Music

The music program at ISS inspires creativity and innovation, offering students opportunities to explore and express themselves through diverse musical traditions and techniques.

By combining theory with hands-on practice, students develop their talents, connect with global cultures, and deepen their appreciation for the universal language of music.

Early Years Programme

Primary Years Programme

Middle Years Programme

Diploma Programme

Early Years Programme

Music in the Early Years

Music in the Early Years at ISS nurtures curiosity and creativity through playful exploration of sounds, rhythms, and melodies.

Children engage with music in a dynamic and joyful environment, fostering their self-expression, collaboration, and foundational musical skills.

Grade 3

Content:

Design Cycle/Design Process
Problem / issue identification
Design proposal
Idea/solution generation
Testing methods
Success evaluation
Improvement explanation

Skills

Creating/editing of 2D graphics
Presenting / communicating
Producing and editing film
Developing brand / identity
Using structure as function

Early Years 3

Content

Music from different cultures
Music for a specific purpose
Introduction of basic 4/4 patterns and rhythm language (Ta – titi)
Fast and slow sounds
Loud and soft sounds
(Small) percussion instruments
Children’s dances
High and low sounds
Performing etiquette and strategies

Skills

Learning seasonal songs for celebrations, transitions (‘Welcome’ and ‘Good-bye’), or school performances (Lower School assembly)
Sharing music they listen to or sing at home
Speaking on a beat
Exploring body percussion
Exploring and playing along with a variety of small percussion instruments (‘hit – rub – shake’), focusing on drum, triangle, claves, and shakers
Using movements and symbols to represent changes in music
Singing and moving in unison to various music pieces
Singing and playing echo games / echo songs
Singing along to a bordun or with guitar accompaniment
Recognizing sounds that fit well together
Applying elements of music while singing, playing, and moving
Preparing for assemblies and following a leader
Listening to short performances
Identifying musical elements and the feelings they evoke as listeners

Early Years 4

Content

Music from different cultures
Music for a specific purpose
Introduction of basic 4/4 patterns and rhythm language (Ta – titi – Rest)
Fast and slow sounds
Loud and soft sounds
(Small) percussion instruments
Children’s dances
High and low sounds
Performing etiquette and strategies

Skills

Learning seasonal songs for celebrations, transitions (‘Welcome’ and ‘Good-bye’), or school performances (Lower School assembly)
Sharing music they listen to or sing at home
Speaking on a beat
Exploring body percussion
Exploring and playing along with a variety of small percussion instruments (‘hit – rub – shake’), focusing on drum, triangle, claves, and shakers
Using movements and symbols to represent changes in music
Singing and moving in unison to various music pieces
Singing and playing echo games / echo songs
Singing along to a bordun or with guitar accompaniment
Recognizing sounds that fit well together
Applying elements of music while singing, playing, and moving
Preparing for assemblies and following a leader
Listening to short performances
Identifying musical elements and the feelings they evoke as listeners

Early Years 5

Content

Music from different cultures
Music for a specific purpose
Introduction of basic 4/4 patterns and rhythm language (Ta – titi – Rest)
Fast and slow sounds
Loud and soft sounds
(Small) percussion instruments
Children’s dances
High and low sounds
Performing etiquette and strategies

Skills

Learning seasonal songs for celebrations, transitions (‘Welcome’ and ‘Good-bye’), or school performances (Lower School assembly)
Sharing music they listen to or sing at home
Speaking on a beat
Exploring body percussion
Exploring and playing along with a variety of small percussion instruments (‘hit – rub – shake’), focusing on drum, triangle, claves, and shakers
Using movements and symbols to represent changes in music
Singing and moving in unison to various music pieces
Singing and playing echo games / echo songs
Singing along to a bordun or with guitar accompaniment
Recognizing sounds that fit well together
Applying elements of music while singing, playing, and moving
Preparing for assemblies and following a leader
Listening to short performances
Identifying musical elements and the feelings they evoke as listeners

Primary Years Programme (PYP)

Well-rounded musical foundation

At the International School Stuttgart (ISS), music education is a vibrant and integral part of the Primary Years Programme (PYP) transdisciplinary themes, providing students from early years to Grade 5 with a well-rounded musical foundation. The school recognises the importance of music in fostering creativity, emotional expression, and cognitive development.

As students progress through the grades, they receive comprehensive music instruction that includes music theory, vocal training, instrumental exploration, and ensemble participation. Students can learn a variety of instruments and develop their skills through individual and group lessons.

ISS also encourages students to explore different musical genres and cultures, fostering an appreciation for diversity and global perspectives.

Grade 3

Content:

Design Cycle/Design Process
Problem / issue identification
Design proposal
Idea/solution generation
Testing methods
Success evaluation
Improvement explanation

Skills

Creating/editing of 2D graphics
Presenting / communicating
Producing and editing film
Developing brand / identity
Using structure as function

Grade 1

Content

Music from different cultures
Identifying and describing musical experiences in their own lives
Grid notation (letter names, boomwhacker colors, solfege syllables)
Fast and slow tempi; rhythm versus beat; four beats per bar, quarter note (‘Ta’), eighth note(s) (‘titi’), quarter rest; simple rhythmic ostinato
High and low sounds; unison; melodic contour; simple melodic patterns using solfege notes
Single melodic line in unison (monophony)
Vocal quality (e.g., speaking voice, singing voice), body percussion, sound quality of instruments (e.g., non-pitched and pitched percussion), environmental and found sounds
Loud, soft; a strong sound for a note or beat (accent); smooth and detached articulation
Phrase, call and response
Written rhythm language (Kodály stick notation)

