MUSIC 8 TO 10 Integrated Resource Package 1995 Province of British Columbia Ministry of Education IRP 018 TABLE OF CONTENTS PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE Preface . III INTRODUCTION TO MUSIC 8 TO 10 Introduction . 1 Rationale . 1 Curriculum Organizers . 2 Instructional Strategies . 5 Assessment and Evaluation . 5 Learning Resources . 5 THE MUSIC 8 TO 10 CURRICULUM Grade 8 . 8 Grade 9 . 22 Grade 10 . 36 MUSIC 8 TO 10 APPENDICES Appendix A: Prescribed Learning Outcomes. A-3 Appendix B: Learning Resources . B- 3 Appendix C: Cross-Curricular Outlines . C-3 Appendix D: Assessment and Evaluation . D-3 Appendix E: Acknowledgments . E- 3 Appendix F: Glossary . F- 3 Appendix G: Planning Your Program . G-3 I II PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE mplementation of Music 8 to 10 will comes are clearly stated and expressed in begin in October 1996. This Integrated measurable terms. All learning outcomes I Resource Package (IRP) provides some complete this stem: “It is expected that of the basic information that teachers will students will. “ Outcome statements have require to implement the curriculum. The been written to enable teachers to use their information contained in this IRP is also experience and professional judgment when available through the Internet. Contact the planning and evaluating. The outcomes are Ministry of Education’s home page: benchmarks that will permit the use of http://www.educ.gov.bc.ca/ criterion-referenced performance standards. It is expected that actual student perfor- THE INTRODUCTION mance will vary. Evaluation, reporting, and student placement with respect to these The Introduction provides general informa- outcomes depends on the professional tion about Music 8 to 10, including special judgment of teachers, guided by provincial features and requirements. It also provides a policy. rationale for the subject—why music is taught in BC schools—and an explanation of Suggested Instructional Strategies the curriculum organizers. Instruction involves the selection of tech- THE MUSIC 8 TO 10 CURRICULUM niques, activities, and methods that can be used to meet diverse student needs and to The provincially prescribed curriculum for deliver the prescribed curriculum. Teachers Music 8 to 10 is structured in terms of cur- are free to adapt the suggested instructional riculum organizers. The main body of this IRP strategies or substitute others that they think consists of four columns of information for will enable their students to achieve the each organizer. These columns describe: prescribed outcomes. These strategies have • provincially prescribed learning outcome been developed by specialist and generalist statements for Music 8 to 10 teachers to assist their colleagues; they are • suggested instructional strategies for suggestions only. achieving the outcomes • suggested assessment strategies for deter- Suggested Assessment Strategies mining how well students are achieving The assessment strategies suggest a variety the outcomes of ways to gather information about student • provincially recommended learning performance. Some assessment strategies resources relate to specific activities; others are general. These strategies have been developed by Prescribed Learning Outcomes specialist and generalist teachers to assist Prescribed Learning outcome statements are their colleagues; they are suggestions only. content standards for the provincial educa- tion system. Learning outcomes set out the Provincially Recommended Learning knowledge, enduring ideas, issues, concepts, Resources skills, and attitudes for each subject. They are Provincially recommended learning statements of what students are expected to resources are materials that have been know and do in each grade. Learning out- III PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE reviewed and evaluated by British Columbia • Appendix D contains assistance for teach- teachers in collaboration with the Ministry of ers related to provincial evaluation and Education using a stringent set of criteria. reporting policy. Curriculum outcomes They are typically materials suitable for have been used as the source for examples student use, but they may also include of criterion-referenced evaluations. information primarily intended for teachers. • Appendix E acknowledges the many Teachers and school districts are encouraged people and organizations that have been to select those resources that they find most involved in the development of this IRP. relevant and useful for their students, and to supplement these with locally approved • Appendix F contains a glossary of terms materials and resources (such as locally specific to the music curriculum. available guest artists, performances, or • Appendix G contains various consider- studios). The recommended resources listed in ations for planning a music program. the main body of this IRP are those that have a comprehensive coverage of significant portions of the curriculum, or those that provide a unique support to a specific seg- ment of the curriculum. Appendix B contains a complete listing of provincially recom- mended learning resources to support this curriculum. THE APPENDICES A series of appendices provides additional information about the curriculum, and further support for the teacher: • Appendix A contains a listing of the pre- scribed learning outcomes for the curricu- lum arranged by curriculum organizer and by grade. • Appendix B contains a comprehensive listing of the provincially recommended learning resources for this curriculum. As new resources are evaluated, this appen- dix will be updated. • Appendix C outlines the cross-curricular screens used to ensure that concerns such as equity, access, and the inclusion of specific topics are addressed by all compo- nents of the IRP. IV PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE Grade GRADE 8 • Structure (Elements of Rhythm) Curriculum Organizer PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES • In groups, students develop an ostinato rhythmic pattern: It is expected that students will create, listen to, and each student then takes a turn improvising on the Prescribed Learning perform music, demonstrating understanding of rhythmic pattern, while the rest of the group maintains Outcomes expressive and physical properties of rhythm. the ostinato. The group then performs for the rest of the class. It is expected that students will: • Teacher demonstrates or plays recordings of rhythmic patterns that can be performed in different ways (e.g., • create, notate, and perform rhythms in a variety of The Prescribed Learning eighth notes in 6/8, swung and straight eighth notes in 2/ metres 4, 3/4). Students compare written and recorded examples. Outcomes column of this • analyse rhythmic choices in performing and After practice, one student selects and performs a listening repertoire IRP lists the specific rhythmic pattern, then the rest of the class identifies how • use appropriate music terminology to describe the student performed the selection (e.g., swing or Suggested Instructional learning outcomes for rhythm and metre straight). each curriculumm • Compose variations on a well-known melody, changing Strategies the rhythm only. organizer or sub- • Students write and perform rhythmic compositions to organizer. These aid the demonstrate given metres, using only one or two pitches. The Suggested In groups, students create a multi-track rhythmic teacher in day-to-day composition (each student records her or his rhythmic Instructional Strategies planning. pattern as a track on a sequencer). column of this IRP • Teacher demonstrates the differences between a variety of dissimilar metres. Students listen to and identify music suggests a variety of selections that use these metres, counting and tapping on the first beat while the music is being performed. After instructional approaches listening to a variety of compositions from a range of that include group work, historical and cultural contexts, students compare and contrast the use of metre. problem solving, and the • As a class, explore methods of describing rhythms (e.g., note-length names, syllables). Students then develop use of technology. Teachers multimedia dictionaries of rhythm vocabulary taken from should consider these as the repertoire and include this in their portfolios. • Identify examples of rhythm in the natural or fabricated examples that they might world, and create rhythmic sequences based on these patterns using body percussion, instruments, or modify to suit the synthesizers. In groups, perform and discuss these developmental levels of compositions. their students. Grade GRADE 8 • Structure (Elements of Rhythm) Curriculum Organizer Suggested Assessment SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES Strategies Teachers support the learning of rhythm in music Print Material by giving feedback to students as they perform and participate in class activities and by • Can You Canon The Suggested responding to their written work. • Music For All: Teaching Music to People With Special Needs Assessment Strategies • Students name the metre or metre changes as • Using Sound they listen to recorded or performed musical • We Will Sing offer a wide range of pieces. Look for students’ abilities to use different assessment appropriate vocabulary to describe rhythmic patterns and metre. Video approaches useful in • Assign small groups or partners to develop a series of complex rhythm activities for others to • Joy Of Singing evaluating the Prescribed