, styles, ad traditios. studets who have achieved expectatios for this grade are able to Grade 5 Grade 6 Grade 7 Grade 8 idetify ad characterize a variety of music geres ad styles demostrate awareess of geeral characteristics of music withi groups (e.g., cultural, social, historical cotexts) 5 8 M u2.1 5 8 M u2.2 describe ad compare qualities of differet art forms (e.g., dace, drama, literary arts, music, visual arts) withi similar social, cultural, or historical groups 5 8 M u2.3 u d e r s t a d i g M u s i c i c o t e x t 45
Uderstadig Music i Cotext (M U3) Studets demostrate uderstadig of the roles, purposes, ad meaigs of music i the lives of idividuals ad i commuities. studets who have achieved expectatios for this grade are able to Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 idetify whe ad why people use music i daily life K 2 M u3.1 describe a variety of purposes ad roles for music i daily life, i ow commuity ad i other places ad times 3 4 M u3.1 demostrate awareess of the meaigs ad/or purposes (e.g., for relaxig, workig, dacig, celebratig) of music ecoutered i ow performace ad listeig experieces K 4 M u3.3 demostrate appreciatio of music as a meas of experiecig ad explorig ow ad others lives (e.g., feeligs, beliefs, stories, evets, cultures) K 4 M u3.4 demostrate awareess that differet groups of people have their ow characteristic music (ideally, this awareess exteds to the music of ow cultural or social groups) egage ad/or iteract appropriately as participats, audiece members, ad performers K 4 M u3.5 K 4 M u3.7 46 K i d e r g a r t e t o G r a d e 8 M u s i c : M a i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s
Uderstadig Music i Cotext (M U3) Studets demostrate uderstadig of the roles, purposes, ad meaigs of music i the lives of idividuals ad i commuities. studets who have achieved expectatios for this grade are able to Grade 5 Grade 6 Grade 7 Grade 8 demostrate uderstadig of the multiple roles ad purposes of music i society (e.g., for ejoymet, persuasio, social commetary, mood creatio, spiritual experiece, dacig) 5 8 M u3.1 examie ad explai ow purposes for makig music 5 8 M u3.2 demostrate awareess of the iteded meaigs ad/or purposes of music ecoutered i ow performace ad listeig experieces 5 8 M u3.3 demostrate appreciatio of music as a meas of experiecig the world ad uderstadig the perspectives of others demostrate uderstadig of ways i which music reflects ad iflueces the idetity of idividuals ad groups demostrate awareess of the impact of cotext o musicias ad their music (e.g., cosider persoal, social, cultural, geographical/evirometal, historical cotexts) demostrate behaviours ad attitudes appropriate for performers ad audiece members i a variety of music settigs ad cotexts describe a variety of music-related careers 5 8 M u3.4 5 8 M u3.5 5 8 M u3.6 5 8 M u3.7 5 8 M u3.8 u d e r s t a d i g M u s i c i c o t e x t 47
Valuig Musical Experiece LISTEN, REFLECT, RESPOND Studets aalyze, reflect o, ad costruct meaig i respose to their ow ad others music. GENERAL LEARNING OUTCOMES M V1 M V2 M V3 M V4 studets demostrate iterest, curiosity, ad egagemet while makig ad experiecig music i a variety of cotexts. studets aalyze their ow ad others musical excerpts, works, ad performaces. studets form persoal resposes to ad costruct meaig from their ow ad others music. studets assess their learig i performig, creatig, ad experiecig music. V a l u i g M u s i c a l E x p e r i e c e 49
Valuig Musical Experiece (M V1) Studets demostrate iterest, curiosity, ad egagemet while makig ad experiecig music i a variety of cotexts. studets who have achieved expectatios for this grade are able to Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 participate actively i music learig experieces ask relevat questios ad cotribute to discussios i music learig experieces K 4 M V1.1 K 4 M V1.2 50 K i d e r g a r t e t o G r a d e 8 M u s i c : M a i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s
