Grade 9 - Thoughts, Images, and Feelings

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• represent thoughts, images, and feelings derived from music experiences
• apply the elements of music 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 and understanding of the diversity of thoughts, images, and feelings evident in culturally, historically, and stylistically diverse music

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 or known songs and analyse the thoughts, images, and feelings evoked by the music and the lyrics. Hold a debate on an issue arising from discussions about the thoughts, images, and feelings evoked by the music. (e.g., Should obscene language be allowed in popular music?)
• Students attend school or community performances and use double-entry journals to record their responses to the experience.
• Students create and perform compositions using a variety of sound sources. Following discussion, students write about their responses to each other's music and to the composing process.
• Students listen to recordings of compositions they intend to perform. Compare and contrast the thoughts, images, and feelings evoked by different performances of the same composition, including student performances.
• Students refer to the influence of the elements of music to describe their responses to a piece of music. Responses can be represented in a variety of ways (e.g., orally, in writing, through movement, visually).
• Students create role plays, radio shows, or discographies of various historical, cultural, and stylistic selections, describing the thoughts, images, and feelings evident in each piece.
• Students keep ongoing journals of personal music activities, identifying and describing the thoughts, images, and feelings evoked by each experience.
• View videos of music performances that incorporate stagecraft, technology, or elements of other fine arts (e.g., fireworks, dancing, special-effect lighting). Discuss how the use of these additional elements affects the thoughts, images, and feelings evoked by the music and the performance.

SUGGESTED ASSESSMENT STRATEGIES

• As part of regular listening activities, have students describe how the elements of expression are employed in a musical selection to create thoughts, images, and feelings. Review their responses for evidence that they are willing to share their views and can use appropriate vocabulary to represent thoughts, images, and feelings derived from music experiences.
• Work with students to establish criteria for participating in a discussion. The reference set Evaluating Group Communication Skills Across Curriculum may be useful for identifying specific criteria. For example, students may decide it is important to show respect for the thoughts and feelings of others when they present their criticisms.
• Have students perform or bring recordings of their favourite songs to class. After each selection has been played, ask them to write short responses to the song. Encourage students to read their responses aloud to the class. Observe in student discussions and writing as students support their views about the thoughts, images, and feelings evoked by the song:
  • Can they rationalize their thoughts and feelings?
  • Do they show respect for the thoughts and feelings of others?
  • Can they defend their music preferences?

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

• 1791 - 1991: Two Hundred Years of Mozart
• The Feeling Is Musical
• In the Key of Oscar
• 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!
• Something Within Me
• Take a Bow

• First Assignments
• Investigating Musical Styles
• 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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