Musical Contexts
Music from within the student’s local, regional or cultural communities, and may include music that the student is not currently engaged with.
Local context
In this role, students learn to investigate music in authentic ways, including aural, kinaesthetic and scholarly research. To do so, students will engage with primary and secondary sources to collect findings that inform their understanding of music and its place within history and culture
Musical researcher
The exploration and study of music as it exists in real life today, its history and meaning.
Exploring music in context
Examples of relevant musical materials for this area of inquiry include the following genres.
• Protest songs
• Liturgical music
• National anthems
Music for sociocultural and political expression
The process of storing an artifact or object securely for future study and sharing.
Curate
This includes unfamiliar music from a variety of places, societies and cultures
Global context
In this role, students make music by composing, improvising and arranging
musical creator
Using listening, playing, and research to find the answers to questions about specific music.
Experimenting with music
This area focuses on music that expresses and communicates intrinsic aesthetic values. Such music is sometimes referred to as “absolute music”. Examples of relevant music materials may include the following genres.
• Chamber music of the Western art tradition
• Cool jazz
• Experimental music
Music for listening and performance
To collect and combine (texts, information, or sets of figures) in proper order.
Collate
This includes music that has significance to the student, and that they are most familiar with.
Personal context.
students develop their skills in practical music-making and delivery, including interpretation, expression and technical proficiency. Students present their work, and the work of others, through recordings and videos of live performances.
musical performer
Playing, singing, or performing music live or as a recording.
Presenting music
This area focuses on music used for dramatic effect, music that supports choreographed movement or
dance and/or music that is incidental or intended to purposefully serve as entertainment. Examples of relevant music materials may include the following genres.
• Music for film
• Music for ballet
• Musical theatre
Music for dramatic impact, movement and entertainment
To combine (one thing) with another so that they become a whole
This fosters international-mindedness and encourages the exploration of less familiar musical work to inspire student’s practical work
Global context
Although this musical role is not recognized by the IB, this is a musical role that everyone practices, not just IB music students.
Musical listener
What are the three integrated musical processes?
Exploring, experimenting, and presenting
This area focuses on music created, performed and/or produced using electronic or digital technologies.
Such technologies are an important aspect of contemporary musical experiences, often transforming some
of the ways that we understand and engage with music. Examples of relevant musical materials may include the following genres.
• Electronic dance music
• Elektronische Musik
• Technology in popular music production
Music technology in the electronic and digital age
a series of actions or steps taken in order to achieve a particular end.
Process
The circumstances that form the setting for an event, statement, or idea, and in terms of which it can be fully understood and assessed.
Context in music
The roles of creator, performer, and researcher strengthen a person's musical ___________.
idenitity
The music course identifies three integrated musical processes through which students engage in relevant practical activities.
exploring, experimenting and presenting
Music for ballet
Music for dramatic impact, movement and entertainment
The three components of this are:
Inquiry
action
and reflection
Inquiry and reflection method