Valuig Musical Experiece (M V1) Studets demostrate iterest, curiosity, ad egagemet while makig ad experiecig music i a variety of cotexts. studets who have achieved expectatios for this grade are able to Grade 5 Grade 6 Grade 7 Grade 8 egage cosistetly ad costructively i music learig experieces geerate relevat questios ad cotribute thoughtfully to discussios i music learig experieces 5 8 M V1.1 5 8 M V1.2 V a l u i g M u s i c a l E x p e r i e c e 51
Valuig Musical Experiece (M V2) Studets aalyze their ow ad others musical excerpts, works, ad performaces. studets who have achieved expectatios for this grade are able to Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 describe, with teacher guidace, ow ad others musical excerpts ad/or works i terms of grade-appropriate cocepts (e.g., idetify fast ad slow parts, high ad low souds, a steady beat) K 2 M V2.1 describe ad aalyze ow ad others musical excerpts, works, ad/or performaces i terms of gradeappropriate music cocepts (e.g., tempo, dyamics, pitch, timbre), usig appropriate music vocabulary 3 4 M V2.1 demostrate uderstadig that oticig details ehaces ow thikig about music, as well as appreciatio, performace, ad creatio of music K 4 M V2.2 52 K i d e r g a r t e t o G r a d e 8 M u s i c : M a i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s
Valuig Musical Experiece (M V2) Studets aalyze their ow ad others musical excerpts, works, ad performaces. studets who have achieved expectatios for this grade are able to Grade 5 Grade 6 Grade 7 Grade 8 describe ad aalyze ow ad others musical excerpts ad/or works i terms of relevat cocepts, usig appropriate music vocabulary (e.g., How are idividual elemets tempo, dyamics, pitch, ad/or timbre used i the music?) 5 6 M V2.1 aalyze ad demostrate a itegrated uderstadig of ow ad others musical excerpts ad/or works i terms of relevat cocepts (e.g., How do the differet elemets tempo, dyamics, pitch, timbre, form, style, rhythmic elemets, ad/or texture cotribute to the meaig of the music? How do they cotribute to musical decisio makig?) 7 8 M V2.1 demostrate uderstadig that detailed observatio, listeig, ad reflectio iform musical thikig, appreciatio, performace, ad creatio 5 8 M V2.2 participate i idetifyig ad usig appropriate criteria to discuss the quality ad effectiveess of ow ad others music (e.g., cosiderig itet, style, gere, historical ad/or cultural cotexts) 5 8 M V2.3 V a l u i g M u s i c a l E x p e r i e c e 53
Valuig Musical Experiece (M V3) Studets form persoal resposes to ad costruct meaig from their ow ad others music. studets who have achieved expectatios for this grade are able to Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 reflect o ad share persoal resposes (e.g., feeligs, thoughts, images) evoked by various pieces of music ad music-makig experieces K 1 M V3.1 reflect o, share, ad explai persoal resposes (e.g., feeligs, thoughts, images) evoked by various pieces of music ad music-makig experieces 2 4 M V3.1 describe ad give reasos for ow prefereces regardig music experieced through performace ad listeig K 4 M V3.2 respect ad ackowledge that idividuals may have differet iterpretatios ad prefereces regardig musical works ad experieces 1 8 M V3.3 demostrate appreciatio for a variety of music ad music-makig experieces K 4 M V3.4 54 K i d e r g a r t e t o G r a d e 8 M u s i c : M a i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s
Valuig Musical Experiece (M V3) Studets form persoal resposes to ad costruct meaig from their ow ad others music. studets who have achieved expectatios for this grade are able to Grade 5 Grade 6 Grade 7 Grade 8 share ad justify iterpretatios of ow ad others music (e.g., share persoal resposes, aalyze music, explai what ad how the music is commuicatig, usig evidece to support opiios) 5 8 M V3.1 share ad justify ow prefereces for music experieced through performace ad listeig, usig appropriate music vocabulary 5 8 M V3.2 respect ad ackowledge that idividuals may have differet iterpretatios ad prefereces regardig musical works ad experieces 1 8 M V3.3 respect ad value a wide rage of music ad music-makig experieces 5 8 M V3.4 V a l u i g M u s i c a l E x p e r i e c e 55
