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Celtic Colours in the Schools – Curriculum Connections

Primary

Music:

  •  explore and respond to music of various cultures
  •  combine music and movement in their music making
  •  perform simple rhythmic patterns

Grade 1

Music:

  • explore songs and musical games found in Atlantic Canada
  • explore reasons for making music in school and community

Grade 2

Music:

  • explore music they encounter in the community and the purposes it serves in community life.
  • explore instruments from a variety of cultures including those found in the music of Atlantic Canada.
  • compare music of various cultures.
  • explore singing games from a variety of cultures.
  • explore ways in which their own lives and circumstances influence the music they make and create.
  • explore and make connections between culture and music.

Grade 3

Music:

  • describe music they encounter in their school, at home, and in the community, and the variety of purposes for which it is used.
  • explore and make connections between the culture and music of Atlantic Canada.
  • explore vocal and instrumental music of various cultures.
  • explore ways in which music expresses and enhances their life experiences.
  • understand that there are many reasons for music making.

Social Studies:

  • examine how diverse peoples in their province express their culture.
  • describe ways in which stories, folk tales, music, and artistic expression reflect the traditions and beliefs of particular cultural groups.
  • recognize the role of language in cultural identity.
  • examine how and why the customs and traditions of people in their province may change.

Gaelic (grades 3-6) General Curriculum Outcomes

  • students will be able to communicate effectively in Gaelic and will be able to interact appropriately in a variety of interactive situations linked to their needs and interests.
  • students will be expected to demonstrate an appreciation for and understanding of, and make connections to, Gaelic culture through various contexts and expressions of Gaelic language.
  • demonstrate an understanding of and use a variety of everyday courtesy phrases; respond to questions about self.
  • demonstrate respect for and understanding of the culture, lifestyle, and experiences of the Gael in Nova Scotia, and make connections to one’s own culture.
  • recognize and acknowledge cultural diversity in the broader Nova Scotia community (e.g., Acadian, Mi’kmaw, Gaelic, African Nova Scotian, Ukrainian, Irish).
  • research and examine the origins of the Gaels in Nova Scotia.
  • compare and contrast the contemporary and traditional lifestyle of the Gaels in Nova Scotia.

Grade 4

Music:

  • describe their music-making experiences in their community.
  • identify, describe, and compare instruments from a variety of cultural and historical contexts.
  • use their knowledge and experience to respect and value the musical contributions of cultural groups in their own community.

Social Studies

  • examine the human landscape of Canada

Grade 5

Music

  • identify, describe, and compare styles of music from a variety of cultural and historical contexts.
  • demonstrate an awareness of musicians in their community.
  • use their knowledge and experience to respect and value the contributions of cultural groups in Canada.

Grade 6

Music

  • participate in, describe, and compare music experiences in their school and community.
  • experiment with styles, techniques, and instruments from a variety of cultural and historical contexts in creating, making, and presenting music.

Social Studies

  • explore the concept of culture and demonstrate an understanding of its role in their lives.
  • classify elements of culture as material or non-material.
  • investigate how cultures are transmitted from generation to generation.
  • identify factors that shape culture.
  • examine how traditions relate to culture in a selected cultural region.
  • analyze how the arts reflect beliefs and values in a selected cultural region.
  • identify visual arts, crafts, dance, and music practised in the region.
  • analyze how music and dance reflect the beliefs and values of the culture.
  • examine the importance of language, literature, and theatre arts as expressions of culture in a selected cultural region.
  • examine the extent to which language is important in preserving culture.
  • use examples of literature and oral tradition to explain how cultural values and beliefs are reflected.
  • demonstrate an understanding of the importance of theatre arts in expressing culture.
  • illustrate an understanding of how cultures from around the world have contributed to the development of Canada’s multicultural mosaic.

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