Education and Early Childhood Learning

Creativity in music is the ability to generate, imagine, develop, and transform ideas in order to invent, innovate, find solutions, or create music.

• Learners embrace ambiguity and are open to emerging and spontaneous ideas.
• Learners demonstrate curiosity, open-mindedness, flexibility, boldness, perseverance, and resilience.
• Learners generate ideas from a variety of sources (e.g., personal experiences, feelings, emotions, memories, observations, knowledge, current events, imagination, etc.) for creating music.
• Learners build on the ideas of others to create music.
• Learners experiment and develop ideas iteratively using music language (e.g., elements, terminology, techniques, tools, etc.).
• Learners evaluate, revise, refine, and share music in response to self-reflection or peer feedback.

Citizenship in music is linked to the ability to engage with cultural, social, political, environmental, and economic issues through artistic practices to facilitate of a more humanitarian and sustainable world.

• Learners address and reflect on complex issues (ecological, social, political, and economic) in the creation, interpretation, and appreciation of music.
• Learners recognize the impact of principles of equity, human rights, and social justice on artists and their work.
• Learners explore the interconnectedness among themselves, others, and the natural world through works and experiences in music.
• Learners examine how music influences, comments on, and challenges identity, social, political, and cultural discourses by examining diverse viewpoints, experiences, and world views.
• Learners value other cultures, languages, and beliefs, and cultivate empathy, respect, inclusion, and compassion in order to navigate and negotiate the complexities of the contemporary world through musical experiences. 
• Learners realize their potential through their artistic contributions.
• Learners engage with the arts community (e.g., artists, events, demonstrations, organizations, associations, community resources, innovations, etc.) and propose equitable solutions for the well-being of self, others, and the natural world.
• Learners apply ethical practices (e.g., copyright, intellectual property, etc.) to the creation, sharing, and consumption of music.

Connection to self in music includes the development of one’s identity, physical and spiritual well-being, resilience, autonomy, confidence, and perseverance. Practising music helps learners transform and develop, and it increases their self-esteem, motivation, and sense of belonging.

• Learners identify what contributes to their well-being in order to understand themselves better and to recognize their interests, values, strengths, challenges, and needs.
• Learners learn about the factors that shape their identity through musical experiences.
• Learners self-regulate, self-evaluate, and reflect on the musical experience to improve themselves.
• Learners set and pursue artistic goals for their learning in music, their well-being, and their future.
• Learners adapt to new experiences and renew their perception of self and the world with hope and perseverance.
• Learners recognize their role and the ways in which music shapes personal, cultural, and artistic identities and enhances life, learning, leisure, and work.

Collaboration in music is about learning from each other and working together toward a common goal to co-construct meaning using artistic language and processes related to music.

• Learners recognize and respect that others may have different perspectives, ideas, interpretations, and opinions about musical experiences.
• Learners understand that drawing on others’ ideas can enrich their learning in music and deepen their thinking.
• Learners share their ideas and perspectives while valuing those of others.
• Learners apply the conventions of artistic performance (e.g., concerts, musical ensembles, etc.) by practising active listening.
• Learners give and accept feedback on their ideas and those of others.
• Learners share responsibilities and occupy various roles within a team.
• Learners engage with the community (e.g., artists, events, organizations, associations, community resources, etc.) to develop learning opportunities in music.
• Learners engage in the collective purpose or common goal while co-constructing music works and experiences with peers.

Communication in music is based on interaction with others or with a piece of music, enabling one to express or interpret messages, ideas, or emotions, and to respond to them using artistic languages and processes.

• Learners use musical language (e.g., elements, terminology, techniques, tools, etc.) to communicate ideas.
• Learners use various modes (e.g., oral, visual, sound/audio, media, gestural, symbolic, tactile, and spatial) and tools (ICT, digital, etc.) according to the learning context.
• Learners recognize the impact of their contributions to music on the development of their identity and relationships.
• Learners determine the artistic intent of a piece, taking into account the context and target audience.
• Learners seek to understand the messages in their music experiences through observation, active listening, questioning, and reflection.
• Learners examine and understand the ways in which music can communicate aspects of the person, culture, history, traditions, values, issues, and events.
• Learners deeply engage the body, senses, and imagination to express and communicate thoughts and feelings through music language.
• Learners make connections and build relationships through music experiences.
• Learners recognize the communicative power of music in building community.