In the Program of Studies, we find a statement which captures very well what I strive to accomplish in my music program: The sense of meaning in music can be developed by the students as performer, listener/evaluator/consumer/historian and composer.
Building on what they have learned about "high" vs. "low" pitch, Grade 1 students notated "high" and "low" pitches on a two-line staff notation. The task engages young budding musicians as "active listeners" during which they must analyze whether one pitch is higher or lower than the other before notating the music. Grade 2 students applied what they have learned about the four families of non-pitched instruments ---- wood, metal, membrane and "shake and scrape" ---- to tell the story Three Billy Goats Gruff. The task gives Grade 2 students a taste of what it is like to think and work like a composer as they make decisions around what instruments and how to use them to best represent the different characters in the story.
Performance is an important part of any music program and making music in the company of fellow musicians takes our "intentional listening" to a different level. On that note, Grade 3 students started to explore the barred instruments and learned various mallet techniques while Grade 4 students continued to build on their ensemble experience by performing multi-voiced texture. The experience of "performing" is extended to our extra-curricular activity during which Grade 3 and 4 students enjoy some choral singing. Our first practice took place on Tuesday and we had quite a turnout!
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