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MUSIC
PHASE PYP LEARNING OUTCOMES - RESPONDING EVIDENCE OF STUDENT LEARNING
PHASE 1 (ELC & Kindergarten)
Learners use voice to imitate sounds and learn songs Demonstrate the four voices: talking, singing, whispering, shouting.
Echo simple vocal melodies
Share songs from home country / culture with the class either through
Learners bring music from home to share. singing or sharing music from home.
communication and
Learners describe how music makes them feel Respond to different styles of music both verbally and in writing.
expression.
Make different sounds on classroom instruments and verbalize
differences.
Learners distinguish the sounds of different instruments in
People share art with Play classroom instruments (i.e. rhythm sticks, bells, body percussion,
music. found instruments) in response to modeled examples.
others. Distinguish between a range of musical sounds.
We are receptive to Sing in unison and alone, songs from Mozambique and various
Learners sing individually and in unison. cultures, times, themes and places.
art practices and
artworks from
Learners recognize music from a basic range of cultures and
Identify music from different cultures by use of instruments.
different cultures, styles.
places and times
(including our own). Use a variety of mediums (e.g. dance, drawing, poetry,
Learners express their responses to music from different
narration) to express a response to music from different
cultures and styles. cultures and styles.
People make
meaning through the Learners create a musical composition to match the mood
Create a soundscape which matches the mood of a visual
of a visual image (for example, paintings, photographs, image
use of symbols.
film).
People communicate Learners explore individually or collectively a musical Listen to and discuss compositions such as Peter and the Wolf,
ideas, feelings and response to a narrated story. Scheherazade & Carnival of the Animals.
experiences through
the arts. Play vocabulary games to increase music vocabulary and
Learners reflect on and communicate their reactions to facilitate effective communication during analysis activities
music using musical vocabulary. Write reflective journal pieces (when able) in response to
We can reflect on observations of musical performances.
and learn from the Improvise simple melodic patterns on mallet percussion,
different stages of Learners record and share the stages of the process of keyboard or computer and explains process to peers.
creating a composition. Create individual compositions and share the process with
creating. increased detail and use of music vocabulary
There is a
Observe performances of different genres and cultures and
relationship between Learners share performances with each other and give analyze and share responses to the performance.
constructive criticism. Present individual or group performances for peers and share
the artist and the responses to performances.
audience.
PHASE PYP LEARNING OUTCOMES - RESPONDING EVIDENCE OF STUDENT LEARNING
PHASE 3 (Grade 3 & Grade 4)
People communicate
across cultures, Identify distinguishing features of music from specific historical,
cultural and social contexts represented in classroom repertoire (e.g.
places and times Learners interpret and explain the cultural and/or historical
form, timbre, texture, rhythm, subject matter or themes, purpose of
perspectives of a musical composition. the music [i.e. to record history, to preserve culture, to entertain, to
through arts.
set a mood], various roles of musicians).
Identify and explore innovation in music both locally and globally and
Learners explore different artistic presentations that
present to the class, focusing on the implications of this invention (e.g.
are/were innovative and their implications. Garage Band, move from traditional to electronic music, etc.).
PHASE PYP LEARNING OUTCOMES - CREATING EVIDENCE OF STUDENT LEARNING
Learners use the voice and body to create musical patterns. Use body percussion to keep rhythm (Orff).
In creating art,
people make
choices to Learners explore sound as a means of expressing imaginative Use sound in stories, using examples such as Peter and the Wolf or
ideas. other similar stories.
construct meaning
about the world
Imitate sounds in the world around them such as rain, thunder, horses
around them. Learners recreate sounds from familiar experiences. hooves, sirens, etc. through the use of instruments, voice and body
percussion.
We can express
ourselves through Learners participate in performing and creating music both
Participate in assembly performances, both as a class and individually.
individually and collectively.
arts.
Learners explore vocal sounds, rhythms, instruments, timbres to Use voices, bodies, instruments and found objects as a vehicle of self
communicate ideas and feelings. expression.
We can communicate
our ideas, feelings
and experiences Through the use of song, instrument, soundscape, rap, computer or
Learners express one or more moods/feelings in a musical composition.
dance, express a mood or feeling.
through our artwork.
We solve problems Learners create music to represent different cultures and styles.
during the creative
process by thinking
critically and Learners create a soundscape based on personal experiences.
imaginatively.
We are receptive to Play beginner drum rudiment combinations and create own
combinations
the value of working Learners read, write and perform simple musical patterns and phrases. Explores creating music notation using computer software.
Play advanced beginner drum rudiment combinations and create own
individually and combinations and notate own combinations.
collaboratively to
create art. Improvises simple melodic patterns on pitched percussion or
Learners create music for different purposes. keyboard.
Creates and notates a 4 beat rhythm and plays it.
PHASE PYP LEARNING OUTCOMES - CREATING EVIDENCE OF STUDENT LEARNING
Learners create a musical composition expressing their own ideas and Create music to express or respond to personal or real-life situations
feelings on a social issue. (e.g. bullying, racism, natural disasters, a birth in the family).
between our
artwork and that of Learners improvise upon a basic pattern to reinforce the importance of Composes simple four-bar melodies (e.g. over a drone and using a
the individual within the group chord bordun).
others to extend
our thinking.
Perform and record classroom repertoire, demonstrating the use of
Learners create and record a composition focusing on form, structure specific elements of expression, including tempo (faster, slower),
We can explore our dynamics (loud, medium, soft), articulation (legato, staccato) and
and style to give more meaning to their message.
personal interests, timbre (voices, instruments, environmental sounds).
Learners read and write music using non-traditional notation. Make an imaginative representation of a piece of music.
PHASE PYP LEARNING OUTCOMES - CREATING EVIDENCE OF STUDENT LEARNING
PHASE 4 (Grade 5)
We act on the
Uses the design cycle of the PYP to investigate, plan, create and
Learners create music that will be continually refined after being
responses to our evaluate their music composition, recognizing the cyclical nature of
shared with others. this model, and the connection between each stage.
artwork to inform
and challenge our
artistic
development.
Display maturity and open-mindedness when composing with others
Learners present, in small groups, innovative musical performances on Use world issues, issues arising during class discussion around units of
We explore a range a selected issue. inquiry and/or the learner profile and/or attitudes to inspire music
composition that demonstrates a variety of musical forms.
of possibilities and
perspectives to
communicate in
broader ways
through our
Learners incorporate the other arts and available resources in order to
creative work. PYP Exhibition.
broaden their creative expression.
Arts provide
opportunities to
explore our
creative potential Create a graphic score and perform it showing ability to handle
and engage in a Learners read and write music in traditional and/or non-traditional musical elements such as timbre, tempo, rhythm and pitch
notation. Create non-traditional form of notation to be taught to younger
personal artistic students, explaining basic elements of music.
journey.