Curricula
Primary Education
As mentioned earlier in the document “Tule, guidelines for sub-aims and learning courses” the core aims are described in more concrete steps. Below you find this description for primary education. This document is a still being revised and gives an example of how music education can be arranged.
Core Aim 54
The pupils learn to use pictures, music, language, play and movement, to express their feelings and experiences and to communicate this.
Group 1 and 2 | Group 3 and 4 | Group 5 and 6 | Group 7 and 8 |
Meaningful topics and themes | |||
Musical exploration of meaningful topics in the direct environment of children e.g. the school, at home, toys, music on the street, fairy tales, animals, seasons, Christmas, etc. These topics will be explored by dancing, playing, singing, in movement and listening | Musical exploration of meaningful topics in a broader environment. The topics of group 1 and 2 are presented as well but on a higher level. New topics: our city, the brass band, magic, trains, adventures. These topics will be explored by dancing, playing, singing, in movement and listening | Musical exploration of meaningful topics in changing experience with the environment. The previous topics presented as well but on a higher level. New topics: music in other countries, fashion, celebration, cowboys, kings and knights, insects, traffic. These topics will be explored by dancing, playing, singing, in movement and listening | Music is for children everywhere. Children are confronted with all kinds of music via different media. Music at school adjusts to deepen these experiences. The previous topics presented as well but on a higher level. New topics: carnaval, musical, love, film music, rap, war and peace, sadness, Mobile technology, climate change. These topics will be explored by dancing, playing, singing, in movement and listening |
Singing | |||
· Unison, short and rhythmically simple songs connected to a topic or theme. · Songs with a tonal range from d’-b’ · Simple structures with repeating text and melody | · Unison, short and rhythmically simple songs connected to a topic or theme. · Songs with a tonal range from c’-c’ · Different measures. · Simple structures with repeating text and melody · Sing-along with CD · Attention to articulation and intonation | · Unison, homophonic and polyphonic songs (canons), chorus–refrain, and connected to a topic or theme. · Songs with a tonal range from c’-d’ · From own and different countries. · Rhythmically more complicated and musically challenging · More complex structures with repeats, contrasts and alternations in text and melody text and melody · Sing-along with CD · Attention to articulation and intonation
| · Unison, homophonic and polyphonic songs (canons), chorus–refrain, and connected to a topic or theme. · More demanding songs. · Songs with a tonal range from c’-d’ · From own and different countries with different languages. · Rhythmically more complicated and musically challenging · More complex structures with repeats, contrasts and alternations in text and melody text and melody · Sing-along with CD · Attention to articulation and intonation · |
Listening | |||
· Meaningful music from different styles, periods and cultures · The music is clear in character. · The music has a clear structure
| · Meaningful music from different styles, periods and cultures connected to a theme or topic (short fragments). · The music is clear in character. · The music has greater meaning. · The music has a clear structure · The music has repeats and alternations | · Meaningful music from different styles, periods and cultures connected to a theme or topic (short and long fragments). · The music has greater meaning. · Besides principles of form (repeats, contrast, variation) entities (like motive, theme and phrase) are presented as well | · Meaningful music from different styles, periods and cultures connected to a theme or topic (short and long fragments). · The music has greater meaning. · Besides principles of form (repeats, contrast, variation) musical entities (motive, theme and phrase) and composition forms (canon, rondo, variation form) are presented as well |
Music Making | |||
