Music Scope and Sequence 2012-2013

Music Scope and Sequence

Early Childhood through Grade 5

Document written to link PYP Objectives for Music with IST’s Scope and Sequence for Music

International School of Tanganyika

Music Scope and Sequence 2012-2013

PHASE PYP LEARNING OUTCOMES - RESPONDING EVIDENCE OF STUDENT LEARNING

Phase 1 (EC & K) Phase 1 Phase 1

• We can enjoy and learn from 1. use voice to imitate sounds and learn songs • demonstrate the four voices: talking, singing, whispering, shouting
creating art. • echo simple vocal melodies

• The creative process involves 2. bring music from home to share • share songs from home country / culture with the class either through
joining in, exploring and taking singing or sharing music from home
risks.
3. describe the differences in music • sing and speak softly and loudly, slowly and quickly
• In creating art, people make • demonstrate steady beat, both macro and micro
choices to construct meaning • show awareness that sounds can be different and that they can
about the world around them. change

• We can express ourselves 4. move their bodies to express the mood of the music • demonstrate micro and macro steady beat through movement
through arts. • use ribbons, scarves and other props to help them move their bodies
in response to music
• Our experiences and imagination
can inspire us to create. 5. describe how music makes them feel • respond to different styles of music both verbally and in writing

6. distinguish the sounds of different instruments in music • make different sounds on classroom instruments and verbalize
differences
• play classroom instruments (i.e. rhythm sticks, bells, body percussion,
found instruments) in response to modeled examples
• distinguish between a range of musical sounds

7. listen to music and create their own work in response • explore a range of sounds they can create or use in response to a
story, nursery rhyme, or song (e.g. environmental sounds, found
sound, body percussion, instruments, voice)
• illustrate musical concepts through the use of lines and/or colour

8. express their responses to music in multiple ways (drawings, • use stories, pictures, movement, etc. to communicate personal
games, songs, dance, oral discussion) thoughts, images and feelings
• demonstrate willingness to share their responses to music
experiences (e.g. with a partner, in small group or whole class
discussion)

9. explore body and untuned percussion instrument sounds • play percussion softly and loudly as instructed

10. recognize different sources of music in daily life • discuss a variety of reasons people make music in families and
communities (e.g. seasonal, celebratory)

11. recognize that sound can be notated in a variety of ways • follow simple musical instructions that are pictorially represented

International School of Tanganyika

Music Scope and Sequence 2012-2013
PHASE PYP LEARNING OUTCOMES - RESPONDING EVIDENCE OF STUDENT LEARNING

Phase 2 (Gr. 1 & 2) Phase 2 Phase 2

• We can communicate our ideas, 1. sing individually and in unison • sing in unison and alone, songs from Tanzania and various
feelings and experiences through cultures, times, themes and places
our artwork.
2. recognize music from a basic range of cultures and styles • identify music from different cultures by use of instruments
• We solve problems during the
creative process by thinking 3. express their responses to music from different cultures and styles • use a variety of mediums (e.g. dance, drawing, poetry,
critically and imaginatively. narration) to express a response to music from different
cultures and styles
• Applying a range of strategies
helps us to express ourselves. 4. create a musical composition to match the mood of a visual image • create a soundscape which matches the mood of a visual
(for example, paintings, photographs, film) image
• We are receptive to the value of
working individually and
collaboratively to create art. 5. explore individually or collectively a musical response to a narrated • listen to and discuss compositions such as Peter and the Wolf,
story Scheherezade & Carnival of the Animals

6. reflect on and communicate their reactions to music using musical • play vocabulary games to increase music vocabulary and
vocabulary facilitate effective communication during analysis activities
• write reflective journal pieces (when able) in response to
observations of musical performances.

7. record and share the stages of the process of creating a • improvise simple melodic patterns on mallet percussion,
composition keyboard or computer and explains process to peers.
• create individual compositions and share the process with
increased detail and use of music vocabulary

8. share performances with each other and give constructive criticism • observe performances of different genres and cultures and
analyze and share responses to the performance.
• present individual or group performances for peers and share
responses to performances

International School of Tanganyika

Music Scope and Sequence 2012-2013
PHASE PYP LEARNING OUTCOMES - RESPONDING EVIDENCE OF STUDENT LEARNING

Phase 3 (Gr. 3, 4 & 5) Phase 3 Phase 3

• Arts have the power to influence 1. sing with accuracy and control focusing awareness on the musical • sing melodies in one and a half octaves (e.g. D above middle C to F in
thinking and behaviour. elements the next octave)
• use singing skills to change pitch and melodic direction accurately in
• We make connections between response to cues (e.g.. signals, symbols)
our artwork and that of others to • maintain a melody or repeated melodic phrase in a simple texture
extend our thinking. (e.g.. rounds, canons, partner songs, melodic ostinati)

