PYP Scope & Sequence

MUSIC
 PHASE PYP LEARNING OUTCOMES - RESPONDING EVIDENCE OF STUDENT LEARNING
PHASE 1 (ELC & Kindergarten)

Learners use voice to imitate sounds and learn songs Demonstrate the four voices: talking, singing, whispering, shouting.
Echo simple vocal melodies

Share songs from home country / culture with the class either through
Learners bring music from home to share. singing or sharing music from home.

Sing and speak softly and loudly, slowly and quickly

We enjoy and
Demonstrate steady beat, both macro and micro.
Learners describe the differences in music Show awareness that sounds can be different and that they can
experience different
change.
forms of art.
Demonstrate micro and macro steady beat through movement.
Learners move their bodies to express the mood of the
Use ribbons, scarves and other props to help them move their bodies
The art is a means of music. in response to music.

communication and
Learners describe how music makes them feel Respond to different styles of music both verbally and in writing.
expression.
Make different sounds on classroom instruments and verbalize
differences.
Learners distinguish the sounds of different instruments in
People share art with Play classroom instruments (i.e. rhythm sticks, bells, body percussion,
music. found instruments) in response to modeled examples.
others. Distinguish between a range of musical sounds.

Explore a range of sounds they can create or use in response to a

We express our Learners listen to music and create their own work in story, nursery rhyme, or song (e.g. environmental sounds, found
response. sound, body percussion, instruments, voice).
responses to artwork Illustrate musical concepts through the use of lines and/or colour.

in a variety of ways. Use stories, pictures, movement, etc. to communicate personal

thoughts, images and feelings
Learners express their responses to music in multiple ways
Demonstrate willingness to share their responses to music
We reflect on our (drawings, games, songs, dance, oral discussion). experiences (e.g. with a partner, in small group or whole class
discussion)
artwork and the work
Learners explore body and untuned percussion instrument
of others. Play percussion softly and loudly as instructed.
sounds.
Discuss a variety of reasons people make music in families and
Learners recognize different sources of music in daily life . communities (e.g. seasonal, celebratory).

Learners recognize that sound can be notated in a variety of

Follow simple musical instructions that are pictorially represented.
ways.
 PHASE PYP LEARNING OUTCOMES - RESPONDING EVIDENCE OF STUDENT LEARNING
PHASE 2 (Grade 1 & Grade 2)

We are receptive to Sing in unison and alone, songs from Mozambique and various
Learners sing individually and in unison. cultures, times, themes and places.
art practices and
artworks from
Learners recognize music from a basic range of cultures and
Identify music from different cultures by use of instruments.
different cultures, styles.
places and times
(including our own). Use a variety of mediums (e.g. dance, drawing, poetry,
Learners express their responses to music from different
narration) to express a response to music from different
cultures and styles. cultures and styles.
People make
meaning through the Learners create a musical composition to match the mood
Create a soundscape which matches the mood of a visual
of a visual image (for example, paintings, photographs, image
use of symbols.
film).

People communicate Learners explore individually or collectively a musical Listen to and discuss compositions such as Peter and the Wolf,
ideas, feelings and response to a narrated story. Scheherazade & Carnival of the Animals.

experiences through
the arts. Play vocabulary games to increase music vocabulary and
Learners reflect on and communicate their reactions to facilitate effective communication during analysis activities
music using musical vocabulary. Write reflective journal pieces (when able) in response to
We can reflect on observations of musical performances.

and learn from the Improvise simple melodic patterns on mallet percussion,
different stages of Learners record and share the stages of the process of keyboard or computer and explains process to peers.
creating a composition. Create individual compositions and share the process with
creating. increased detail and use of music vocabulary

There is a
Observe performances of different genres and cultures and
relationship between Learners share performances with each other and give analyze and share responses to the performance.
constructive criticism. Present individual or group performances for peers and share
the artist and the responses to performances.
audience.
 PHASE PYP LEARNING OUTCOMES - RESPONDING EVIDENCE OF STUDENT LEARNING
PHASE 3 (Grade 3 & Grade 4)

Sing melodies in one and a half octaves (e.g. D above middle C to F in

the next octave)
Learners sing with accuracy and control focusing awareness Use singing skills to change pitch and melodic direction accurately in
on the musical elements. response to cues (e.g.. signals, symbols)
When experiencing Maintain a melody or repeated melodic phrase in a simple texture
(e.g.. rounds, canons, partner songs, melodic ostinati).
arts, we make
Maintain a melodic or rhythmic part in a simple texture (e.g. rounds,
connections between Learners sing partner songs. canons, partner songs, ostinati).
different cultures,
places and times. Learners discuss music that relates to social issues and/or Shows awareness of artists' purpose when writing songs about social
values. issues (e.g. Knaan, Michael Jackson).

