Music: An Exploration of Music and Sound

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

Elements and Principles
Creating/Performing/Communicating

• create/perform a work of art demonstrating an awareness and experience of several of the basic elements and principles of the discipline used
• create/perform a work of art demonstrating the use of the basic elements and principles of the discipline to communicate specific ideas, moods, or feelings
• create/perform a work of art demonstrating the use of strategies for developing an artistic image or idea

• develop the vocabulary for the discipline studied
• identify, describe, analyse, interpret, and make judgements about the basic elements and principles as used in a variety of art works

• create/perform a work of art that reflects an understanding of the impact of social/cultural/historical contexts
• create/perform a work of art that communicates specific beliefs/traditions in response to historical/contemporary issues

• identify, describe, and analyse cultural or historical styles as represented in a variety of art works
• critique a work of art relating its content to the context in which it was created
• describe or demonstrate how a specific work of art supports/challenges specific beliefs/traditions, or responds to historical/contemporary issues

• create/perform a work of art expressing the students' own ideas, thoughts, or feelings
• create or perform a work of art for a specific public need (e.g., advertising, public ceremony, or social cause)

• identify, describe, analyse, interpret, and make judgements about how ideas, thoughts, feelings, or messages are communicated in a variety of others' art works
• examine the tensions between public acceptance and personal expression in the art discipline being studied

SUGGESTED INSTRUCTIONAL STRATEGIES

• form a music ensemble to perform their own compositions (this ensemble could include both traditional and non-traditional instruments, or students might create their own instruments for their activity)
• create compositions and critically analyse them with reference to the works of previous composers
• manipulate and use technology to create an original work
• graph a composition for its use of tension/release
• define music and discuss their definitions, e.g., What makes "music" different from" sound?"
• examine the relationship between text and music in a composition
• invent a notation and create a composition using the original notation system (either individually or collectively)
• integrate dance, drama, or visual arts in a composition
• research unfamiliar instruments and sound sources and listen to music using them, including:
  • historical instruments (e.g., Haydn's baritone, Mozart's glass harmonica, hurdy gurdy)
  • instruments of various cultures (e.g., Aidjeridu, First Nations instruments, sitar)
  • invented instruments (e.g., electronic instruments, Harry Partch's work, Canada's Glass Orchestra, conch shell trombones) and sound sources (electronic, environmental, instrumental, vocal)
• outline musical notations and how they represent the elements of music, and listen to music using them, including:
  • historical development of notation (e.g., Gregorian chant, Franconian notation, Ars Nova)
  • notations of various cultures (e.g., Indian Raga, Gamelan notations)
  • alternative notation (e.g., John Cage, Murray Schafer, Stockhausen, computer sequencing notation, Musical Heart - Baude Cordier - 14th century)

SUGGESTED ASSESSMENT STRATEGIES

• Have students critically analyse a song in terms of the relationship between the text and the music.
• Have students examine music from an culture unfamiliar to them and write a report on how music is used in that society.
• Have students describe the instruments they make or use in terms of the elements and principles of music.
• Assess student compositions for the effective use of the elements and principles of music.
• Test students' knowledge of traditional musical notation systems and how these systems are used to describe the elements and principles of music.
• Have students critically analyse their own invented notation systems in terms of how well their systems define the elements and principles of music.
• establish criteria for analysis of the relationship of lyrics and melody.
• use a checklist of elements that invented notation could cover to assess student invented notation

RECOMMENDED LEARNING RESOURCES

• Exploring Music of the World (series)
• Investigating Musical Styles
• The Art of Music - An Introduction (with study guide)

Table of Contents

Province of British Columbia
Ministry of Education
Curriculum Branch

© 1995 Copyright

Maintained by: Fine Arts Coordinator

Revised: April 1995

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