Draft Fine Arts - Music Kindergarten to Grade 6 Curriculum

Kindergarten Grade 1 Grade 2

Organizing Idea Foundational Elements: Music literacy is developed through knowledge and application of foundational elements.

Guiding Question What are the qualities of sound? How can musical sounds be interpreted? In what ways can tone and duration contribute to music?

Students examine musical sounds as they relate to rhythm, melody, dynamics, Learning Outcome Children explore sound in music. harmony, and form. Students relate tone and duration to rhythm, melody, dynamics, and harmony.

Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures

A steady beat is A musical sound can Respond to a steady A steady beat is A steady beat is the Respond to a steady Duration is the length Duration is measured Demonstrate the compared to the have a steady beat. beat in a variety of compared to the regular pulse that beat in a variety of of time that sounds or by how many beats a difference between regular beating of the ways, including action regular beating of the occurs in music. ways, including action silences are sustained musical sound lasts. beat and rhythm. heart. songs, playing heart. songs, playing in music. instruments, moving, instruments, moving, Identify the rhythmic A steady beat is the and body percussion. A steady beat can be and body percussion. The duration of values of individual regular pulse that felt in the body sounds and silences is and combined occurs in music and Recognize a steady through body Identify a steady beat represented by music rhythms. can be heard in Victor beat in a variety of percussion, playing when listening to symbols. Herbert’s March of the music repertoires. instruments, or music. Practise reading and Toys, from Babes in moving. Visual representation writing rhythm Toyland. Practise playing a Identify and explore of music symbols in patterns. steady beat on The First Nations and the difference written form is known Nursery rhymes, instruments. Inuit drum between steady beat as standard notation, Notate short rhythm singing games, and emphasizes a steady and rhythm. but it can also be patterns from action songs support beat. represented using dictation. the exploration of a stick notation or other steady beat. Music selections that manipulatives. Generate a rhythmic emphasize a steady answer in response to A steady beat can be beat can include Rhythmic symbols a rhythmic question. felt in the body have values that through body • A Tribe Called Red, indicate the specific percussion or moving. Electric PowWow duration of a note or a • Leroy Anderson, rest. The First Nations and Sleigh Ride Inuit drum The duration of a emphasizes a steady silence in music, beat. known as a rest, is equal in duration to its corresponding note. The rhythmic duration of a whole note or whole rest is equal to the duration of two half notes or half rests, or four quarter notes or quarter rests.

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Kindergarten Grade 1 Grade 2

Syllable names for rhythmic sounds can be invented and may vary and include • ta for a quarter note • ti-ti for two eighth notes • ta-a for a half note • ta-a-a-a for whole note Call and response is a musical form that can support rhythmic exploration.

Long and short Sounds and silences Recognize the The rhythm of a word A musical sound can Identify how many Measures are Duration can be Recognize 2/4 and sounds are called in music can be long difference between refers to the syllables be described by how syllable sounds make combined to create indicated by various 3/4 time signatures. rhythms and are or short. short and long heard in the word. many beats it lasts. up the rhythm of phrases. beat groupings. related to syllables in sounds. individual words. Identify the function a word. Simple word rhythms Rhythm is a series of Measure can be Beat groupings can of bar lines, repeat Identify how many can be found in long and short sounds Demonstrate the repeated when include two, three, or signs, and double bar The rhythm of a word syllable sounds make nursery rhymes, and silences. rhythm of words using indicated with a four beats per lines. refers to the syllables up the rhythm of poems, and children’s body percussion or repeat sign. measure. heard in the word. individual words. songs. Rhythmic sounds can non-pitched Experience strong and have matching instruments. A double bar line is weak pulses in music Simple word rhythms Demonstrate the Word rhythms can be syllable names. used to indicate the in a variety of ways. can be found in rhythm of words using spoken or played Use syllable names to end of a musical nursery rhymes, body percussion or using body percussion refer to rhythms when piece. Recognize accents poems, and children’s non-pitched or non-pitched reading music. within beat groupings songs. percussion percussion The time signature is of two, three, and instruments. instruments. Echo rhythm patterns a music symbol that four. Word rhythms can be using instruments or indicates beat spoken or played Rhythm includes long body percussion. groupings. using body percussion and short sounds or non-pitched represented by a Practise reading and Beat groupings are percussion musical symbol called writing rhythms using known as measures instruments. a note. simple notation, such and are divided up as stick notation. using bar lines when Silences in music are Silences in music are notated. an absence of sound. the absence of sound Identify the number and are represented of beats that make up Rhythm patterns are Body percussion is by a rhythmic symbol a simple rhythm. made up of the beat the art of making called a rest. and divisions of the sound with the body, Demonstrate an beat. including A silence or rest in understanding of how music can be to read music symbols Rhythm patterns can • clapping indicated by using a from left to right. accompany a melody. • snapping gesture. Beat groupings • patching A rhythmic symbol indicate weak and • stomping has a specific value strong pulses. that describes how • rubbing many beats it lasts. Beats may be grouped by accents, which The usually

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Kindergarten Grade 1 Grade 2

rhythmic value of one emphasize the first quarter note or beat after a bar line. quarter rest is worth one beat and is equal Music that in value to two eighth emphasizes beat notes. groupings of three can include Pyotr Syllable names for Ilyich Tchaikovsky, rhythmic sounds can Waltz, from Swan Lake. be invented and can include • ta for quarter note • ti-ti for two eighth notes In Western music, printed music symbols are read and written from left to right. Stick notation is a simplified way of representing rhythmic symbols. Body percussion is the art of making sound with the body, including • clapping • snapping • patching • stomping • rubbing

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Kindergarten Grade 1 Grade 2

Sounds can have Sound is produced Explore high and low Differences in high Sounds can be high, Differentiate between Tones are high, low, Melody is a sequence Detect the rise and qualities that can be when something sounds using the and low sounds (pitch) low, or in the middle sounds that vary in and medium sounds of high, medium, and fall of a melody. described as high or vibrates. singing voice and can be identified (pitch). pitch. that are assigned low tones. low (pitch). instruments. using solfege and various pitches. Practise reading and Sounds can be high or hand signs Practise reading sol- Tones can be grouped writing pitches off a Sounds have qualities low, fast or slow, and Differentiate between representing the mi-lah patterns using Tones can move from into melodic patterns. simple three-line that can be described loud or soft. sounds that can be pitchessol, mi, andlah. hand signs and a two- low to high, high to music staff. as fast or slow high or low, fast or or three-line music low, or stay the same. (tempo), as heard in Sounds can be slow, and loud or soft. Solfege is a system of staff. Respond with produced in a variety assigning a syllable Tones in Western accuracy to tone • fast: Johann of ways. Respond in a variety name to a musical Build sol-mi-lah music can be labelled matching with other Strauss II, Thunder of ways to sounds sound. patterns on a two- or with the absolute voices or instruments. and Lightning Polka, that can be loud or three-line music staff. pitch names Op. 324 soft, fast or slow, and A sequence of sounds ABCDEFG or solfege. Extend the • slow: Johann high or low. can move from high Represent pitch understanding of Pachelbel, Canon in to low, low to high, or through gestures, Printed music symbols solfege to include the D Major; and Explore the four stay the same. movement, and hand show the direction of pitchesreanddoh. Frédéric Chopin, qualities of the human signs. a melody. Nocturne No.1 voice within poetry, A melody is a Demonstrate how to nursery rhymes, and sequence of high, low, Respond to pitch Melodies can move follow music notation Sounds have qualities songs. and medium sounds. matching and echo up or down by scale from left to right. that can be described singing. steps and leaps. as loud or soft Experience singing in Gestures, hand signs, Recognize gestures, (dynamics), as heard unison. and movement can be Experience singing Melodies can be symbols, or hand signs inGioachino Rossini, used to indicate alone and in a group. based upon major, that represent pitch. The William Tell Identify musical and sounds that are high, minor, and five-tone Overture. non-musical sounds. low, or in the middle. Demonstrate in-tune (pentatonic) scales. Identify and label singing in unison. phrases or sections of Sounds can be Explore musical High and low sounds Major scales can be music that are alike, created by voices, sounds using can be visually described as bright similar, or different. instruments, and the instruments and represented on a and cheerful sounds, environment, found sounds. basic music staff of as heard inFelix Differentiate between including weather, two or three lines Mendelssohn’s major and minor animals, and using music notes or Wedding March, from A sounds in music. machines. non-music symbols. Midsummer Night’s Dream. Experience singing, Sounds can occur at High and low sounds listening to, and the same time as can be sung or played Minor scales can be playing music in major, other sounds. on pitched described as sad or minor, and pentatonic instruments. dark scales.