Compare music from a variety of historical and cultural contexts,

People explore focusing on: choice of voices and instruments, themes, purposes and
functions, relationship with other art forms (e.g. movement and
issues, beliefs and Learners compare aspects of music from different times dance, stories, drama)
values through arts. and places. Describe sounds and music in their school and community (e.g.
environmental sounds, live music, recorded music in a range of
media).
Music instruments from all over the world (videos) to start discussion
There are different
kinds of audiences Move to the rhythm of music
Learners create and perform a movement sequence
Learn movement routines to go with songs
responding to accompanied by music that they have created. Compose short pieces displaying a sense of musical form.
different arts.
Listen critically to both their own and others compositions and
Learners share and compare their experiences as audience performances
members at various performances. Demonstrate respect for the thoughts and feelings expressed by
We use what we others.
know to interpret Learners describe the process used to create their own Demonstrate respect for the contributions of others
arts and deepen our music and compare it with others, in order to improve their Explain their choices in elements of rhythm, melody and expression in
The singing and playing of own compositions.
understanding of compositions.
ourselves and the Learners analyze different compositions describing how the Offer constructive criticism to others about compositions and
musical elements enhance the message. performances.
world around us.

Learners reflect upon how their music expresses their

Journal reflections on compositions.
personal voice and the impact it has on others.
 PHASE PYP LEARNING OUTCOMES - RESPONDING EVIDENCE OF STUDENT LEARNING
PHASE 4 (Grade 5)

Accurately sing a unison song in an ensemble while maintaining

intonation
Sing or play a familiar melody independently
Learners sing individually and in harmony. Demonstrate the ability to maintain their own vocal or instrumental
part while performing simple textures from classroom repertoire (e.g.
partner songs, canons, rounds, descant, ostinato).
Through exploring
arts across cultures,
places and times we
Learners explain the role and relevance of music in their Bring songs from home, from their own cultural background, or songs
can appreciate that own culture, its uses and associations through place and that are popular for their age and analyze lyrics, to discover the
relevance and significance of the music to their own culture.
people innovate. time.

People communicate
across cultures, Identify distinguishing features of music from specific historical,
cultural and social contexts represented in classroom repertoire (e.g.
places and times Learners interpret and explain the cultural and/or historical
form, timbre, texture, rhythm, subject matter or themes, purpose of
perspectives of a musical composition. the music [i.e. to record history, to preserve culture, to entertain, to
through arts.
set a mood], various roles of musicians).

The arts provide us

with multiple Work collaboratively to develop criteria for critiquing performance
perspectives. Demonstrate the ability to accept constructive feedback
Learners modify their practices and/or compositions based Apply feedback to their own presentations that can be used to refine
on the audiences' responses. work
Use the DESIGN CYCLE to guide the creative process
We reflect and act on (Investigate Plan Create Evaluate).
the responses to our
creative work.

Identify and explore innovation in music both locally and globally and
Learners explore different artistic presentations that
present to the class, focusing on the implications of this invention (e.g.
are/were innovative and their implications. Garage Band, move from traditional to electronic music, etc.).
 PHASE PYP LEARNING OUTCOMES - CREATING EVIDENCE OF STUDENT LEARNING

PHASE 1 (ELC & Kindergarten)

Learners use vocal sounds, rhythms and instruments to express

We can enjoy and Sing and respond to partner songs, asking questions through song.
feelings or ideas.
learn from creating
art.
Learners create and accompany music using a variety of sounds Participate in designing and performing in the classroom, designing
and instruments. creative accompaniment and making use of instruments in the class.
The creative
process involves
Learners play untuned percussion instruments in time with a Use untuned percussion to demonstrate macro and micro beats and
joining in, exploring beat. simple rhythms.

and taking risks.

Learners use the voice and body to create musical patterns. Use body percussion to keep rhythm (Orff).
In creating art,
people make
choices to Learners explore sound as a means of expressing imaginative Use sound in stories, using examples such as Peter and the Wolf or
ideas. other similar stories.
construct meaning
about the world
Imitate sounds in the world around them such as rain, thunder, horses
around them. Learners recreate sounds from familiar experiences. hooves, sirens, etc. through the use of instruments, voice and body
percussion.

We can express
ourselves through Learners participate in performing and creating music both
Participate in assembly performances, both as a class and individually.
individually and collectively.
arts.

