Curriculum Correlations - Nova Scotia
Curriculum Correlations - Nova Scotia
NOVA SCOTIA
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Grade
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Strand
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General Curriculum Outcome
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Specific Outcomes
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|---|---|---|---|
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5
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Understanding and Connecting Contexts of Time, Place and Community
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Demonstrate critical awareness of and value for the role of the arts in creating and reflecting culture
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3.3.1 Identify, describe and compare styles of music from a variety of cultural and historical contexts (p. 144)
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5
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Understanding and Connecting Contexts of Time, Place and Community
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Respect the contribution 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
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4.3.1 Examine the contributions of various composers and musicians, past and present, to their society (p. 146)
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5
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Understanding and Connecting Contexts of Time, Place and Community
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Examine the relationship among the arts, societies and environments
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5.2.1. Identify similarities and differences between music and visual arts
(p. 148)
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|
5
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Perceiving and Responding
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Apply critical thinking and problem-solving strategies to reflect on and respond to their own and others? expressive works
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6.2.3. Use knowledge of musical elements to compare and contrast music of various genres (p. 152)
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6
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Understanding and Connecting Contexts of Time, Place and Community
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Respect the contribution 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
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4.3.1. Demonstrate an understanding of the power of music, past and present, to express and communicate ideas and feelings (p. 172)
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6
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Understanding and Connecting Contexts of Time, Place and Community
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Examine the relationship among the arts, societies and environments
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5.1.2. Identify and describe connections between music and other curricular areas (p. 174)
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|
6
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Perceiving and Responding
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Apply critical thinking and problem-solving strategies to reflect on and respond to their own and others? expressive works
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6.2.1 Analyze and make decisions about various interpretations of a work
6.2.2. Identify form and principles of design in classroom repertoire and their own compositions
(p. 178)
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7-9
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Understanding and Connecting Contexts of Time, Place and Community
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Examine the relationship among the arts, societies and environments
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Define relationships among music, other arts and other subjects (p. 4)
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|
7-9
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Perceiving and Responding
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Apply critical thinking and problem-solving strategies to reflect on and respond to their own and others? expressive works
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Use processes of description, analysis, interpretation and evaluation to make and support informed responses to their own and others? music and musical performances
Critically reflect on ideas and feelings in works of music, and identify patterns, trends and generalizations
(p. 4)
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7-9
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Perceiving and Responding
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Analyze the relationship between artistic intent and the expressive work
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Analyze performances and provide critical commentary on aspects of the musical presentation in light of the performers? intent
(p. 4)
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|
10-12
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Understanding and Connecting Contexts of Time, Place and Community
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Examine the relationship among the arts, societies and environments
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Analyze and make decisions about the relationship between music and other arts (p. 37)
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|
10-12
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Perceiving and Responding
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Apply critical thinking and problem-solving strategies to reflect on and respond to their own and others? expressive works
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Analyze and respond personally to an extended variety of musical styles, forms and genres
(p. 37)
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|
10-12
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Perceiving and Responding
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Analyze the relationship between artistic intent and the expressive work
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Reflect critically on meanings, ideas and values associated with particular music compositions and performances
Interpret the relationship between intention and outcome in their own and others? work
(p. 39)
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Sources:
Arts Curriculum, Music Primary-6, Nova Scotia Department of Education, 2002
Learning Outcomes Framework: Music, Grades 7-9, Nova Scotia Department of Education, May, 2004
High School: Arts Education Curriculum, Foundation for the Atlantic Canada, February, 2001