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Kindergarten Grade 1 Grade 2

sounds, as heard The human voice can inJohann Sebastian produce different Pitched instruments Bach’s Toccata and qualities of sound can include barred Fugue in D Minor. through instruments such as the glockenspiel, Melodic patterns, • speaking xylophone, and phrases, or sections • singing metallophone. can be described as alike or different. • whispering • shouting Musical forms can organize musical Sound can be patterns in various interpreted as musical ways, and can include or non-musical. • ab, abab (phrase Sounds can create form) noise when there is • verse and chorus no pattern of sound. • introductions Found sounds can be • interludes incorporated into • an ending (coda) music, as heard in Leroy Anderson’s The A whole piece of Typewriter. music can include a number of sections that may be alike or different and can include AB, ABA, ABAB (sectional form), as heard in • Camille Saint- Saëns, Carnival of the Animals – Fossils, in which the xylophone part is A and the clarinet solo is B

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Kindergarten Grade 1 Grade 2

• traditional French Canadian folk song Vive la Canadienne

Sounds that repeat Sounds can be Identify musical Sounds that repeat Sounds can be Identify phrases that Children typically Tone has colour, Differentiate between themselves more than organized into patterns in a variety of themselves more than organized into are alike or different. have higher singing known as timbre. the tone colour of twice are known as a patterns. ways. twice are known as a patterns or phrases voices due to their different singing pattern. pattern. that are alike or Illustrate phrase form smaller bodies and Tone colour or timbre voices, which can vary Practise playing or different. through the use of vocal chords. is affected by an with age and physical A series of high and clapping rhythmic Phrases can be movement, body instrument’s size and traits; e.g., adult/child, low sounds can create patterns. labelled using letters percussion, or The adult male voice shape. male/female. patterns (melody). of the alphabet, instruments. typically sounds lower Differentiate between Demonstrate musical shapes, or pictures than the adult female An instrument’s the size of an Rhythmic patterns are patterns with body (phrase form). Identify rhythmic or voice. timbre, including the instrument and the a series of long and percussion, melodic patterns in a voice, can represent a quality or volume of short sounds. instruments, and The length of a phrase variety of music Specific instruments feeling, mood, or sound produced. movement. can be represented selections. may be chosen for character. Patterns can be with gestures, with their ability to Relate the timbre of created through a movement, or by Practise sustaining a represent a particular an instrument to its combination of taking a breath when rhythmic or melodic feeling, character, or ability to represent sounds, including singing. ostinato within a mood in a musical feelings or characters. piece of music. work, as heard • long and short Nursery rhymes, inSergei Prokofiev’s • high and low songs, and poetry can Peter and the Wolf. have patterns (phrase • fast and slow form), including ab, An instrument can be • loud and soft aba, and other described as having combinations. sound that is The musical work Bolero, by Maurice A section of music can • airy Ravel, features a be repeated (verse • brassy repeated pattern and chorus) (rhythmic ostinato) • mellow played by the snare Music selections can • bright drum. have short, repeated patterns of sound • dark (ostinato) as heard in Smaller instruments, • Gustav Holst, The such as the flute, Planets, Movement produce higher 1: Mars sounds than larger instruments, such as • Maurice Ravel, the tuba. Bolero

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Kindergarten Grade 1 Grade 2

The quality of a sound Sound is affected by Classify non-pitched Music symbols are Sound has volume Use music vocabulary Tempo in music can Tone has dynamics Identify and respond (tone colour) changes the material of an percussion used to indicate the that can be loud or to describe sound in gradually get faster or and tempo. to music symbols that depending on the object or instrument. instruments according volume of sound, soft (dynamics). music. slower. indicate crescendo, material the object or to the material they includingffor loud Tone can have an decrescendo, and instrument is made of. are made of. andpfor soft. Sound can be fast or Differentiate between The Italian emotional quality that accent. slow (tempo). loud-soft and fast- termaccelerandodescribes communicates mood The quality of a sound Explore how non- In Western music, slow musical sounds. music that gradually in music. Differentiate between can be described as pitched percussion dynamics are gets faster, and the tempos that gradually bright, dull, happy, or instruments can described by using Recognize and termritardandodescribes increase or decrease sad. enhance a song or Italian terms, respond to soft (p) music that gradually in speed. poem. includingfortefor loud and loud (f) symbols in gets slower. Non-pitched andpianofor soft and music. Use music vocabulary percussion Describe various can be heard in Tones that gradually to describe the instruments can be musical sounds. Explore tempo and increase or decrease dynamics and tempo. categorized according • Camille Saint- dynamics in a variety in volume are referred to the material they Saëns, Danse of ways. to Discuss how dynamics are made of, including Macabre in G ascrescendoanddecrescendo and tempo contribute Minor, Op. 40 as heard inPyotr Ilyich to the mood of a • woods, such as • Edvard Grieg, Tchaikovsky’s Overture, musical piece. wood blocks or Morning and In the from the Nutcracker. claves Hall of the • skins, such as Mountain King, Music dynamics that hand drums from Peer Gynt suddenly change are (orchestral) called accents and are • metals, such as indicated using the > triangles and finger symbol. cymbals Sound has speed (tempo) that indicates • shakers, such as how fast or slow Tones that sound maracas music is performed, as detached when heard in played are • scrapers, such as calledstaccatoand the guiro • Edvard Grieg, those that sound smooth are referred Non-pitched Morning and In the Hall of the to aslegato, as heard percussion in instruments produce Mountain King, one tone and can be from Peer Gynt (orchestral) • staccato: described as having – Robert colour, as heard in • Brahms, Hungarian Schumann, The Dance No. 5 Wild Horseman – Leroy Anderson, Sounds Jazz Pizzicato

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Kindergarten Grade 1 Grade 2

Leroy Anderson’s Plink, can be played Plank, Plunk. smoothly (legato) or • legato: detached (staccato). – Camille Saint- Barred instruments Saëns, The Swan in have different A strong sound can be Carnival of the qualities of sound, added to music to Animals including create an effect (accent), as heard in • glockenspiels, Franz Joseph Haydn, which have bright Symphony No. 94, metal sounds Surprise. • xylophones, which have wooden Musical sounds can sounds be produced in a way that expresses • metallophones, feelings or moods, as which have dull heard in metal sounds • the Canadian national anthem, O Canada • Antonio Vivaldi, Four Seasons, Violin Concerto in G Minor, Op. 8, No. 2, RV 315 L’estate: 3. Presto

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Kindergarten Grade 1 Grade 2

The human voice can Musical instruments Explore the qualities Some combinations of Tones can be Differentiate between produce different and the human voice of the human voice tones sound pleasing combined and played tones played qualities of sound have different within various poems, when combined and at the same time to individually and tones through qualities of sound nursery rhymes, and are called chords. create harmony. played as chords. (timbre). songs. • speaking Major and minor Explore the difference • singing Identify and compare chords have different between the sound of musical and non- sounds. major and minor • whispering musical sounds. chords. • shouting Melodies can be Explore and describe accompanied by Play simple chords to Non-pitched the sound of various harmony. accompany melodies. percussion musical instruments. instruments can make Chords can be played sounds that reflect Classify non-pitched on keyboard and the material that the percussion barred instruments. instrument is made of instruments according and its name, to the material they The pitches doh and including are made of. soh can be played on barred instruments as • woods, such as Demonstrate the a way to accompany a wood blocks difference between a melody. singing voice and a • skins, such as speaking voice. drums • metals, such as the triangle and finger cymbals • shakers, such as the maraca • scrapers, such as the guiro Two or more sounds can occur at the same time (harmony). Sound can be interpreted as musical or

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Kindergarten Grade 1 Grade 2

non-musical. Sounds can create noise when there is no pattern of sound. Barred instruments have different qualities of sound, including • glockenspiels, which have bright metal sounds • xylophones, which have wooden sounds • metallophones, which have dull metal sounds

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Kindergarten Grade 1 Grade 2

Organizing Idea Creating and Presenting: Ideas can be represented musically through artworks that draw upon foundational knowledge.

Guiding Question How does an idea in music develop? How can an idea be expressed musically? How can a message be represented musically?

Children express ideas through the exploration of musical sounds made by Students construct an idea musically using the elements of music, Students experiment with how a message can be created and presented Learning Outcome instruments, voices, and the environment. instruments, and voices. through the use of instruments, voices, and movement.

Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures

A musical idea can be Communicating an Collaborate with Musical ideas can be A musical idea can be Explore musical ideas Lyrics are used in Verbal communication Sing a variety of songs created and presented idea in music involves others to develop a expressed through expressed using in response to an music to convey a of a message can be individually and in individually or in creating and musical idea. sounds that vary in inspiration. message through shared in a variety of unison. groups. presenting. • singing pitch, dynamics, singing. ways through music. Create a musical idea • moving tempo, and rhythm. Create musical Create new lyrics to A musical idea can be An idea in music can using instruments and patterns or phrases Music with lyrics can Verbal communication familiar melodies. created using communicate feelings found sounds. • playing A musician is an that include sounds be sung in any of a message can and preferences. instruments individual who can that are high-low, language. express a variety of Explore music sung in • instruments Generate movement • writing rhythms create, appreciate, long-short, loud-soft, feelings and other languages, • found sounds ideas to accompany a and melodies and perform ideas in and fast-slow. Messages in music experiences. including French- musical idea. music. can be expressed Canadian folk songs. • body percussion Inspiration for an idea Use planned body through songs that • movement Play soundscapes or in music can come movements to celebrate sound effects as a accompany musical • voices from a variety of way to enhance a sources, including ideas. • holidays musical idea. A musical idea can be • seasons • other musicians or Perform music to created by combining Participate as a accompany a story. • ceremony sounds that are music performer and as an • nationality audience member in a • stories Compose a musical • high and low variety of musical • imagination idea within a given • cultural heritage • fast and slow experiences. phrase form. • the environment Music from • loud and soft • artworks and Francophone • long and short images communities can include Nursery rhymes and Soundscapes and poems can be sung to sound effects can • Sur le pont familiar melodies. enhance a musical d’Avignon idea when added to • Fais dodo Soundscapes and text, including poems, sound effects can stories, and picture • Alouette, gentille enhance a musical books. alouette idea when added to • Frère Jacques text, including poems, The words of a song, • En roulant ma stories, and picture known as lyrics, are boule books. important to understanding the An idea in music can meaning of the text. be presented informally, Phrase

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Kindergarten Grade 1 Grade 2

as in a music class, or form, including ab, formally, including in a aba, and other concert. combinations, can be used to structure a Participating as an musical idea. audience member or as a performer includes expectations or rules (artistic protocols and etiquette).