· Playing short pieces with sound representing meaningful situations · Playing the beat along songs · Playing contrasts: soft-loud, high-low, slow-fast · Experimenting with timbre and ways of playing · Making short pieces with repetitions | · Playing short pieces with sound including silence representing meaningful situations · Playing the beat and the rhythm along songs · Playing contrasts: soft-loud, high-low, slow-fast · Experimenting with timbre and ways of playing · Playing pieces with repetitions and contrasts | · Playing short pieces with sound including silence and development representing meaningful situations · Playing the beat, the rhythm and simple rhythm patterns along songs · Playing contrasts: soft-loud, high-low, slow-fast · Experimenting with timbre and ways of playing which fits with the instrument · Composing and playing pieces with: principles of form (repetitions and contrasts), musical entities (motives, themes, phrases), techniques (echo, imitation, ostinato) | · Playing short pieces with sound including silence and development and repetitions, representing meaningful situations · Playing the beat, the rhythm and simple rhythm patterns along songs and use this in intro, outro and accompaniment · Playing contrasts and transitions: soft-loud, high-low, slow-fast · Experimenting with timbre and ways of playing which fits with the instrument · Composing and playing pieces with: principles of form (repetitions and contrasts), musical entities (motives, themes, phrases), techniques (echo, imitation, ostinato) · Simple graphic and traditional notation · Accompanying rap lyrics |
Music Notation | |||
· Education always takes place for children in meaningful situations · Graphic notation and playing sounds from different sources (triangle, claves, flute)
| · Education always takes place for children in meaningful situations · Graphic notation and playing sounds from different sources (triangle, claves, flute) · Graphic notation and playing of short-long, high-low, hard-soft sounds · Graphic notation of repetitions and contrasts · Composing sound pieces of approx. 1 minute | · Education always takes place for children in meaningful situations · Graphic notation and playing short-long, high-low, hard-soft sounds · Composing sound pieces with some development and lasting approx. 1 minute · Introduction of basic principles of traditional notation · Playing simple rhythms with quarter, half and whole notes | · Education always takes place for children in meaningful situations · Graphic notation and playing short-long, high-low, hard-soft sounds with transitions and combinations (e.g. crescendo of loud and soft sound) · Composing sound pieces with some development and lasting approx. 1 minute · Introduction of basic principles of traditional notation (staff, violin clef, placing notes, polyphonic) · Playing simple rhythms with quarter, half and whole notes and rests |
Movement | |||
· Movement in or as a result of (dance)songs · Expression of musical aspects in meaningful situations with movement while listening | · Movement in or as a result of (dance)songs · Expression of musical aspects in meaningful situations with movement while listening · Expression of musical form (songs, fragments) with movement and gestures | · Movement in or as a result of (dance)songs · Expression of musical aspects in meaningful situations with movement while listening · Movement and gestures on: principles of form (repetitions and contrasts), musical entities (motives, themes, phrases), techniques (echo, imitation, ostinato)
| · Movement in or as a result of (dance)songs · Expression of musical aspects in meaningful situations with movement while listening · Movement and gestures on: principles of form (repetitions and contrasts, variations), musical entities (motives, themes, phrases), techniques (echo, imitation, ostinato)
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Core Aim 55
The pupils learn to reflect on their own work and that of others.
Group 1 and 2 | Group 3 and 4 | Group 5 and 6 | Group 7 and 8 |
Reflective | |||
Observing/listening to and discussing own work and that of classmates | Like group1/2 + Observing/listening to and discussing own work and that of classmates regarding differences in idea, design and presentation
| Like group 3/4 + · Discussing plans: what are you going to make and how? · Discussing own work and procedure and that of classmates · Discussing own work in relation to the work of artists · Respecting and appreciating work and views of others
| Like group 5/6+ · Discussing ideas, plans and possibilities for presentation (instrumental play, choir, musical, etc) · Valuing own work and that of classmates · Valuing work of artists · Founding own view
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Core Aim 56
The pupils obtain some knowledge of and learn to appreciate aspects of cultural heritage.
