Curriculum Correlations - New Brunswick
Curriculum Correlations - New Brunswick
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NEW BRUNSWICK
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Grade
|
Strand
|
General Curriculum Outcome
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Specific Outcomes
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|---|---|---|---|
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5
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Understanding & Connecting Contexts of Time, Place & 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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5.3.2 Identify, describe, and compare styles of music from a variety of cultural and historical contexts
(p. 132)
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5
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Understanding & Connecting Contexts of Time, Place & Community
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Respect the contribution of the arts of individuals and cultural groups in the local and global contexts, and value the arts as a record of human experience and expression
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5.4.4. Examine the contributions of various composers and musicians, past and present, to their society (p. 134)
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5
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Understanding & Connecting Contexts of Time, Place & Community
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Examine the relationship among the arts, societies and environments
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5.5.2 Identify similarities and differences between music and visual arts (p. 136)
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|
5
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Perceiving, Reflecting, 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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5.6.4 Use knowledge of musical elements to compare and contrast music of various genres (p. 140)
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5
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Perceiving, Reflecting, Responding
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Understand the role of technologies in creating and responding to expressive works
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5.7.1 Recognize by sight and sound and categorize by family orchestral, band and keyboard instruments
5.7.2 Compare and contrast available technologies to create and record music
(p. 142)
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5
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Perceiving, Reflecting, Responding
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Analyze the relationship between artistic intent and the expressive work
|
5.8.3 Compare interpretations of musical works using appropriate musical terminology (p. 144)
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6
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Understanding & Connecting Contexts of Time, Place & Community
|
Demonstrate critical awareness of and value for the role of the arts in creating and reflecting culture
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6.3.3 Explore a variety of musical forms (p. 16)
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6
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Understanding & Connecting Contexts of Time, Place & Community
|
Respect the contribution of the arts of individuals and cultural groups in the local and global contexts, and value the arts as a record of human experience and expression
|
6.4.3 Demonstrate an understanding of the influence of music, past and present, to express and communicate ideas and feelings (p. 18)
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|
6
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Understanding & Connecting Contexts of Time, Place & Community
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Examine the relationship among the arts, societies and environments
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6.5.2. Identify and describe connections between music and other disciplines, including arts disciplines (p. 20)
|
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6
|
Perceiving, Reflecting, Responding
|
Apply critical thinking and problem-solving strategies to reflect on and respond to their own and others' expressive works
|
6.6.2 Analyze and make decisions about various interpretations of a work (p. 22)
|
|
6
|
Perceiving, Reflecting, Responding
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Analyze the relationship between artistic intent and the expressive work
|
6.8.3 Compare interpretations of their own and others' music, using appropriate music terminology and considering musical intent (p. 26)
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7/8
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Understanding & Connecting Contexts of Time, Place & Community
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Demonstrate an understanding of the relationship of music to history and culture
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Examine the role of music and musicians in Canadian society (p. 5)
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7/8
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Perceiving, Reflecting, Responding
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Demonstrate the ability to recognize and respond to the expressive qualities of music
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Identify various band or orchestral instruments when heard on recordings, alone and/ore with other instruments
Classify a variety of genres and styles
Critique a performance of a local, regional or national performer
Describe and demonstrate how the elements are used for expressive effect
(p. 5)
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9/10
|
Understanding & Connecting Contexts of Time, Place & Community
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Demonstrate knowledge of the contribution music makes to the understanding of history, cultures and shared emotions
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9.1 Identify representative works of a style, period, and culture and explain their personal or cultural importance
9.3 List local, regional and national musicians or music organizations
(p. 7)
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9/10
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Understanding & Connecting Contexts of Time, Place & Community
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Identify and explain similarities and differences among the arts
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9.1 Define and explain the differences in common terms used in the arts, e.g., colour, texture, tone, form, shape and rhythm
9.3 Compare and contrast two or more art forms on a similar topic (e.g, the sea, winter, an emotion, etc.)
(p. 8)
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9/10
|
Perceiving, Reflecting, Responding
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Demonstrate critical listening skills
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9.1 Identify the musical elements in a piece
9.2 Compare and contrast musical elements in and between pieces
9.3 Explain how musical elements work together to create musical expressiveness
(p. 11)
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9/10
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Perceiving, Reflecting, Responding
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Justify responses to musical experiences
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9.4 Describe how composers manipulate the elements of music to evoke a response
(p. 12)
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<<<<<<<<<<
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Course
|
Unit
|
General Outcome
|
Specific Outcomes
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|---|---|---|---|
|
11-1/2
|
History & Analysis
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Demonstrate critical listening skills
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Listen to and analyze music of varying lengths
Present critiques of live and recorded music
(p. 12)
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11-1/2
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History & Analysis
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Investigate music from a variety of styles, forms and eras
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Identify common historical periods, styles and genres through listening
Complete an in-depth independent study that analyzes a composition(s)
(p. 12)
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11-3
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Tone Colour
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Understand that tone colour or timbre refers to the unique characteristic sound of instruments and voices or the composite sound of a group of instruments such as orchestra, band or jazz ensemble
Identify voices and instruments
(p. 13)
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11-3
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Style
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Recognize that the manipulation of the elements in specific ways accounts for differences in style
Identify pieces as belonging to a particular style
(p. 15)
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120
|
Music of Africa and its North American Impact
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Demonstrate an understanding of the significance of African music and African-American music in the evolution of popular musics of the West, most notably blues, jazz and rock forms (p. 6)
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122
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Music Criticism
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Critique a live professional concert or recording. (p. 17)
Compare and contrast performances of the same work or part thereof
Listen to and critique two pieces that you don't know, one in a familiar style and the other in a less familiar style. (p. 18)
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Sources:
Music Education Curriculum: K-5, Department of Education, 2004
Music Education Curriculum, Grade 6, Department of Education, January 2004
Music Curriculum Outcomes K-8, Department of Education, June 1996 (for grades 7-8).
High School Music Guidelines, Grades 9/10 Program and Grades 11/12 Electives
Music 111/2, Department of Education, October, 2001
Music 113, Department of Education, May, 1993
Music 120, Department of Education, May, 2000
Music 122, Department of Education, 1994
