General Learning Outcomes

Enjoyment of music
Awareness and appreciation of a variety of music, including music
of the many cultures represented in Canada
Insights into music through meaningful musical activities
Self expression and creativity
Musical skills and knowledge
Specific Learning Outcomes
Concepts
o Rhythm #3 Music is made up of long sounds, short
sounds, and silence
o Melody #1 Sounds may be high or low.
o Harmony
o Form
o Expression
Skills
o Listening #4 Distinguish sounds of musical instruments
o Moving #2 Move to the beat in music through walking,
running, hopping, galloping and skipping.
o Singing
o Playing instruments
o Listening
o Creating
Attitudes
o An enjoyment of music, that is neither trivial nor transient,
should permeate the entire music program so that a lasting
delight in music is created.
* In the elementary program of studies, skills are introduced
systematically. Once students have mastered basic concepts skills,
they are built upon and more complex concepts and skills are
introduced.

General Learning Outcomes

To develop skills in listening, performing and using notational
systems.
To encourage students to strive for musical excellence,
individually and as members of groups.
To enable students to understand, evaluate and appreciate a
variety of music.
To provide experiences that will foster the development of selfexpression, creativity and communication through music.
To make students aware of the history of music and the
implications of music in our society.
Specific Learning Outcomes
Choral Music
o Skills (6): Vocal Skills, ear training, sight singing, theoretical
skills, interpretive skills, synthesis skills
General Music
o Performance (11 skills): Exploring vocal sounds, guitar and
string bass, musical theatre etc.
o Elements/structure (7 points of knowledge): Elements of
music, composing music, musical notation etc.
o Perspective (11 attributes): Sources of musical sounds,
careers in music, program music etc.
Instrumental Music
o Skills (6): Aural Skills, technical and theoretical skills,
interpretive skills, synthesis skills
Enrichment and Remediation
This is an elective component designed to provide opportunities
to adapt and enhance the required portion of the program to meet
the diverse needs and capabilities of individual students. It
encourages the adaptation of content, teaching strategies,
instructional time, evaluation activities, and learning resources to
meet specific individual student and/or group needs.

General Learning Outcomes

Perform/Listen
o Develop skills in listening, performing and using notational
systems.
o Strive for musical excellence and positive attitudes
individually and as members of groups.
Value
o Understand, evaluate and appreciate a variety of music.
Create
o Develop self-expression, creativity and communication
through music.
Research
o Be aware of the history of music and the implications of
music in our society.
Attitudes (13)
o Appreciate fine arts as a form of personal enrichment,
entertainment and self-expression
Specific Learning Outcomes
Choral Music
o Knowledge: Theoretical/Practical
o Skills: Vocal, aural, composition, interpretation and
synthesis
o Attitudes: Value the uniqueness of this communication skill,
develop an appreciation of the social value of choral
participation
General Music
o Theory Elements and structures: Focused Listening, theory
and notation, ear training.
o Music Making
Instrumental Music
o Performance
o Ranges
o Articulation
o Rhythm
o Written

Summary
The K-12 music program is built in a way that allows students to
build upon prior knowledge. Every knowledge, skill and attitude
learned in the early years, is used and then extended as they
progress through the program. This means that having a solid
foundation is extremely important for students to be able to
progress; they cannot learn the upper level skills without
mastering the lower.
Similarities and Differences
Similarities
o The student as a performer, listener, evaluator, consumer,
historian, and composer can develop the sense of meaning
in music.
o The idea that music is accessible to all.
Differences
o In the Junior High level students learn about more abstract
ideas connected with music, such as emotion and
expression. They are also expected to master more skills,
usually on individual instruments
o In the High School level students are further expected to
develop skills and master more difficult material.

Curriculum Presentation Lesson Plan

Name: Nicola Dottridge

Subject: Music
LEARNING OBJECTIVES

Students will:
1. Name 1 SLO from each: Elementary, Junior High, and High School Music curriculum.
2. Recognize that pitch can be high or low.
3. Identify notes on a treble clef
4. Construct a rhythm using phrase in English.
5. Appreciate the components that make up the K-12 Music Curriculum

ASSESSMENTS
Observations:
Key Questions:
Students will be assessed throughout the
What are some of the GLOs for the K-12 Music
lesson after each activity. If student need help,
curriculum? How can we incorporate outside influences
they will be encouraged to ask their peers
into the classroom? How can we teach music through fun
before I step in.
activities?
Written/Performance Assessments:
High/Low movement activity; Musical notation identification; Composition performance; Exit slip
What I learned

RESOURCES CONSULTED
Resource #1: Alberta Program of Studies: K-6; Junior High; Senior High (Choral, General, Instrumental)
Resource #2: Recognizing High and Low Pitch (Solazzo, 2000)

MATERIALS AND EQUIPMENT

Activity Sheet
Desks
Chairs
Whiteboard Marker
iPhone Imagine, Just Havent met you yet
Numbers (1-5)
Program of Studies Handout
Exit Slips

