Overview
Music education is fundamental to the aesthetic, physical, emotional, intellectual and social growth of the individual through musical experiences that engage both cognitive and affective domains.
Music is both a language and an art, enabling students to communicate in many ways and at many levels.
Through the study of music, students engage critical thinking abilities to solve a wide variety of challenges. Composition, performance, improvisation, and analysis present specific problems for the creator to solve that demand the use of musical knowledge and musical imagination. Musical problem solving promotes an acceptance of diverse solutions, as solutions are in a constant state of change and evolution.
Music enriches life. It is a way to understand our cultural heritage and to participate in the making of both our present and future cultures. Music is an important tool through which young people become more culturally aware, develop a better understanding of differences and similarities of cultures, and as a result, become more appreciative, tolerant and respectful of all people.
Through musical experiences students develop an understanding of their own beliefs, the beliefs of others, and of how our value systems are shaped by these beliefs.
The K-12 music curriculum is articulated as understandings and processes that are inter-related, consisting of three areas which contribute to eight general curriculum outcomes.
Creating, Making and Presenting involves students’ creative and technical development; that is, their ability to use and manipulate sound and movement, to create musical forms that express and communicate their ideas and feelings. Through these musical works, students provide evidence of achievement, both as the work is being developed and in its final form.
- Students will be expected to explore, challenge, develop, and express ideas, using the skills, language, techniques, and processes of the arts.
- Students will be expected to create and/or present, collaboratively and independently, expressive products in the arts for a range of audiences and purposes.
Understanding and Connecting Contexts of Time, Place and Community focuses on evidence, knowledge, understanding, and valuing of music in a variety of contexts.
- Students will be expected to demonstrate critical awareness of and value for the role of the arts in creating and reflecting culture.
- Students will be expected to respect the contributions to the arts of individuals and cultural groups in local and global contexts and to value the arts as a record of human experience and expression.
- Students will be expected to examine the relationship among the arts, societies, and environments.
Perceiving and Responding is concerned with students’ ability to respond critically to musical works through increasing knowledge and understanding of, and appropriate responses to, the expressive qualities of musical works.
- Students will be expected to apply critical thinking and problem-solving strategies to reflect on and respond to their own and others’ expressive works.
- Students will be expected to understand the role of technologies in creating and responding to expressive works.
- Students will be expected to analyse the relationship between artistic intent and the expressive work.
Related Documents
Foundation for the Province of Newfoundland and Labrador Arts Education Curriculum
Music Education Framework Document for the Province of Newfoundland and Labrador (1999)
Instrumental Music: An Administrative and Curricular Guide (1991)
Primary and Elementary
The music classroom at the primary and elementary levels provides meaningful and enjoyable experiences directed at cultivating a child’s greater love for, understanding of and sensitivity to music.
The program is learner-based and flexible, matching the teaching process to the child’s natural learning development. It sequences the discovery of musical concepts and musical skills. Rhythm and metre, melody and pitch, harmony, form and expressive devices (dynamics, tempo, articulation, tone colours, notations) are explored within a spectrum of musical genres and contexts through direct engagement and involvement in authentic musical experiences such as:
- Performing – singing, playing, speaking, moving, conducting, reading, writing, constructing/diagramming
- Listening – aurally identifying, responding, discussing, analysing, reflecting, describing
- Creating – creating, improvising, composing, interpreting
Students may be engaged in all three simultaneously.
The program is holistic with emphases on:
- psychomotor (movement/dance) experiences as an integral part of the program
- reflection and response as an integral part of the process of creating and performing
- singing as the foundation
- sound before symbol (engagement in musical experiences before the introduction of musical symbols)
- the creativity of the child
- the development of musical literacy
- the playing of pitched and non-pitched classroom instruments
- varied musical experiences reflecting their own and other time periods, places, and communities
Elementary classroom music builds and expands upon the primary program and introduces musical experiences with the recorder. Choral experiences, an integral part of the program, are to be offered along with the classroom program at the elementary level, but are not to replace allocated time for the core music classroom program.
