Introduction: This is a general introduction to the music strand.
Yearly Overview Chart: This chart briefly describes the four units and visually displays how the three components are integrated in each unit.
Foundational Objective Developmental Chart: This chart show the scope and sequence of music from grade six to grade eight.
Foundational Objectives: The foundational objectives describe the required content of the grade. Each foundational objective is accompanied by an explanatory paragraph and a list of some learning objectives that reflect the intent of the foundational objective. Guided by the information contained in the explanatory paragraph, the teacher may derive other learning objectives that also reflect the intent of the foundational objective. Detailed criteria for evaluation are also included in this section.
Instructional Guidelines: Instructional guidelines are general instructions to the teacher. They apply throughout the year.
Planning from the Music Curriculum: This section is intended to assist teachers in planning music units.
Creating Sound Compositions in the Classroom: This section describes a process to help teachers guide students with sound exploration and the creation of sound compositions in the classroom.
Listening to Music: This describes a seven-step process that teachers can use when asking students to listen to and discuss music.
Model Unit: The model unit contains a description of twelve sequential music lessons. This section outlines activities, strategies and detailed learning objectives for a music unit, and shows the integration of the three components and the Common Essential Learning. Although the unit is written for grade seven students, the model itself applies at all three grades.
Unit Overviews: The unit overviews display, at a glance, information about the units. The overviews include a statement about the unit's purpose, the foundational objectives, the Common Essential Learnings, vocabulary and concepts, resources, instructional strategies and assessment strategies.
Suggested Activities: Following the unit overviews, many suggested activities appear. The activities are not in themselves lesson plans. Rather, they are ideas teachers might use as starting points for their planning. They may be adapted to integrate with other subject areas. Suggested resources have been listed to accompany the activities. Although some of these resources are out of print, they are commonly found in Saskatchewan classrooms. Consult the bibliography for resources which are currently in print.
Indian, Métis and Inuit Content: Suggestions are provided throughout the activities in the curriculum for the integration of Indian, Métis and Inuit content. The suggestions are in some cases very specific (discuss the way music is used in the Métis culture, for example). In other cases, the name of a musician is given as an example of someone whose work reflects a general concept being studied. The teacher should incorporate Indian, Métis and Inuit content in activities throughout the year.
Teacher Information Boxes: These boxes appear frequently on the suggested activities pages. They contain tips or additional information that might help the teacher with suggested activities.
Appendix A: This appendix provides definitions and learning objectives specific to the elements of music and principles of composition. Teachers should draw from these learning objectives to focus student learning on a specific element of music or principle of composition.
Appendix B: This appendix consists of a limited list of various musicians and composers organized into the stylistic categories with which they are most often associated.
Glossary: A glossary is included at the end of the music curriculum. The glossary provides very basic definitions of terms. If more information is needed, the teacher should refer to resource