Group 1 and 2 | Group 3 and 4 | Group 5 and 6 | Group 7 and 8 |
Cultural Heritage | |||
Cultural heritage is related to the different subjects. In group 1/2 mainly topics of the direct and near environment are in order. | Cultural heritage is related to the different subjects. In group 3/4 mainly topics like orientation on oneself and the world, language and art are in order. | Cultural heritage is related to the different subjects. In group 5/6 mainly topics like orientation on oneself and the world (geography, history), language and art are in order. | Cultural heritage is related to the different subjects. In group 7/8 it is possible to relate from all subjects to cultural heritage. |
Objects from the Past (Objects, Monuments, Buildings) | |||
· Objects from children’s own history (clothes, toys, pictures) · Buildings, monuments and objects from the past in the neighbourhood of the school (e.g. houses, farmhouses, towers, bridges, old trees) | · Objects from the past; from parents and grandparents, household goods · Buildings, monuments and objects from the past in the place of residence (e.g. churches, windmills, ships, stores). · Old crafts (spinning, smisse) · Old paintings and other art objects | · Objects from the past like utensil, implements, etc. from daily life (antique furniture, coins, stamps) · Buildings, monuments and objects in the neighbourhood which refer to the past (name plates, plaques, scutcheons) · Daily life in paintings and other art objects · Photographs and pictures · Historical sources (objects, books, pictures) · Differences and similarities between past and present. | · Objects from the past like atlases, old maps, old paintings · Character of cities and villages: monuments and buildings (churches, farmhouses, factories); plaques, statures, street names; harbours, canals, old ships · Character of landscape · (dunes, roads, rivers) · World heritage list · Archives and museums · Relation of an object to a certain period, place or situation |
Rituals and Habits | |||
· Old nursery rhymes, verses, games with tools like hoop and top · Festivals | Like group 1/2+ · Habits and rituals (like festivals) · Culture of food (at special occasions like birthdays, birth) · Manners (greeting, introducing, etc.) | Like group 3/4+ · Habits and rituals (like festivals, family) · Culture of food (in different cultures) · Values and norms (of yourself, your group and environment, everybody) · Manners in present and past | Like group 5/6+ · Passing on habits and rituals and the changes of it · Habits and rituals in different periods in different cultures · Values and norms (of yourself, your group and environment, everybody) |
Stories | |||
· Fairy tales · Stories from the past from teachers, parents and grandparents regarding objects and monuments. | Like group1/2+ · Picture books and story books from the past · Stories of objects, habits, events in the past (e.g. told by a tradesman, captain of a barge, architect) | Like group3/4+ · Youth literature (historic stories, myths, stories from different cultures) · Informative text about history · Sayings · Stories of children regarding old objects and monuments on the basis of questions. · Stories of objects, habits and events in the past (told by local residents, migrants)
| Like group 5/6+ · Origins of sayings and old songs · Self research of stories of objects · Stories of old objects, habits and events in the past (told by archaeologist, archivist) · Philosophical ideas of different cultures (Greek, Roman, etc) |
Art Disciplines | |||
· Culture of children (e.g. fashion, television, toys) · Illustrations in picture books · Art objects in the classroom (paintings, drawings) · (traditional) children’s songs, dance and plays · Puppet play · Meaning: associations with images, music and sound, play and movement, objects | · Like group 1/2+ · Culture of children (e.g. bags, comics, computer games) · Photography, ceramics, paintings and sculptures in the immediate neighbourhood. · Puppet show, dance theatre · Artists and craftsmen in different areas (poets, musicians, architects, stone howers) | · Like group 3/4+ · Culture of children (e.g. internet, sports fashion, pop music) · Graphic, fashion, theatre costumes · Architecture and design · Autonomous art and utilized art · Relation design, function and target group · Style characteristics · (e.g. figurative or abstract) · Art objects for a special building or environment · Choreographer, composer, designer of fashion, jewels etc.: different methods, inspiration sources and creativity, art as profession in different cultures, presentation | · Like group 5/6+ · Culture of children (e.g. magazines, advertising, computer animations, musical styles) · Computer and video art, video clips, film- and theatre design · Architecture (interior, exterior, landscape) · Interpretation of art from spectator (child) and/or artist · Meaning of an art object in relation to time and culture. · Applying technology in music, theatre, fine arts and other art objects · Computer and video artists, designers etc.: different methods, inspiration sources and creativity, art as profession in different cultures, personal and economic value |
Secondary Education (Basic Education / First Phase)
A new curriculum for the first part of secondary education
The basic education (“basisvorming”) was introduced in 1993 at all schools for secondary education (“vmbo”, “havo” and “vwo”). In this programme pupils in the 12-15 age range received the same subjects and programmes, including two subjects in the field of arts.
From August, 1st 2006 this has changed. Instead of a uniform programme, the government prescribes 58 core aims for seven domains. The school is obliged to spend 2/3 of these aims in the first two years, 1/3 of the time is for own choices and tailoring.
The arts are placed in the domain Art and Culture. The general aim of this domain is “a broad orientation on art and culture”. The other domains are: Dutch, English, Mathematics, Human and Nature, Human and Society, Exercise and Sports.