Related Documents
- Curriculum Guide (2005)
- Resource List (2013)
- Support Materials K-12 Music
- Liste de ressources (2013)
Music 6
Music 6 continues to provide meaningful musical experiences directed at cultivating a child’s greater love for, understanding of and sensitivity to music. Learner-based and flexible, its teaching process matches the child’s natural learning development as the discovery of musical concepts and musical skills (rhythm and metre, melody and pitch, harmony, form and expressive devices) are explored within a spectrum of musical genres and contexts (cultures and time periods) through direct engagement and involvement in authentic musical experiences of performing, listening and creating.
Music 6 continues to build and expand upon the primary and elementary program and remains holistic with its emphases on singing, movement/dance, creativity, reflection and response, musical literacy and playing pitched (Orff) and non-pitched classroom instruments. Instrumental experiences with the recorder are expanded to include the ukulele.
Related Documents
Intermediate
The intermediate music program further develops musical literacy and aesthetic awareness by providing meaningful and challenging musical experiences. Concepts learned in K-6 are reviewed, reinforced, and consolidated while new skills and knowledge are applied to a number of musical forms. Emphasis is placed on direct experiences with music and the integration of musical elements. The application of skills, knowledge, and advanced activities enhances students’ understanding of basic musical concepts.
This program is designed to be delivered through a variety of settings – classroom, choral, and instrumental. This flexible approach to curriculum delivery provides opportunities for varied school configurations to meet the expectations of the prescribed curriculum in adaptive and creative ways.
The scope of K-12 music programming in Newfoundland and Labrador is mirrored in the nature and array of authorized learning resources. In addition to those resources supplied directly by the Department of Education (EDU), there are other authorized resources considered essential to the teaching and learning process. These are secured by the teacher and subsidized by the EDU through alternate established processes.
Details and guidelines for the aforementioned programs are contained within: Music Resource Appendix
Related Documents
Ensemble Performance 1105 / 2105 / 3105
Ensemble Performance is a performance-based course designed to provide students the opportunity to perform in a like ensemble context, e.g., choir, band, or orchestra. Students enrolled in all three levels of a like ensemble come together at the same time. The course is built on a spiral design in which musical concepts are revisited as technical skills are refined. The three levels are progressive for the individual student through the introduction of new and varied repertoire each year.
Students acquire performance and musicianship skills, rehearsal and performance protocols, an understanding of conducting gestures and other forms of nonverbal communication, production of sound, and appreciation of music as an art form through ensemble performance. In essence, students learn about music by making music.
Ensemble Performance 1105 / 2105 / 3105 are courses in the fine arts that fulfill the graduation requirement for Fine Arts credit.
The scope of K-12 music programming in Newfoundland and Labrador is mirrored in the nature and array of authorized learning resources. In addition to those resources supplied directly by the Department of Education (EDU), there are other authorized resources considered essential to the teaching and learning process. These are secured by the teacher and subsidized by the EDU through alternate established processes.
Details and guidelines for the aforementioned programs are contained within: Music Resource Appendix
Related Documents
Experiencing Music 2200
This high school course is designed to develop students’ ability to respond to and engage with a wide range of music representative of many genres, cultures and contexts. It is designed as a practical study of music in which students experience music in all modes of musical engagement-performing, listening and creating. Active engagement is the foundation of this course. Students will explore the relationships between various styles of music, music and culture, and music and other art forms; the impact of technology and technical innovation in music; the music industry; and the music makers.
The musical traditions and practices within the province of Newfoundland and Labrador are featured and explored in this course. Students will develop an awareness of and respect for the unique heritage of the province through its music and the contributions of individuals and groups to these musical traditions and practices. The potential exists for collaboration with community artists and programs involving career development and entrepreneurial education.
Experiencing Music 2200 is a course in the fine arts that fulfills the graduation requirement for Fine Arts credit.