• We can explore our personal 2. sing partner songs • maintain a melodic or rhythmic part in a simple texture (e.g. rounds,
interests, beliefs and values canons, partner songs, ostinati)
through arts.
3. discuss music that relates to social issues and/or values • shows awareness of artistsʼ purpose when writing songs about social
issues (e.g. Kʼnaan, Michael Jackson)

4. compare aspects of music from different times and places • compare music from a variety of historical and cultural contexts,
focussing on: choice of voices and instruments, themes, purposes and
functions, relationship with other art forms (e.g. movement and dance,
stories, drama)
• describe sounds and music in their school and community (e.g.
environmental sounds, live music, recorded music in a range of
media)

5. create and perform a movement sequence accompanied by music • move to the rhythm of music
that they have created • learn movement routines to go with songs
• compose short pieces displaying a sense of musical form

6. share and compare their experiences as audience members at • listen critically to both their own and others’ compositions and
various performances performances
• demonstrate respect for the thoughts and feelings expressed by
others

7. describe the process used to create their own music and compare • demonstrate respect for the contributions of others
it with others, in order to improve their compositions • explain their choices in elements of rhythm, melody and expression in
the singing and playing of own compositions

8. analyse different compositions describing how the musical • offer constructive criticism to others about compositions and
elements enhance the message performances

9. reflect upon how their music expresses their personal voice and • Journal reflections on compositions
the impact it has on others

International School of Tanganyika

Music Scope and Sequence 2012-2013
PHASE PYP LEARNING OUTCOMES - RESPONDING EVIDENCE OF STUDENT LEARNING

Phase 4 (Gr. 3, 4 & 5) Phase 4 Phase 4

• We act on the responses to our 1. sing individually and in harmony • accurately sing a unison song in an ensemble while
artwork to inform and challenge maintaining intonation
our artistic development. • sing or play a familiar melody independently
• demonstrate the ability to maintain their own vocal or
• We explore a range of instrumental part while performing simple textures from
possibilities and perspectives to classroom repertoire (e.g. partner songs, canons, rounds,
communicate in broader ways descant, ostinato)
through our creative work.
2. explain the role and relevance of music in their own culture, its • bring songs from home, from their own cultural background, or
• Arts provide opportunities to uses and associations through place and time songs that are popular for their age and analyse lyrics, to
explore our creative potential and discover the relevance and significance of the music to their
engage in a personal artistic own culture.
journey.
3. interpret and explain the cultural and/or historical perspectives of a • identify distinguishing features of music from specific
musical composition historical, cultural and social contexts represented in
classroom repertoire (e.g. form, timbre, texture, rhythm,
subject matter or themes, purpose of the music [i.e. to record
history, to preserve culture, to entertain, to set a mood],
various roles of musicians)

4. modify their practices and/or compositions based on the • work collaboratively to develop criteria for critiquing
audiencesʼ responses performance
• demonstrate the ability to accept constructive feedback
• apply feedback to their own presentations that can be used to
refine work
• use the DESIGN CYCLE to guide the creative process
(Investigate Plan Create Evaluate)

5. explore different artistic presentations that are/were innovative and • identify and explore innovation in music both locally and
their implications globally and present to the class, focusing on the implications
of this invention (e.g. Garage Band, move from traditional to
electronic music, etc.)

International School of Tanganyika

Music Scope and Sequence 2012-2013
PHASE PYP LEARNING OUTCOMES - CREATING EVIDENCE OF STUDENT LEARNING

Phase 1 (EC & K) Phase 1 Phase 1

• We can enjoy and learn from 1. use vocal sounds, rhythms and instruments to express feelings or • sing and respond to partner songs, asking questions through
creating art. ideas song

• The creative process involves 2. create and accompany music using a variety of sounds and • participate in designing and performing in the classroom,
joining in, exploring and taking instruments designing creative accompaniment and making use of
risks. instruments in the class

• In creating art, people make 3. play untuned percussion instruments in time with a beat • use untuned percussion to demonstrate macro and micro
choices to construct meaning beats and simple rhythms
about the world around them.
4. use the voice and body to create musical patterns • use body percussion to keep rhythm (Orff)
• We can express ourselves
through arts. 5. explore sound as a means of expressing imaginative ideas • use sound in stories, using examples such as Peter and the
Wolf or other similar stories
• Our experiences and imagination
can inspire us to create. 6. recreate sounds from familiar experiences • imitate sounds in the world around them such as rain, thunder,
horses hooves, sirens, etc. through the use of instruments,
voice and body percussion.