Inspiration for an idea A musical idea can be Share and accept Musical ideas can A musical idea can Create a musical idea Non-verbal Non-verbal Explore how the in music can come unique, shared, or ideas from one express feelings, come from through the communication of a communication of a elements of music can from a variety of borrowed. another in music. interests, and brainstorming and exploration of various message can be message in music can be applied to sources, including preferences. collaboration. instruments and communicated be shared in a variety communicate feelings, An artistic idea can be Explore musical ideas found sounds. through of ways. characters, or mood. • other musicians developed through in response to an Nursery rhymes and and music interacting with inspiration. poems can be sung to Collaborate to make • movement Perform arrangements • stories others in music. familiar melodies. up new lyrics to • gestures of music for Investigate how music familiar melodies or to instruments and • imagination can be created Collaboration can accompany rhythms. • instruments voices. • the environment through traditional foster a safe learning • body percussion and non-traditional environment in music Collaborate with one Play rhythmic or • artworks and use of instruments. through listening to another when melodic ostinatos to images The elements of others’ ideas, solving creating, refining, and music can be used in accompany songs or problems, and making revising a musical poems. Objects or found various ways to non- decisions. idea. verbally communicate sounds and Respond in a variety instruments can be mood or meaning in Instruments, voices, Participate as an music, including of ways when actively used in traditional or and objects or found audience member and listening for changes non-traditional ways sounds can be used in performer in a variety in dynamics and when creating music. • melody, including traditional or non- of musical major and minor tempo. traditional ways when experiences. scales Sharing and creating music. Create improvised or discussing ideas with • rhythm planned movements others can support Participating as an • harmony to accompany poems, collaboration in music. audience member or • dynamics and songs, and stories. as a performer tempo includes expectations Create rhythmic or or rules (artistic • form melodic patterns that protocols and can represent a etiquette). Instruments have a character or theme. specific timbre that can be used to Illustrate form in represent a message. music through movement or by Rhythmic and melodic playing an instrument. patterns can be arranged in phrases that are alike, similar, or different in order to communicate

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Kindergarten Grade 1 Grade 2

a message. Melodic or rhythmic patterns can represent a character or theme in a story. Movement and gestures can accompany musical expressions to enhance meaning of a message.

Understanding the Developing an idea Practise sharing and A message in music The sharing of a Participate as an elements of music through music may accepting ideas from can be generated, message involves the audience member and contributes to take practice. others. sent, received, and musician and the as a performer in a creating an idea. interpreted. audience. variety of musical Rehearse music experiences. Practice can require selections before Practising music Audience members repetition of a skill or performing for an before performing for can have various Rehearse music presentation in order audience. an audience can help feelings about musical before performing for to learn it well. clarify roles and refine works. an audience. skills and techniques. An idea in music can Share interpretations be presented Structure in a musical or feelings about informally, as in a presentation can help musical works or music class, or an audience know performances. formally, including in a when the experience concert. begins and ends. Demonstrate an understanding of Empathy and artistic protocols and perspectives can be etiquette within gained through various music creating, viewing, and experiences. talking about music. Expectations for participating in music, known as artistic protocols and etiquette, can change depending on the context in which the music is experienced.

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Creative processes Development of a Apply creative can include message in music can processes when involve creative creating music. • practice processes. • generating an idea Discuss how the Messages can be purposeful use of • giving and clearly communicated instruments can receiving feedback when the elements of strengthen • reflection music, voices, or communication of a instruments are message. Generating an idea combined with a may involve creative purpose. thinking and problem solving.

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Appreciation: Recognizing beauty, goodness, and truth in music can be developed by understanding the complexity and richness of great works of music, the artists who create and perform them, and the historical and cultural contexts Organizing Idea from which they originate.

What function did music serve in ancient China, ancient Egypt, and prehistoric How might cultures from the past and present contribute to an appreciation Guiding Question What is the function of music in local communities? times? of music?

Students investigate culture in relation to music from ancient Greece and Learning Outcome Children examine the function of music in the lives of individuals. Students investigate the function of music in ancient times and present day. present day. Students examine culture through First Nations, Métis, and Inuit music.

Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures

The function for Music can have a Share personal Music serves a variety Music can have a Discuss where music Experiences in music Culture is what Identify how culture creating and sharing specific function in experiences with of functions in the specific function in a can be experienced. can include learning people do and a way may be communicated music can include the lives of music. lives of individuals, community. about music from the of thinking. through music. individuals. including Share personal past and the people • to celebrate life Describe where music experiences with who created it. The musical culture of Create music in quick events can be experienced. • celebrations music. ancient Greece or slow styles, as • to learn or teach • learning or Individual informed many related to ancient new skills teaching Observe opera, ballet, components of music aspects of present- Greek music. and musical theatre as can communicate day music. • to be entertained • entertainment musical expressions culture, including the Explore how melodies • to be creative • to be creative that combine music, use of rhythms, can be notated using singing, and acting. melodies, and numbers. The function of music The function of music instruments. can be to accompany can be to accompany dance, drama, and dance, drama, and The ancient Greeks visual arts. visual arts. used numbers to identify different Music can be pitches in music. combined with other art forms, as heard in Musical styles in ancient Greece were • musical theatre: known for being slow – The Sound of and ceremonial, or Music by Richard quick and lively. Rodgers and Oscar Hammerstein II Music in ancient Greece often • ballet: accompanied dance – The Nutcracker and poetry. and Sleeping Beauty by Pyotr Music from ancient Ilyich Tchaikovsky Greece was never • opera: recorded but is known – Hansel and Gretel to have been a by Engelbert feature of Humperdinck celebrations, social events, and religious gatherings. In

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ancient Greece, musical instruments included • drums • flutes • cymbals • bells • tambourines • castanets The lyre, a stringed, harp-like instrument, was the most important instrument in ancient Greece and was used to accompany discussions about philosophy and storytelling. The harp is considered to be the oldest instrument from ancient Greece. The strings for stringed instruments were made from the muscles of various animals.

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Music in ancient Ancient societies used Discuss how First Nations, Métis, Culture can be Experience First Egypt and ancient music for a variety of instruments from and Inuit music can revealed through First Nations, Métis, and China may have been functions. ancient times reflect ways of life, Nations, Métis, and Inuit music. used for compare to modern- including Inuit music. entertainment, Knowledge about day instruments. Discuss how culture festivals, and people who lived a • tradition A sense of community can be communicated enjoyment. long time ago can be Explore the function • beliefs and well-being among through First Nations, learned through of music in ancient participants can be Métis, and Inuit music. Music in ancient music. times as an inspiration • history established through times may have been for talking about and • relationships First Nations, Métis, Discuss the benefits used to accompany creating music. and Inuit music. of music in one’s life poetry, drama, and • traditional or community. dance. teachings The oldest musical First Nations, Métis, instrument ever found and Inuit communities by archeologists is the may have specific Divje Babe flute. protocols related to how or with whom Ancient Chinese music is shared or music used 12 performed. different kinds of musical notes to First Nations, Métis, create music (12-tone and Inuit express system). music for ceremony in a variety of ways, Ancient Chinese including music was used for ceremonies, • drumming entertainment, and to • playing end-blown match with sounds of flutes nature. • singing Ancient Chinese • throat singing instruments were • playing rattles traditionally grouped into eight categories • playing fiddles based on the • playing rasps materials from which • playing clappers they First

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were made, including Nations, Métis, and Inuit find sources of • clay inspiration for music • bamboo in the land, including • metal • water • hide • wind • silk • plants • wood • animals • gourds Music in First Nations, • stone Métis, and Inuit communities can have Strings for individual and instruments in ancient collective benefits, China were made of including silk. • social well-being Ancient Egyptian instruments were • physical health similar to instruments • spiritual used today, including connection • instruments that • emotional and produced sound mental well-being with air, such as • intellectual flutes (aerophones) development • instruments that vibrate when First Nations, Métis, struck, shaken or and Inuit music scraped, such as a includes oral bell, gong, or rattle traditions that can be (idiophones) passed on between and among individuals • instruments like and communities with drums or kazoos specific protocol. that produce sound by striking, rubbing, or singing into a stretched membrane (membranophone) In

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ancient Egypt, musical performances usually included singing, chanting, and hand clapping. Musicians in ancient Egypt played music for the community or specific events. Musicians who had the honour of playing music for gods or goddesses were usually women.

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Organizing Idea Foundational Elements: Music literacy is developed through knowledge and application of foundational elements.

Guiding Question To what extent do tone and duration affect the way music is perceived? What is the role of structure in music?

Learning Outcome Students analyze tone and duration as a way to enhance expression. Students investigate how structure contributes to understanding rhythm, melody, harmony, form, and dynamics.

Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures

The duration of a musical note is Music symbols have varied Differentiate between the time Components that contribute to Rhythmic structures are organized Experience singing and playing related to its rhythmic value. durations and direct how music signatures 3/4 and 4/4 in various rhythmic structures include by the duration of beats within music written in a variety of time The duration of a sound or silence should be played. musical selections. measures and measures within a signatures, including 6/8. can be extended or shortened. • bar lines phrase. Illustrate strong-weak beat • double bar lines Notate from dictation rhythmic The duration of a rhythm or patterns in 2/4, 3/4, and 4/4 time patterns structured with 2/4, 3/4, musical sound can be extended by signatures through the use of body • repeat signs and 4/4 time signatures. percussion, non-pitched • time signatures percussion, or movement. Practise sight-reading rhythmic • placing a dot next to a note, • rhythms of varying durations which extends the value of the phrases. note by half of its original value. Recognize symbols that extend the duration of a musical sound or The structure of beat groupings Demonstrate how counting beats For example, a half note is (metre) in music are identified using worth two beats and when a rhythm. aloud or internally can support a a symbol called a time signature, steady beat. dot is added it becomes worth including 2/4, 3/4, 4/4, and 6/8. three beats. Practise notating rhythms within a given time signature and from Incorporate sixteenth notes with • a tie that connects two notes of dictation. A time signature of 6/8 incudes the other known rhythms when the same pitch together, beat grouping of six eighth notes reading and writing music. extending their individual Recognize and respond to written per measure and can be heard in rhythmic values to be the sum music symbols that direct how Newfoundland folk songs Bonavist’ of the duration music should be played. Harbour and I’se the B’y. • a fermata to indicate an unspecified pause or sustaining Experiment with how changes in The duration of four sixteenth of a note dynamics can add an effect to notes is equal in duration to two music. eighth notes or one quarter note Syllable names for rhythmic sounds and their corresponding rests. can be invented, including ta-a-ato Use music vocabulary related to represent the dotted half note. tempo and dynamics when Syllable names for rhythmic sounds responding to music. can be invented, including ti-ka ti- The duration of an eighth rest is ka to refer to four sixteenth notes. equal in duration to one eighth note. Sixteenth notes and eighth notes The duration of a measure is can be combined to create rhythms indicated by called ti ti-ka and ti-ka ti. Counting beats aloud or • a time signature internalizing beat helps a musician • bar lines to visually indicate maintain a steady beat, follow beat groupings notation, and respond to rhythms • a double bar line to indicate the with accuracy. end of a piece

