Back to The Arts
Music in the PYP
The music knowledge component is arranged into five strands: performing—singing and playing instruments, creating and composing, notation, listening and appreciation and music in society. In the Music scope and sequence (2004) document, four strands are identified. The “music in society” strand has been added to bring music into line with the drama and visual art perspectives.
What do we want students to know? |
|
|---|---|
| Performing—singing and playing instruments | The use of a range of instruments to perform individually and as part of an ensemble for an audience in formal and informal settings; the voice is the most immediately available instrument for most students, regardless of age or ability. Related concepts:breathing, chorus, direction, harmony, movement, orchestration, percussion, pitch, solo, tempo, timing, unison. |
| Creating and composing | The use of students’ musical experience, imagination and
suggestions to generate and organize sounds using a variety of
media to create compositions that communicate or record specific
ideas or moods; students will use their experience and imagination
to improvise and practise creative movement to music. Related concepts: concerto, ensemble, instrumentation, lyrics, melody, pattern, score, silence. |
| Notation | The use of traditional and non-traditional notation to read, interpret and record compositions, and recreate compositions. Related concepts: dynamics, note values, octave, pitch, score, sheet music, stave, symbols. |
| Listening and appreciation | Identifying and describing various musical elements and concepts,
and learning to make personal musical decisions through both an
active and reflective process. Related concepts: ear training, improvisation, interpretation, melody, repertoire, rhythm, timbre. |
| Music in society | The role music plays in society and in diverse cultures, both
historical and contemporary. celebration, classical music, composers, dance, festivals, instruments, musical genres (folk music, jazz, popular music, reggae), notation. |
| Related concepts: While the key concepts have been identified, related concepts could provide further links to the transdisciplinary programme of inquiry or further understanding of the subject area. | |
| Music Strands from ‘Primary Years Programme - Making it Happen’, International Baccalaureate Organization 2007 | |