PREFACE: USING THIS INTEGRATED RESOURCES PACKAGE

Music Icon Implementation of Music 8 to 10 will begin in October 1996. This Integrated Resource Package (IRP) provides some of the basic information that teachers will require to implement the curriculum. The information contained in this IRP is also available through the Internet. Contact the Ministry of Education's home page: http://www.bced.gov.bc.ca/

The Introduction

The Introduction provides general information about Music 8 to 10, including special features and requirements. It also provides a rationale for the subjectwhy music is taught in BC schoolsand an explanation of the curriculum organizers.

The Music 8 to 10 Curriculum

The provincially prescribed curriculum for Music 8 to 10 is structured in terms of curriculum organizers. The main body of this IRP consists of four columns of information for each organizer. These columns describe:

provincially prescribed learning outcome statements for Music 8 to 10
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

Prescribed Learning outcome statements are content standards for the provincial education system. 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 do in each grade. Learning out comes are clearly stated and expressed in measurable 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 depends on the professional judgment of teachers, guided by provincial policy.

Suggested Instructional Strategies

Instruction involves the selection of techniques, activities, and methods that can be used to meet diverse student needs and to deliver the prescribed curriculum. Teachers are free to adapt the suggested instructional strategies or substitute others that they think 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 British Columbia teachers in collaboration with the Ministry of Education using 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 (such as locally available guest artists, performances, or studios). 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 contains a listing of the prescribed learning outcomes for the curriculum arranged by curriculum organizer and by grade.
Appendix B contains a comprehensive listing of the provincially recommended learning resources for this curriculum. As new resources are evaluated, this appendix will be updated.
Appendix C outlines the cross-curricular screens used to ensure that concerns such as equity, access, and the inclusion of specific topics are addressed by all components of the IRP.
Appendix D contains assistance for teachers related to provincial evaluation and reporting policy. Curriculum outcomes have been used as the source for examples of criterion-referenced evaluations.
Appendix E acknowledges the many people and organizations that have been involved in the development of this IRP.
Appendix F contains a glossary of terms specific to the music curriculum.
Appendix G contains various considerations for planning a music program.

Explanation of Section

Curriculum Sub-Organizer as seen on the World Wide Web

Grade and
Curriculum Organizer

Grade 8 - Structure (Elements of Rhythm)

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

Internal links to each
section of the document

Prescribed Learning Outcomes

PRESCRIBED LEARNING OUTCOMES

It is expected that students will create, listen to, and perform music, demonstrating understanding of expressive and physical properties of rhythm.

It is expected that students will:

create, notate, and perform rhythms in a variety of metres
analyse rhythmic choices in performing and listening repertoire
use appropriate music terminology to describe rhythm and metre

To view the prescribed learning outcomes for Structure (Elements of Rhythm) in other grades click on an icon below.

Navigational Links to similar sub-organizers

Suggested Instructional Strategies

SUGGESTED INSTRUCTIONAL STRATEGIES

In groups, students develop an ostinato rhythmic pattern. Each student then takes a turn improvising on the rhythmic pattern, while the rest of the group maintains the ostinato. The group then performs for the rest of the class.
Teacher demonstrates or plays recordings of rhythmic patterns that can be performed in different ways (e.g., eighth notes in 6/8 time, swung and straight eighth notes in 2/4 time, 3/4 time). Students compare written and recorded examples. After practice, one student selects and performs a rhythmic pattern, then the rest of the class identifies how the student performed the selection (e.g., swing or straight).
Compose variations on a well-known melody, changing the rhythm only.
Students write and perform rhythmic compositions to demonstrate given metres, using only one or two pitches. In groups, students create a multi-track rhythmic composition (each student records a rhythmic pattern as a track on a sequencer).
Teacher demonstrates the differences between a variety of dissimilar metres. Students listen to and identify music selections that use these metres, counting and tapping on the first beat while the music is being performed. After listening to a variety of compositions from a range of historical and cultural contexts, students compare and contrast the use of metre.
As a class, explore methods of describing rhythms (e.g., note-length names, syllables). Students then develop multimedia dictionaries of rhythm vocabulary taken from the repertoire and include this in their portfolios.
Identify examples of rhythm in the natural or fabricated world, and create rhythmic sequences based on these patterns using body percussion, instruments, or synthesizers. In groups, perform and discuss these compositions.

Suggested Assessment Strategies

SUGGESTED ASSESSMENT STRATEGIES

Teachers support the learning of rhythm in music by giving feedback to students as they perform and participate in class activities and by responding to their written work.

Students name the metre or metre changes as they listen to recorded or performed musical pieces. Look for students' abilities to use appropriate vocabulary to describe rhythmic patterns and metre.
Assign small groups or partners to develop a series of complex rhythm activities for others to perform. Look for use of correct rhythmic terms and, as students perform the rhythm activities, look for accuracy in reading.
Using prepared sheets, students write counting for music passages in a space below the notes. Have them date their work and keep it in a portfolio. From time to time, have them look back to assess their growth in understanding rhythm and beat.
Divide the class into groups. Make each group responsible for developing and conducting a musical quiz that tests other students' knowledge of rhythm or rhythmic terms. Note the extent to which the quizzes accurately reflect rhythm skills and language.