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• repeat signs to indicate measures to be repeated The top number of a time signature indicates how many beats are in a measure. A strong beat in 4/4 time occurs on the first and third beat of the measure; whereas in 3/4 time, it occurs on the first beat. The placement of an accent in music can depend on the time signature. Selections of music written in 2/4, 3/4, and 4/4 time can include

• 2/4: Scott Joplin, The Entertainer • 3/4: Arthur Scammell, Squid Jiggin’ Ground • 4/4: Alexander Muir, The Maple Leaf Forever Dynamics direct how music should be played, and can be notated using a music symbol on the musical score, including

• mf to indicate mezzo-forte, which means moderately loud • mp to indicate mezzo-piano, which means moderately soft • pp to indicate pianissimo, which means very soft • ff to indicate fortissimo, which means very loud

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In Western music, Italian terms are used to label tempo, including

• allegro, meaning fast • presto, meaning very fast • adagio, meaning slow • largo, meaning very slow Music symbols (articulation markings) can indicate the duration of music notes, including

• staccato and legato • phrase marks to indicate length of phrases • accents to indicate emphasis of a sound Examples of dynamics (articulations) highlighted in music can include

• legato: She’s Like the Swallow • staccato: Leroy Anderson, Plink, Plank, Plunk • accent: Antonin Dvořák, New World Symphony, 4th movement: Allegro con fuoco

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Examples of music that do not Duration of a musical sound may Sustain a steady beat when singing A scale can be structured on a Melodic structure is influenced by Identify the pitch names associated follow a steady beat can include not follow a steady beat. or playing music. major or minor scale using the the organization of pitch. with the lines and spaces of the letters ABCDEFG (absolute pitch). treble clef staff. • Gregorian chants Discuss features of musical Combining phrases of varying • Jean Coulthard, Shizen (3 Nature selections that do not follow a Pitches can be sung using syllables lengths contributes to the structure Practise sight-reading individual Sketches from Japan): No. 1, steady beat. belonging to solfege, including the of a melody. pitches and simple melodies from a Wind in the Pines fourth and seventh notes of the music staff. Differentiate between music that scale known as faand ti. • Jocelyn Morlock, Ornithomancy does and does not have a steady Extend solfege training to include for flute and orchestra beat. Music can be structured on the C the pitches faand ti. major scale in which the scale Free jazz was an improvised style starts and ends on the note C. Demonstrate in-tune singing alone of jazz music that did not have a and in unison. steady beat, as heard in John The structure of a scale can begin Coltrane’s Like Sonny. and end on its home tone (tonic). Detect melodic direction by steps, skips, and repeats. The structure of the pentatonic scale omits the fourth and seventh Explore how a melody can be degrees of the scale. structured on a C major scale. An interval is the space between Explore the music staff as a way to two pitches and can be illustrated document music ideas. on the lines and spaces of a music staff. Use planned body movements to illustrate musical patterns. There are numerous ways to structure a melody using intervals that move by steps, skips, and repeats. Melodies that are similar can have the same rhythmic structure but have different pitches assigned to each rhythm.

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In Western music, the letters Tones are visually represented as Detect and illustrate the contour of Chords can be labelled using Chords can be used to accompany Differentiate between the sound of ABCDEFG (absolute pitches) are pitch when placed on a music staff. a melody. Roman numerals (I, IV, V). melodies. major and minor chords. organized on the five lines and four spaces of the music staff. Identify pitches that belong to the The one (I) and five (V) chord can Chords can structure music by Listen to music from various lines and spaces of the music staff be used to accompany a melody. providing a tonal centre. cultures to identify the sound of Treble clef signs organize high and belonging to the treble clef. drones and the instruments that low pitches. Chords can be played repeatedly play them. Explore how melodies can be on pitched instruments, including The treble clef indicates pitches on created using tones that move by barred instruments (borduns). Sustain a steady beat when playing the staff that begin at middle C and steps, skips, repeats, and leaps. a drone or bordun. move higher. Major and minor chords have Create simple melodies that different sounds. Accompany melodies with chords. Pitches belonging on the lines of demonstrate repetition and the treble clef are labelled EGBDF. contrast. A drone provides a tonal centre for Sing or play instruments in two- or music and is created by sustaining three-part canons, partner songs, Pitches belonging in the spaces of Practise writing pitches or simple or repeating a note or chord. and melodic ostinatos. the treble clef are labelled FACE. melodies on a music staff. Drones can be played by a variety A melody has contour or shape that Experiment with various ways to of instruments across cultures, indicates the direction and visually notate musical ideas. as heard in movement of tones. • bagpipe music Movement of tones by scale steps, • the tanpura, an instrument from skips, repeats, and leaps can be North India that plays multiple visually represented using music pitches at the same time notes on a staff. Playing a drone or bordun requires Tones can move from high to low, sustaining a steady beat. low to high, or stay in the middle. Melodies of the same harmonic Repetition and contrast can structure can be combined to organize music into predictable create harmony, including segments within a musical form. • two- and three-part canons • partner songs • melodic ostinatos

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A scale is a series of eight tones Tones in a melody can be combined Differentiate between music There are many ways that a musical Structure is the organization of Identify and demonstrate the (octave) organized into ascending to create a major, minor, or written in major and minor keys. idea can be structured using duration, tone, and patterns in structure of musical forms in a or descending pitches. pentatonic scale. musical forms, including music. variety of music activities. Experience music that is based on A five-tone scale is called a the major, minor, and pentatonic • repetition and contrast Identify melodic themes in a variety pentatonic scale. scales. • first and second endings of listening exercises. Tones within a scale move up or Extend the use of solfege training • interlude Use call and response in a variety down by steps or half steps. with hand signs to include low lah, • ABACA (rondo), as heard in of singing and instrument-playing low soh, and high doh. Johannes Brahms, Hungarian exercises. Home tone (tonic) is the primary Dance No. 5 pitch or first note of the scale that Extend vocal development to is assigned to the key of the music. include in-tune singing alone and in • canon, as heard in Georg Philipp unison. Telemann, third movement from A melody can begin and end on the the Canon Mélodieux (Canonic home tone to give the music Differentiate between music that Sonata) No. 1 in G major, TWV structure. does and does not end on a home 40: 118 tone. • introduction, verse, and chorus, When music ends on the home as heard in the traditional work tone, it gives the melody a sense of Differentiate between the song Donkey Riding completion. structure of an octave and a pentatonic scale. Repetition and contrast can Solfege can extend below the note organize music into predictable doh to include low lahand low Use pitched instruments to play segments within a musical form. soh,and can also extend to include tone-matching games and high doh. pentatonic accompaniments. Call and response usually starts with a solo part followed by a Music written in a major or minor response by an ensemble, as heard scale can establish a mood or in the songFunga Alafia. feeling for the piece. The way in which music is An example of music written in a structured can include a melodic major or minor scale is phrase, a motif, or a theme, as heard in Wolfgang Amadeus • major: Georges Bizet, Carmen: Mozart’sopera The Magic Flute, No. 1 Prelude including • minor: Pyotr Ilyich Tchaikovsky, The Birch Tree Melody used in the • Overture; Introduction, Zu Hilfe! fourth movement from Symphony Zu Hilfe! (Tamino, Three Ladies) No. 4 in F Minor, Op. 36 Pitched

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instruments, including recorders and barred instruments, can be • Aria, Der Vogelfänger bin ich ja used to explore pitch, melodies, (Papageno) and scales. • Recitative and Aria, O zittre nicht, mein lieber Sohn (Queen of the Night) • Aria, Ein Mädchen oder Weibchen (Papageno) • Duet, Pa-pa-gena! Pa-pa-geno! (Papageno and Papagena) • Finale, Recitative and Chorus, Die Strahlen der Sonne (Sarastro and Chorus)

Two or more melodies can be Harmony is created when two or Perform music written in two parts, Visual representation of music can The structure of music can be Use music vocabulary to describe combined or layered to create more tones sound at the same canon, or partner songs. include written notation, music represented visually, auditorily, or how mood or emotion can be harmony in the form of a descant, time. maps, or digital media. kinesthetically. conveyed through music. partner song, or canon, as heard in Explore how chords can be used to accompany a melody. Music can be notated using Apply changes in dynamics and • descant: invented notation as a way to tempo when singing and playing – Johann Sebastian Bach, Jesu, Perform music that incorporates document musical ideas. instruments. Joy of Man’s Desiring layers of sound. • round: Music maps can be used to read Use a music map to follow or – French folk songs Frère Jacques music or as a non-standard way of document a musical idea. and Alouette, gentille alouette notating melodic contour, form, or vocal and instrument parts. Classify instruments of the A descant is a treble melody that is orchestra by family name. played or sung above a main Music symbols can be visually melody. represented to direct how a piece Develop musicianship skills. of music should be performed, A chord is three or more tones that including are played at the same time and can be used to accompany a • dynamic (articulation) markings, melody. including phrase, accent, legato, and staccato Some pitched instruments can play • dynamic range of soft sounds, chords, including keyboards, barred including pp, mp, and pto instruments, tone chimes, ukuleles, indicate pianissimo, mezzo- and hand bells. piano,and piano • dynamic range of loud sounds, Instruments that can only play one including ff, mf, and f to indicate tone can be layered with other fortissimo, mezzo-forte,and forte tones to create harmony, including resonator bells and voices. In Western music, Italian terms and symbols are used to label tempo, including • ritardando (rit.),which means to gradually get slower • accelerando (accel.),which means to gradually get faster • andante,which means moderately slow or at a walking pace The

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instruments in an orchestra are generally arranged by musical families on a stage with the maestro placed front and centre to lead the ensemble. Music can be played and performed using movement and a variety of instruments, including handbells, tone chimes, recorders, ukuleles, pitched and non-pitched percussion instruments, and voices. Chords can be visually represented using chord symbols for instruments, including handbells and ukuleles. Auditory representation of musical structures can be enhanced through the development of musicianship skills, including • ear training • sight-reading • playing instruments such as the recorder with good intonation • in-tune singing • proper use of instrument techniques The structure of music can be reflected kinesthetically through movement, gestures, or using manipulatives.

