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Music Education Program of Studies is divided as follows:
Elementary Music
• General Music

• all involve developing the students as performers, listeners and composers. • The General learning outcomes focus on many of the same things throughout the levels • ex. all have a focus on creativity outcomes • They all have levels of development within the different foci.

Music Education

Junior High
• General Music • Instrumental • Choral

The 3 strands are: • Choral • Instrumental • General

• Modules can be done in any sequence

High School
• General • Instrumental • Choral

• Development of musical skill knowledge and perception are fundamental to the development of the individual • Should begin at an early age • Music should be accessible to all • As students become sensitive to musical expression they develop insight into human emotions

Each area (choral, instrumental, and general) have their own specific GLOs and SLOs. However, when compared with one another it is easy to see that they are all connected with similar outcomes

Example of Connected Music GLOs
• Elementary School does not involve modules like Junior High and High School. • Junior High and High school split off into choral, instrumental and general music strands. Elementary- Enjoyment, awareness and
appreciation of music.

The sense of meaning in music can be developed by the student as:

Junior High - VALUING

To make students aware of the implications of music in our society with respect to music careers.

• Elementary has some SLOs that are not required unlike the upper levels where all SLOs are required • Junior High does not use a scope and sequence chart

Performer o active process involving the development and application of musical skills, knowledge and perceptions. Listener o These experiences develop an understanding of music and musicians of the past and present. Composer o The organization of the elements of music into an intrinsically satisfying composition generates aesthetic, creativity and perception.

High School - VALUING

develop an appreciation of the value and uniqueness of music in all its variety.

General Learning Outcomes (GLOs)
For Elementary Music:
• enjoyment, awareness and appreciation of music
• insights into music through meaningful musical activities • self-expression and creativity The goal of the GLOS • musical skills and knowledge. are to develop students competency For Junior High Music: in each category as they strive for • SINGING/PLA YING excellence To explore and develop musical skills. • LISTENING To develop the ability to make aesthetic judgments based on critical listening and analysis of music. • CREATING To learn how music is organized through improvising, arranging and composing for a personal musical experience. • VALUING To make students aware of the implications of music in our society with respect to music careers. • READING To interpret rhythm, melody, harmony, form and expression as they appear in musical notation through both cognitive and psychomotor responses.

Specific Learner Outcomes
Elementary Split into Concepts, Skills and Attitudes that are presented on a scope and sequence chart as shown below:
CONCEPTS ELEMENT: HARMONY The student will understand that: 1. Two or more sounds can occur simultaneously. 2. Melodies may be accompanied by harmony. 3. Some sounds seem to belong together and are called chords, three or more sounds together. level beginsounds. at • -and 4. Major minorstudents chords have different 5. Two or more melodies can occur simultaneously; e.g., rounds, ★ - songs, required partner descants.learning 6. The I and V7 chords may be used to accompany melodies. 7. Pitched percussion instruments can be combined to make ➤ - indicates further development harmony. 8. The IV and V chords are also used to accompany melodies. 9. Tuned instruments can combine to make harmony. Concepts intellectual Framework of Music 10. Melodies havingthe same harmonic structure may be combined; e.g., partner songs. 1 2
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High School Involves Elective component and Required components that are developed over three levels in modules. Elective components:
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• Theory • Music Making Required Components • • • • • • • Composition History of Western Music World Music Jazz Appreciation Popular Music Careers in Music Music and Technology

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Skills - different reenforces ideas learned through 11. Voices with pitch ranges can be combined to create harmony. participation. 12. The notes of a chord may be performed to accompany a melody.
13. There is an ending point to a phrase (cadence). 14. Other chords may used to accompany melody; e.g., E minor, Attitudes - be enjoyment of music E7. = = = required. Unmarked concepts are elective. ✴ at Attitudes do have their own level which a concept ornot skill is intended to be learned. continued use and development.

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scope chart because they are expected to be constantly taught. Junior High Divided into modules that are split into three categories, which are then identified as most suitable for 1 of the 3 levels • Performance • Elements/structure

These modules can be done in any order depending on how the teacher wants to approach the material and based on what is best for the students learning.

Level 1 Harmony The student will: • • • • demonstrate an understanding of the term harmony define and aurally recognize the terms consonance and dissonance recognize, aurally, when a chord changes; for example, from I to IV, or from IV to V recognize, aurally, the differences in harmonic style used in major historical periods of music.

Level 2

Level 3

For High School Music:
• PERFORMING/LISTENING develop understanding of the elements and structures of music. • CREATING develop additional avenues of self expression through interpretation, improvisation, • RESEARCHING develop a knowledge of music history and literature and their relationship to world history • VALUING develop an appreciation of the value and uniqueness of music in all its variety. • ATTITUDES develop an appreciation of the social value of group music making

Rhythm The student will: • • • • demonstrate an understanding of the term rhythm define the terms tempo, meter and duration recognize, aurally; duple, triple and compound meters define and aurally recognize syncopation.

Music (Elementary) C.4 LEVEL I (1989)
Black Music

The Beginnings of Rock Music Elements of Music (Introductory) Exploring Vocal Sounds Handbells (Introductory) Recorder (Introductory) Sources of Musical Sounds Ukulele (Introductory)

Timbre The student will: • • • demonstrate an understanding of the term timbre discuss the timbral differences between two instruments, such as the clarinet and the trumpet compare and contrast the timbres resulting from the blending of different instruments, such as brass versus strings; or solo versus full orchestra (tutti).


Modules can be done in any order or sequence so then the teacher has lot of Guitar and String Bass flexibility
Careers in Music Composing Music Elements of Music (Intermediate) Handbells (Intermediate) Music of Canada

Form The student will: • • demonstrate an understanding of the term form recognize and discuss musical elements that repeat, and musical elements that contrast