Beruflich Dokumente
Kultur Dokumente
Similarities
all involve developing the students as performers, listeners and composers. The General learning outcomes focus on many of the same things throughout the levels ex. all have a focus on creativity outcomes They all have levels of development within the different foci.
Music Education
Junior High
General Music Instrumental Choral
High School
General Instrumental Choral
Philosophy
Development of musical skill knowledge and perception are fundamental to the development of the individual Should begin at an early age Music should be accessible to all As students become sensitive to musical expression they develop insight into human emotions
Each area (choral, instrumental, and general) have their own specic GLOs and SLOs. However, when compared with one another it is easy to see that they are all connected with similar outcomes
Differences
Example of Connected Music GLOs
Elementary School does not involve modules like Junior High and High School. Junior High and High school split off into choral, instrumental and general music strands. Elementary- Enjoyment, awareness and
appreciation of music.
Rationale
The sense of meaning in music can be developed by the student as:
To make students aware of the implications of music in our society with respect to music careers.
Elementary has some SLOs that are not required unlike the upper levels where all SLOs are required Junior High does not use a scope and sequence chart
Performer o active process involving the development and application of musical skills, knowledge and perceptions. Listener o These experiences develop an understanding of music and musicians of the past and present. Composer o The organization of the elements of music into an intrinsically satisfying composition generates aesthetic, creativity and perception.
develop an appreciation of the value and uniqueness of music in all its variety.
High School Involves Elective component and Required components that are developed over three levels in modules. Elective components:
3
Theory Music Making Required Components Composition History of Western Music World Music Jazz Appreciation Popular Music Careers in Music Music and Technology
Skills - different reenforces ideas learned through 11. Voices with pitch ranges can be combined to create harmony. participation. 12. The notes of a chord may be performed to accompany a melody.
13. There is an ending point to a phrase (cadence). 14. Other chords may used to accompany melody; e.g., E minor, Attitudes - be enjoyment of music E7. = = = required. Unmarked concepts are elective. at Attitudes do have their own level which a concept ornot skill is intended to be learned. continued use and development.
scope chart because they are expected to be constantly taught. Junior High Divided into modules that are split into three categories, which are then identied as most suitable for 1 of the 3 levels Performance Elements/structure
OF THE JUNIOR HIGH GENERAL MUSIC PROGRAM Perspective MODULES
MODULES AREAS OF CONCENTRATION TIME ALLOTMENT PERFORMANCE ELEMENTS/ STRUCTURE PERSPECTIVE
These modules can be done in any order depending on how the teacher wants to approach the material and based on what is best for the students learning.
Level 1 Harmony The student will: demonstrate an understanding of the term harmony define and aurally recognize the terms consonance and dissonance recognize, aurally, when a chord changes; for example, from I to IV, or from IV to V recognize, aurally, the differences in harmonic style used in major historical periods of music.
Level 2
Level 3
Rhythm The student will: demonstrate an understanding of the term rhythm define the terms tempo, meter and duration recognize, aurally; duple, triple and compound meters define and aurally recognize syncopation.
The Beginnings of Rock Music Elements of Music (Introductory) Exploring Vocal Sounds Handbells (Introductory) Recorder (Introductory) Sources of Musical Sounds Ukulele (Introductory)
Timbre The student will: demonstrate an understanding of the term timbre discuss the timbral differences between two instruments, such as the clarinet and the trumpet compare and contrast the timbres resulting from the blending of different instruments, such as brass versus strings; or solo versus full orchestra (tutti).
LEVEL II
Modules can be done in any order or sequence so then the teacher has lot of Guitar and String Bass exibility
Careers in Music Composing Music Elements of Music (Intermediate) Handbells (Intermediate) Music of Canada
Form The student will: demonstrate an understanding of the term form recognize and discuss musical elements that repeat, and musical elements that contrast