Appendix B: Vocal and Instrumental Expectations for K-5

Exploration and experimentation are essential components in developing the student's vocal, instrumental, and creative capabilities. The curriculum provides opportunities for students to explore and experiment with the voice and a variety of instruments and sound objects. This is followed by a gradual introduction to guided exploration activities in which students respond to and produce a more specific result. It is essential to establish an accepting and supportive classroom atmosphere for exploring and experimenting in order to encourage full participation.

It is important to make a distinction between skills and abilities. Skill or technique acquisition is used as a means to an end in the development of student abilities and not as an end in itself. The purpose of such skill acquisition is to draw out and develop those abilities that are present within each student. Through regular participation in singing and playing activities, students come to understand that acquisition of skills and technique is a necessary component for the development of expressive possibilities and eventually, of aesthetic enrichment and enjoyment.

Vocal Experiences

Students of all ages are particularly sensitive to peer and adult responses to their singing voices and are often very vulnerable to peer pressures. The following considerations are especially important for students coping with changing voices:

• treat voices with the same respect as minds and bodies; a person's voice imprint is connected to his/her identity
• voices (at all ages) are sensitive to environmental stress; the responses of teachers and classmates can increase or relieve tensions.

In order to establish an accepting atmosphere, the teacher:

• presents a positive attitude
• matches songs/activities that complement a positive attitude
• models curiosity, interest, and respect for what voices can do – not how “good” they sound
• uses humour and acknowledges discomfort and nervousness
• does not tolerate negative comments or teasing during exploration/singing activities
• encourages comments that describe rather than judge (e.g., like or dislike)
• accepts each voice (i.e., person) as it (he/she) is
• maintains consistency and sincerity of attitude and interest
• appreciates supportive student behaviours (i.e., peers supporting peers) and incorporates the assessment of supportive behaviours into evaluation schemes (PSD).

Music that complements an accepting atmosphere has:

• tonal and rhythmic variety (songs that resemble natural speech in tone and rhythm of lyrics)
• simple tonal progressions
• interest, appeal, and meaning for the students.

Activities that complement an accepting atmosphere:

• invite and include student participation and ideas
• include a guided instruction structure that gives students responsibility for the ongoing flow of the activity or project
• establish a clear and directed focus for the students
• include pair and small group opportunities.

Adapted from “A Responsibility to Young Voices” by P. Bennett, September, 1986. Music Educators Journal.

Exploration and experimentation with a wide variety of instruments can greatly enhance the musical experience of the student. Commercial and student homemade instruments as well as found objects can be used to help develop the child's instrumental capabilities. (See Come on Everybody Let's Sing (Chapter 14) by Lois Birkenshaw-Fleming for many helpful suggestions regarding the use of instruments in the classroom.)

As in the vocal area, students may require substantial support and encouragement in order to feel comfortable and willing to participate in instrumental or experimental sound activities. Allowing students to select their own instruments and sound objects aids in their potential involvement. Band students should also be encouraged to participate using their selected instruments.

The suggestions given for establishing a supportive environment for singing activities are equally important and helpful for instrumental/sound activities and explorations.

The following outlines the skills and abilities students develop from K-5. These skills and abilities have been derived from foundational objective #3 and are intended to nurture the singing and playing capabilities of all students.

Vocal and Instrumental Expectations for K-2

Exploration and Experimentation

Singing should constitute a part of every music lesson (K-5) and preferably a part of every school day in the early years (K-2). The ability to eventually sing in tune comes from daily exposure to singing models, live and recorded; consistent encouragement and guidance; as well as an atmosphere of acceptance and safety.

Vocal Expectations

• improvise and explore the variety of sounds they can make with their voices (“How long can you sustain a low sound? A high sound? Can you make sounds that slide? Short, quick sounds?”)
• listen carefully to sounds of nature, animals, machines and then imitate sounds of their choice (chirpy sounds, barking sounds, tractor sounds, race car sounds, wind and rain sounds)
• create and construct mini-soundpieces using the imitated sounds in a variety of combinations
• explore the range of the voice: high, medium, low
• recite familiar nursery rhymes using a variety of voices (e.g., sad voice, angry voice, excited voice)
• use the voice to create chants to accompany poems and stories
• describe their own voice range and qualities (e.g., high, medium, low; harsh, smooth, warm, shrill).

