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Music Education Curriculum: Kindergarten to Grade Five

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Music Education Curriculum: Kindergarten to Grade Five 842890 Music Education MCurriculum K-5 CURRICULUM 2004 Department of Education Educational Programs & Services Branch Additional copies of this document (Music Curriculum K-5) may be obtained On-line through the Instructional Resources Catalogue Document Title Code 842890 Web Site: http://www.gnb.ca/0000/irrp/serv_test_catalogue-e.asp MUSIC K-5 Acknowledgements The Department of Education wishes to acknowledge the thoughtful contribution of the following dedicated members of the Elementary Music Curriculum Development Advisory Committee in the development of Music Education Curriculum: Kindergarten to Grade Five. Emily Comeau, Teacher, District 16 Isabel LeBlanc, Teacher, District 2 Jane Robichaud, Teacher, District 14 Pamala Sparkes, Teacher, District 18 Lisa Steeves, Teacher, District 2 Kim Tremblett, Teacher, District 10 Bonnie Williams, Teacher, District 6 Tim Cooper, Professor, University of New Brunswick Gervais Warren, Music Consultant, retired, Department of Education Hugh Kennedy, Music Consultant, Department of Education Other contributors who were adjunct members of this working committee include: Katrina Godbout, District 2 Sue Lambropoulos, Creative Movement Advisor David Ripley, District 6 In addition, the New Brunswick Department of Education appreciates the generous sharing of curriculum content at all grade levels, Kindergarten to Grade 5, by the Nova Scotia Department of Education. This document was designed for convenient use by educators. Users are permitted to copy any, or all, of this curriculum guide. For those schools where several teachers are responsible for delivering the music education program, school administrators can choose to divide one curriculum guide by grade levels and produce multiple copies of the introductory material and the Appendices, so each teacher has his/ her own complete grade document. i MUSIC K-5 Table of Contents Acknowledgements ................................................................................................................................. i Table of Contents ................................................................................................................................... iii Background............................................................................................................................................. 1 Curriculum Organization ....................................................................................................................... 3 Program Characteristics........................................................................................................................... 5 Assessment, Evaluation and Achievement Standards................................................................................ 6 Music Education Curriculum: Kindergarten to Grade Five Kindergarten Outcomes ............................................................................................................. 15 Grade One Outcomes ................................................................................................................ 37 Grade Two Outcomes................................................................................................................ 57 Grade Three Outcomes.............................................................................................................. 77 Grade Four Outcomes ............................................................................................................... 99 Grade Five Outcomes ................................................................................................................ 125 Appendices Appendix A: Organizing for Instruction .................................................................................... 149 Appendix B: Creative Movement Document and Dance Education........................................... 157 Appendix C: Sample Assessment Forms ..................................................................................... 177 Appendix D: Music Occupations and Fields .............................................................................. 191 iii MUSIC K-5 Background Music Education Curriculum: Kindergarten to Grade Five arises from the philosophy and outcomes expressed in Foundation for the Atlantic Canada Arts Education Curriculum (document 843280), published in 2001, and Music Curriculum Outcomes K-8 (document 840960), published in 1996. It represents the stage in the evolution of New Brunswick’s elementary level music education curriculum. Foundation for the Atlantic Canada Arts Education Curriculum defines Key-Stage Outcomes for grades three, six, nine, and twelve. Each Key-Stage Outcome is connected to one of eight General Curriculum Outcomes (GCO’s), which are grouped into the three strands outlined below. STRAND 1 STRAND 2 STRAND 3 CREATING, MAKING, AND UNDERSTANDING AND PERCEIVING, PRESENTING CONNECTING CONTEXTS REFLECTING, AND OF TIME, PLACE AND RESPONDING COMMUNITY GCO 1: Students will be GCO 3: Students will be GCO 6: Students will be expected to explore, challenge, expected to demonstrate critical expected to apply critical develop, and express ideas, awareness of and value for the thinking and problem-solving using the skills, language, role of the arts in creating and strategies to reflect on and techniques, and processes of the reflecting culture. respond to their own and arts. others’ expressive work. GCO 2: Students will be GCO 4: Students will be GCO 7: Students will be expected to create and/or expected to respect the expected to understand the role present, collaboratively and contributions to the arts of of technologies in creating and independently, expressive individuals and cultural groups responding to expressive works. products in the arts for a range in local and global contexts, of audiences and purposes. and value the arts as a record of human experience and expression. GCO 5: Students will be GCO 8: Students will be expected to examine the expected to analyze the relationship among the arts, relationship between artistic societies, and environments. intent and the expressive work. General Curriculum Outcomes (GCO’s) divide into Key-Stage Curriculum Outcomes (KSCO’s). For example: GCO 1: Students will be expected to explore, challenge, develop, and express ideas, using the skills, language, techniques, and processes of the arts, has the following grade 3 Key-Stage Curriculum Outcomes in the Foundation for the Atlantic Canada Arts Education Curriculum. 1 MUSIC K-5 By the end of grade 3, students will be expected to: • Sing and play with accuracy in pitch and rhythm, using appropriate expressive elements; • Explore a range of sound sources, texts, strategies, and materials to express their thoughts, experiences, and feelings through music and movement; • Use standard or other notations, and their own invented or adapted notations, to record their musical ideas and the musical ideas of others. It should be noted that the format of New Brunswick’s 1996 document, Music Curriculum Outcomes K-8, is different from other documents in that it does not define General Curriculum Outcomes and it articulates Key-Stage Curriculum Outcomes for grades two, five and eight. In addition, four columns, instead of three strands, are used to cluster the Key-Stage Curriculum Outcomes. COLUMN 1 COLUMN 2 COLUMN 3 COLUMN 4 RESPONDING TO MUSIC AND MUSIC LITERACY MUSIC MAKING MUSIC CULTURE Deals with the signs Requires guided Promotes the Promotes a broad and symbols that participation in various development of skills historical and cultural constitute written group sizes in a variety in listening, describing, perspective, and an music. The decoding, of musical activities analyzing and understanding of the understanding and use such as singing, playing evaluating music that importance of music in of these symbols instruments and will foster a personal the lives of individuals develop the ability to musical movement. response justified and societies read, write and Participation will through musical throughout history. perform music. develop intelligent and criteria. musically sensitive performers. For each of the above columns, Key-Stage Curriculum Outcomes are identified for grades two, five, and eight. For example, Column 1: Music Literacy has the following Key-Stage Curriculum Outcomes for grade two: By the end of grade 2, students will: • Play short melodies within a range of a third • Sing short melodies using s-m-l • Read simple rhythms such as half, quarter and eighth notes and the corresponding rests • Recognize groupings of beats in 2’s and 3’s • Demonstrate through performance an understanding of loud and soft, fast and slow, high and low • Notate short rhythmic phrases that use quarter notes, paired eighth notes and quarter rests While the details of the organization of the two documents are different, an analysis reveals that the vision and general concept are similar. The similarities of curriculum content become apparent when the strands of Foundation for the Atlantic Canada Arts Education Curriculum are compared to the columns of Music Curriculum Outcomes K-8. Essentially, the first strand, “Creating, Making and Presenting” corresponds to columns one and two, “ Music Literacy” and “Music Making”. Strand Two, “Understanding and Connecting Contexts of Time, Place and Community”, contains similar content to Column Four, “Music and Culture”. Lastly, Strand Three, “Perceiving, Reflecting and Responding”, relates to Column Three, 2 MUSIC K-5 “Responding to Music”. To create the new curriculum,
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