Education and Early Childhood Learning

5-M-M1: The learner develops skills for singing, playing, improvising, and moving.

The learner is able to do the following:

• Sing and/or play in tune, with increasing control and accuracy, a sense of phrasing, and musical expression, while maintaining own part within an ensemble.
• Demonstrate an understanding of balance and blend in an ensemble.
• Perform parts accurately within the beat in an ensemble.
• Demonstrate correct posture, playing position, breath control, articulation, diction, intonation, and appropriate technique and control of instrument or voice.
• Demonstrate an understanding of and facility with a variety of tools for improvising simple melodies and instrumental pieces.
• Use movement to explore music concepts, enhance music making, and express ideas.
• Demonstrate appropriate interpersonal skills for making music collectively.

5-M-M2: The learner develops skills for making music through aural, written, and visual music systems.

The learner is able to do the following:

• Play and/or sing by ear, reproducing melodies, rhythms, accompaniments, and harmonies with increasing accuracy, complexity, and expression.
• Read, write, and perform from music notation, as required for playing and/or singing a variety of repertoire.
• Use standard and invented rhythmic and melodic notation and expressive symbols and terms to record own and others’ musical ideas.
• Respond appropriately to non-verbal cues and gestures when making music.

5-M-M3: The learner develops competencies for using elements of music in a variety of contexts.

The learner is able to do the following:

• Rhythm
  • Perform and demonstrate an understanding of a variety of metric concepts (e.g., simple, compound, duple, triple, quadruple, irregular, and mixed metres).
  • Perform rhythmic patterns accurately, based on combinations of known durations.
• Melody
  • Describe and perform increasingly complex melodies.
  • Demonstrate an understanding of melodic design (e.g., home tone, step-wise motion, skips and leaps, octaves, melodic contour), as appropriate to classroom repertoire.
  • Demonstrate the understanding that melodies are created from a particular set of tones (modes).
  • Demonstrate the understanding that melodic relationships can be transposed to different tonal centres.
  • Distinguish between major and minor tonalities.
• Texture and Harmony - Identify and demonstrate various ways of layering sounds to create texture and harmony (e.g., homophonic and polyphonic music; two-, three-, and four-part harmony; various harmonic progressions; non-pitched music).
• Expression - Use and identify grade-appropriate elements of musical expression.
• Timbre
  • Identify, describe, and classify a wide variety of sounds from natural and constructed environments (e.g., instruments used by various cultures in Manitoba and countries around the world, orchestral instruments, electronic instruments, and sound sources).
  • Demonstrate an understanding of the appropriate use of changing male and female voices in music.
• Form - Use, identify, and describe grade-appropriate musical forms.

5-M-M4: The learner develops listening competencies for making music.

The learner is able to do the following:

• Listen with discrimination and purpose to
  • understand various cultural/historical/social contexts, music styles, genres, traditions, and so on
  • support enjoyment and understanding of music
  • make and interpret music expressively and creatively
  • inform music 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 to make informed decisions and solve music challenges.

5-M-CR1: The learner generates ideas for creating music using a variety of sources.

The learner is able to do the following:

• Draw inspiration from personal experiences and relevant (e.g., feelings; memories; imagination; observations; associations; cultural traditions; responses to current events; social, political, historical, and environmental issues).
• Consider other arts disciplines (dance, dramatic arts, media arts, visual arts) and other subject areas to inspire and trigger ideas for musical creation.
• Generate ideas from sound exploration and improvisation.
• Engage in collaborative brainstorming and idea generation as inspiration for musical creation.
• Explore and collect a variety of resources (e.g., motifs, riffs, music and music excerpts, technical challenges from existing repertoire, music and music excerpts, movement, images, sound, stories, poetry, artifacts, technology, multimedia) as a starting point for music creation and to ignite ideas for music creation.

5-M-CR2: The learner experiments with, develops, and uses ideas for creating music.

The learner is able to do the following:

• Experiment with sounds and music to test and elaborate ideas.
• Select, organize, and use a combination of ideas, elements, and techniques for composing and arranging musical pieces (e.g., select, refine, and organize motifs; choose form, dynamics, tempo, articulation).
• Use a variety of compositional tools (e.g., variety, repetition, tension and release, transition) in own music compositions.
• Recognize serendipitous discoveries and incorporate them into own music-making process, as appropriate.
• Develop and extend musical ideas individually and in collaboration with others.

