Elementary Level Music

Introduction to Music

A primary goal of the music strand is to develop the aesthetic awareness and sensitivity that is a part of each child's nature. This curriculum assumes music literacy to be an inclusive concept that includes the development of both technical understanding and aesthetic awareness.

Meaningful instruction will help to:

• stimulate interest in sound phenomena
• engage the imagination
• develop technical abilities, conceptual understanding, and expressive sensitivity
• develop a deeper appreciation of music and the art of music expression
• affirm and validate the experiences of the student.

In order to develop the above, both the classroom program and performance-oriented programs must facilitate problem solving and interpretive decision making by the students.

The Music Strand

The music strand provides students with opportunities to:

• develop their abilities as creators and performers of music
• express their ideas through creation of their own sound compositions
• value their own work as worthy artistic endeavours and understand that music making is accessible to everyone
• realize the functions of music in their own communities and daily lives
• develop an understanding of the music of various cultures through participation and critical reflection
• further their understanding of music by studying music and musicians (past and present) and their roles in cultures and societies (local, national, and global).

These opportunities are provided through guided exploration and structured activities designed so that students experience success. In this curriculum, music experiences are based on a “sound before symbol” approach to encourage the development of sound awareness, sound discrimination, and sound sensitivity. The music to which students are exposed includes a broad range, from classical to traditional to popular music in the mass media.

The music strand is organized into four required units:

• Unit 1: Learning to Hear
• Unit 2: Ideas and Inspirations
• Unit 3: Making Sense of Things
• Unit 4: The World of Music

The three components of the Arts Education curriculum (creative/productive, cultural/historical, and critical/responsive) are to be integrated within these units. Creating sound compositions, solving problems, singing, playing, discussing and listening to music, and learning about the role of musicians and composers in cultures and societies can all be undertaken within each unit.

The following describes what teachers can find in the music section of the curriculum guide:

• Music Unit Overviews and Sample Topics for Grades 1-5: This chart displays the four required units, the corresponding mini-unit themes, and the sample topics for Grades 1-5.
• Foundational Objectives : There are seven foundational objectives for Kindergarten to Grade 5. These are broad objectives that are achieved gradually throughout the Elementary Level. This section includes a description of each foundational objective.
• Kindergarten to Grade 5 Developmental Continuum: This chart shows the scope and sequence of learning for music from Kindergarten to Grade 5. The chart displays both foundational and specific learning objectives.
• Instructional Guidelines: Instructional guidelines are general instructions to the teacher. They apply throughout the year.
• Planning from the Music Section of the Curriculum Guide: This section is intended to assist teachers in planning music lessons and units or mini-units from the curriculum guide. A template for lesson planning is provided, along with a unit planning checklist.
• Planning for Composing in the Classroom: This section is intended to show how a teacher can help students become aware that every creative experience involves problem solving and decision making.
• Learning Objectives Checklist: This checklist appears at the beginning of each grade and displays the learning objectives for the grade. Objectives selected for the grade's sample unit are checked.
• Unit Overviews: The unit overviews include a statement about the unit's purpose, a sample topic, a list of suggested resources for the sample topic, and a starter list of suggested activities for use in planning. There are four unit overviews per grade. Each unit overview includes suggestions for two mini-units. Both mini-units are required; however, the activities provided within the mini-units are suggestions only. The chart on the next page displays the four units, the corresponding mini-units, and the sample topics for Grades 1 to 5.
• Sample Unit: Each grade includes one sample unit. The sample unit is intended to show how a series of lessons can be developed from the suggested ideas in the unit overviews.
• Appendix A: This appendix describes the concepts and understandings related to the elements of music and the principles of compositions that students acquire in music for K-5. These concepts have been derived from foundational objective #2.
• Appendix B: This appendix outlines the vocal and instrumental 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.
• Appendix C: This appendix provides a process that teachers may use when introducing students to improvisation.
• Glossary: A glossary is included at the end of the music section. The glossary provides basic definitions of terms. If more information is needed, the teacher may refer to resources on the elements and concepts of music.

Instrumental and Vocal Instruction in the Music Strand of the Arts Education Curriculum

The foundational and specific learning objectives encompass the required content of the music curriculum. Activities provided in this document are suggestions only. Teachers may design their own activities to meet the foundational and learning objectives.

