CURRICULUM ORGANIZERS
The prescribed learning outcomes in the music curriculum are grouped by the following three curriculum organizers:
- Structure
- Elements of Rhythm
- Elements of Melody
- Elements of Expression (including harmony, texture, dynamics, tempo, timbre, and articulation)
- Form and the Principles of Design
- Thoughts, Images, and Feelings
- Context
- Self and Community
- Historical and Cultural
Structure
Within the Structure organizer, the learning outcomes are grouped as follows:
- Elements of Rhythm
- Elements of Melody
- Elements of Expression
- Form and the Principles of Design
When focussing on structure, students create, listen to, and perform music, demonstrating understanding of the expressive and physical properties of rhythm, melody, harmony, texture, dynamics, tempo, timbre, and articulation. Sounds make music when they are shaped into larger structures or forms according to the principles of design: unity, variety, repetition, emphasis, and pattern. Familiarity with these principles and with common forms is essential to making and understanding the structure of music and its relationship to other art forms.
Thoughts, Images, and Feelings
Music expresses thoughts, images, and feelings. It is through expressing and evoking thoughts, images, and feelings that music is given meaning. By learning to understand and appreciate this aspect of music, students make meaning from the structure of music.
Context
Within the Context curriculum organizer, the learning outcomes are grouped as follows:
- Self and Community
- Historical and Cultural
Music contributes to the development of self within community. Students should have opportunities to participate in and develop a sense of community and their place in it through music experiences. Within this context, community is not regarded solely as a place. A sense of community arises as meaning is derived from interaction with others. Giving and receiving are integral to the transformation and balance of community.
Learning within the context of self and community includes opportunities to:
- participate in the various roles found in music activities (e.g., solo and accompaniment, ensemble member, leader, follower)
- respect, encourage, support, and honour the contributions of self and others in music activities
- share music in various settings with other classes, the whole school, and the local community as performer, participant, and audience
Music is created, communicated, perceived, and responded to in historical and cultural contexts. Through the study of these contexts, students experience and value the richness and diversity of the human spirit, resulting in a sense of self-worth and connectedness to other human beings throughout the world.
MUSIC 8 to 10 CURRICULUM ORGANIZERS
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Province of British Columbia
Ministry of Education
Standards Department
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Maintained by: Fine Arts Coordinator - Music
Revised: January 3, 1996
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