Valuig Musical Experiece (M V4) Studets assess their learig i performig, creatig, ad experiecig music. studets who have achieved expectatios for this grade are able to Kidergarte Grade 1 Grade 2 Grade 3 Grade 4 participate i discussig ad establishig criteria for successful participatio i music learig experieces (e.g., criteria for a effective audiece, a grade-appropriate quality performace with a particular istrumet, a quality siger s actios ad soud) K 4 M V4.2 reflect o ad describe ow processes i performig ad creatig music K 1 M V4.3 reflect o ad describe ow processes i performig ad creatig music, ad use music vocabulary appropriately to describe what worked well, problems ecoutered, ad solutios foud 2 4 M V4.3 compare ow learig i music to idetified learig goals ad criteria K 4 M V4.4 56 K i d e r g a r t e t o G r a d e 8 M u s i c : M a i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s
Valuig Musical Experiece (M V4) Studets assess their learig i performig, creatig, ad experiecig music. studets who have achieved expectatios for this grade are able to Grade 5 Grade 6 Grade 7 Grade 8 demostrate uderstadig of learig goals for music-makig experieces (e.g., We are workig o..., i am tryig to... ) collaborate i establishig appropriate criteria for assessig ad guidig ow learig i music (process ad product) provide ad respod to costructive feedback based o appropriate criteria for assessig musical experieces assess ow music-makig process ad product usig appropriate assessmet criteria ad tools establish, reflect o, ad reassess persoal ad group goals for extedig learig i music 5 8 M V4.1 5 8 M V4.2 5 8 M V4.3 5 8 M V4.4 5 8 M V4.5 V a l u i g M u s i c a l E x p e r i e c e 57
K i d E r g a r t E g r a d E 8 M u s i c t o appedices
Appedices INTRODUCTION The appedices i the Music Framework provide developmetally appropriate supports related to key cocepts idetified i selected specific learig outcomes. The followig appedices provide support for developig skills ad uderstadigs related to rhythm, melody, ad harmoy, expressio, timbre, form, ad choreography: Appedix A: Rhythm, Melody, ad Harmoy Appedix B: Expressio Appedix C: Timbre Appedix D: Form Although a grade-appropriate sequece of kowledge ad skill developmet is suggested, these cocepts ad skills are uderstood to be part of a cotiuum of music learig, with etry poits that will deped o the backgrouds ad previous experieces of idividual learers ad o the meaigful cotext of the learig. Skills, kowledge, ad coceptual uderstadigs suggested for oe grade are also importat for subsequet grades. Learig i music is uderstood to be recursive; music laguage, tools, skills, ad coceptual uderstadigs grow deeper, richer, more sophisticated, ad more complex over time ad through experiece. A p p e d i c e s 61
Appedix A: Rhythm, Melody, ad Harmoy Kidergarte Grade 1 Grade 2 Beat, Rhythm, ad Metre steady beat differece betwee beat ad rhythm soud vs. silece log ad short souds quarter ote two eighth otes quarter rest half ote whole ote half rest whole rest tie performace i a variety of metres (e.g., 6/8, 4/4, 2/4, 3/4) strog ad weak beats (metric accets) 2/4 metre bar lies 4/4 metre Melody ad Pitch speakig vs. sigig voice so-mi* high ad low so-mi-la do1, la, so, mi, re, do cotours: ascedig ad descedig cotours: skip, step, ad repeated toes do petatoic scale Texture ad Harmoy uiso harmoy of a fifth (e.g., solid bordu) ostiato (vocal ad istrumetal) harmoy vs. uiso two-part cao two parts (speech, sigig, istrumets) * referece choksy, L., ad Z. Kodály. The Kodály Cotext: Creatig a Eviromet for Musical Learig. Eglewood cliffs, J: Pretice-Hall, 1981. 9. 62 K i d e r g a r t e t o G r a d e 8 M u s i c : M a i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s