Instrumental and vocal instruction may be the means that teachers choose to achieve many of the music objectives. Therefore, teachers of instrumental and vocal programs should analyze the objectives to identify those that are being met in their existing programs. Teachers may find that they need to supplement their existing instrumental and vocal programs to achieve the remaining objectives.

Music Unit Overviews and Sample Topics for Grades 1 to 5

Teacher Reflection

• Fillable and printable reflection form

Music Unit Overviews and Sample Topics for Grades 1-5 Chart

Foundational Objectives

There are seven broad foundational objectives for the Elementary Level. These objectives are to be developed over the course of Kindergarten to Grades 5 and can be achieved through the grade-specific learning objectives. The foundational objectives cover the scope of the music program and embody the three components of arts education.

The seven foundational objectives are listed below and are followed by an explanation of each objective.

The students will:

• Become aware of the contexts, sources, functions, characteristics, and qualities of sounds in own environment.
• Understand the elements of music and develop concepts that lead to an understanding of organization and structure in music expressions.
• Develop vocal and instrumental capabilities in order to use them as mediums of expression.
• Begin to understand the variety of sources for music ideas.
• Develop ideas into music expressions, learning about and using the processes of creating and the sources of sound/music.
• Become aware and develop an understanding of a diverse range of music.
• Talk about, interpret, and respond to pieces of music.

1. Become aware of the contexts, sources, functions, characteristics, and qualities of sounds in own environment.

Purpose: to encourage students to explore their own environment – the sounds and music they are exposed to in their lives.

Through this focus, students are helped to:

• begin to recognize and identify the characteristics of sounds
• develop an awareness of the expressive qualities of sounds
• discover that their lives are influenced by the music they hear in the mass media, stores, various ceremonies, and events

2. Understand the elements of music and develop concepts that lead to an understanding of organization and structure in music expressions.

For the purposes of this curriculum, the elements of music are rhythm, pitch, timbre, dynamics, and texture.

Purpose: to gain an understanding of the basic building blocks of music (elements) that help organize music into cohesive works.

Through this focus, students are helped to:

• recognize and identify the elements of music
• learn that it is the interaction , not the isolation of individual elements that is important in music
• become aware of how the different elements interact to establish form and express ideas and images.

Appendix A describes the fundamental concepts and understandings students are to acquire concerning the elements of music for K-5.

3. Develop vocal and instrumental capabilities in order to use them as mediums of expression.

Purpose: to develop the student's vocal and instrumental capabilities through a process of informal and formal singing, playing, and creating activities.

Through this focus, students are helped to:

• explore and discover the distinctive characteristics and qualities of their own voices
• gain confidence about expressing themselves with their voices and with instruments by developing relevant technical skills and abilities
• discover how voices/instruments are used in various cultures.

Appendix B outlines in more detail the vocal and instrumental skills and abilities students are to develop from K-5.

4. Begin to understand the variety of sources for music ideas.

Purpose: to encourage students to realize that ideas come from many sources and can serve a variety of purposes within musical compositions.

Through this focus, students are helped to:

• discover that music expressions are developed for many different purposes
• explore how they might purposefully express images, moods, or feelings
• experiment with instruments/voices and sound objects to explore music concepts
• understand that a single idea can be developed or evolve in many ways and directions
• discover that the inspiration for one composition, whether in dance, drama, music, or visual art, can often inspire expression in a different art form
• see the relevance of keeping a journal of music expression ideas.

See Planning for Composing in the Classroom for more ideas and guidance for the development of this foundational objective.

5. Develop ideas into music expressions, learning about and using the processes of creating and the sources of sound/music.

Purpose: to develop the students' abilities to use a variety of sounds as a means of expressing themselves.

Through this focus, students are helped to:

• develop their technical skills and have a better understanding of the expressive powers of music
• discover how to transfer their ideas into sound
• see the relevance of music notation systems (notational skills are more likely to develop in a natural manner if students compose their own music)
• develop notation skills so that they can recreate what they and others have produced
• see that they are creative individuals and that the process of making music need not be viewed as the exclusive domain of a few individuals
• understand that they are communicating meaning through their music expressions
• understand that music is a unique means of communication and begin to gain an appreciation of the value of their own sound/music ideas.

Planning for Composing in the Classroom outlines and describes a process for engaging students in developing their own compositions.

6. Become aware and develop an understanding of a diverse range of music.

Purpose: to have students look at the different functions music has for various groups of people throughout the world.