The scope of K-12 music programming in Newfoundland and Labrador is mirrored in the nature and array of authorized learning resources. In addition to those resources supplied directly by the Department of Education (EDU), there are other authorized resources considered essential to the teaching and learning process. These are secured by the teacher and subsidized by the EDU through alternate established processes.
Details and guidelines for the aforementioned programs are contained within: Music Resource Appendix
Related Documents
Applied Music 2206
Applied Music is a practical course that offers students the opportunity to develop and apply musical and theoretical understandings, concepts and skills primarily through independent and interdependent performance, both as a sole performer (vocalist/instrumentalist) and as a sole part performer within small chamber group settings.
In addition to developing instrument specific technical competencies, students will develop psycho-motor skills, literacy skills, performance skills and aural skills. These will be integrated in the student’s practical application to more effectively foster the development of well-rounded musicianship and comprehensive musical understanding. Also embedded within the course are the touchstone skills of communication, critical thinking, creativity, problem solving and collaboration.
The course is built on a spiral design in which level specific musical concepts and skills are introduced and revisited multiple times in ever increasing depth and at higher levels of understanding and mastery. Students’ technical skills and musicianship increase as they progress through course levels, exploring level specific outcomes and new, varied and more complex repertoire.
Applied Music is designed to be delivered in small homogeneous or complementary groupings (maximum number of 24) grouped based on skill level and instrumentation (i.e. brass section, treble voices). High demand in a particular applied area will require more than one class to be offered. If appropriate, levels may be offered concurrently in one class/slot. Accessibility by students with limited prior experience may be considered on a case by case basis in consultation with the teacher.
Music 2206 is a course in the fine arts that fulfills the graduation requirement for Fine Arts credit.
The scope of K-12 music programming in Newfoundland and Labrador is mirrored in the nature and array of authorized learning resources. In addition to those resources supplied directly by the Department of Education (EDU), there are other authorized resources considered essential to the teaching and learning process. These are secured by the teacher and subsidized by the EDU through alternate established processes.
Details and guidelines for the aforementioned programs are contained within: Music Resource Appendix
Related Documents
Applied Music 3206
Music 3206 is an advanced practical course that offers students the opportunity to further develop and apply musical and theoretical understandings, concepts and skills primarily through independent and interdependent performance, both as a sole performer (vocalist/instrumentalist) and as a sole part performer within small chamber group settings.
In addition to honing instrument specific technical competencies, students will fine-tune psycho-motor, literacy, performance, creation and aural skills. These are integrated into the student’s practical application to more effectively foster the expansion of well-rounded musicianship and comprehensive musical understanding. Also embedded within the course are the touchstone skills of communication, critical thinking, creativity, problem solving and collaboration as well as inter and intrapersonal skills.
The course is built on a spiral design in which level specific musical concepts and skills are introduced and revisited multiple times in ever increasing depth and at higher levels of understanding and mastery. Students’ technical skills and musicianship increase as they progress through course levels, exploring level specific outcomes, new, varied and more complex repertoire, and music making in larger chamber groups.
Applied Music is designed to be delivered in small homogeneous or complementary groupings (maximum number of 24) grouped based on skill level and instrumentation (i.e. brass section, treble voices). High demand in a particular applied area will require more than one class to be offered. If appropriate, levels may be offered concurrently in one class/slot.
While Music 3206 builds upon Music 2206, Music 2206 is not a prerequisite for Music 3206. It is expected students considering Music 3206 but have not completed Music 2206, should be able to
demonstrate level readiness for course content through teacher pre-assessment.
Music 3206 is a course in the fine arts that fulfills the graduation requirement for Fine Arts credit.
The scope of K-12 music programming in Newfoundland and Labrador is mirrored in the nature and array of authorized learning resources. In addition to those resources supplied directly by the Department of Education (EDU), there are other authorized resources considered essential to the teaching and learning process. These are secured by the teacher and subsidized by the EDU through alternate established processes.
Details and guidelines for the aforementioned programs are contained within: Music Resource Appendix
Related Documents