PROCEDURE
Introduction (2.5 min.):
Hook/Attention Grabber: Start clapping a rhythm, when one person starts clapping along, have the next person
clap something different, until there are four parts going at the same time. Stop and talk about how you dont have
to know how to read or write music to make music, which makes it universally accessible.
Assessment of Prior Knowledge: I will ask the students what they think music is?(Rhythm/melody/both)? I will
ask if any of them has played a musical instrument? I will ask if any of them can read music? I will ask if any of
them have hummed along to the radio? I will ask if they think of themselves as musicians?
Expectations for Learning and Behaviour: I expect the students to be open to the activities we are doing and
participate to the best of their abilities.
Advance Organizer/Agenda: To be written on the whiteboard: First we are going to go over the GLOs for each of
Elementary, Junior High, and Senior High Music Curriculum; we will do an activity on identifying high and low
pitch; we will learn how to read notes on a treble staff; we will compose a piece using some Ewe techniques;
Closure - Exit slip: (describe one thing we learned today about music or the music curriculum.)
Transition to Body: I will hand out the activity sheets.

Body (15 min.):

Ask student #1 to read the Specific Learning Outcomes for concepts from the Elementary Music curriculum
handout. Tell students we will be focusing on the melody SLO Sounds may be high or low. (2 min)
Learning Activity #1: Ask students to take out activity sheet and look at the pictures at the top of the page.
What are the differences between sun and the grass, the bird and the worm? I will explain that they are high
and low. I will explain that just as we can have things that are high and low in nature, music also can be high or
low. I will ask the students to give some examples of sounds that are high or low. I will lead them with the

questions Whos voice is higher, mums or dads? We will then see what sounds we can make that are high and
low by stomping our feet and clapping our hands, tapping the top of the desk vs the side of the desk. I will then
have the students stand and when they hear a high sound they will stand on their tip toes, and when they hear a
low sound they will bend their knees as I play the song Imagine on my iPhone.(3 min)
Assessments/Differentiation: I will be able to tell through formative assessment if the students are able to identify high and low
notes through their body position in the activity.

I will ask student #2 to read the GLOs from the Junior High Music Curriculum. (1 min)
Learning Activity #2: I will know from my Assessment of Prior Knowledge how many students know how to
read music, and from that group will ask if anyone knows any tricks on how to read a treble staff? I will then
explain how musical notes go from A-G in the alphabet. I will write a staff on the board and explain how you can
remember where the notes go on the staff by the phrase Every Good Boy Deserves Fudge and FACE. The
students will have space to write this on their activity sheet. I will write notes on the board and ask the students
what the note is, as a class. After three of those I will direct their attention to the melody on their activity sheet.
I will ask them to work individually to identify the notes in the melody from Just Havent Met You Yet by
Michael Buble. After they finish I will get them to check their answers with their elbow partner and play them
the song and tell them they identified the music for that song. I will ask the students to discuss how using
familiar materials helps students to relate to the curriculum content. We will then go over the handout and
identify which SLO we covered in that activity. (4 min)
Assessments/Differentiation: Feedback and elbow partners. Making sure everyone has the same notes written on their
page.

Have student #3 read the GLOs for the Senior High Music Curriculum. (1 min)
Learning Activity #3: Ask students what music can be used for? (Work song, ceremonies, to tell stories).
Explain how in Ghana Ewe culture the pitch of the drums can mean different things. They use only rhythm, no
melody to tell stories. Draw their attention to the last picture on their activity sheet. I will clap the rhythm to
the phrase on the sheet. I will then ask the class if we can come up with some words to go with the melody. (I
like eating mustard, and peanuts). I will then have the class ask the class to split into groups and in their groups
come up with a phrase and set a rhythm to their phrase. They will then present to the rest of the class. We will
go through the handout and decide which specific learning objective was achieved. (4 min)
Assessments/Differentiation: Through formative assessment I will gauge whether the students understood the material by
their presentations.

Closure ( 2.5min.):
Consolidation/Assessment of Learning: Were students able to differentiate high and low pitch? Were students
able to read notes on a staff? Were students able to compose a short rhythm to a phrase? Ask student #4 to
identify 1 SLO that we learned about today. Ask student #5 to identify another. Identify the last SLO used in the
lesson.
Feedback From Students: Ask if there are any questions (asked at the end of each activity as well).
Feedback To Students: Will have been giving feedback throughout the lesson during the activities. Will
congratulate students on what they accomplished in the short time they were given.
Transition To Next Lesson: Have students fill out exit slips. What was one thing you learned from the
curriculum/learned how to do today?

Sun vs grass, bird vs worm. What are some differences between

them?
Pitch is whether our voice is _________________ or _______________.

________ _____ _____ _____

____ _____ ____ _____

_____

Someone is eating two foods that dont go together

Can you come up with your own story?

Exit Slip

What was one thing you learned from the

curriculum/learned how to do today?