Suggested Learning Outcomes for Music Programmes
This chart presents the learning outcomes from Into Music 1-3. Links to the music strands of The Arts in the New Zealand Curriculum are
shown in brackets. The learning outcomes are intended to be used over a period of time as part of a planned, sequential programme. More
specific outcomes may need to be written to suit the context of a particular unit of work.
Into Music 1
Into Music 2
Into Music 3
Curriculum levels 1–2
Curriculum levels 2–3
Curriculum levels 3–5
Through listening, students will develop the
ability to:
 identify and describe sounds (PK)
 identify and respond to changes in music
(PK)
 identify, describe, and respond to musical
elements (PK)
 describe the features of music from different
contexts (PK, UC)
 share personal responses to live and
recorded music. (PK, UC, CI)
Through listening, students will develop the
ability to:
Through listening, students will develop the
ability to:
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Through singing, students will develop the
ability to:
 use the full range of the voice to explore
pitch (PK)
 use the voice to echo or create simple
chants and melodies (PK, DI)
 sing songs for particular purposes (PK, CI,
UC)
 sing rhythmically (PK)
 sing with expression (CI, UC)
 sing in tune. (PK)
identify, describe, and respond to contrasts
within musical elements (PK)
describe how musical elements are used to
create particular moods and effects (PK, CI)
identify and describe the characteristics and
purposes of music from different contexts
(PK, UC)
identify and describe the characteristics of
different styles of music (PK, UC)
share and explain personal responses to
live and recorded music. (PK, UC, CI)
Through singing, students will develop the
ability to:
 use the voice to echo or create chants and
melodies (PK, DI)
 sing rhythmically (PK)
 sing with expression (CI, UC)
 sing in tune (PK)
 sing in harmony (PK, DI)
 sing in a variety of styles (PK, CI, UC)
 rehearse and perform songs for particular
purposes. (PK, CI, UC)
Suggested Learning Outcomes
Accessed from Te Kete Ipurangi | The Arts Ngā Toi Materials | Into Music 3 http://www.tki.org.nz/r/arts/music/intomusic/
©New Zealand Ministry of Education 2005
identify and describe a range of patterns,
effects, sound qualities, and structural
devices (PK)
 transcribe music by ear and by using
instruments and technologies (PK)
 identify and describe the characteristics and
purposes of music from different contexts
(UC, PK)
 identify and compare the characteristics of
different musical styles and genres (UC,
PK)
 share and explain personal responses to,
and evaluations of, live and recorded music.
(CI, UC)
Through singing, students will develop the
ability to:
 use the voice to develop and express
musical ideas (PK, DI)
 sing rhythmically (PK)
 sing in tune (PK)
 sing expressively in a variety of styles (CI,
UC)
 sing in harmony (PK, CI)
 sing from memory (PK)
 sing from notation (PK)
 rehearse and perform songs and evaluate
the performance. (CI, UC)
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Through playing, students will develop the
ability to:
 use suitable playing techniques with basic
percussion instruments (tuned and untuned)
(PK, CI)
 play in time with the beat (PK)
 imitate and repeat simple rhythmic or
melodic patterns (PK, DI)
 improvise simple rhythmic or melodic
patterns over a beat (PK, DI)
 read and play from a graphic score (PK, CI)
 read and play simple rhythmic notation (PK)
 play familiar phrases and tunes by ear. (PK)
Through playing, students will develop the
ability to:
 use suitable playing techniques with a range
of instruments (PK, CI)
 play in time with the beat, responding to
accent and metre (PK)
 improvise melodies and rhythms (PK, DI)
 read and play from a graphic score (PK, CI)
 read and play from conventional notation
(PK)
 play familiar phrases and tunes by ear. (PK)
Through creating and representing music,
students will develop the ability to:
 explore sounds and improvise with them to
create an effect (PK, DI)
 create soundscapes in response to different
sources of motivation (PK, DI, UC)
 share ideas about their compositions, using
appropriate vocabulary (PK, CI)
 use graphic symbols to represent sounds
(PK, CI)
 represent soundscapes as simple graphic
scores. (PK, DI)
Through creating and representing music,
students will develop the ability to:
 explore sounds and musical ideas and
improvise with them to create moods and
effects (PK, DI)
 create soundscapes, using repetition and
contrast (PK, DI, UC)
 present and discuss their compositions,
using appropriate vocabulary (PK, CI)
 use graphic and conventional notation to
represent sounds and musical ideas (PK,
CI)
 represent soundscapes as graphic scores.
(PK, DI)
Through playing, students will develop the
ability to:
 use appropriate playing techniques with a
range of instruments (PK, CI)
 use available technologies to support
playing experiences (PK)
 play in time with the beat, responding to
accent and metre (PK)
 play familiar music by ear (PK)
 read and play from a range of notations
(PK, CI)
 play and improvise in groups, with an
awareness of ensemble (PK, CI)
 play expressively in a variety of styles (DI,
CI, UC)
 rehearse and perform music and evaluate
performances. (CI, UC)
Through creating and representing music,
students will develop the ability to:
 experiment with sounds and musical ideas
and improvise with them to create moods,
patterns, and effects (PK, DI)
 create simple musical pieces using
structural devices (PK, DI)
 use appropriate notation to represent
musical ideas and compositions (PK, CI)
 present, discuss, and evaluate their
compositions using appropriate vocabulary.
(PK, CI)
PK: Developing Practical Knowledge in the Arts
DI: Developing Ideas in the Arts
CI: Communicating and Interpreting in the Arts
UC: Understanding the Arts in Context
Suggested Learning Outcomes
Accessed from Te Kete Ipurangi | The Arts Ngā Toi Materials | Into Music 3 http://www.tki.org.nz/r/arts/music/intomusic/
©New Zealand Ministry of Education 2005
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