Learners record their personal, visual interpretation of elements

Our experiences Keep a notebook for reflection on music listened to and reflection
of sound (for example, loud/soft, high/low, fast/slow).
and imagination
can inspire us to
Use materials found easily in Tanzania to create musical instruments
create. Learners create their own basic musical instruments. that can be used in performance.
 PHASE PYP LEARNING OUTCOMES - CREATING EVIDENCE OF STUDENT LEARNING
PHASE 2 (Grade 1 & Grade 2)

Learners explore vocal sounds, rhythms, instruments, timbres to Use voices, bodies, instruments and found objects as a vehicle of self
communicate ideas and feelings. expression.
We can communicate
our ideas, feelings
and experiences Through the use of song, instrument, soundscape, rap, computer or
Learners express one or more moods/feelings in a musical composition.
dance, express a mood or feeling.
through our artwork.

We solve problems Learners create music to represent different cultures and styles.
during the creative
process by thinking
critically and Learners create a soundscape based on personal experiences.
imaginatively.

Applying a range of Guided exploration of creating musical sequence incorporating music

Learners collaboratively create a musical sequence using known theory expectations by grade level
strategies helps us to musical elements (for example, rhythm, melody, contrast). Independent creation of musical sequence incorporating music theory
expectations by grade level.
express ourselves.

We are receptive to Play beginner drum rudiment combinations and create own
combinations
the value of working Learners read, write and perform simple musical patterns and phrases. Explores creating music notation using computer software.
Play advanced beginner drum rudiment combinations and create own
individually and combinations and notate own combinations.
collaboratively to
create art. Improvises simple melodic patterns on pitched percussion or
Learners create music for different purposes. keyboard.
Creates and notates a 4 beat rhythm and plays it.
 PHASE PYP LEARNING OUTCOMES - CREATING EVIDENCE OF STUDENT LEARNING

PHASE 3 (Grade 3 & Grade 4)

Learners create a musical composition expressing their own ideas and Create music to express or respond to personal or real-life situations
feelings on a social issue. (e.g. bullying, racism, natural disasters, a birth in the family).

Perform and/or create music for a variety of purposes and audiences

throughout the school year
Arts have the Learners deliver a musical message to different audiences (for example,
Perform and/or create music to convey a message relating to a Unit of
peace message to parents, kindergarten children, friends). Inquiry, the attributes of the learner profile or to the student
power to influence
attitudes.
thinking and
behavior. Compose short pieces displaying a sense of musical form, and/or
displaying an appreciation of timbre, pitch, dynamics, rhythm and
Learners create and perform a movement sequence using known silence.
We make musical elements. Make choices about sound and organize them in a way that uses basic
indications of expression (tempo, mood, dynamics, texture and
connections timbre).

between our
artwork and that of Learners improvise upon a basic pattern to reinforce the importance of Composes simple four-bar melodies (e.g. over a drone and using a
the individual within the group chord bordun).
others to extend
our thinking.
Perform and record classroom repertoire, demonstrating the use of
Learners create and record a composition focusing on form, structure specific elements of expression, including tempo (faster, slower),
We can explore our dynamics (loud, medium, soft), articulation (legato, staccato) and
and style to give more meaning to their message.
personal interests, timbre (voices, instruments, environmental sounds).

beliefs and values

through arts. Learners express themselves as individuals through musical Use their personal experiences and challenges to inspire original music
composition. composition

Learners read and write music using non-traditional notation. Make an imaginative representation of a piece of music.
 PHASE PYP LEARNING OUTCOMES - CREATING EVIDENCE OF STUDENT LEARNING

PHASE 4 (Grade 5)

We act on the
Uses the design cycle of the PYP to investigate, plan, create and
Learners create music that will be continually refined after being
responses to our evaluate their music composition, recognizing the cyclical nature of
shared with others. this model, and the connection between each stage.
artwork to inform
and challenge our
artistic
development.
Display maturity and open-mindedness when composing with others
Learners present, in small groups, innovative musical performances on Use world issues, issues arising during class discussion around units of
We explore a range a selected issue. inquiry and/or the learner profile and/or attitudes to inspire music
composition that demonstrates a variety of musical forms.
of possibilities and
perspectives to
communicate in
broader ways
through our
Learners incorporate the other arts and available resources in order to
creative work. PYP Exhibition.
broaden their creative expression.

Arts provide
opportunities to
explore our
creative potential Create a graphic score and perform it showing ability to handle
and engage in a Learners read and write music in traditional and/or non-traditional musical elements such as timbre, tempo, rhythm and pitch
notation. Create non-traditional form of notation to be taught to younger
personal artistic students, explaining basic elements of music.

journey.