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Sections within a piece of music Duration is the continuum of time Practise how to read music off a can vary in duration and include between when music starts and simple music score. ends. • phrases that can be short or Create movement to illustrate a long The way in which music is variety of musical forms. • measures that can be two, structured can affect the duration three, or four beats long of a piece. Practise sustaining a rhythmic or melodic ostinato. • introductions that indicate the beginning of a piece Explore how the duration of a • a coda, which is a short section section of music can be extended. or theme placed at the end of a piece of music Identify the length of a musical phrase in a variety of listening • interludes, which are exercises. instrumental sections placed between verses of a song Recognize the role of an introduction, an interlude, and a Musical forms can vary in duration, coda in music. including • phrase form ab, aba, abba, and other variations • binary AB • ternary ABA • verse and chorus A printed piece of music (musical score) is used to illustrate the duration of a piece of music. Duration of a rhythmic or melodic pattern can be extended by repeating the pattern many times (ostinato). Changes in tempo can affect the duration of a musical piece.

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Tone clusters can be used to Tone colour, or timbre, classifies Experiment with tone clusters as a embellish or give tone colour to an instruments into families. way to embellish a musical accompaniment. accompaniment. A tone cluster is a type of chord Discriminate between the timbre that is structured on a series of of various sounds, including three or more adjacent notes in a instruments, voices, and scale played at the same time. environmental sounds, through live or recorded music. Instrument families in Western music include the strings, Recognize the instruments of the woodwinds, brass, and percussion. four families of the orchestra. The quality of an instrument’s sound can change depending on how the instrument is played, including those that are • bowed • plucked • struck • strummed • blown • scraped Instruments from around the world and from various cultures can have similar features in the way they are constructed and played. Examples of music that highlight each of the instrument families can include • brass: – Aaron Copland, Fanfare for the Common Man

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• strings: – Samuel Barber, Adagio for Strings – Antonio Vivaldi, Four Seasons, Spring I: Allegro • woodwinds: – George Gershwin, Rhapsody in Blue (clarinet) – Wolfgang Amadeus Mozart Clarinet Concerto in A major, 2nd Movement • percussion: – Harry Freedman, Samba No. 1, from the ballet Oiseaux Exotiques – Johann Sebastian Bach, The Well-Tempered Clavier (keyboard)

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Organizing Idea Creating and Presenting: Ideas can be represented musically through artworks that draw upon foundational knowledge.

Guiding Question How can a message in music reflect what we value and understand? How can a narrative contribute to creating and presenting music?

Learning Outcome Students represent messages through artistic choices related to the elements of music. Students employ narrative as a structure for organizing musical ideas.

Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures

Artistic choices can be made Musicians intentionally choose Create patterns in music by A narrative in music may or may A narrative in music can be Perform arrangements of music intentionally to share a message ways to effectively share a combining melody, rhythm, not represent a sequence of events communicated as a partial or whole that can represent a narrative. through message. dynamics, and form. in the order in which they representation. happened. Create melodic and rhythmic • the use and combination of the The elements of music can be Make artistic choices related to A narrative can be factual or themes to represent a narrative. elements of music combined in an infinite number of dynamics, phrasing, and other A musical narrative can be fictitious. • instruments, singing, or a patterns to create a musical articulations when creating music. structured through Create soundscape compositions combination of both message. to accompany stories, poetry, or Create music within a given musical • solo performance of a voice or other forms of narratives. • documenting music through form. an instrument notation • small groups such as duets, Discuss the meaning conveyed • writing lyrics Create movement to demonstrate trios, or quartets through the use of lyrics in a form in music. variety of songs. • phrasing and articulations • large groups Perform rhythmic and melodic • improvisation Explore new ways to create, Music forms can help organize ostinatos to accompany poems or notate, or share musical ideas. musical messages and sounds into songs. • melodic or rhythmic phrases a structure, including Perform various arrangements of Narratives in music can be created • binary form AB music that incorporate instruments, with • ternary form ABA singing, or movement. • instruments • phrase form abab and other combinations • lyrics and singing • verse and chorus • melodic or rhythmic themes or motifs Messages in music can be • invented sounds or sounds enhanced by adding harmony while from the environment singing or playing instruments. • notation Soundscapes can be created to accompany a narrative told through text by combining a variety of sounds. Narratives can be structured with a variety of musical forms. Inspiration for a narrative may come

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from • stories, legends, myths • poetry • film, television, or other digital media • people or characters • the environment

Messages in music can represent a A message is at the centre of Create a musical message that Perspectives can be developed by A narrative can communicate Participate in a variety of folk or variety of things, including ideas, communication in music. represents an idea, an experience, experiencing the music of others. points of view or perspectives of an social dances. experiences, and feelings. or a feeling. individual or a group. An audience receives and Points of view or perspectives can Create a musical theme that can The circle is a symbol that can interprets the messages Extend vocal development to reflect emotions, experiences, and represent a point of view in a communicate a message in music, communicated through music. include expression and accuracy in culture. narrative. including connection. pitch. Messages can represent what a The elements of music can A message in music can be musician or composer means to Apply creative processes to the communicate points of view in a enhanced for an audience by communicate. creation of a message in music. narrative. incorporating movement or dance, dramatic expression, and narration. Participate as an audience member • Dynamics can add emotional and as a performer in a variety of quality to the music. Music performed to a steady beat musical experiences. • A scale structure of minor or can help clarify the message being major can convey mood. communicated. Incorporate movement, dramatic expression, or narration in the • Time signature can convey a Message can be enhanced when presentation of music. particular musical style in which singing includes the narrative is told. Evaluate the effectiveness of • Rhythmic and melodic patterns • expression in the form of artistic choices in communicating a can be created to communicate phrasing message through music. a theme or motif. • facial expressions • Form can be used to structure • application of dynamics how the narrative is told. • movement or gestures Music that tells a narrative can be • accuracy in pitch connected to a variety of social or folk dances. Creative processes can help develop and clarify a message in music, including • generating ideas • problem solving • reflection • giving and receiving feedback • refinement

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• rehearsal Messages communicated through music can be interpreted in different ways by an audience. Feedback from others can clarify how messages are presented in future performances.

Communication of a narrative can A musical narrative can be shaped Perform music, individually and in a be enhanced by the performer by the musician, the composer, the group, with a focus on developing through musicianship skills. ensemble, or the audience. musicianship skills. Communication of a narrative can Respond to director cues when be performed individually or as an performing music. ensemble. Experiment with conducting or A music director or teacher can directing simple or familiar songs give performance or conducting with peers. cues that direct an ensemble. Examine how a familiar song or Working with an ensemble can simple melody can change from its develop skills that can be original intent when one or more transferred to other areas of elements are altered. learning. Incorporate movement, gestures, A composer can create and or props to enhance presentation document music through writing or of a musical narrative. notation to communicate how music is to be played. Apply creative processes when creating a narrative. A musician may interpret and perform the elements of music in a Participate in music as a performer way that is different from what the and as an audience member. composer intended. Music can be combined with other art forms, including visual arts, drama, and dance, to create a narrative. Expression of a narrative in music can be refined by applying creative processes.

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Appreciation: Recognizing beauty, goodness, and truth in music can be developed by understanding the complexity and richness of great works of music, the artists who create and perform them, and the historical and cultural contexts Organizing Idea from which they originate.

Guiding Question How can an understanding of culture contribute to learning about the music of ancient Rome and New France? What is the role of culture in shaping music from medieval Europe, medieval Islam, and Alberta?

Learning Outcome Students relate musical cultures of the past with modern-day music. Students investigate how culture is reflected in music across various times and places.

Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures

From historical times to today, Music is valued differently across Describe the value of music in Culture can be enhanced when When communities unite through Participate in music as members of cultures have valued music for a cultures throughout history. one’s life and culture. artistic communities participate, the arts, culture can be learned. an artistic community. variety of reasons, including communicate, are engaged, and religious or creative expression, Artistic communities can be a Demonstrate artistic protocols and share responsibilities. The culture of an artistic Demonstrate how artistic roles and entertainment, or education. venue for artistic expression within etiquette in various music community is about shared ways of responsibilities contribute to a various cultures. experiences. The culture of an artistic being together and reaching sense of community. In some cultures, musical community can support the caring common goals. instruments have spiritual Use music vocabulary when and respectful inclusion of all significance. responding to musical works. participants. Using vocabulary related to the elements of music can contribute to discussions about music. Artistic protocols and etiquette may change based on the community, culture, presentation, and location of a musical performance.