7. participate in performing and creating music both individually and • participate in assembly performances, both as a class and
collectively individually

8. record their personal, visual interpretation of elements of sound • keep a notebook for reflection on music listened to and
(for example, loud/soft, high/low, fast/slow) reflection

9. create their own basic musical instruments • use materials found easily in Tanzania to create musical
instruments that can be used in performance

International School of Tanganyika

Music Scope and Sequence 2012-2013
PHASE PYP LEARNING OUTCOMES - CREATING EVIDENCE OF STUDENT LEARNING

Phase 2 (Gr. 1 & 2) Phase 2 Phase 2

• We can communicate our ideas, 1. explore vocal sounds, rhythms, instruments, timbres to • use voices, bodies, instruments and found objects as a vehicle
feelings and experiences through communicate ideas and feelings of self expression.
our artwork.
2. express one or more moods/feelings in a musical composition • through the use of song, instrument, soundscape, rap,
• We solve problems during the computer or dance, express a mood or feeling
creative process by thinking
critically and imaginatively. 3. create music to represent different cultures and styles

• Applying a range of strategies 4. create a soundscape based on personal experiences

helps us to express ourselves.
5. collaboratively create a musical sequence using known musical • guided exploration of creating musical sequence incorporating
• We are receptive to the value of elements (for example, rhythm, melody, contrast) music theory expectations by grade level
working individually and • independent creation of musical sequence incorporating msuic
collaboratively to create art. theory expectations by grade level

6. read, write and perform simple musical patterns and phrases • play beginner drum rudiment combinations and create own
combinations
• explores creating music notation using computer software.
• play advanced beginner drum rudiment combinations and
create own combinations and notate own combinations.

7. create music for different purposes • improvises simple melodic patterns on pitched percussion or
keyboard.
• creates and notates a 4 beat rhythm and plays it.

International School of Tanganyika

Music Scope and Sequence 2012-2013
PHASE PYP LEARNING OUTCOMES - CREATING EVIDENCE OF STUDENT LEARNING

Phase 3 (Gr. 3, 4 & 5) Phase 3 Phase 3

• Arts have the power to influence 1. create a musical composition expressing their own ideas and • create music to express or respond to personal or real-life
thinking and behaviour. feelings on a social issue situations (e.g. bullying, racism, natural disasters, a birth in the
family)
• We make connections between
our artwork and that of others to 2. deliver a musical message to different audiences (for example, • perform and/or create music for a variety of purposes and
extend our thinking. peace message to parents, kindergarten children, friends) audiences throughout the school year
• perform and/or create music to convey a message relating to
• We can explore our personal a Unit of Inquiry, the attributes of the learner profile or to the
interests, beliefs and values student attitudes.
through arts.
3. create and perform a movement sequence using known musical • compose short pieces displaying a sense of musical form,
elements and/or displaying an appreciation of timbre, pitch, dynamics,
rhythm and silence.
• make choices about sound and organize them in a way that
uses basic indications of expression (tempo, mood, dynamics,
texture and timbre)

4. improvise upon a basic pattern to reinforce the importance of the • composes simple four-bar melodies (e.g. over a drone and
individual within the group using a chord bordun)

5. create and record a composition focusing on form, structure and • perform and record classroom repertoire, demonstrating the
style to give more meaning to their message use of specific elements of expression, including tempo
(faster, slower), dynamics (loud, medium, soft), articulation
(legato, staccato) and timbre (voices, instruments,
environmental sounds)

6. express themselves as individuals through musical composition • use their personal experiences and challenges to inspire
original music composition

7. read and write music using non-traditional notation • make an imaginative representation of a piece of music

International School of Tanganyika

Music Scope and Sequence 2012-2013
PHASE PYP LEARNING OUTCOMES - CREATING EVIDENCE OF STUDENT LEARNING

Phase 4 (Gr. 3, 4 & 5) Phase 4 Phase 4

• We act on the responses to our 1. create music that will be continually refined after being shared with • uses the design cycle of the PYP to investigate, plan, create
artwork to inform and challenge others. and evaluate their music composition, recognizing the cyclical
our artistic development. nature of this model, and the connection between each stage.

• We explore a range of 2. present, in small groups, innovative musical performances on a • display maturity and open-mindedness when composing with
possibilities and perspectives to selected issue others
communicate in broader ways • use world issues, issues arising during class discussion
through our creative work. around units of inquiry and/or the learner profile and/or
attitudes to inspire music composition that demonstrates a
• Arts provide opportunities to variety of musical forms
explore our creative potential and
engage in a personal artistic 3. incorporate the other arts and available resources in order to • PYP Exhibition
journey. broaden their creative expression

4. read and write music in traditional and/or non-traditional notation • create a graphic score and perform it showing ability to handle
musical elements such as timbre, tempo, rhythm and pitch
• create non-traditional form of notation to be taught to younger
students, explaining basic elements of music

International School of Tanganyika