Education and Early Childhood Learning

12-M-M1: The learner develops competencies for using tools and techniques to produce and represent sound and music in a variety of contexts by doing the following:

• Play, sing, produce, and/or reproduce sound and music to develop and refine technical skills and music artistry.
• Apply knowledge of sound-production tools and techniques appropriate to situated contexts (e.g., performing, improvising, composing, arranging, recording, sound editing, sampling).
• Select, encode, and decode music and sound (e.g., staff notation, expressive symbols and terms, graphic and digital representation, non-verbal cues, hand signs, gestures, rhythm syllables, invented notation) for making music in various contexts.
• Demonstrate conventions of group ensemble work, where appropriate.

12-M-M2: The learner develops skills listening competencies for making music by doing the following:

• Listen to make informed decisions and solve music challenges (e.g., related to performance practice, stylistically appropriate and characteristic tone, tuning, balance, and blend within an ensemble).
• Listen critically with discrimination and purpose to
  • situate and contextualize music (e.g., cultural/ideological/historical/social contexts, music style, genre, tradition, praxis)
  • support enjoyment and understanding of music
  • make and interpret music expressively and creatively
  • inform musical analysis, interpretation, appreciation, and evaluation
• Develop listening strategies (e.g., kinesthetic hearing, inner hearing, musical memory, playing/singing/composing by ear) for making and creating music.
• Listen critically to respond in artistic ways (e.g., in performance and interpretation, with aural cues and physical cues and gestures).

12-M-M3: The learner develops competencies for using elements of music in a variety of contexts by doing the following:

• Use musical elements to
  • make expressive, interpretive, and creative choices for music making
  • solve musical problems
  • communicate music practices, forms, styles, and genres
  • support musical growth
  • inform creative and critical thinking about music
• Select, adapt, manipulate, and combine music elements to communicate meaning and intent.
• Use music terminology to identify and describe how and why music elements are used.

12-M-CR1: The learner generates ideas from a variety of sources for creating music by doing the following:

• Draw inspiration from personal experiences and relevant sources (e.g., feelings, memories, imagination, observations, associations, cultural traditions, responses to current events, social, political, historical, and environmental issues, curriculum studies, experiences with music).
• Explore a wide range of resources and stimuli (e.g., motifs, riffs, music and music excerpts, technical challenges from existing repertoire, movement, images, sounds, stories, poetry, artifacts, technology, multimedia) to ignite ideas and questions.
• Consider other arts disciplines (dance, dramatic arts, media arts, visual arts) and other subject areas to inspire ideas.
• Experiment with diverse music elements, techniques, tools, language, and practices.
• Engage in collaborative idea generation (plus-ing*) as inspiration and fuel for moving ideas forward.

*Plus-ing: In collaborative idea generation, the act of accepting any idea or adding to it.

12-M-CR2: The learner experiments with, develops, and uses ideas for creating music by doing the following:

• Remain open to emerging, serendipitous ideas and inspiration.
• Engage in cycles of experimentation and idea generation to consider possibilities and test out and elaborate ideas.
• Integrate music elements, techniques, tools, forms, stylistic considerations, language, and practices.
• Define, analyze, and solve creative music challenges.
• Select, synthesize, and organize promising ideas, motifs, themes, and music elements to arrange, improvise, and compose, and for music production and creation.

12-M-CR3: The learner revises, refines, and shares music ideas and creative work by doing the following:

• Select and share music work in progress for ongoing feedback.
• Analyze, revise, rehearse, and refine music in response to critical self-reflection and feedback from others.
• Reconsider and/or confirm choices.
• Finalize and share music creation, composition, improvisation, and/or arrangement with communicative intent and audience in mind.
• Apply legal and ethical arts practices (e.g., related to copyright, intellectual property) when consuming, producing, and sharing music and other arts.

