Stamford’s Music Program identifies the major expectations considered essential in our
curriculum. These expectations are arranged into four strands:
• Creating and composing
• Listening and appreciation
The performing strand is organized into sub-strands of singing and playing instruments.
Each of the strands is addressed separately, although in practice they are interactive and
In performing – singing, students sing a repertoire of songs to display confidence,
expression and an awareness of musical elements such as pitch and rhythm. Singing
lies at the heart of the music curriculum as the voice is the most immediately available
instrument for all students regardless of their age and ability.
In performing – playing instruments, students play musical pieces using a range of
instruments to demonstrate style, expression and an understanding of melodic direction,
tempo and dynamics. They perform solo and as part of an ensemble for an audience and
follow directions from a conductor.
In creating and composing, students use their imagination and musical experience to
organize sounds into various forms that communicate specific ideas or moods.
In notation, students use non-traditional and traditional notation to record
In listening and appreciation, students are given the opportunity to identify and describe
various musical elements such as rhythmic patterns, melodic patterns and form. They
distinguish between a range of instrumental sounds and respond to different styles of
music, as well as to music from different times and cultures.
Music as a discipline includes the development of creative skills, non-verbal expression
and aesthetic appreciation. Music enables students, including EAL students, to
communicate in powerful ways that go beyond their spoken language ability. Through
music, students can begin to construct an understanding of their environment, recognize
patterns and structure and develop their cultural awareness. Music is a part of everyday
life. It is a form of non-verbal communication that allows us to convey our ideas, feelings
and emotions. Music contributes to personal, social and physical development.
Music is both an active and reflective process. Students should be given opportunities
to reflect upon their work and the work of others as well as being actively involved in
creating and performing. Collaborative activities with students (in their own class and
other classes) are encouraged. Where possible and appropriate, links are made with the
school’s program of inquiry.
All students from Kindergarten 2 to Grade 5 will have two periods per week of specialist
led Music classes.
Stamford’s Drama Program identifies the major expectations of our curriculum. These
expectations are arranged into six strands:
• Creative exploration and expression
• Technical incorporation
• Personal and social development
• Reflection, evaluation and appreciation
• Drama in society
Course Descriptions: Lower Elementary to Upper Elementary Program
- Kindergarten 2 to Grade 5 continued