Appedix A: Rhythm, Melody, ad Harmoy Grade 3 Grade 4 Grade 5 Grade 6 Grades 7 ad 8 Beat, Rhythm, ad Metre dotted half ote sixteeth ote triplet sycopatio (e.g., eighthquarter-eighth patter) eighth rest sixteeth ad eighth ote combiatios dotted quarter-eighth patter dotted eighth-sixteeth patter 3/4 metre 6/8 metre irregular metre (5/4, 7/8, 5/8) these key cocepts are explored i greater depth ad breadth ad i icreasigly sophisticated ways i grades 7 ad 8. Melody ad Pitch do1, la, so, mi, re, do, la1, ad so1 fa ad ti la petatoic scale toal cetre (e.g., home toe c, F, g, d) major diatoic (loia mode) mior diatoic (aeolia mode) key sigatures (c major, a mior) major ad mior diatoic scales keys of c, F, g, d major ad a ad d mior variety of modes ad scales (e.g., blues scale, doria, Mixolydia, ad Phrygia modes, whole toe, chromatic scale) Texture ad Harmoy parter sogs i V, i v major ad mior chords i iv V diverse harmoic progressios (e.g., i ii, i iii, i vi, i vii; 12-bar blues) A p p e d i c e s 63
Appedix B: Expressio Kidergarte to Grade 8 Tempo fast ad slow becomig faster ad becomig slower degrees of fast ad slow tempo related to expressio largo, adate, ad allegro ritardado ad accelerado a tempo Dyamics loud ad quiet becomig louder ad becomig quieter degrees of loud ad soft crescedo ad decrescedo piaissimo (pp), piao (p), mezzo-piao (mp), mezzo-forte (mf), forte (f), fortissimo (ff) dyamics related to expressio Articulatio detached vs. smooth legato ad staccato slur accet 64 K i d e r g a r t e t o G r a d e 8 M u s i c : M a i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s
Appedix C: Timbre Kidergarte to Grade 8 timbre icludes a variety of vocal, body, istrumetal, electroic, digital, ad foud object timbres (toe colours) ad souds for discrimiatio, classificatio, music makig, ad creative expressio: vocal timbres (e.g., whisperig, speakig, sigig, shoutig, male, female, teacher, ad studet voices) body percussio ad souds (e.g., sap, clap, patsch, stamp) o-pitched percussio souds (e.g., metal, wood, ad ski/membrae istrumets, shakers, scrapers, rigers, sigle- or double-pitched istrumets struck with beaters, strikers istrumets may fall ito more tha oe category) pitched percussio istrumets (e.g., glockespiel, xylophoe, metallophoe, bass bars) guitar, recorder, bad, ad orchestral istrumets ad families world ad idigeous istrumets (e.g., djembe, didgeridoo, balalaika, sitar, bagpipes, kulitag, ative america flute, frame drums, cedar box drums) electric istrumets (e.g., electric guitar, bass, violi) electroic ad digitally produced souds ad soud sources (e.g., sythesizer, computer-produced souds, souds produced by ew, emergig, modified, ad combied techologies) foud-object soud sources (e.g., from ature, local eviromets, classroom, home) ways i which soud is produced (e.g., struck, shake, blow, bowed, plucked) sources for creatig uique timbres (e.g., costructio material, size or shape of soud source, playig techiques, modificatios to acoustic soud sources, recordig techiques, electroically or digitally altered souds) termiology ad vocabulary to describe soud sources (e.g., rough, metallic, rigig, muted) A p p e d i c e s 65
Appedix D: Form Kidergarte to Grade 2 Grades 3 to 8 Form same vs. differet phrase log ad short phrases ab aba rodo form (abaca... ) itroductio iterlude coda cao four-bar phrase first ad secod edigs da capo dal sego variety of exteded forms (e.g., 12-bar blues, verse-chorus-bridge, call ad respose, chacoe, theme ad variatios, fugue, through-composed music) 66 K i d e r g a r t e t o G r a d e 8 M u s i c : M a i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s
K i d E r g a r t E g r a d E 8 M u s i c t o glossary
