Curriculum Correlations - Newfoundland
Curriculum Correlations - Newfoundland
NEWFOUNDLAND
|
Grade
|
Organizer/Unit/Content Area
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Outcome
|
|---|---|---|
|
5, 6
|
Expression
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Perform, listen to and create, reflecting sensitivity to moods/feelings (p. 262/312)
|
|
5,6
|
Contexts
|
Perform, listen to and create varied selections representing cultures, time periods, composers/musicians (p. 268/320)
|
|
7, 8
|
Form
|
Derive the form in all musical works, beginning with simple exercises and folksongs and extending to art music and larger forms (p. 24)
|
|
7
|
Exploratory Unit: Music in My Environment
|
Relate the concepts and skills of music learned in school to the live and recorded music in their environment as they study the form and function of a variety of styles of music
Develop their thinking, research, communication, analytical, synthesis and reporting skills (p. 155)
|
|
8
|
Exploratory Unit: Afro-American Music: The Development of Jazz
|
Listen to selected musical examples representative of the different styles in the development of jazz
Analyze and describe selected musical selections in terms of the musical elements (p. 172)
|
|
Experiencing Music 2200
|
Elements of Music
|
Develop a practical understanding of the elements of music
Develop analytical listening skills (p. 18)
|
|
Styles of Music
|
Discover and recognize the factors that shape and contribute to the production of various styles of music
Recognize the relationships that exist between music and other art forms (p. 18)
|
|
|
Contexts of Music
|
Analyze music within the context of human experience
Analyze music within the context of economic, historical, political, religious, affective and social ideals (p. 18)
|
Sources
Music Curriculum Guide: K-6
Experiencing Music 2200 ? A Curriculum Guide
Intermediate Music ? Curriculum and Teaching Guide
