RATIONALE

Music education enables students to interact with sound, simultaneously engaging mind, body, and spirit. Through creating, performing, and listening to music, students experience the ways in which music evokes and conveys thoughts, images, and feelings.

Music education makes a valuable and unique contribution to students' intellectual growth, and integrates intellectual and emotional development. Shared experiences in music significantly contribute to the development of a healthier society through activities that respect and reflect the diversity of human experiences.

Music education enables all learners to explore, create, perceive, and communicate thoughts, images, and feelings through music. These experiences are unique and essential, and make a significant contribution to learners' lifelong development as educated citizens.

Music education, as envisioned in this curriculum, contributes to the intellectual, aesthetic, human, social, and career development of the educated citizen by providing learners with opportunities to:

develop competency in problem solving, critical thinking, and decision making through experiences with music
develop literacy in music, including familiarity with the conventions of written music
investigate and experience emerging technologies that find application in music
connect knowledge gained through experience in music with other aspects of their lives
use expressive skills gained in music to convey meaning in other aspects of their lives
demonstrate understanding and appreciation of artistic and aesthetic expression
develop independence, self-motivation, and positive self-image through experiences with music
practise co-operation in social interactions involved in the creation, exploration, and expression of music
accept and respect the ideas of others by working together to create, explore, and express through music
explore, create, and interpret self- and world awareness through the study of music and music traditions of world cultures
develop discipline and confidence through experiences that demand focussed and sustained practice
appreciate the role of music in society
contribute to society through music-related pursuits and careers

Music is a required area of learning in the primary years. Music experiences in the primary years acknowledge, respect, and further develop the expressive experience young children bring to the school environment. From an early age, children's expressive play includes movement, music, and dramatic play, all of which are significant in the development of body, mind, and spirit. Play is central and natural to children's learning. As children move through the primary years, they acquire music knowledge, skills, and attitudes through play. Music experienced in the context of play simultaneously engages the various senses. This results in a balanced and integrated development of children's innate music potential.

All four of the fine arts (dance, drama, music, visual arts) are required areas of study through grade 6. In grades 7 to 10, students are required to choose one or more of the four fine arts areas of study (music, dance, drama, and visual arts). Music experiences in the intermediate years continue to expand the music knowledge, skills, and attitudes gained through ongoing active participation. As learners move through the intermediate years, they develop music literacy and use it to extend skills in creating, listening, and performing. The increasing development of competence is gained through activities that require practice and the use of these skills. Learners use an increasing variety of contexts and media in the expression of an expanding range of thoughts, images, and feelings. The development of music skills in the intermediate years is addressed through a range of options, which may include vocal, instrumental, and general music programs.

In the graduation years, every student is required to take two credits in fine arts. In grade 11 and 12 music courses, students consolidate and further expand their music knowledge, skills, and attitudes that are applicable to many other aspects of lifelong learning and the world of work. Such learning opportunities enable students to participate in the music life of the community.

Table of Contents

Province of British Columbia
Ministry of Education
Standards Department

Maintained by: Fine Arts Coordinator - Music

Revised: January 3, 1996

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