| Division: Junior |
Subject: Arts |
Strand: Music |
Overall Expectations
| Grade 4 |
Grade 5 |
Grade 6 |
- C1. Creating and Performing: apply the creative process (see pages 19–22) to create and perform music for a variety of purposes, using the elements and techniques of music;
- C2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28) to communicate their feelings, ideas, and understandings in response to a variety of music and musical experiences;
- C3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of musical genres and styles from the past and present, and their sociocultural and historical contexts.
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- C1. Creating and Performing: apply the creative process (see pages 19–22) to create and for a variety of purposes, using the elements and techniques of music;
- C2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages communicate their feelings, ideas, and understandings in response to a variety of music experiences;
- C3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of and styles from the past and present, and their sociocultural and historical contexts.
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- C1. Creating and Performing: apply the creative process (see pages 19–22) to create and perform music for a variet
- C2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28) to communicate their feelings, ideas, and understandings in response to a variety of music and musical experiences;
- C3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of musical genres and styles from the past and present, and their sociocultural and historical contexts.
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Virtues & Themes: Possible Connections
Theological Virtue: Hope
Hope is about trusting in God’s promises, no matter what the obstacles. |
Hope is something to be lived and celebrated. We can create beautiful worksthat reflect our hope in God's promises. This is true in music, especially sacred music. We can compose songs with hope-filled themes. We can ask students to perform them and invite classmates to communicate their feelings, ideas and understandings in response to them. We can help students to compare their own works to pieces from styles and traditions past and present, to help them better understand the contexts in which they were written, and the influence of hope on their composition. |
Cardinal Virtue: Justice
Justice is about seeking what is good in every situation and living in right relationship with God and neighbour. |
Music often celebrates what is good in our societies and in our relationships with God and neighbour. Understanding a composition's socio-cultural context helps us understand how God has inspired people to seek what is good and celebrate it in music. Many folk songs celebrate justice themes that reflect the good that people wish to see as the foundation of a world built on love of God and neighbour. |
Catholic Character Theme: Compassion
A compassionate person feels another person’s pain and opens their heart to that person’s needs. Our true character is expressed when we show compassion for one another. |
Gospel stories of compassion (The Parable of the Good Samaritan [Luke 10: 25-37], Jesus raises a widow’s dead son [Luke 7:12 15], Jesus heals blind men [Matt 20: 29-34]) could be dramatized and accompanied by compositions that reflect the changing mood throughout the scene. Through the process of working with a specific example of Jesus feeling a person’s pain and opening his heart to their sadness, students will be better prepared to show compassion for one another. |
Catholic Character Theme: Solidarity
As disciples of Jesus, we are called to solidarity with all persons both near and far away. In Solidarity, we bear one another’s burdens and defend one another’s dignity as children of God. |
Learning about the musical styles and traditions of the Jewish culture would give some historical context to today’s Catholic rituals and traditions. Listening to and recreating the music of Jesus’ day would help to develop an appreciation for a society outside of our Catholic school community. Individuals are better equipped to defend one another’s dignity if they have some familiarity with them. |
Support Resources
| Journey Activities |
| Grade 4 |
Grade 5 |
Grade 6 |
| CGE2b – reads, understands and uses written materials effectively |
CGE2a – listens actively and critically to understand and learn in light of gospel values
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CGE4f – applies effective communication, decision-making, problem-solving, time and resource mgmt skills
CGE5c – develops one’s God-given potential and makes a meaningful contribution to society |
Students will:
- Learn to name the notes with the 7 letters of the alphabet. ( EGBDF ) (FACE)
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Students will:
- Critique the two opposing song lyrics
(i.e., friendship and loneliness).
- Bring in, listen to songs that deal with happiness and love.
- Form groups to write and perform (sing) their versions of happiness and love for their friends and families.
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Students will:
- Sing familiar songs (E.g., Clementine, Take me Out to the Ball Game, I’ve been working on the Railroad) using various loud and soft patterns, as well as faster and slower patterns changes.
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Curriculum Frameworks
http://www.eoccc.org/onlinefw/onlineframeworks.html |
Grade 3-4
Framework 1. Theme: Community and the Common Good
Framework 2. Theme: Peace
Framework 3. Theme: Mystery, Wonder and Awe
Framework 4. Theme: Stewardship for Creation
Framework 5. Theme: Love and Justice
Framework 6. Theme: Hope
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Grade 4
Framework 1. Theme: Love and Justice
Framework 3. Theme: Mystery, Wonder and Awe
Framework 4. Theme: Stewardship for Creation
Framework 5. Theme: Human Rights and Responsibilities
Framework 6. Theme: Dignity of Work and Service
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Grade 4-5
Framework 1. Theme: Mystery, Wonder and Awe
Framework 2. Theme: Community and the Common Good
Framework 3. Theme: Peace
Framework 4. Theme: Dignity of the Person
Framework 5. Theme: Human Rights and Responsibilities
Framework 6. Theme: Stewardship for Creation
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Grade 5
Framework 1. Theme: Peace
Framework 2. Theme: Dignity of Work and Service
Framework 3. Theme: Mystery, Wonder and Awe
Framework 4. Theme: Human Rights and Responsibilities
Framework 5. Theme: Stewardship for Creation
Framework 6. Theme: Community and the Common Good
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Grade 5-6
Framework 1. Theme: Dignity of the Human Person
Framework 2. Theme: Human Rights and Responsibilities
Framework 3. Theme: Community and the Common Good
Framework 4. Theme: Stewardship for Creation
Framework 5. Theme: Mystery, Wonder and Awe
Framework 6. Theme: Dignity of Work and Service |
Grade 6
Framework 1. Theme: Mystery, Wonder and Awe
Framework 2. Theme: Dignity of Work and Service
Framework 3. Theme: Community and the Common Good
Framework 4. Theme: Human Rights and Responsibilities
Framework 5. Theme: Stewardship for Creation
Framework 6. Theme: Dignity of Human Person
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