| Foundational Objectives | Learning Objectives | Learning Objectives Chart | Instructional Guidelines |
This section provides general information that is relevant to all three years of the secondary band program. The section describes broad foundational objectives, more specific learning objectives, and instructional guidelines. The diverse nature of program delivery models in the province (multi- and single-grade ensembles) makes delineating specific objectives for each grade level impossible on a province-wide basis. With this in mind, the foundational objectives in this document are general in nature and develop over a three-year period. Each year of the program will need to include some specific learning objectives for each foundational objective. Teachers are empowered to select appropriate objectives for lessons/units/terms in order to accomplish the goals of this program over the three-year period. The teacher will need to keep an inventory of objectives similar to the example found under the heading "Learning Objectives" in this section. This will ensure all objectives are accomplished during the course of the secondary band program. Teachers should consider these objectives when selecting literature.
The foundational objectives describe the required content of Band 10, 20 and 30. Foundational objectives describe the general skills, abilities, knowledge, attitudes and values which the student develops as he or she progresses through the program. Since the foundational objectives outline the critical learnings to be achieved, they must be used to guide instructional planning on all levels (annual, unit, lesson) and form the basis for student and program evaluation.
The foundational objectives are divided into five sections: Aural Skills, Musical Literacy, Interpretation/Appreciation/Decision-Making, Instrumental Technique and Attitudes/Values. Each section starts with a general description followed by the foundational objectives and specific descriptions of the foundational objectives.
It must be clearly understood that the foundational objectives are designed to be developed over a three-year period; consequently, each of these objectives is directed toward a broad area of musical learning.
The art of music is expressed through sound. Aural skills are therefore of primary importance in developing knowledge and skills in music through the band program. Aural skills should be developed in two general areas:
The students will:
1. Demonstrate aural perception of the expressive and structural elements at work within a musical composition.
The development of aural perception should be directed towards:
The term inner ear in this document refers to the ability to imagine or hear in one's head what is written in musical notation. Students should continue to develop the ability to hear melodic and rhythmic ideas in their heads and begin to anticipate the effect different musical signs, symbols and terms indicate.
3. Activate the inner ear to facilitate creating and expressing musical ideas.
Students need to realize they are creative individuals and are capable of expressing themselves musically. The ability to create and express one's own musical ideas is contingent upon the individual's ability to engage the inner ear or musical imagination. Even though band is often a re-creative activity, opportunities to compose, arrange and improvise musical ideas should be provided. This will make ensemble activities more meaningful for students as they will begin to understand the effect different techniques have on the music and how their individual part contributes to the whole.
The term literacy, in its most basic definition, implies the ability to read and write in a particular language. Literacy can also be extended to include the concept of having acquired knowledge in a given subject area. In this document, the term musical literacy will refer to the abilities to read and write musical ideas, use appropriate musical terminology and understand the elements of music.
The students will:
1. Develop an understanding of the fundamentals of music theory and its application to structural elements of music.
It is not the intent of this objective that students receive indepth instruction in music theory, harmony and counterpoint. It is important, however, that students have an understanding of the fundamental theoretical principles upon which music is designed (e.g., scale and harmonic structures, intervals, formal structures, etc.), as well as the inter-relationships of the musical elements (timbre, duration, pitch, texture, etc.) at work within a musical composition.
2. Use musical notation to interpret and express musical ideas.
As instrumentalists, the students should develop the ability to read and interpret musical notation encountered with independence and fluency. The development of sight reading skills also falls under this objective. The ability to use musical notation to write musical ideas (their own or others) is another important aspect of this objective.
3. Use appropriate musical terminology.
Throughout the process of developing individuals who are musically literate, correct musical terminology should be employed by the teacher and its use encouraged in the students. Care must be taken that work of this nature is meaningful to the student. The focus should be on terms and musical concepts that are encountered in music being studied over the course of the three years of this program.
Interpretation/Appreciation/Decision-
Making
The following objectives include aspects of both the affective and cognitive domains. Knowledge, experience and ability to think critically will enable students to become informed musical producers and consumers. To achieve this objective, the student will study, listen to, discuss and perform a wide variety of music.
The students will:
1. Understand and appreciate musical expressions from a variety of cultural and historical contexts.
Since exposure is one of the most significant variables in developing the range of musical appreciation, it is important that music being studied (either through rehearsing and/or listening) should represent a broad spectrum of styles and types. Music from various areas of the world, music that the students hear at home, and traditional orchestra and wind ensemble music should be included. Through a range of playing and listening experiences, students will begin to understand how music is a living, creative art form.