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In ancient Rome, music was valued Ancient Roman culture was Compare classifications of The use of music in First Nations Music in Alberta can reflect the Discuss examples of knowledge for its ability to educate people. reflected through musical instruments from ancient Rome to and Inuit cultures has been culture of those who came before that First Nations, Métis, and Inuit traditions and beliefs about music. modern-day instruments. practised in ceremony and us and those who live here now. can share through music. Many aspects of Roman music celebration predating European were adopted from ancient Greece. The cultures of ancient Rome had Design an instrument in the style arrival. Listen to fiddle music as an an influence on modern-day music of those found in ancient Rome. inspiration for talking about music. The Romans used music for a and musical instruments. First Nations, Métis, and Inuit variety of reasons, including music can Sing or play traditional voyageur songs. • special occasions • share teachings and histories • celebrations • communicate values and beliefs • military and sporting events • show gratitude and reverence • gladiator contests • demonstrate reciprocity • hunting • connect with ancestors • reflect spirituality The different styles of Roman music were used to accompany • contribute to healing dances that told a story. Many of the first settlers to Alberta The classification of instruments in were French-Canadian. ancient Rome was similar to Western orchestral instruments, Francophone contributions to including brass, woodwind, music in Alberta included percussion, and strings. • the introduction of the organ Types of instruments used in and sheet music ancient Rome included • traditional voyageur songs • instruments that produce • the introduction of fiddle music sound with air, such as a bagpipe, a panpipe, an oboe, or Voyageurs sang rhythmic paddling a tuba (aerophones) songs as they canoed through the rivers of Canada to trade furs, • instruments that vibrate when including struck, shaken, or scraped, such as a gong, bell, or rattle • A la Claire fontaine (idiophones) • Ah! si mon moine voulait danser • instruments, like a drum or kazoo, that produce sound by • C’est l’aviron striking, rubbing, or singing into a stretched membrane (membranophones)

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• instruments, like a guitar or piano, that have strings that are plucked, bowed, or struck (chordophones)

Music was a significant part of First European settlers introduced folk Experience a variety of folk music. Gregorian chants were a common Culture was revealed through the Listen to Gregorian chants as an Nations culture in New France for music and European instruments to form of unaccompanied singing musical structures and styles of the inspiration for talking about music. hundreds of years before the New France. Play music using traditional French- used in the medieval Catholic middle ages. arrival of the European settlers. Canadian instruments. church that contained only one Experience the music of the Middle Music in New France served a melody (monophonic). Ages. First Nations music in New France variety of purposes for the diverse Listen to First Nations, Métis, or reflected traditions and beliefs that groups of people who lived there. Inuit music as an inspiration for Music that has more than one Use improvisation to create musical continue to be honoured and talking about musical traditions. melody (polyphonic) was ideas and express personal style. celebrated today. introduced to the Catholic church in later medieval times. Protocols related to how or with whom music is shared were part of During the seventh century, songs First Nations cultures in New sung were about love, war, and France and continue to hold other issues important to people. significant importance today. Styles of medieval music, including Folk music reflects the lives, the ballad, rondeau, and motet, traditions, or customs of a group of were created during the 12th people from a specific country, century and continue to be used region, or culture. today. The Western form of music Medieval Islamic music had a basic common to Canada today was notation system and was primarily influenced by European folk music based on vocal music containing and traditions brought to New one melody. France. Musicians used improvisation as a Musical instruments commonly way to create a personal style of used in New France included the music. • violin Medieval Islamic music was usually • guitar performed as a solo or small ensemble. • flute • fife The seventh century included the Golden Age of Islam in which music • trumpet was highly valued and learned by most people. Features of music that were popularized as symbols of French- Ziryab Canadian

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culture include was a well-known musician, composer, and poet of this time. • bonhomme giguer (wooden man) Arabic scholars further developed • fiddle musical knowledge from the Greeks by creating new systems of • spoons notation, new rhythms and musical • foot tapping sounds, and ways of making instruments.

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Organizing Idea Foundational Elements: Music literacy is developed through knowledge and application of foundational elements.

Guiding Question What is the relationship between rhythmic, melodic, and harmonic structures in music? How are musical structures represented across various musical contexts?

Learning Outcome Students examine how musical structures can be organized or combined to shape musical ideas. Students analyze musical structures to extend understanding of melody, rhythm, and harmony.

Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures

Music can be structured using a Structure in music can reflect how Develop the ability to sight-read Pitch names ABCDEFG belonging Melodic and rhythmic structures Explore how a melody can change document called a score that the elements of music are and play music from a simple to the grand staff and solfege can are foundational elements of when its rhythm changes. visually represents rhythm, melody, organized. musical score. be used to structure a melody. music. harmony, form, and dynamics on a Practise sight-reading rhythms and grand staff. Identify the notes belonging to the Melodies may be based on various The structure of a melody changes melodies. lines and spaces of the treble and scales, including when the rhythm changes. In Western music, the grand staff bass clef. Identify the absolute pitch names joins and organizes tones and • major or minor (diatonic) associated with the lines and durations belonging to the treble Practise writing pitches or simple • pentatonic spaces of the grand staff. clef and bass clef. melodies on a music staff. • blues Experience major scales and minor The bass clef indicates pitches on Differentiate between melodies • modes scales in a variety of music the staff that begin at middle C and and rhythms that do and do not activities. move lower. end with a sense of completion. Modes are scales that have existed since the Middle Ages and include Explore the function of a key Pitches on the lines of the bass clef Ionian, which is the same as the signature. are labelled GBDFA. major diatonic scale. Experience music structured on the Pitches on the spaces of the bass A pentatonic scale with the 12-bar blues scale. clef are labelled ACEG. addition of a raised 4th creates the structure for a blues scale. Notate from dictation rhythm Middle C is a pitch that is shared patterns belonging to 2/4, 3/4, and between the treble clef and bass A major and minor scale have a 4/4 time signatures. clef and is written on a ledger line. relative relationship, including Sing and play music written in 6/8 A ledger line is used to notate • the relative minor of F major is time. pitches that extend above or below d minor the grand staff. • the relative minor of G major is Music symbols and abbreviations e minor of terms can be illustrated on a • the relative minor of C major is musical score and direct how to a minor play music, including Major and minor scales of the same • articulation markings, including key have the same key signature phrase, accent, legato, staccato, but a different home tone (tonic). and fermata • dynamic range of soft sounds, Key signatures are music symbols including pp, mp,and p to that indicate the key in which the indicate pianissimo, mezzo- music piano,and piano

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is written. • dynamic range of loud sounds, including ff, mf,and f to indicate Key signatures are placed on the fortissimo, mezzo-forte,and forte music staff at the beginning of a • (cresc) to indicate crescendo piece of music and include • (dim) to indicate diminuendoor • F sharp to indicate the key of G decrescendo major or e minor • time signature • B flat to indicate the key of F • accidentals major or d minor • rhythms and clef signs • no key signature to indicate the key of C major or a minor • notes indicating pitch The rhythmic value of notes in 6/8 There are numerous music symbols time are different than in simple and abbreviations of terms that can metres and include be notated on a musical score. • a quarter note, which is worth A melodic or rhythmic phrase can two beats be structured in a way that indicates an ending point to the • an eighth note, which is worth phrase, giving it a sense of one beat completion (cadence). • a dotted quarter note, which is worth three beats A melodic phrase sounds complete when it ends on the home tone A triplet rhythm structured with (tonic). eighth notes is played in the space of one beat. A rhythmic phrase sounds complete when it ends on a strong beat.

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Structures for organizing rhythms Rhythmic structures are created by Notate rhythms from dictation A complex harmony is structured Harmonic structures may be simple Differentiate between chord can include combining beat, tempo, patterns, using known time signatures. with many tones and produces rich or complex. progressions that do or do not end metre, and duration. musical sounds, also known as with a sense of completion. • bar lines Demonstrate accuracy when texture, as found in Harmony stems from an reading and writing rhythms. understanding of melody and Recognize how layering pitched • double bar lines • three- and four-part canons rhythm. and non-pitched musical sounds • repeat signs Identify and perform syncopated • two-part soprano/alto songs contributes to texture. rhythms in music. A simple harmony consists of • time signatures • descants chords built with a few tones and Perform accompaniments for • codas Experience singing and playing • music arrangements with chord changes. melodies using chords. • introductions music in known time signatures, multiple parts including 6/8. Extend vocal repertoire to include • first and second endings Many different kinds of chords can music written with two or more Aurally identify metre changes be used to accompany a melody. harmonic parts. Counting beats aloud or internally within a piece of music. can assist in keeping a steady beat A major chord is structured using Differentiate between the sounds when reading, playing, and singing Practise counting beats while the root note (tonic) and the third of the I, IV, and V chords. music. interpreting music. and fifth degrees of the scale. For Numerous combinations of example, Identify chord changes in a basic rhythms can be created using 12-bar blues chord progression. • the C major chord contains the notes C, E, and G Identify the notes belonging to the • whole notes C, F, and G major chords. • half notes • the F major chord contains the notes F, A, and C • quarter notes • the G major chord contains the • eighth notes notes G, B, and D • sixteenth notes A basic 12-bar blues chord The duration of a rhythmic pattern progression is structured using a can become more complex by pattern of I, IV, and V chords of any adding dots, ties, or combinations scale, as heard in B. B. King’s The of rhythms. Thrill is Gone. Syncopation is any rhythm that Chord progression can be accentuates the weak beats or structured to give a musical phrase weak parts of a beat. a sense of completion (cadence).

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Syncopation may be created when accents are placed unexpectedly on an off-beat, as heard in

• George Frideric Handel, Water Music: Suite No. 2 in D Major, HWV 349, II. Alla Hornpipe • Leroy Anderson, The Syncopated Clock • traditional Jamaican children’s song Go Mango Walk The first beat that occurs immediately after the bar line is known as the downbeat, which can be accented. 2/4 time is a grouping of two beats per measure and alternates one strong beat with one weaker beat. 3/4 time is a grouping of three beats per measure and starts with one strong beat followed by two weaker beats. 4/4 time is a grouping of four beats per measure with an accent falling on beats one and three. 6/8 time is a grouping of six beats that can be divided into two groups of three, and where an accent falls on beats one and four. One piece of music can have several metre changes in it, as heard in Igor Stravinsky’s L’Histoire du soldat.

