Curriculum for music (MUS1-01)

Gjelder fra: 2006-08-01T00:00:00 +2

Gjelder til: 2021-07-31T00:00:00 +2

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.

Main subject areas

The subject has been structured into main subject areas with competence aims.

The main subject areas are complementary and should be viewed in relation to one another. Goal attainment in one area thus also develops competence in the other areas.

Music has competence objectives after years 2, 4, 7 and 10 in primary and lower secondary school.

Overview of the main subject areas:

Years	Main subject areas
1-10	Playing music	Composing	Listening

Playing music

The main area playing music refers to the experience of music, understood as both an aesthetic and existential experience. This main area comprises practical activities – singing, playing various instruments and dancing – within different musical genres and expressions in all years. This means applying the basic elements of music (beat, rhythm, tempo, sound, melody, dynamics, harmony and form), training in musical memory and performance skills and music orientation in practice. Important elements in this main area are practice, musical communication, playing music together, interaction and presentation.

Composing

The main area composing refers to the experience of music and creation of music and also refers to creative work with music and dance with varied expressions. This includes exploring and experimenting with the basic elements of music, exploring voice, combining musical sequences in sound and movement and creating personal musical expressions. This means applying the basic elements of music in various ways, training musical memory and performance skills and training in music communication and presentation. Different music instruments and digital tools will be applied to create music and to record and process audio and music into one’s own compositions. Composing also includes music orientation and reflection on music and musical experiences.

Listening

The main area listening refers to musical experience and reflection. The ability to listen is a fundamental part of both the experience of music and personal performance, alone and when playing with others. In a society with a surfeit of sound and music the listener needs to have a discerning ear and critical abilities. The main area refers to the development of sensitivity to the basic elements of music and various use of these as well as knowledge about and familiarity with different forms of music. This includes working with children's song culture, Sami music and folk music, classical music, improvisation and rhythmic music. Musical diversity and a wide range of genres which include the main characteristics and strains of the various musical genres thus constitute the core of this main area in all years. Music orientation is also part of the knowledge base in this main area, comprising both music-theory topic areas and music-sociology topic areas in connection with the use and function of music in different societies, past and present. Thus, the main area listening to music contributes to giving depth and perspective to the work involved in playing music and composing, and the main areas in the music subject complement each other in a dynamic whole, where goal attainment in one area also develops the competence in another area.

Teaching hours

Teaching hours are given in 60-minute units:

Primary school

Years 1–7: 285 hours

Lower secondary school

Years 8–10: 83 hours (85 hours for those who complete Year 10 in the spring of 2014)

Basic skills

Basic skills are integrated in the competence aims where they contribute to developing the competence in the subject while also being part of this competence. In music, the basic skills are understood as follows:

Oral skills in music refer to singing, composing by experimenting with the voice and playing music together and vocal performance. This skill also refers to being able to put into words what is heard and what one wishes to express and present of one’s own personal music experiences of and reflections on music as a phenomenon.

Being able to write in music means using various forms of notation. This is a necessary tool, serving as support in musical sequences, as part of improvisation and listening exercises and as part of the ability to note down and preserve one’s own compositions in music and dance. Writing is also used to experiment with language rhymes, rhythm and sound, to present musical experiences, ideas and form expressions, and to reflect on knowledge in the subject.

Being able to read in music refers to being able to interpret and understand different musical expressions, symbols, signs and forms of notation. The ability to concentrate over time is an important requirement for reading, and through listening to and playing music, and interpreting musical expressions and symbols, the music subject gives important contributions to this. Reading texts will be an important foundation on which to build one's own compositions and as a source of reflection.

Numeracy in music refers to becoming familiar with the basic elements of music and different musical patterns, variations and forms, and to calculating time and space in musical and bodily expressions. Through recognition and application of the basic elements of music, understanding is developed on how different patterns and structures characterise artistic and musical expressions.

Digital literacy in music refers to developing music-technology competence connected to listening, playing music and composing. Part of the music subject involves the use of recording equipment and music software to assemble and manipulate audio in one’s own compositions. This also includes knowledge on how to critically judge sources and knowledge about copyrights for such use of music.