2. Understand and interpret musical works from a variety of cultural and historical contexts.
Students should develop an awareness and understanding of stylistic and interpretative differences in music from a variety of cultures and historical periods. Students should be able to reflect this understanding and awareness by performing a particular type of music in a stylistically appropriate manner. As listeners, students should be able to recognize and identify the significant stylistic characteristics of the music of various cultures and historical periods. In effect, students should learn to understand, discuss and interpret a variety of musical expressions.
3. Develop a greater understanding of the role of music in contemporary societies.
The band program should provide opportunities for students to examine the role music plays in various contemporary societies, including their own. Students will learn how music influences people. As well, by investigating the music of various societies and cultures, they will develop a better understanding of the different functions music can have.
4. Become discerning consumers and producers of music.
By developing an awareness of what constitutes artistic quality in musical performance and composition, the students will be better able to make informed qualitative decisions concerning the artistic merit of a musical performance or composition. These decisions should be based on a broad foundation of knowledge, understanding and experience. Students should be allowed to hold different opinions on musical compositions they hear and play; this presents an excellent forum for discussion. Emphasis should be placed on supporting, not just stating, their opinions regarding a variety of music.
"Instrumental technique" should be understood to mean the craft of music-making. The term encompasses those physical and mechanical skills required in order to use a musical instrument as a means of expression. Instruction in instrumental technique must always be placed within a musical context. Technique empowers instrumentalists to express themselves musically. However, care must be taken to guard against overemphasizing technique to the detriment of musical considerations and the other objectives of this program.
The students will:
1. Produce a characteristic tone on their instrument.
The development of a mature, characteristic tone on an instrument and the ability to use that tone as a means to artistic expression is the result of several factors:
In order to develop the technical skills necessary to pursue a variety of performance-oriented activities, a portion of class/rehearsal time should be devoted to the development of instrumental technique. Technical skills and abilities may be expanded through the use of method or technique books. In addition, procedures and routines for efficient individual practice should be emphasized.
3. Work toward playing in tune on their instrument.
Individuals' and ensembles' abilities to play with good intonation are dependent on correct playing habits, mechanical properties of the instrument and the players' level of aural perception.
Classroom activities and rehearsal strategies should foster accuracy in intonation by constantly reinforcing correct playing habits, developing students' understanding of the mechanical properties and idiosyncrasies of each instrument, and reinforcing listening skills in order to develop an ever increasing sensitivity and awareness of intonation. As well, activities should promote critical thinking and problem- solving in order to correct discrepancies in tuning.
4. Apply technical abilities as a means to musical expression.
This objective represents a synthesis of the previous three foundational objectives. Students should understand that instrumental technique remains a means to an artistic end rather than an end in itself and, therefore, should be emphasized to the extent that it facilitates musical expression. Opportunities to work on solos and in various musical groupings (duets, quartets, jazz ensembles, etc.) are to be encouraged to help students accomplish this objective.
As a result of their experiences in the band program students should develop an appreciation for the art of music and a life-long desire to be involved with music in a variety of settings. Students should begin to value different expressions of all types of music. They will begin to understand why music is an important element in all societies, both past and present. Students will begin to realize there are many opportunities to be involved in music in every community.
The students will:
1. Demonstrate a commitment to their own musical education and growth.
In guiding students toward independent and life-long learning, teachers should place increasing responsibility on students for their own musical education. Students should be offered as many opportunities to make meaningful contributions to the band program as possible. This could include organizing small ensembles, helping to select music, researching materials being studied in band and working individually to improve their musical contributions.
2. Recognize the value of music as a life-long source of enjoyment and personal fulfilment.
All encounters with music through the band program should promote positive attitudes toward musical activities and a valuing of the art itself. The band program should instill within students a desire to continue involvement with music, in some capacity, throughout life.
Learning objectives more specifically define the outcomes of learning activities and outline the steps involved in achieving the broader foundational objectives. The learning objectives outlined in this document represent some of the ways the goals and foundational objectives may be achieved; however, they are not necessarily the only ways. These objectives should serve to guide the teacher in determining how the foundational objectives can be met. As well, they should form the basis for the development of specific objectives that best meet the needs of the students in a particular class.
While it is essential to plan and account for a student's continuous musical development throughout all three years of Band 10, 20 and 30, only one set of general learning objectives for the entire secondary program has been provided in this document. This has been done for the following reasons:
While the objectives are presented in this document in a linear fashion for the sake of clarity, it must be clearly understood that musical learning best takes place in an integrated, holistic fashion and from within the context of the repertoire being studied. Musical development should take place in all of those areas outlined in the foundational objectives (aural skills, musical literacy, interpretation/appreciation/decision making, instrumental technique, attitudes/values) in an ongoing manner. An inventory or catalog of learning objectives accompanied throughout all three years of a student's instruction must be kept by the teacher in order to monitor and account for a student's progress towards achieving the foundational objectives. A checklist similar to the sample that follows may aid the teacher in keeping track of learning objectives taught.