Through this focus, students are helped to:

• learn that music has served humankind as a method to transmit societal and cultural attitudes and values
• learn about the contributions of Saskatchewan and Canadian musicians and composers, including First Nation and Métis artists
• discuss styles, unique musical techniques, trends, trademark characteristics, and instruments used by different composers and musicians
• realize that music is still being created today in many different ways and styles.

7. Talk about, interpret, and respond to pieces of music.

Purpose: to lead students to respond to music in an increasingly thoughtful, sensitive, and meaningful way.

Through this focus, students are helped to:

• become familiar with processes such as those described in Responding to Arts Expressions (page 45)
• go beyond their initial reactions and suspend judgement while they describe, analyze, and further investigate music
• be open to differing opinions on musical compositions and support their opinions regarding a variety of music
• discover and reflect on how cultural and personal perspectives affect reactions to music.

Kindergarten to Grade 5 Developmental Continuum

K-5 Developmental Continuum Chart

Instructional Guidelines for Teaching Music at the Elementary Level

The following guidelines are general instructions to the teacher for music instruction throughout the year.

1. Introduce sound before symbol.

The development of musical understanding and skills is best achieved by an approach that introduces the students to sound before symbol. The ability to hear, recreate, and remember sounds accurately is fundamental to any future musical development. Students participate in extensive singing, playing, creating, and listening activities before being asked to recognize and represent sounds through symbols (notation). Notation skills are more likely to develop in a natural manner if students compose their own music and come to see the relevance of notational representation. Developing the ability to read music notation is seen as means to an end and not an end in itself.

2. Make use of whole-part-whole processes in the development of skills, techniques, and knowledge.

Instructional practices should incorporate the acquisition of relevant information and technical skills within a meaningful context using a whole-part-whole process. Helping students gain a sense of the whole aids them in understanding the role of the part. In a broader context, this is illustrated by the development of a given topic from general-specific-general (e.g., grade 3 mini-unit Inspiration from Life Around Us). In a more specific context, it might involve the learning of a song; moving from hearing the complete song (whole); learning specific phrases or focusing on a particular element (part); and then reintegrating the parts to return to the whole.

3. Integrate experiences that make up the personal and communal environment of the student.

The mini-unit Musicians and their Music, Grade 3, Unit 4, suggests how the personal and communal life of the student might be integrated into music instruction.

Instruction of this nature includes activities that:

• acknowledge and respect the experiences and cultural background of the students
• reflect and extend students' interests
• affirm, validate, and celebrate the students' identities and values.

4. Develop an inclusive concept of musical literacy.

Musical literacy is sometimes interpreted as the ability to read music notation. Developing this particular ability may contribute to literacy but is not to be viewed as its definitive quality.

Musical literacy is seen in a much more comprehensive way and includes the development of:

• interest in and curiosity about sound/music
• aural perceptual awareness
• skills, techniques, and abilities (including reading music notation)
• aesthetic awareness and understanding
• knowledge of, respect for, and valuing of diverse forms of music, past and present
• understanding music as a unique form of communication.

5. Provide opportunities for students to explore, improvise, and compose.

The creative/productive component of the arts education program stresses personal exploration and creativity; therefore, the curriculum guide suggests ways for the students to become involved in the creative process. Opportunities for students to express their feelings, moods, and ideas through sound creations are essential if students are to develop a basic understanding of music. Through involvement in the creation of sound compositions, students experience for themselves what it is like to create with sound. They also increase their understanding of the language of music.

The following activities are to be incorporated into every unit of study.

Exploration is a process of helping students to learn through discovery. Exploration may be:

• informal and open-ended (e.g., playing around with voices/instruments/objects simply for the enjoyment of sound making)
• guided and focused to illustrate a specific concept, element of music, or principle of composition (e.g., comparing timbres of various objects/instruments; illustrating repetition and contrast)
• used as an opportunity to develop students' understanding of music vocabulary (e.g., introducing notation or musical terms such as crescendo)
• used within a context or focus for a composition (e.g., exploring the various ways possible to illustrate or express a particular mood or image).

Improvisation is a process of simultaneously thinking up music while performing it. Improvisation can be:

• helpful in the development of concentration and imagination while building technical skills
• guided by the desire to express an image or mood within a simple informal structure (e.g., a time span of 30 seconds)
• guided by the desire to express an idea or feeling within an existing structure (e.g., 12 bar blues).

See Appendix C: Introduction to Improvising.

Composing is process of selecting and arranging or ordering sounds.

