Music Primary–6 CURRICULUM Music Primary–6 Music Primary–6 ©Crown Copyright, Province of Nova Scotia 2002 Prepared by the Department of Education Contents of this publication may be reproduced in whole or in part provided the intended use is for non-commercial purchases and full acknowledgment is given to the Nova Scotia Department of Education. Cataloguing-in-Publication Data Main entry under title. Music primary-6 curriculum / Nova Scotia Department of Education. English Program Services.-- ISBN: 0-88871-735-0 1. Music -- Instruction and study -- Atlantic Provinces. 2. Curriculum planning -- Atlantic Provinces. I. Nova Scotia. Department of Education. English Program Services. II. Arts curriculum: music primary-6. 372.87--dc21 2002 ACKNOWLEDGMENTS Acknowledgments The Nova Scotia Department of Education gratefully acknowledges the contributions of the following members of the Music Primary–6 work group toward the development of this curriculum document: Eric Allen Chignecto-Central Regional School Board Monette Boudreau Conseil scolaire acadien provincial Malcolm Bradley Halifax Regional School Board Stan Chapman Strait Regional School Board Darren DeWolfe Southwest Regional School Board Eric Favaro Cape Breton-Victoria Regional School Board Maureen MacMullin Halifax Regional School Board Cathy MacNeil Cape Breton-Victoria Regional School Board Karen Newhook-MacDonald Halifax Regional School Board Beth Pineo Annapolis Valley Regional School Board Danielle Tardy Conseil scolaire acadien provincial Gail Tiexiera Halifax Regional School Board The Nova Scotia Department of Education would also like to thank the many music teachers who provided feedback and suggestions throughout this curriculum development process. The Nova Scotia Department of Education acknowledges the use of materials that have been revised or adapted from the Saskatchewan Education’s Arts Education: A Curriculum Guide for Grades P–6 (1994), British Columbia Ministry of Education’s Music K–7 (1998), and the Calgary Board of Education and Calgary Catholic School District’s Learning, Teaching & Assessment in Fine Arts (1996). MUSIC PRIMARY–6 iii CONTENTS Contents Introduction Purpose of the Document ............................................................. 1 The Nature of Music .................................................................... 1 Rationale for Music Education ..................................................... 2 A Multiple Intelligences Approach to Music ................................. 2 Key Features of Music Curriculum ............................................... 3 Equity and Diversity ..................................................................... 5 Curriculum Outcomes Essential Graduation Learnings..................................................... 7 Unifying Concepts ...................................................................... 10 Key-Stage Curriculum Outcomes ............................................... 12 Overview of Specific Curriculum Outcomes............................... 17 Specific Grade Primary ............................................................................ 25 Curriculum Grade 1....................................................................................... 47 Outcomes Grade 2....................................................................................... 69 Grade 3....................................................................................... 91 Grade 4..................................................................................... 113 Grade 5..................................................................................... 137 Grade 6..................................................................................... 159 Contexts for Principles Underlying Music Education Curriculum ................ 185 Learning and Teaching The Learning Environment ...................................................... 185 The Use of Technology ............................................................. 190 Roles in Music Education ......................................................... 190 Assessing Guiding Principles .................................................................... 195 and Evaluating Involving All Partners ............................................................... 196 Student Learning Ways of Knowing...................................................................... 197 Diverse Learning Needs ............................................................ 197 Assessment Strategies ................................................................ 198 Appendices Appendix A: Organizing for Instruction ................................... 203 Appendix B: Program Extensions .............................................. 213 Appendix C: Listening to Music ............................................... 215 Appendix D: Sample Learning Experiences............................... 217 Appendix E: Sample Assessment Forms .................................... 231 Appendix F: Glossary of Terms and Approaches ....................... 243 Appendix G: Music Occupations and Fields ............................. 247 Appendix H: Resources............................................................. 251 MUSIC PRIMARY–6 v INTRODUCTION Introduction Purpose of Music Primary–6 provides a practical resource for music education the Document curriculum that may be used as a resource for learning and teaching. It provides a framework within which teachers, learners, and others working collaboratively in the learning community may make decisions concerning learning experiences, instructional techniques, and assessment strategies. This curriculum document • reflects an integrated view of learning • recognizes music education as a key component of the core program for grades primary–6 • reflects current research, theory, resources, and classroom practice • places emphasis on the student as a learner • provides flexibility for teachers in planning instruction to meet the needs of their students and school community • suggests experiences and strategies to increase the effectiveness of the learning and teaching process Music Primary–6 supports the statements of Essential Graduation Learnings. It recognizes the need for all students to have sequential, in- depth learning experiences in music. These experiences, in turn, will enable them to develop knowledge, abilities, and critical thinking skills to express and reflect upon their ideas, understandings, and feelings through music. Statements of curriculum outcomes provide the framework for instructional design. In addition to general curriculum outcomes, this document provides key-stage curriculum outcomes for the end of grade 3 and grade 6, and specific curriculum outcomes for grades primary–6. The Nature Throughout history, music has provided processes that nurture personal of Music growth and celebration of the universal connections among individuals. Music enables learners to know themselves, experience the natural and created worlds, and create dynamic new worlds in ways that are both personal and global, real and magical. The development of aesthetic awareness is intrinsically related to learning in, through, and about music. However, music also provides for the development of a broad range of cognitive, language, personal, and social skills. The fundamental belief that underlies this curriculum is that music provides for all students a range of unique experiences that are essential for their development. The challenge to schools is the allocation of time and other resources to music at all levels to ensure that students experience a broad range of cumulative music experiences in a regular, planned, and co-ordinated way. MUSIC PRIMARY–6 1 INTRODUCTION Rationale for Music provides a basic learning tool. Music makes specific and essential Music Education contributions to intellectual and aesthetic development, the education of feeling, the exploration of values, the development of physical and perceptual skills, and personal and social education. Music is an art. The Department of Education has long recognized the role of arts in providing a balanced curriculum designed to meet the needs of all learners in Nova Scotia’s public schools. The Report of the Advisory Committee on the Public School Programs (1989) established the role of the arts in education: Education in the arts assists us in perceiving, analysing, and interpreting ourselves, our community, our environment and our cultural heritage ... It adds a new dimension to the students’ abilities to see the world, perceive problems, and take action toward their solution ... Education in the arts ... provides a unique mode of experience that stimulates creative and intuitive thought while developing the intellect. Arts education assists in perceiving and responding to the environment through the senses. Music provides ways of knowing and expressing. It is a dynamic part of our life and culture, providing pleasure and enjoyment, as well as deeper insights and awareness. Music also enables a sense of community within a school, playing a significant role in the development of a vibrant learning culture. Music simultaneously engages the learner’s mind, body, and spirit. A Multiple Gardner’s research on a multiple intelligence approach to curriculum Intelligences and instruction provides strong evidence that students create meaning and express themselves best through experiences that speak to their Approach to Music personal strengths and interests. The literature identifies