The new arts subjects
The new core aims for the arts subjects are less precisely formulated than the previous ones. The current ones describe per area (music, dance, drama and fine arts) the elementary skills pupils must develop. The new aims give schools more freedom in deciding curriculum content. They are not split up in domains like “working process, tools, etc.” Creating an integrated approach to the arts subjects, the new aims focus on the active, receptive and reflective skills as well. Through this, a connection is made between the art education in primary and secondary schools. The domain “Art and Culture” has the following five core aims:
48) Pupils learn by using elementary skills to research the expression of different art forms in order to express own feelings, to reflect on experiences, to give form to imagination and to communicate.
49) Pupils learn to present their own art work, individually or as participant in a group, to others.
50) Pupils learn on the basis of any background knowledge to observe fine arts, to listen to music and to watch and listen to theatre -, dance - and film ideas.
51) Pupils learn with the help of visual or aural means to report on their participation in art activities, as onlooker and as participant.
52) Pupils learn to reflect in an oral or written way on their own work and work of others,
Cultural Activities
Pupils are stimulated to visit cultural and artistic events like museums, concerts, movies, etc. As mentioned before, vouchers are available.
Secondary Education (Second Phase: The Arts)
In the second stage, with the revised structure of “havo” and “vwo”, there are three parts: mandatory sections for all apprentices (general part), a part specific to the profile and a part which can be filled by choosing subjects. One of the four profiles is the profile “Culture and Society”. With the simultaneous implementation of the so-called “study house”, in which the apprentices are planning their own study and work independently small groups, a better preparation for higher education is made. Currently there is discussion going on about the real effects of this policy.
CKV
CKV (Cultural and Art) is one of the subjects in the mandatory part of the curriculum. CKV explicitly has cultural participation as a target. This means a new stage in the relationships between cultural establishments and schools. The content and nature of CKV changes from school to school. Generally there seem to be two approaches: where practical experience in the arts is the main method of delivery or where theory (the book), dominates teaching.
Profile “Culture and Society”: Art and Music
Within the profile “Culture and Society” a student is offered the subject “Arts” and a chosen art subject: music, fine arts, dance or drama.
Arts
Aims of the subject “Arts”
Skills
The student can:
- use the main terms and concepts from the arts disciplines: fine arts, music, dance and drama that are conditional for proper reception and reflection, and necessary for understanding the relations between the arts and culture;
- recognise, point to and apply information on arts and culture;
- use sources in an adequate way;
- mention and argue similarities and differences considering the arts.
Angles of Reflection
The student can indicate:
- with which vision, aims, tools and contents the arts express religious and philosophical ideas;
- the ideas of aesthetics in the arts;
- the influence of those who commission artists and the role of political ideas on content and position of the arts and artist;
- form and content are determined by amusement functions of the arts in relation to the audience;
- how arts and sciences act on each other;
- how Western and Non-Western arts and culture affect each other.
Subjects
The student can apply the above-mentioned to the following subjects:
- Culture of the church from the 11th to the 14th century;
- The court culture in the 16th and 17th century;
- The Dutch bourgeois culture in the 17th century;
- The culture of romanticism and realism in the 19th century;
- Modern culture in the first half of the 20th century;
- Popular culture in the 20th century (e.g. mass media).
Music
The curriculum consists of theory and practice.
Theory
Perception and Knowing
The student is able to:
- read musical notation and scores;
- write simple rhythms and melodic phrases;
- distinguish, recognise and mention played musical examples.
Analyzing and Interpretation
The student is able to:
- analyze musical structures of played musical examples;
- interpret musical processes;
- bring own experience in relation with the musical aspects, meanings and functions of music.
Music and Culture
The student is able to:
- structure the development of musical genres and styles historically;
- situate known musical works in the development of music, the geographic region and social context and this in connection to cultural historical periods;
- situate unknown musical works on the basis of cultural, stylistic, formal and music historical arguments;
- draw up a topic or problem posing from music history and/or music culture and report this.
Practice
Music Making
The student is able to:
- sing or play a varied repertoire of unison or homophonic/polyphonic music;
- sing or play an unprepared melody or piece or music;
- sight read.
Improvising and composing
The student is able to improvise and compose starting from a problem posing and with a thorough use of musical material and tools.