It is important that students understand why they have been involved in creating sound compositions. Participation in a creative activity that makes no meaningful connection to the student's own life is non-productive. When planning sound composition opportunities, situate them within a sequence of lessons that provide a meaningful context. See Planning for Composing in the Classroom on page 171 for a more detailed process for creating sound compositions and some sample activities.

Actively involve the students in singing and playing throughout the year. All students should have the opportunity to express themselves through singing and playing activities, individually and in small or large groups. Through active participation in singing and playing, students experience the expressive qualities of music for themselves.

If you are unable to accompany your students on an instrument, some options may be to:

• invite another teacher, parent, or student to assist
• have a local musician tape the music for you
• collect a very wide range of taped music to accompany singers. Such music is available through publishing companies. You may wish to check with the Saskatchewan Music Educators Association, the Saskatchewan Choral Federation, or knowledgeable community members.

Instruments can be effectively used in the classroom to help students discover and reinforce concepts in music. Use any classroom instruments already in the school. Provide opportunities on a regular basis for students to explore, experiment, and use instruments (traditional and/or homemade) in classroom activities.

See Appendix B: Vocal and Instrumental Expectations for K-5 for more ideas and guidance for singing and playing activities.

7. Teach concepts related to the elements of music and the principles of composition in a context of interest to the students.

The elements and principles are explored best in a context of interest to the students, rather than in isolation. Encourage students to learn about the elements of music and the principles of composition as they encounter them in their ongoing musical experiences. What the students discover about the elements and principles should be reinforced and applied throughout the year. While the teacher begins to use the vocabulary of the elements and principles in discussing sounds and music, students are not expected to demonstrate an understanding of the elements or principles beyond the level outlined in the learning objectives for that year.

8. Make use of music from a variety of cultures and forms past and present.

Appreciation comes, in part, from familiarity. For each unit of study, the teacher chooses one or two musical selections with which students become familiar through repeated listening. If music is taught by a specialist, s/he could make the selections available to the classroom teachers, who can then provide a convenient time slot in the school day for this listening activity. As well, students should be encouraged to contribute musical selections that meet particular criteria.

The music chosen by the teacher/student should encompass a wide variety of styles, including music from popular culture, vocal music, and instrumental music (including orchestral and symphonic works). The selections need not always be directly linked to the specific theme of the unit, but may be chosen for musical significance and relevance to the students.

The following suggestions aid in the development of listening abilities.

• Include Saskatchewan and other Canadian musicians/composers so students learn that the arts are a part of their own time and place.
• Include First Nation and Métis musicians/composers so students learn about the past and present contributions of the First Nation and Métis peoples of Canada .
• Invite musicians/composers into the classroom to talk about their musical experiences.

Help students realize that music can convey images, feelings, and ideas. Guide students to an awareness of the characteristics of style. Encourage students to talk about their reactions to pieces of music. Students may also wish to respond to music in ways other than discussion such as, through art, dance, or drama as described in Responding to Arts Expressions.

The students should record their reactions and observations about each selection in a journal.

9. Have students keep music journals or portfolios.

Portfolios and journals are excellent ways to encourage active involvement of all students. The journal or portfolio may have many functions - from providing students with opportunities to record ideas about themselves, their experiences, and their studies in music, to storing composition and research information gleaned from various activities.

Portfolios and journals are not to be used merely as diaries; rather, they are used as learning logs that facilitate problem solving and the comfortable expression of observations, ideas, and insights about music experiences. Encourage students to work out ideas, reflect upon their work in music, and gather information and fresh ideas that are of particular interest and relevance to them. Also, the students' responses to the various listening examples can be recorded. The student and the teacher should see growth in the student's ability to analyze and interpret music.

Teacher Note: Performance In Music Throughout the course of the year, it is sometimes requested that students perform for their parents or their peers. Performance of this type is most valuable when it is a natural outgrowth of the music program. The foundational objectives describe the required content of the music program and performance can easily be encompassed within these objectives. The very nature of music suggests that it be performed or shared with an audience. Teachers must carefully structure performance situations to ensure positive experiences for the students. Performance can range from very casual sharing sessions to the very formal concert setting. Students can benefit from participating in a successful performance, whether it is sharing a creation with the class next door or rehearsing for a performance for the entire school or community. The material chosen for the performance should evolve from the classroom activities and should, where possible, be used as a forum to present the students' own ideas and compositions.