Music 4
Context - Historical and Cultural

It is expected that students will:

• describe music from a variety of historical and cultural contexts
• identify a variety of purposes for music from classroom repertoire
• demonstrate respect for music from various historical and cultural contexts

To view the prescribed learning outcomes for Context - Historical and Cultural in other grades click on an icon below.

• Teach students folk dances from a variety of cultures. Identify the characteristics of each dance, as well as similarities and differences in the accompanying music. Organize a folk dance festival in which students compose music and choreograph and perform their own dances.
• Ask students to bring in examples of music that reflect their cultural heritages and to share their knowledge about the purposes of the music. Use this information to organize a multicultural event and invite groups such as parents and other classes to participate in the music activities.
• Show students a variety of TV commercials without the sound. Ask them to think of the type of music that would be used in each example. Play the commercials again, with the sound turned on, and have students record the similarities and differences in relation to their own predictions. Students then work in groups to compose and perform their own music for one of the commercials.
• Identify a featured Composer of the Month. Ask students to research the composer and his or her music (e.g., use of instruments or voice, style of music, biographical information), then have each student share with the class one piece of information about the composer. Compile this information in a class project (e.g., computer database, collage, documentary video). Play recordings of the selected composer's music.
• As a class, brainstorm a list of purposes for which music is created and performed. Have students work in groups to organize and build on the brainstormed ideas using a webbing technique. Throughout the year, students can record in their journals any additions they think of or learn about. They can also incorporate them into the group web charts.

Suggested Assessment Strategies

• After students learn a variety of folk songs from across Canada, have them each choose a song from classroom repertoire, prepare to perform it alone or in a group, and describe its purpose and origin. Work with the class to develop criteria for the performances and the research. Look for evidence that students:
  • are interested in the origin and purpose of the songs
  • willingly speculate about the background of the songs
  • make connections between the information they learn in their research and the nature of the songs
  • are open to and respectful of the range of songs they learn and hear others perform
  • recognize and speculate on the reasons for the similarities and differences between the songs
• Ask each student to choose music or musicians from two different eras and analyse the styles. Emphasize the importance of noticing melodic style, use of rhythm, instrumentation, and expression. Have each student present a report along with a music sampling that illustrates key features of the style. Look for evidence that they are able to identify and share examples of:
  • key features of each style
  • similarities and differences between the styles
  • features of the context or era that influenced the music
• Review songs from classroom repertoire. Discuss the purpose of each piece of music and list students' ideas on a chart (e.g., to maintain a rowing rhythm, to celebrate special occasions, to observe religious rites). Ask questions such as:
  • Why do you think this music was composed?
  • At what other times do you hear music?
  • What are some other purposes for music?

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