Music Kindergarten to Grade 12 Objectives

Organizer	(Sub-Organizer)	Objective
Structure	(Elements of Rhythm)	Students create, listen to, and perform music, demonstrating an understanding of the expressive and physical properties of rhythm.
	(Elements of Melody)	Students create, listen to, and perform music, demonstrating an understanding of the expressive and physical properties of melody.
Thoughts, Images, and Feelings		Students create, listen to. and perform music, demonstrating an understanding and appreciation of the thought, images, and feelings it expresses.
Context	(Self and Community)	Students demonstrate an understanding of the various roles and responsibilities required to create, listen to, and perform music.
	(Historical and Cultural)	Students create,listen to, and perform music, demonstrating an understanding of the historical and cultural contexts.

Note:In the Music 8 to 10 IRP, Structure is divided into four suborganizers: Elements of Rhythm, Elements of Melody, Elements of Expression, and Form and the Principles of Design. In Music Kindergarten to Grade 7, the concepts of form and design are incorporated into both Elements of Rhythm and Elements of Melody, the elements of harmony are incorporated into Elements of Melody, and the remaining Elements of Expression are included under Thoughts, Images, and Feelings.

Classroom Considerations

• Determine the purpose of each lesson and exercise. All students in the class should know why a particular activity or game is being used and should be aware of the goals of the program.
• Develop routines for beginning and ending lessons (e.g., opening song).
• Establish methods for getting students' attention (e.g., key word, arm signal).
• Form partners, groups, or working buddies, and make transitions between groupings. (Note: Be aware of cultural taboos and personal discomfort with boy and girl partnerships and touching.)
• Consider noise management and productive sound issues, and the effect of selections and playing of music (including consideration of more than one piece of music playing at the same time).
• Distribute and collect instruments, tools, and materials.
• Ensure that all students are engaged in some way at all times (e.g., when students are acting as audience members, provide a structure for response).
• Determine appropriateness of artistic choices (e.g., for music selections).
• Provide constructive criticism and respect the contributions of others.

Although some components of the curriculum can take place in regular classrooms, music requires some special facility considerations. When choosing or designing a facility for teaching music, consider the following questions:

• Are the acoustics appropriate from a safety and aesthetic point of view?
• Does the facility offer flexibility in terms of seating and arranging musicians (e.g., movable chairs and risers)?
• Is the space open and unobstructed?
• Is there adequate lighting, heating, and ventilation?
• Do you have access to video equipment, computer technology, and an adequate sound system?
• Is there access to storage (for instruments, music, equipment)?

Some teachers might want to include an emphasis on multimedia performances and production. Those who are unable to purchase all the required supplies may be able to access specialized equipment from other schools in the district (e.g., high-school fine arts, technology education, or business education departments), as well as from local colleges, television and radio stations, studios, and businesses. This equipment includes:

• sound production and mixing equipment (tape decks, CD players, microphones and amplifiers, headphones, mixing board, synthesizers)
• computers with imaging, multimedia presentation, and animation capabilities (including Internet access, CD-ROM, video capability, MIDI capability, digital camera, scanners, colour printers)
• appropriate software
• video recording equipment (camera and batteries, VCR, lighting kits, tripods, filters)
• video editing systems (mixer, titler, edit controller)
• still cameras with lenses, flash equipment, and filters

Safety Considerations

• Are students aware of established rules and procedures for safety (e.g., hearing conservation, health procedures when sharing instruments or costumes)?
• Is the activity suitable to each student's interest, confidence, and ability?
• Has the instruction been sequenced progressively to ensure safety?
• Are students being properly supervised?
• Have students been given specific instruction about how to use the facilities, equipment, and their voices and instruments appropriately (e.g., safe use of tools and instruments, proper warmup)? Do they fully understand the instructions?
• Are the facilities and equipment suitable and in good repair?

In addition to physical safety, teachers should consider the emotional safety of students when planning a music program. Be sensitive to individual students; be prepared to respond to unique situations; and develop creative strategies to deal with rivalry, stress, fear of failure, stage fright, and so on. As well, be aware of activities that may cause emotional or psychological stress for individual students (e.g., blindfolding, working in closed environments, solo performance, body contact), and be prepared to offer alternative strategies as necessary.

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