Instrumental Expectations

• experiment with both pitched and non-pitched instruments and objects (“How many different sounds can you make with that pot lid? Make high sounds, low sounds, soft sounds. Create a rhythmic pattern on your instrument/object. Use a variety of combinations of instruments/ objects.”)
• use instruments to imitate sounds around them.

Skill and Ability Development

Vocal Expectations

Students are able to:

• hear, feel, and demonstrate the difference between singing and speaking. (“How do you use your voice differently to sing? To whisper? To laugh? What parts of your body are you using? What is the position of your tongue?”)
• develop in-tune singing and pitch production in the context of a song or melody, not in isolation through specific single tone pitch matching
• use echo singing and question/answer activities to match tone and develop in-tune singing (e.g., morning roll call).
• establish a varied repertoire of songs, both traditional/familiar and new/unfamiliar
• create melodic repeated patterns (i.e., ostinati) to accompany poems and songs.

Instrumental Expectations

Teacher Note: Ideally, students should be provided with opportunities to explore both pitched (tuned bells, xylophone) and non-pitched instruments (hand drums, sticks) and a variety of found objects.

Students are able to:

• use echo playing (i.e., students repeat a sound/pattern) or question/answer (i.e., students respond to a pattern with one of their own) activities to aid instrumental development
• crea te sound patterns or pieces that demonstrate an ability to distinguish the differences in sounds between different instruments/objects
• select instruments and create sound effects to accompany a poem or story
• begin the process of playing an instrument/ object following a traditional or invented notation pattern
• create melodic and rhythmic patterns (i.e., ostinati) to accompany songs.

Assessment and Evaluation of Vocal and Instrumental Capabilities for K-2

Evaluation of vocal and instrumental capabilities must be approached in two ways: focusing on achievement and on growth. Students need recognition for participation in and growth toward achievement of musical skills and abilities. This recognition needs to be given in ways that build students' confidence and interest and supports their continual participation in vocal and instrumental activities. A focus on final achievement alone may discourage this interest and involvement.

Teacher Note: The following capabilities should be considered a necessary minimum requirement for proceeding to more advanced concepts.

Exploration and Experimentation

To what extent is the student able to:

• listen to and imitate sounds from the environment (e.g., nature, machines)
• experiment with his/her voice in a variety of ways (e.g., range, reciting rhymes and poems, creating chants)?

Instrumental Capabilities

To what extent is the student able to:

• experiment with a variety of instruments and objects (e.g., pitched and non-pitched)
• use instruments to imitate sounds around him/her?
   

Skill and Ability Development

Vocal Capabilities

To what extent is the student able to:

• distinguish between the speaking and singing voice
• distinguish the differences between own voice and the voices of others
• match the tone of another voice or instrument
• sing short phrases (e.g., echo singing, call/response activities) or simple songs in tune
• remember a varied repertoire of songs
• sing a melody following a notation pattern or method
• follow or sing simple notation patterns (i.e., traditional or non-traditional)?

Instrumental Capabilities

To what extent is the student able to:

• repeat or echo a sound pattern played by another person
• respond to a question/answer activity with a pattern of his/her own
• distinguish between the sounds made by different instruments and objects
• manipulate and control instruments and sound objects
• follow or play simple notation patterns (i.e., traditional or non-traditional)
• create simple melodic or rhythmic ostinato patterns to accompany songs or other music?

Vocal and Instrumental Expectations for Grades 3-5

Exploration and Experimentation

Vocal Expectations

Students are able to:

• listen to sounds of nature, machines, then imitate sounds of their choice
• create and construct mini-soundpieces using imitated sounds in a variety of combinations
• explore the qualities and characteristics of her/his own voice: range (high, medium, low), timbres (colours and qualities), dynamics
• use the voice to create chants to accompany poems and stories.

