Grade 8 - Thoughts, Images, and Feelings

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• represent thoughts, images, and feelings derived from a music experience
• apply the elements of rhythm, melody, and expression to interpret and represent a broad range of thoughts, images, and feelings
• demonstrate a willingness to share personal insights arising from experiences with music
• explain personal meaning derived from music without reference to stories or visual artifacts
• defend personal music choices, demonstrating awareness of the thoughts, images, and feelings that the music expresses
• demonstrate respect for the thoughts, feelings, and music choices of others

To view the prescribed learning outcomes for Thoughts, Images, and Feelings in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Listen to a variety of popular songs and discuss the thoughts, images, and feelings evoked by the music and the lyrics. Create and perform compositions based on a theme or image discussed.
• Analyse the lyrics of a known song for the thoughts, images, and feelings portrayed. Invent new lyrics, contrasting the thoughts, images, and feelings evoked by the original lyrics.
• Students bring to class samples of their personal preferences in music and present a recording for a class listening session. Discuss, analyse, and respond to each sample, showing respect for the thoughts and feelings of the other students. Discuss reasons for the range of music being presented. Ask students if their music preferences are the same as when they were younger. How do their listening preferences differ from those of their parents? Ask students to relate how their changing music preferences affect the thoughts, images, and feelings they experience during listening.
• Attend performances in the school or community, and discuss and record responses to the experience. Invite the musicians to discuss their interpretations of the thoughts, images, and feelings in their music.
• Students keep ongoing journals of their thoughts, images, and feelings related to their experiences in creating, performing, and listening to music.
• Collect examples of music used in everyday life (e.g., restaurants, advertising, Muzak), and identify the purpose of each type (e.g., to speed up shoppers, to sell a product, to relax customers).

SUGGESTED ASSESSMENT STRATEGIES

• Play a music selection for the class. Prompt students to express thoughts, images, and feelings derived from the music by asking questions such as:
  • What does the music make you think about?
  • Is there some aspect of the music that appealed to you particularly? (e.g., The melody? The harmony? The rhythm?)
  Observe students' willingness to express a variety of ideas and feelings about the music.
• Work with students to establish criteria for participating in a discussion about music. For example, these criteria may include:
  • makes positive comments about a person's opinion or idea before making a criticism
  • is willing to share personal insights and feelings
  • can explain personal meaning derived from music
  • shows respect for the thoughts and feelings of others
• Have students work in groups to develop promotional videos for one or more kinds of music they particularly enjoy. The video should include excerpts from their own performances that illustrate their key points about the thoughts, images, and feelings the music creates for them. When reviewing their work and listening to their descriptions of it, note the extent to which students show an awareness of the thoughts, images, and feelings the music expressed to them personally.

RECOMMENDED LEARNING RESOURCES

• Eyewitness Music Kit
• Jazz: My Music, My People
• Music For All: Teaching Music to People With Special Needs
• Music Through The Ages
• A World of Children's Songs

• The Feeling Is Musical
• Joy Of Singing
• Latin Nights
• Like Mother Like Daughter
• Mariposa: Under A Stormy Sky
• Music and Early Childhood
• Music Maestro Series
• Mwe Bana Bandi - Children's Music from Zambia
• Orchestra!
• Silver Burdett Ginn Music Magic Video Library
• Something Within Me
• Take a Bow

• First Assignments
• Investigating Musical Styles
• The Music Connection
• Play Me a Story
• Susan Hammond's Classical Kids: The Classroom Collection

Table of Contents

Province of British Columbia
Ministry of Education
Standards Department

© 1995 Copyright

Maintained by: Fine Arts Coordinator - Music

Revised: March 15, 1996

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