BC Education - Preface - Fine Arts K to 7

Preface: Using This Integrated Resource Package

This Integrated Resource Package (IRP) provides some of the basic information that teachers require to implement the curricula for Dance, Drama, Music, and Visual Arts, Kindergarten to Grade 7. The information contained in this IRP is also available through the Internet. Contact the Curriculum Branch's home page: www.bced.gov.bc.ca/branches/pser/welcome.htm

The Introduction

The Introduction provides general information about Fine Arts Kindergarten to Grade 7, including special features and requirements.

The Fine Arts Kindergarten to Grade 7 Curricula

The main body of this document consists of four curriculaone each for dance, drama, music, and visual arts. Each curriculum begins with an introduction that provides a rationale for why the subject is taught in BC schools and an explanation of the curriculum organizers that provide the structure for the provincially prescribed curriculum. The introduction is followed by four columns of information for each organizer or suborganizer. These columns describe:

provincially prescribed learning outcome statements
suggested instructional strategies for achieving the outcomes
suggested assessment strategies for determining how well students are achieving the outcomes
provincially recommended learning resources

Prescribed Learning Outcomes

Learning outcome statements are content standards for the provincial education system. Prescribed learning outcomes set out the knowledge, enduring ideas, issues, concepts, skills, and attitudes for each subject. They are statements of what students are expected to know and be able to do in each grade. Learning outcomes are clearly stated and expressed in observable terms. All learning outcomes complete this stem: "It is expected that students will. . . ." Outcome statements have been written to enable teachers to use their experience and professional judgment when planning and evaluating. The outcomes are benchmarks that will permit the use of criterion-referenced performance standards. It is expected that actual student performance will vary. Evaluation, reporting, and student placement with respect to these outcomes depend on the professional judgment of teachers, guided by provincial policy.

Suggested Instructional Strategies

Instruction involves the use of techniques, activities, and methods that can be employed to meet diverse student needs and to deliver the prescribed curriculum. Teachers are free to adapt the suggested instructional strategies or substitute others that will enable their students to achieve the prescribed outcomes. These strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only.

Suggested Assessment Strategies

The assessment strategies suggest a variety of ways to gather information about student performance. Some assessment strategies relate to specific activities; others are general. These strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only.

Provincially Recommended Learning Resources

Provincially recommended learning resources are materials that have been reviewed and evaluated by BC educators in collaboration with the Ministry of Education, Skills and Training according to a stringent set of criteria. They are typically materials suitable for student use, but they may also include information primarily intended for teachers. Teachers and school districts are encouraged to select those resources that they find most relevant and useful for their students, and to supplement these with locally approved materials and resources to meet specific local needs. The recommended resources listed in the main body of this IRP are those that have a comprehensive coverage of significant portions of the curriculum, or those that provide a unique support to a specific segment of the curriculum. Appendix B contains a complete listing of provincially recommended learning resources to support this curriculum.

The Appendices

A series of appendices provides additional information about the curriculum and further support for the teacher.

Appendix A lists the prescribed learning outcomes for the curriculum arranged by curriculum organizer.
Appendix B contains a comprehensive, annotated list of the provincially recommended learning resources for this curriculum. This appendix will be updated as new resources are evaluated.
Appendix C outlines the cross-curricular reviews used to ensure that concerns such as equity, access, and the inclusion of specific topics are addressed by all components of this IRP.
Appendix D contains assistance for teachers related to provincial evaluation and reporting policy. Prescribed learning outcomes have been used as the source for samples of criterion-referenced evaluation.
Appendix E acknowledges the many people and organizations that have been involved in the development of this IRP.
Appendix F contains definitions of terms specific to the dance, drama, music, and visual arts curricula, as well as descriptions of common approaches to instruction in the fine arts.

Explanation of Section

Curriculum Sub-Organizer as seen on the World Wide Web

Grade and Curriculum Organizer

Music K to 1 - (Elements of Melody)

Prescribed Learning Outcomes

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

identify changes in pitch and melodic direction
use singing skills to reproduce melodies
distinguish one melody from another
identify melodic phrases in classroom repertoire

Suggested Instructional Strategies

SUGGESTED INSTRUCTIONAL STRATEGIES

Using a familiar poem, have students experiment with vocal sounds (e.g., speaking, singing, whispering) using high, low, and same pitches.
Encourage students to participate in singing games in which the actions change with each phrase. Then ask them to create visual representations (e.g., song maps, phrase mark symbols, sculptures) of the phrases.
Select a melody from classroom repertoire. Identify high and low pitches and the melodic direction. Have students map the direction of the melody by using hand and arm signals or by creating a movement sequence.
Ask students to sing words, phrases, or their names using a single pitch. Have them repeat, this time singing their names using whichever pitches seem natural. Represent the pitches with high and low dots on the chalkboard or overhead.
Encourage students to take turns starting a song by giving a signal (e.g., arm movement) and determining the starting pitch for the rest of the class to match.
Choose a song from classroom repertoire. Ask half the class to sing the song while the other half performs a simple ostinato using body percussion or instruments.
Introduce accompaniment (e.g., piano, guitar, autoharp, karaoke, studio track recordings) to classroom repertoire. Have students practise singing the melody to the accompaniment.
Have students work in groups to identify same and different melodic phrases. Groups can then use colours, shapes, and textures as notation to represent these phrases.
Use an echoing strategy to model a simple melodic line and have students echo the melody. Then ask them to take turns echoing with partners. Ask individuals to lead the class or small groups in further echoing activities.

Suggested Assessment Strategies

SUGGESTED ASSESSMENT STRATEGIES

When students participate in classroom singing activities, look for evidence that they are able to:
- sing familiar songs from classroom repertoire
- distinguish one song or melody from another
- express preferences among songs in classroom repertoire
- listen to and repeat the signing ideas of others
- contribute their own singing ideas
- learn new songs
As students become familiar with the hand and arm signals that indicate melodic direction (e.g., up and down, high and low, stay the same), have them work with partners to practise hand signals to a well-known song. Invite individuals to lead the class, using their practised hand signals, while other students sing the song. As students perform their hand signals, look for:
- connections between hand signals and changes in pitch and melodic direction
- willingness to participate in singing
After students have participated in a variety of songs and singing games, ask each to choose a favourite song to sing with a partner or alone. Note the extent to which they are able to:
- accurately reproduce the melody
- sing in tune