Music as Creative Practice

Last week, I shared with you the program overview from the Music Program of Study in Alberta: "Music education should begin at an early age and should continue to encourage creative expression through performance, listening and composition." 

As the first step to expressing themselves through composition, Kindergarten students explored different non-pitched instruments ---- wood family, metal family, shake and scrape family, and membrane family ---- and listened for the various timbres.  Grade 1 students took it a step further by creating a soundscape for the story Midnight Fright, hence, engaging in their learning as "composers" of music.

Grade 2 students explored creative expression by choreographing the song I Hear an Owl and added dynamic contrasts to the poem In a dark, dark wood.   They also explored 2-beat time and conducted the duple time as they walked to the beat.

Grade 3 and 4 students also choreographed the songs they were singing and continued to master the performance of multi-voiced texture.  Through the performance of these multi-voiced textures, they experienced what it is like to perform in an ensemble where different instrumentalists may be playing different rhythmic and melodic materials simultaneously. 

Listeners of Music

"Music education should begin at an early age and should continue to encourage creative expression through performance, listening and composition."  This preamble taken from the Alberta music program of study sums up beautifully what I believe is important in my music program.  Students have plenty of opportunities to engage in their learning as performers, listeners and composers.

Let me share with you one example of how students become "listeners" and "evaluators" of music:
Last week, K - Grade 2 students listened to In the Hall of the Mountain King. During this directed listening activity, they focused on the change in dynamics and the phrase structures and experienced this change through physical movement. 

Grade 3 and 4 students took this a step further:  they applied what they know about dynamics to the performance of chants and songs.  They understand how the change in dynamics affect the overall expression of the piece.  During this process, they had to make musical decisions as to what would be the appropriate dynamic marking for the texts.  Through these directed listening activities, students develop a deeper sense of the meaning of music.

Singing High, Singing Low

Last week, Kindergarten students experienced the concept of high vs. low range in music as they responded to the different ranges through movement.  Grade 1 and 2 students explored the four families of non-pitched instruments ---- wood, metal, shake and scrape, and membrane families.  They will be applying their knowledge of non-pitched instruments to create a soundscape.  Grade 3 and 4 students performed multi-voiced textures through chanting, singing and instrumental playing.  They will continue to consolidate the skill over the next few months.