Instrumental Expectations

Students are able to:

• experiment with both pitched and non-pitched instruments and objects (“How many different sounds can you make with your homemade instrument? Make sounds that demonstrate different timbres. Create a rhythmic/melodic pattern with your instrument/object and combine your pattern with someone else's pattern and play it for the class.”)
• explore the connection between the characteristics and qualities of a sound and the material from which the instrument/object is made (What are the differences between sounds made from metal, plastic, or wood materials?)
• use selected instruments/objects to imitate sounds from nature and the neighbourhood
• use classroom/band instruments and found objects in exploration and experimentation activities
• listen to groups who use instruments, objects, and sounds in interesting and unique ways.

Skill and Ability Development

Students are able to:

• develop in-tune singing and pitch production in the context of a song or melody, not in isolation through specific single tone pitch matching
• use tonic sol-fa syllables, echo singing, and question/answer activities to help develop singers having difficulty with in-tune singing
• create melodic repeated patterns (i.e., ostinati) to accompany poems and songs
• create and sing own songs
• improvise responses in question/answer activities
• create voice soundpieces
• use rounds, partner songs, and songs with simple harmonies as an introduction to singing in harmony
• develop note-reading skills through singing activities
• explore the higher and lower ranges of own voice
• sing with the head (i.e., higher) voice
• become familiar with formal classifications of the singing voice (i.e., soprano, alto, tenor, bass)
• become aware of the way the singing voice is used in different cultures and different styles of music.

Instrumental Expectations

Students are able to:

• create soundpieces using pitched, non-pitched, band, and homemade instruments
• create melodic and rhythmic ostinati to accompany singing and playing
• improvise responses to question/answer activities
• create and play own patterns, melodies, and songs
• use instruments to create sound effects as accompaniment to songs, poems, and stories
• develop note reading skills through instrumental activities
• become familiar with the formal classification of instruments in bands/orchestras
• develop an appreciation of the effort required in learning to play an instrument
• become aware of the way instruments are used in different cultures and styles of music.

Assessment and Evaluation of Vocal and Instrumental Capabilities for Grades 3-5

Evaluation of vocal and instrumental capabilities must be approached in two ways: focusing on achievement and on growth. Students need recognition for participation in and growth toward achievement of musical skills and abilities. This recognition needs to be given in ways that build confidence, and interest and support their continual participation in vocal and instrumental activities. A focus on final achievement alone may discourage this interest and involvement.

Exploration and Experimentation

Vocal Capabilities

To what extent is the student able to:

• freely explore own voice range
• feel comfortable with experimenting and making a variety of sounds with own voices
• describe own voice qualities?

Instrumental Capabilities

To what extent is the student able to:

• describe the connection between the characteristics and qualities of a sound and the materials from which the instrument/object was made
• imitate sounds from the environment with instruments
• freely experiment with pitched and non-pitched classroom/band instruments?

Skill and Ability Development

Vocal Capabilities

To what extent is the student able to:

• sing simple melodies in tune
• use tonic sol-fa syllables, echo singing, and question/answer activities in developing in-tune singing
• create melodic repeated patterns (i.e., ostinati) to accompany poems and songs
• create and sing own songs
• improvise responses in question/answer activities and create voice sound pieces
• use rounds, partner songs, and songs with simple harmonies as an introduction to singing harmony
• demonstrate note-reading skills through singing activities
• explore the higher and lower ranges of own voice`
• sing with the head (i.e., higher) voice
• demonstrate familiarity with formal classifications of the singing voice (i.e., soprano, alto, tenor, bass)
• demonstrate awareness of the way the singing voice is used in different cultures and different styles of music?

Instrumental Capabilities

To what extent is the student able to:

• create soundpieces using pitched, non-pitched, band and homemade instruments
• create melodic, and rhythmic ostinati to accompany singing and playing
• improvise responses to question/answer activities
• create and play own patterns, melodies, and songs
• use instruments to create sound effects as accompaniment to songs, poems, and stories
• demonstrate notereading skills through instrumental activities
• demonstrate familiarity with the formal classification of instruments in bands/orchestras (i.e., brass, woodwinds, strings, percussion)
• demonstrate familiarity with the instruments used in various cultures and styles of music
• appreciate the effort required in learning to play an instrument
• demonstrate awareness of the way instruments are used in different cultures and styles of music?