Purpose
All children, young people and adults in our society have a relationship to music. Music is used in many different contexts; it has different functions and also different importance and meaning for each of us. Music embodies, expresses and presents moods, thoughts and feelings about all aspects of the way we are. Music is therefore a source of both self-awareness and interpersonal understanding across time, place and culture.
As a general education and art subject, the music subject shall give the pupils the grounds for experiencing, reflecting on, understanding and participating in musical expressions. As a creative subject, the music subject shall provide the foundation from which to develop creativity and creative powers so that the pupils are able to create musical expressions according to their skills and aptitudes.
The perception of music is unpredictable, but it is still informed. This is an acknowledge¬ment that the experience of music is not only intuitive, but rather that familiarity with music, knowledge about music, development of musical skills and reflection on music inform our perception of music, understood as both an aesthetic and existential experience. In working with music, the interaction between us and music is important, and in the music subject socialisation and interaction must be balanced with mastering in such a way that the pupils in all years will achieve quality in their performance of music at the level that they are on.
The music subject plays a key role in an adapted programme in an inclusive school. Through content and types of activity which aim to satisfy the pupils’ needs to express themselves and allow room for aesthetic experience, the subject may contribute to perception, empathy, expression and participation. Dance is a natural part of the music subject and contributes to diversity in the pupils’ musical forms of expression. The music subject addresses both musical diversity and a broad range of genres. Sami and Norwegian music, the folk music of other cultures, classical music and various forms of improvised and rhythmic music are part of the music subject.
One of the requirements for satisfying the aims of subject is that within all the main areas and over all the years, the pupil will work with a broad range of genres and music diversity. In this way, attitudes can be developed whereby the pupil will treat the many various musical expressions with openness and curiosity. In a multicultural society, the subject may contribute to positive formation of identity by promoting a sense of belonging in one's culture and cultural heritage, tolerance and respect for the culture of others and understanding of the importance of music as a cultural carrier and value creator locally, nationally and internationally. Music connects aesthetics and technology and will naturally also be included as part of the work done in other subjects with technology and design.
Cooperation with professional musicians and artists and cooperation between primary school and schools of music and the preforming arts will make it possible to experience artistic expressions of high quality, giving the pupils the opportunity to be co-creators in the work and presentation process. The musical background of the pupils and the music and dance competence they acquire outside school should be used in the subject where this is natural. The total competence in music and dance contributes to fulfilling the school's goal of developing creative, interacting and integrated individuals who are capable of realising themselves in ways that are beneficial for the individual and society.
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