Music at Dr. J. C. Wickwire Academy
Understanding and Connecting
Contexts of Time, Place, and
Community
This third of the curriculum focuses on
developing the student’s respect and
awareness of music throughout the community
and the world. Students become aware of
reasons for people to make music, music
throughout history, and music around the world.
Perceiving and Responding
IN CLASS INSTRUCTION
Music is offered to each class at Doctor John C
Wickwire Academy for 30 minutes twice a week.
All music curriculum is divided into 3 categories:
1.Creating, Making, and Presenting
2.Understanding and Connecting Contexts of
Time, Place, and Community
3. Perceiving and Responding.
Creating, Making, and Presenting
This third of the curriculum is what parents
associate with music class. It is the singing of
songs and playing of instruments. It includes
assembly performances, Christmas concert, and
music festival. It is the practical application of
learning to read and speak the language of
music.
This third of the curriculum focuses on critical
listening skills, and informed decision making.
Students learn to analyze and discuss their
opinions in music. They make choices about
their own performances. They become
supportive and informed about music around
them, and respond to its value in respectful
ways. Performances are also important here,
particularly music festival, as it gives students
an opportunity to respond to live performances.
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ASSESSMENT
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Assessment mostly occurs in class, so attendance
in school is very important to a music student.
Students are assessed according to the outcomes,
so participation in activities and discussions is also
important. Rubrics, checklists, various music and
movement activities, and some paper and pencil
activities are used to determine student
understanding of concepts taught.
Instruments in Music Class
Doctor John C. Wickwire Academy has
a number of classroom instruments
that are appropriate for both Orff, and
Kodaly methods of music education.
They include various percussion
instruments, xylophones, recorders,
ukuleles and guitars. They are
introduced as they benefit student
understanding. Grade Primary and 1
focus on percussion instruments and
xylophones. Grade 3 adds recorder, as
students are introduced to more
complex melody and harmony
concepts. Chords are usually
introduced in grade 4-5, so ukulele and
guitar are valuable there. Students are
not expected to have previous
experience with these instruments
outside music class. Students are
expected to treat instruments with
respect, and use them with care. Also
keyboards will be used by some
grades to help with the outcomes
connected to technology. Please be
aware though, that instruments are the
technology of the music classroom, so
instrument playing also meets some
technology outcomes.
Specific Curriculum Outcomes, Grade 4
Creating, Making, Presenting
[ ]sing alone and with others, with emphasis on
expressive singing, phrasing, range, and more
complex textures including two- and three-part
rounds and canons
[ ]identify ways that the elements of music are
used to express thoughts, experiences, and
feelings in their own and others’ work
[ ] demonstrate an awareness of
rhythmic/melodic concepts, form, and texture
through language, movement, and performance
[ ] sightread simple melodies from traditional
notation with emphasis on stepwise movement
and dynamics
[ ]create and notate short musical works to
express musical thoughts and ideas with an
emphasis on question and answer phrases
[ ] improvise simple rhythmic variations and
simple melodic embellishments on familiar
melodies
[ ]use specific materials, techniques, and forms
to create, make, and present music
[ ] sing alone and with others, with emphasis on
expressive singing, reading, phrasing, range,
and more complex textures
[ ] participate in large- and small- ensemble
music making
Understanding,
connecting contexts of
time, place and community
Perceiving and Responding
[ ] demonstrate an awareness of places in their
community where they can learn about and
experience music, including music of other
cultures
[ ] use musical criteria to evaluate
performance of classroom repertoire, with
emphasis on melody and harmony
[ ]describe their music-making experiences in
their community
[ ] identify, describe, and compare instruments
from a variety of cultural and historical contexts
[ ] use their knowledge and experience to
respect and value the musical contributions of
cultural groups in their own community
[ ] explore the role music plays in the
indigenous cultures of Canada
[ ] explore the work of various composers and
musicians and their contribution to society, past
and present
[ ] explore a range of ways that music may be
used to reflect themes and ideas
[ ] explore and identify the relationship between
work/working environment and music, past and
Present
[ ] identify connections between music and
movement, including drama and dance
[ ] identify problems and possible solutions in
the music-making process
[ ]use knowledge of music elements to describe
the music they hear
[ ]demonstrate respect for others’ responses to
music
[ ]recognize common orchestral and keyboard
instruments by sight and sound
[ ] experiment with available
technologies while creating and making
music
[ ] explore the effects of changing technologies
on common instruments
[ ] investigate the source of ideas for the music
they listen to and make
[ ]explore their own musical work
in light of what they intended