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Music can be structured on the C, Melodic structure is based on a Distinguish between major and Theme and variation is a musical Structures in music can achieve a Interpret and respond with F, and G major scales. sequence of consecutive pitches minor tonalities when listening to form in which the rhythmic, purpose or effect in the way the accuracy to music symbols and that gives shape to a melody. music. melodic, or harmonic structure is elements of music are altered, terms notated in scores. Melodies based on pentatonic altered in some way to change the omitted, or combined. scales omit the fourth and seventh A melody can be structured on a Identify the notes belonging to the main theme of the music. Recognize how to respond to notes of the scale when played, major or minor scale using the C, F, and G major pentatonic scales. accidentals in music. including pitches ABCDEFG. Structure of theme and variation Recognize the role of accidentals in found in music selections can Explore how a simple melody can • C major pentatonic scales, music. includeWolfgang Amadeus Mozart’s change when structured on a which omit the notes F and B variations on Ah! vous dirai-je different home tone. • F major pentatonic scales, Extend vocal development by using Maman (familiarly known as Twinkle which omit the notes B and E tonic solfege when reading music Twinkle Little Star). Respond with movement to music and sight-singing. written with irregular metres. • G major pentatonic scales, Changes in dynamics, tempo, and which omit the notes C and F Explore intervals as a way to articulations, such as legato, structure the creation of a melody. staccato, phrase marks, and slurs, Pentatonic scales used in musical can affect the structure of a works can includeClaude Debussy’s musical piece. La fille aux cheveux de lin (The Girl with the Flaxen Hair). A slur in music is a curved line that joins two pitches together to A music symbol called an indicate that they are to be played accidental is placed at the legato or without separation. beginning of a musical score to define the scale name, including Major and minor key changes can occur within a piece of music, as • B flat to indicate an F major heard inFranz Schubert, Six scale Moments Musicaux, D. 780, Op. 94. • F sharp to indicate a G major scale Accidentals can be used to change an interval or to indicate pitches • no accidental to indicate a C that do not belong to the key major scale signature in which the music is written, including Accidentals are visually represented as the black notes on a • sharps that indicate the specific keyboard. pitch to be raised Solfege can be used to explore and • flats that indicate the pitch to structure melodies, including all be lowered notes

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from lowsohto high doh. • natural signs, which return the Intervals used to structure a pitch that was changed back to melody can be classified as a natural state • a step, which is an interval of a Metre can be altered to include 2nd irregular beat groupings, including • a skip, which is an interval of a 5/4 and 7/8, as heard in 3rd • 5/4 metre • a leap, which is an interval of a – Dave Brubeck, Take Five 4th or more • 7/8 metre • a repeat, which has no change – Sergei Prokofiev, Piano Sonata No. 7 in B-Flat major, Op. 83: III. Precipitato The structure of a melody can be altered by changing the scale in which it is written. A melody can be transposed to a different key signature by changing the home tone (tonic).

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The structure of a chord in music is Chord structure is a significant Identify the root note for the I, IV, Composers may structure a musical Musical structures may reflect the Recognize that some music is vertically organized using three element in harmony. and V chords within the major work based on a variety of factors, purpose for which the music was written exclusively for specific pitches (a triad) stacked on top of scales of C, F, and G. including ensemble size and what created. instruments or voices. each other when notated. The tonal centre (tonic) is what instruments or voices to highlight. makes a harmony sound stable or Aurally identify chord changes. Structure can reflect musical styles Observe live or recorded music The bottom note of a chord is at rest. Western music choirs are and culture. performances to examine various known as the root note (tonic). Explore chord progressions based structured according to group musical structures. on the I, IV, and V chords as a way members’ vocal ranges, including The root note is related to the to accompany a melody. bass, tenor, alto, and soprano, as Explore the relationship between major or minor scale on which the heard in music and dance styles. chord is based, including Develop the ability to read chords and chord diagrams. • Gustav Mahler, Symphony No. 8 Investigate how tone and scales are • the root note of the I chord in in E-Flat Major (Symphony of a named and labelled in various the C major scale is C Perform music in three- and four- Thousand) Pt. 1 cultures. • the root note of the IV chord in part canons and two-part soprano- the C major scale is F alto songs. Big band ensembles give jazz music Explore how melodies can be a larger sound, as heard in notated using letters, numbers, or • the root note of the V chord in solfege. the C major scale is G • Glenn Miller, In the Mood • Mart Kenney, When I Get Back to Explore and perform various styles A chord progression is a series of of music. two or more chords used to Calgary accompany a melody. Musical styles may have specific Identify characteristics of musical styles, as related to the repertoire. A basic chord progression can characteristics and features that follow a I–IV–V pattern to are recognizable, including the use accompany a melody. of banjo and fiddle in country music. Chord charts or diagrams can be used as a form of music notation Music can be written for voices or for instruments, including the instruments that are to be guitar, handbells, and ukulele. performed as a solo, duet, or small and large ensembles. The singing voice and some instruments, such as handbells and Music can be notated in various recorders, can produce only one ways across cultures: tone at a time but can produce chords when layered with other • Numbers are used to notate instruments or voices. pitch in an Indonesian percussion ensemble (gamelan).

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• Rhythmic notation in the music of the Middle East is learned by relating chants or words to deep sounds called dummand high or bright sounds called takk. • North India’s vocal solfege relates the seven pitches of the Western solfege to syllables called sargam:sa, re, ga, ma, pa, dha, ni. Latin American music has a relationship to dance styles, including the mambo, tango, and cha-cha, as heard in • Gerardo Matos Rodriguez, La Cumparsita Tango • Orestes Lopez, Mambo

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Musical forms give structure to Structure is the form that gives Illustrate various musical forms music and can include shape to music. using planned movement. • binary AB form Perform music written within • ternary ABA form various forms. • ABACA (rondo) Consider how the lyrics of a song • verse and chorus can be related to the musical form. • call and response Experience music examples that feature solo artists who improvise a Repetition and contrast give unity section of music. and variety of form in music. Identify how elements of music, Examples of musical forms can including dynamics and form, can include provide structure to a dance. • rondo form: – Wolfgang Amadeus Mozart, Rondo Alla Turca • call and response: – Chuck Berry, School Day (Ring Ring Goes The Bell) There can be a relationship between the musical form of a song and its lyrics. Improvisation is a way to structure music. Jazz music often features a solo instrument that improvises a section of music. Musical form, dynamics, rhythm, and metre can have a relationship to the form of an accompanying dance.

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Composers and musicians can The way in which music is played Identify various instruments, create and play music to convey a and presented can reflect including the instruments of the mood or create a visual image for structure. orchestra, by name, sound, and the listener, as heard in picture. • Carl Orff, Carmina Burana Explore how music is presented • Gordon Lightfoot, If You Could across a variety of cultures. Read My Mind Develop vocal and instrument- The string instruments, such as the playing techniques. violin or cello, can represent emotions related to sadness, Demonstrate in-tune singing alone tranquility, or joy. and in a group to accompanied or unaccompanied music. A bass drum can indicate a mood of mystery or tension. Use music vocabulary to describe how mood or emotion is conveyed Instrument-playing techniques and through music. vocal skills develop with practice. Instrument-playing techniques can contribute to how music is presented and can include • body position • playing position • breath control • accuracy in playing notes, rhythms, and melodies Singing and playing techniques can be practised through warm-up exercises. Vocal development can improve through practice and contribute to how music is presented and can include • body position

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• breath control • phrasing • adjusting volume of voice to create balance with others • accuracy in pitch The instruments of the orchestra can be used to highlight different music works, including a symphony that contains four sections of music called movements, each of which can vary in length, theme, or mood. Non-Western music ensembles can be structured for a purpose that is significant to the culture: • First Nations will use circle formations in powwow music. • A Japanese sankyoku ensemble may be organized in a seating position on the floor of the stage. • Inuit throat singers will face each other while singing.

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Organizing Idea Creating and Presenting: Ideas can be represented musically through artworks that draw upon foundational knowledge.

Guiding Question How can narrative in music contribute to understanding diverse stories and experiences? How can artistic intention strengthen communication of musical ideas?

Students represent musical narratives based on a variety of inspirations and through the application of artistic Learning Outcome choices. Students examine intention as an integral part of artistic expression in music.

Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures

The structure of a musical narrative A narrative can be structured to Experiment with a variety of The elements of music give Intention becomes evident to the Demonstrate how to follow can include a beginning, a problem, describe the past, the present, or musical forms as structures for structure to a musical work in the artist and audience when music has conductor cues and internalize and a resolution. the future. creating or performing a narrative. way that they are organized and structure and organization. beats or counting when performing represented. music individually and within an The structure of a musical narrative Combine instruments, voices, and ensemble. can be similar to the structure of a movement in the performance of a Repetition and contrast and narrative in text. musical narrative. melodic themes can help an Apply repetition and contrast to audience perceive and anticipate the creation of music ideas. Parts of a narrative in music may be Explore improvisation as a way to the structure of music. excluded, leaving the audience to structure a musical narrative. Perform music within a variety of assume what happened before and Intentional organization of a music musical forms. after the narrative was presented. performance can include Apply knowledge of rhythmic, Narrative can be represented • musicians following cues from melodic, and harmonic structures individually or collectively. the director or maestro to the creation of a musical idea. • musicians tuning their Musical narratives can be told instruments before playing Create and perform music based through on a theme. • an audience clapping when the • singing maestro enters the stage Notate original compositions • playing instruments • pauses between musical through the use of standard or selections, including invented notation. • musical theatre intermissions • digital music Participate as an audience member and as a performer in music. • opera An audience may interpret a musical work in a way that differs • ballet from what the artist intended. Musical forms can give structure to Internalizing beats while a narrative. performing music ensures that musicians keep a steady beat. Various styles of music can be used to represent a narrative. Program notes that accompany musical works can describe the intention of the composer. Musical ideas can be notated so that they can be shared and interpreted by others.