12-M-C1: The learner develops understandings about people and practices in music by doing the following:

• Explore a range of music works, forms, genres, styles, traditions, innovations, and performance practices from various times, places, social groups, and cultures (including First Nations, Métis, and Inuit).
• Investigate contributors to music from a range of contexts (e.g., musician, composer, arranger, advocate, educator, historian, critic).
• Engage with local, Manitoban, and Canadian contributors and contributions to music (e.g., music arts, groups, events, community and cultural resources, innovations) to expand learning opportunities.

12-M-C2: The learner develops understandings about the influence and impact of music by doing the following:

• Examine ways that music and music artists influence personal growth, identity, and relationships with others.
• Examine the impact of context (e.g., personal, social, cultural, political, economic, geographical, environmental, historical, technological) on music and music artists.
• Examine how music and music artists influence, comment on, question, and challenge social, political, and cultural discourse and identity.
• Explore how music and music artists influence and are influenced by other arts disciplines and subject areas.

12-M-C3: The learner develops understandings about the roles, purposes, and meanings of music by doing the following:

• Explore how music and music artists make and communicate meaning and create unique ways to know self and to perceive the world.
• Examine how music can be a means of sharing diverse viewpoints and of understanding the perspectives of others.
• Examine ways that music reflects, interprets, and records traditions, values, beliefs, issues, and events in society and culture.
• Analyze the multiple roles and purposes of music for individuals and society (e.g., celebration, persuasion, education, commemoration, entertainment, commentary, recreation, communal events, therapy, religious/artistic/cultural expression).
• Investigate leisure and/or career and other lifelong possibilities in music (e.g., musician, composer, producer, arranger, recording studio technician, teacher, critic, historian, anthropologist, therapist, volunteer, listener/viewer).

12-M-R1: The learner generates initial reactions to music experiences by doing the following:

• Suspend judgment and take time to deeply perceive music works and experiences before forming opinions, interpretations, and evaluations.
• Make personal connections to previous experiences with music and other art forms.
• Express first impressions (e.g., thoughts, feelings, intuitions, associations, questions, experiences, memories, stories, connections to other disciplines) evoked by music works and experiences as a starting point for critical analysis and reflection.

12-M-R2: The learner critically listens to, observes, and describes music experiences by doing the following:

• Discern details about music elements, forms, styles, gestures, and techniques to inform analysis, interpretation, judgment, and evaluation.
• Use music terminology to create rich, detailed observations (e.g., music elements, techniques, forms, motifs, structures, expressive and stylistic devices, genres, themes, patterns).
• Build common understandings and considering different noticings about music works and experiences.

12-M-R3: The learner analyzes and interprets music experiences by doing the following:

• Analyze how music elements and techniques function, relate, and are manipulated, organized, and used for artistic and creative purposes.
• Connect analysis evidence to initial reactions and personal associations to form interpretations about meaning and intent.
• Examine a range of interpretations to understand that unique perspectives and lenses (e.g., social, cultural, historical, political, disciplinary) affect interpretation and appreciation.
• Refine ideas and ignite new thinking through listening to others, critical dialogue, questioning, and research.
• Probe, explain, and challenge interpretations, preferences, and assumptions about meaning and quality.
• Generate and co-construct criteria to critically evaluate artistic quality and effectiveness.

12-M-R4: The learner applies new understandings about music to construct identity and to act in transformative ways by doing the following:

• Justify own interpretations, decisions, preferences, evaluations, and possible changes in previous thinking.
• Recognize and respect that individuals and groups may have different opinions, interpretations, preferences, and evaluations regarding music experiences.
• Make informed judgments and choices for independent decision-making, evaluation, and action.
• Formulate ideas, beliefs, and values about music, and demonstrate an understanding of how they inform a sense of being and agency in the world.
• Apply beliefs and understandings about music in purposeful, autonomous ways to inform a sense of being and agency in the world.
• Identify ways that music contributes to personal, social, cultural, and artistic identity.