5-M-CR3: The learner revises, refines, and shares music ideas and creative work.

The learner is able to do the following:

• Select and share music work in progress to inform revisions.
• Analyze, revise, and refine in response to critical self-reflection and feedback from others.
• Make appropriate decisions as to whether own work is “finished.”
• Select, present, and share own musical ideas, compositions, and interpretations with others through performances, composition portfolios, and/or sound/video recordings.
• Apply legal and ethical arts practices (e.g., related to copyright, intellectual property) when consuming, producing, and sharing music.

5-M-C1: The learner experiences and develops an awareness of people and practices from various times, places, social groups, and cultures.

The learner is able to do the following:

• Identify, describe, and compare music experienced from different times, places, social groups, and cultures (include music from past and present and from global, Canadian, and Manitoban cultures, including First Nations, Métis, and Inuit).
• Identify, share, and discuss examples of music experienced through live performances and through various media.
• Demonstrate an awareness of the contributions of a variety of composers and musicians from own community, Manitoba, Canada, and various global contexts.

5-M-C2: The learner experiences and develops an awareness of a variety of music genres, styles, and traditions.

The learner is able to do the following:

• Identify and characterize a variety of music genres and styles.
• Demonstrate an awareness of general characteristics of music within groups (e.g., cultural, social, historical contexts).
• Describe and compare qualities of different art forms (e.g., dance, dramatic arts, literary arts, music, visual arts) within similar social, cultural, or historical groups.

5-M-C3: The learner demonstrates an understanding of the roles, purposes, and meanings of music in the lives of individuals and in communities.

The learner is able to do the following:

• Demonstrate an understanding of the multiple roles and purposes of music in society (e.g., for enjoyment, persuasion, social commentary, mood creation, spiritual experience, dancing).
• Examine and explain own purposes for making music.
• Demonstrate an awareness of the intended meanings and/or purposes of music encountered in own performance and listening experiences.
• Demonstrate an appreciation of music as a means of experiencing the world and understanding the perspectives of others.
• Demonstrate an understanding of ways in which music reflects, influences, and shapes issues and events, as well as traditions, values, beliefs, and identities of individuals and groups.
• Demonstrate an awareness of the impact of context on musicians and their music (e.g., consider personal, social, cultural, geographical/ environmental, historical contexts).
• Demonstrate behaviours and attitudes appropriate for performers and audience members in a variety of music settings and contexts.
• Describe a variety of music-related careers.

5-M-R1: The learner generates initial reactions to music experiences.

The learner is able to do the following:

• Take time to perceive music experiences before sharing opinions and making judgments.
• Make personal connections to previous experiences with music and other art forms.
• Express first impression of own and others’ music (e.g., thoughts, feelings, intuition, associations, questions, experiences, memories, stories, connections to other disciplines).

5-M-R2: The learner listens to, observes, and describes music experiences.

The learner is able to do the following:

• Discern details and listen for music elements (e.g., melody, rhythm, tempo, dynamics, pitch, timbre, harmony, texture).
• Use appropriate music terminology to observe and describe music experiences.
• Recognize different noticings and build common understanding about music.

5-M-R3: The learner analyzes and interprets music experiences.

The learner is able to do the following:

• Analyze how music elements are related, organized, and used to communicate meaning.
• Share and justify interpretations of own and others’ music.
• Examine others’ interpretations to understand diverse perspectives and inform new thinking about music.
• Co-construct criteria to critically analyze and evaluate music works, performances, and experiences.

5-M-R4: The learner constructs meaning and applies new understandings from music experiences.

The learner is able to do the following:

• Justify own preferences, ideas, interpretations, decisions, and evaluations about music.
• Recognize and respect that individuals and groups may have different preferences, ideas, interpretations, opinions, and evaluations about music.
• Make informed judgments and choices for decision-making and evaluation.
• Identify ways that music contributes to personal, social, cultural, and artistic identity.