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The creation of a narrative can be A musical narrative can Sing a variety of songs based on a Intention can be communicated in Intention refers to what a musician Demonstrate how the elements of based on communicate knowledge and narrative. music through planned or composer means to express. music can be intentionally used to understandings about the world. compositions or improvisations create a musical idea. • stories, legends, myths, and Experience how narratives can be that use singing, instrument Intention can be linked to the poetry A narrative in music can be expressed through First Nations, playing, and movement. purposeful creation, expression, or Explore how mood or emotion can • fictional events and characters represented in diverse ways and Métis, or Inuit music. appreciation of music. be intentionally created in an can provide connections to culture The elements of music can be original composition. • historical or cultural events and history. Re-create lyrics to a familiar intentionally combined, altered, or • other music and musicians melody as a way to communicate a omitted in the creation of a musical Improvise musical ideas through narrative. idea. singing, playing instruments, and Universal themes can occur in moving. narratives and can include Collaborate to create a musical The mood or emotion of a musical narrative based on an inspiration or piece can be communicated Evaluate the effectiveness of • redemption a theme. through artistic choices related to artistic choices used in the creation the elements of music and the use of a musical idea. • survival Examine how features of a musical of instruments or voices. • quest narrative can convey knowledge Create music in response to a about history or culture. A variety of stimuli can be used to stimulus. Composers can create music to focus intention, including communicate a narrative, as heard Experiment with how a melody or a in • images familiar song can change by • music adjusting one or more of the • stories: elements of music. – American folk song Follow the • poetry Drinking Gourd • stories – Chuck Berry, Johnny B. Goode – Franz Schubert, Unfinished • artworks Symphony Movement and dance can be • events: intentionally used to accompany – Franz Joseph Haydn, Mass in musical works. Time of War – Nova Scotia folk song Farewell to Nova Scotia Musical narratives can be communicated through the lyrics of a song, as heard in • Canadian folk song A Scarborough Settler’s Lament

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• French-Canadian folk song I Went to the Market • Ian Tyson, Four Strong Winds Music can preserve cultural and historical narratives through recording, sharing, and notating music. Narratives can be expressed through the spirit or life of First Nations, Métis, and Inuit music. First Nations, Métis, and Inuit narratives may originate from the land and include • wind • water • soil • animals • plants

Artistic choices can be used to A narrative in music can take an Experiment with how the meaning A performer’s artistic intention can A musician’s intention may Engage in regular music practice revise and re-imagine how a audience on a journey by of a narrative can change when be enhanced or refined by emphasize process over product. and warm-ups. narrative is expressed. entertaining and persuading. one or more of the elements of music are altered or omitted. • listening to the musical works Growth as a musician can occur Practise singing to include accurate The scale in which a melody is A narrative in music may be of others when engaging with the creative in-tune singing, expression, and based can give a narrative a perceived by an audience in a way Rehearse music in preparation for • rehearsal process in new and meaningful phrasing. characteristic quality. that differs from what the artist performing it for an audience. ways. intended. • practising skills and techniques, Rehearse music prior to sharing Dynamics and tempo can Participate as an audience member including in-tune singing with an audience. contribute to the mood of a and as a performer in music. • participating in warm-ups for narrative. voice and instruments Create and present music for Apply creative processes to the enjoyment. The intentional use or omission of creation of a musical narrative. Music can be intentionally created a steady beat in music can or performed for enjoyment or Create musical ideas with the influence how a narrative is Evaluate the effectiveness of expression. intention of exploring new understood by an audience. artistic choices used in the creation techniques, styles, or instruments. of a musical narrative. Communicating intention can Movement can be used to illustrate involve creative processes, Use creative processes to explore, and accompany a musical narrative. including revise, and refine musical ideas. Layers of sounds can enhance how • decision making in the creation Describe how feedback was a narrative is communicated. of a musical idea incorporated to clarify or enhance artistic intention. Feedback from an audience can • problem solving influence future performances. • taking creative risks, including trying unfamiliar or new techniques or instruments • considering and implementing feedback • reflection

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Appreciation: Recognizing beauty, goodness, and truth in music can be developed by understanding the complexity and richness of great works of music, the artists who create and perform them, and the historical and cultural contexts Organizing Idea from which they originate.

How was societal change reflected in music during colonial Canada, the Renaissance, and the Protestant How did societal change influence how music was appreciated during the Enlightenment, the French Revolution, and Guiding Question Reformation? throughout the history of the United States of America?

Learning Outcome Students investigate how changes in societies of the past have influenced the creation and sharing of music. Students relate change to historical events and appreciation of music practices.

Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures

Modern-day musical styles and Music has changed over time as Experience a variety of folk and Appreciation can shape individual Appreciation of music can change Use music vocabulary when genres can be based on music from communities and cultures have blues music. artistry, curiosity, and engagement through active reflection and responding to or sharing opinions the past, such as evolved. in music. experiences with music. about music. Discuss how popular music today • folk music, which is generally New ways of creating music can may have been influenced by music Responses to and appreciation for Discuss how popular culture passed down through oral emerge based on the blending of of the past. music can reflect personal influences the creation and sharing traditions cultural practices. preferences and perspectives. of music. • blues music, which is a style Explore drumming as a form of influenced by work songs, making music. Music vocabulary can be used church songs, and folk songs of when responding to or sharing the southern United States opinions about music. The drum is one of the oldest Appreciation of music as an art percussion instruments in the form can change with experience world, first explored by beating on and inform future decisions about hollow tree trunks, then featuring a participation in music. drum head made of dried animal hide, and evolving to include Popular (pop) culture evolved from synthetic, human-made drum oral traditions in folk music and is heads. appreciated as a form of expression from the people for the people. The drum is valued as a universal means of communication, which can transmit messages through the use of beat and rhythm.

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First Nations and Inuit cultural Music in colonial Canada was Sing or play O Canada. Music during the Enlightenment The way music is understood and Listen to and view music from the practices and traditional music was reflective of changes that occurred was composed with the ideas of appreciated has changed Enlightenment as an inspiration for banned by the Canadian in Europe at the same time. Sing and play a variety of French- freedom, democracy, and reason in throughout history. playing and talking about music. government. Canadian music. mind. First Nations, Métis, and Inuit Investigate composers and music continued to practise traditional The Enlightenment was heavily of other times, places, and cultures. music in secret as an act of influenced by the discovery of resistance. Pompeii, which reignited an interest in Greek and Roman arts. The settlers from Europe brought songs and dances from England The ancient Greeks developed a and France, which contributed to series of scales, called modes, that music that continues to be shared serve as a structure for melodies today. today, including Ionian, which is the The first settlers to record music in same as the major scale (diatonic). Canada were French missionaries. The Enlightenment was known for Voyageurs used music to lift their baroque and classical styles of spirits and keep time as they music. worked collaboratively to paddle their canoes to transport goods as During the Enlightenment, the part of the fur trade. focus of music shifted from vocal Voyageurs sang songs that to instrumental, resulting in the described their work and life, creation of symphonies and including concertos, including the works of

• Un Canadien Errant • Robert Schumann • En roulant ma boule • Johann Sebastian Bach • J’entend Le Moulin • George Frederick Handel • Vive la Canadienne! • Franz Joseph Haydn The Canadian national anthem was The classical period is considered originally created in French and the height of operatic composition, later translated to English in 1906. and works from this period can include The official national anthem, O Canada, was updated in 2018. • Barber of Seville • Fidelio

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• Marriage of Figaro Music and singing were fundamentally important parts of the French Revolution as people could sing songs about freedom and brotherhood. Catchy tunes during the French Revolution helped listeners remember lyrics and motivated political and military causes.

The Renaissance era was about Music went through a significant Explore music and dance common Before the colonization of the Music traditions existed prior to Listen to and view music from the people bettering themselves change during the Renaissance and to the Renaissance era. United States of America, the the colonization of the United United States of America as an through education, literature, Protestant Reformation. Indigenous people had a rich and States of America, and evolved as inspiration for playing and talking science, and the arts. Discuss how the Protestant historical tradition of music that more people came to the land. about music. Reformation changed the way continues to be celebrated today. New instruments, including the music was experienced. trombone, violin, and harpsichord, As the United States of America emerged during the Renaissance Sing choral music. became colonized, people brought and contributed to the further with them large and varied music evolution of other instruments. traditions. Composers often created music to African-American spirituals, which reflect the metre groupings of two are the foundation for popular and three beats to support the music in the United States of popularity of social dance. America, developed during this time. Dances structured with duple metre included the bourrée and African-American blues evolved gavotte; the minuet and sarabande during the early 20th century and were structured with triple metre. later evolved to create genres like rhythm and blues, swing, gospel, Opera arose as an art form in Motown, soul, and rock and roll, Florence in an attempt to copy including music of ancient Greece. • Lead Belly, Goodnight, Irene Royalty often hired their own court • Robert Johnson, Cross Road musicians to perform religious Blues (sacred) and non-religious music (secular). • Ray Charles, Georgia on My Mind Composers of non-religious music Jazz and blues (sometimes “rhythm tried to communicate more and blues”) are music forms that emotion and human experience in are closely linked and that grew out their music. of African-American musical culture. Non-religious songs common during this time were the chanson, The Harlem Renaissance (1917– madrigal, and German lied. 1930s) was a period in time where Black musicians felt free to express Religious Black lives and identity through their

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music common during this time music. included the mass, motet, and laude. Jazz was the major form of music during the Harlem Renaissance and Most musicians and singers were is known for its improvisational trained in churches. form, swing notes, and call and response vocals, as seen through During the Protestant Reformation, artists such as the way music was shared changed drastically due to the invention of • Duke Ellington the printing press, which allowed • Billie Holiday music to be copied and widely shared. • Louis Armstrong Music in Protestant churches was Appalachian music is a form of folk different than in the Catholic music in the United States of church in that America that grew from the need of the people to communicate their • hymns were sung in local ways of life and being, including languages (e.g., German instead coal mining, and drew on their of Latin) roots in Scottish, Irish, and northern English ballads, as well as • the congregation was given southern Black musical forms, permission to sing including • women were allowed to participate in the performance • Sixteen Tons of religious music • Which Side Are You On? Music became more complex • A Man of Constant Sorrow during the Protestant Reformation, including choral music, which Appalachian music informed required the use musical modern country music, which can instruments to accompany voices. include • jug bands • honky-tonk • bluegrass • hillbilly

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