g L o s s a r Y the followig terms are provided for clarificatio ad uderstadig of selected termiology used i Maitoba s Kidergarte to grade 8 music curriculum ad resources. these terms are ot iteded to be exhaustive. Educators are ecouraged to cosult the recommeded music resources for additioal ad alterative termiology. 12-bar blues a africa-america sog form characterized by a 12-bar structure i 4/4, use of blues otes, three-lie verses, ad i iv V harmoic progressio (i i i i; iv iv i i; V iv i i). ABA form a sequetial compositioal form with three distict parts i which a music theme (a) is followed by a cotrastig but related music theme (B) ad eds with a repeat of the iitial music theme (a). AB form a sequetial compositioal form with two distict parts i which a music theme (a) is followed by a cotrastig but related music theme (B). accelerado a gradual icrease i tempo, resultig i gettig faster. accet a ote performed with emphasis or stress. allegro a lively ad quick tempo. adate a moderate tempo or walkig pace. articulatio a performace techique affectig the musical lie by the way otes are attacked ad spaces are formed betwee otes. the two basic articulatios are legato ad staccato. ascedig cotour the shape of a melody established by its upward movemet. a tempo retur to the origial tempo. aural music system a rote process for learig music by listeig ad reproducig, ofte described as learig by ear. balace Maitaiig proper emphasis betwee parts of a esemble. beat the uderlyig pulse of music. bled Mergig ad uifyig parts withi a esemble. body percussio use of the body to make souds (e.g., sap, clap, patsch, stamp). call ad respose a sequetial compositioal form i which a lead musicia calls or performs a music phrase, while aother musicia or group respods by imitatig the same phrase or performig a related oe. cao a overlappig compositioal form i which two or more musicias or groups imitate a melody after a give iterval (e.g., four beats). G l o s s a r y 69
chacoe a compositioal form of Baroque origi cosistig of variatios built upo a short, repeated harmoic progressio. coda the cocludig part of a music compositio. complemetary rhythms iterlockig layered rhythms that are related but cotrastig (e.g., log soud duratios i oe part agaist short soud duratios i aother). crescedo a gradual icrease i dyamics, or gettig louder. da capo (DC) a directio to perform agai from the begiig. dal sego (DS) a directio to perform agai from a sig idicated i a score ( ). decrescedo (dimiuedo) a gradual decrease i dyamics, or gettig quieter. descedig cotour the shape of a melody established by its dowward movemet. dictio clear articulatio of words i speakig ad sigig through effective prouciatio of vowels ad cosoats. dyamics the overall volume (loudess or quietess) of music. first ad secod edigs repeated sectios of a music compositio with two differet edigs idicated by brackets ad umbers i a score. forms desigs or structures for orgaizig music. forte (f) Loud dyamics. fortissimo (ff) Very loud dyamics. fugue a overlappig form i which a music theme is itroduced ad the exteded ad developed by other parts after a give iterval; like a cao, but uses a more complex mix of couter-melodies. geres Broad categories of musical forms (e.g., popular, art, folk). harmoic progressios a series of chords. harmoy a vertical elemet of music created by two or more pitches soudig simultaeously. homophoic music texture created by a melody with a chordal accompaimet; two or more parts movig together rhythmically i a chordal style. improvise Makig music i the momet with itet to explore. iterlude a short sectio or bridge betwee two mai sectios of a music compositio. itoatio sigig or playig i tue by producig accurate pitches. itroductio the opeig part of a music compositio. iveted music otatio o-stadard soud-symbol represetatios. 70 K i d e r g a r t e t o G r a d e 8 M u s i c : M a i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s
irregular metre combiatios of duple ad triple metres resultig i metrical patters such as 5/4 (3 + 2/4) or 7/8 (4 + 3/8). largo a very slow tempo. legato a smooth, coected style of articulatio. melodic cotour the shape of a melody established by its upward, dowward, or horizotal movemet. melody a horizotal elemet of music created by a sequece of pitches resultig i a tue. metre a regular patter of acceted (stroger) ad uacceted (weaker) beats. metric accets Beats felt ad heard i a metrical cotext that have a stroger accet tha others. mezzo-forte (mf) Moderately loud dyamics. mezzo-piao (mp) Moderately soft dyamics. o-pitched istrumets Percussio istrumets producig oe or more idefiite pitches used to perform rhythms. ostiato a short, repeated musical phrase or patter ofte used as a accompaimet. parter sogs two or more differet sogs sharig the same chord structure that ca be sug simultaeously to produce harmoy. petatoic scale a simple five-toe scale. phrase a music setece or a series of souds that coect ad have a clear begiig ad ed. piaissimo (pp) Very soft dyamics. piao (p) soft dyamics. pitch the highess or lowess of a toe determied by its frequecy. pitched istrumets istrumets producig more tha oe defiite pitch used to perform melodies ad/or harmoies. polyphoic music texture created by two or more idepedet melodies performed simultaeously. release the maipulatio of oe or more music elemets to create a sese of relaxatio, resolutio, or stability after buildig tesio i music. rhythm the time elemet of music cosistig of a sequece of soud ad/or silece duratios. ritardado a gradual decrease i tempo, or gettig slower. G l o s s a r y 71
rodo form (ABACA...) a sequetial compositioal form with several distict parts i which a music theme (a) is alterated with cotrastig music themes (B, c, d...) ad eds with a repeat of the iitial music theme (a). seredipitous discoveries imagiative, productive isights that happe by chace ad cotribute to resolvig creative problems. slur a curved lie above or below otes i a score that are to be performed legato. staccato a detached, discoected style of articulatio. stadard music otatio Writte symbols for represetig souds widely used ad uderstood by musicias (e.g., staff lies, otes, rests, time ad key sigatures). style characteristic use of music elemets producig distictive ways of makig music idetified with particular performers, composers, cultures, or historical periods. sycopatio the rhythmic effect produced by uexpectedly shiftig accets from strog to weak beats. tempo the overall pace or speed of music. tesio the maipulatio of oe or more music elemets to create poits of itesity, suspese, or istability i music. texture the fabric of music created by layerig ad iterrelatig rhythms, melodies, harmoies, ad/or timbres. theme ad variatios (A 1 A 2 A 3 A 4...) a sequetial compositioal form with several distict parts i which a music theme (a) is repeated i modified forms (e.g., alterig the style, tempo, rhythm, scale). timbre the toe colour or distictive quality of a soud source. traditios Music of a culture passed, over time, from oe geeratio to aother. trasitio a compositioal feature that cotributes to the cotiuity of music by esurig smooth coectios betwee its parts. verse-chorus a sog i which the mai sectio (verse) is followed by a refrai (chorus); the chorus is repeated after every verse. verse-chorus-bridge a extesio of the verse-chorus form that icorporates oe or more iterludes. visual music systems systems usig graphic, pictorial symbols or gestures, such as shapes, colours, ad/or icos, to represet souds. writte music systems systems usig writte symbols, such as those used i stadard otatio, to represet souds. 72 K i d e r g a r t e t o G r a d e 8 M u s i c : M a i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s
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