Skills

Singing songs in unison and playing simple accompaniments for music from a wide variety of diverse cultures, styles, and historical periods
Preparing for assemblies, following a leader, and accepting different roles (transitions, school performances)
Applying the elements of music when singing, playing, and moving
Using the tools and techniques of musicianship in musical performances
Demonstrating understanding that sounds can be represented by symbols
Creating compositions for a specific purpose and a familiar audience
Recognizing and naming elements of a song (beat, rhythm, melody, lyrics)

Grade 2

Content

Music from different times and cultures
Gradations in volume encountered in music (crescendo, decrescendo) and articulation (legato, staccato)
Instrument families
Fast and slow tempi; rhythm versus beat
Four beats per bar, quarter note (‘Ta’), eighth note(s) (‘titi’), quarter rest; simple rhythmic ostinato
Two-beat bars, half note, half rest, whole note, whole rest
High and low sounds; unison; melodic contour; simple melodic patterns using solfege notes
Single melodic line in unison (monophony)
Vocal quality (e.g., speaking voice, singing voice), body percussion, sound quality of instruments (e.g., non-pitched and pitched percussion), environmental and found sounds
Grid notation (letter names, boomwhacker colors, solfege syllables)
Introduction of staff system (5 lines)
Orff instrument practice
Loud, soft; a strong sound for a note or beat (accent); smooth and detached articulation

Skills

Learning seasonal songs for celebrations, transitions (‘Welcome’ and ‘Good-bye’), school performances (LS assembly), in-class performances, and ‘Morning Music’
Identifying and performing or listening to a variety of musical forms or pieces from different communities, times, and places (e.g., St. Martin, Christmas, Chinese New Year)
Preparing for assemblies, following a leader, and accepting different roles
Using tools and techniques of musicianship in musical performances
Classifying instruments into families based on sound production (percussion, strings, woodwinds, brass)
Using symbols to represent sounds and sounds to represent musical symbols
Writing rhythm language (Kodály stick notation and regular notation)
Singing unison songs in tune and/or playing simple melodies and accompaniments from a wide variety of cultures, styles, and historical periods
Creating compositions for a specific purpose and a familiar audience
Phrasing, calling and responding
Simple melodic ostinato and melodic patterns using notes of a pentatonic scale
Single melodic line in unison songs with simple accompaniment (homophony) and bordun patterns on ‘Do’ and ‘So’

Grade 3

Content

Rhythm: Understanding and performing rhythms using musical notation, including whole notes, half notes, quarter notes, and eighth notes.
Pitch: Developing pitch recognition through singing and playing instruments.
Musical notation: Learning the basics of reading and interpreting musical notation.
Instruments: Exploring different instrument families (strings, woodwinds, brass, and percussion) and their unique characteristics.
Music appreciation: Gaining exposure to a range of musical genres, styles, and composers.
Singing: Continuing vocal development through various exercises and songs.
Ensemble participation: Engaging in ensemble activities, such as playing recorders, percussion instruments, or other classroom instruments in a group setting.
Creative expression: Composing short melodies, improvising rhythms, or creating their own musical arrangements.

Skills

Clapping and counting rhythms: Exploring simple time signatures like 4/4 and 2/4.
Pitch recognition: Recognizing and reproducing pitches by ear, understanding the concept of high and low sounds, and reading basic musical notation on a staff.
Music symbols: Identifying and understanding musical symbols such as notes, rests, bar lines, and time signatures.
Playing the recorder: Developing fine motor skills through recorder practice.
Singing: Expanding vocal range and practicing proper singing techniques.
Intervals and dynamics: Identifying intervals by ear and understanding dynamic markings in musical notation.
Creative expression: Expressing ideas and emotions through music.

Grade 4

Content

Music Elements: Exploring fundamental elements such as rhythm, melody, harmony, and form.
Music from Film and Media: Understanding the role of music in film and other media.
Music Appreciation: Experiencing a diverse range of music genres and styles.
Vocal and Instrumental Performance: Developing singing skills, breath control, pitch accuracy, and vocal expression.
Music Technology: Introduction to basic music technology tools and software.
Music History and Context: Learning about significant composers, musicians, and musical works from different historical periods.

Skills

Rhythmic Notation: Reading and interpreting rhythmic notation, including more complex note values and time signatures, and performing rhythms accurately through clapping and counting.
Pitch Development: Expanding pitch recognition and production abilities, refining singing skills, and improving pitch accuracy.
Musical Notation: Reading and interpreting staff notation for both melody and rhythm.
Musical Symbols and Dynamics: Identifying and understanding musical symbols, dynamics, and articulation markings.
Ensemble Skills: Listening to and following other musicians, playing in coordination with others, and developing blending and balancing skills within an ensemble.
Creative Composition and Improvisation: Creating simple melodies, rhythms, or accompaniments and experimenting with improvisation within a given musical context.
Historical and Cultural Appreciation: Developing an appreciation for the historical and cultural contexts that shaped musical traditions.

Grade 5

Content

Music Theory: Exploring advanced notation, including key signatures, scales, intervals, chord progressions, basic harmony, and musical forms.
Music History and Appreciation: Studying the history of music, focusing on different time periods, composers, and musical styles.
Vocal and Instrumental Performance: Refining skills in breath control, dynamics, phrasing, and interpretation.
Music Composition and Arrangement: Learning principles of music composition and arrangement.
World Music: Exploring music from different cultures and traditions around the world.
Music Technology: Integrating music and technology through digital music software, sequencing tools, and recording equipment for composing, arranging, and producing music.
Ensemble Participation: Developing ensemble skills and participating in group performances.
Music and Media: Understanding the connections between music and media

Skills

Advanced Musical Notation: Reading and interpreting more complex musical notation.
Composition and Adaptation: Structuring musical ideas to create original compositions or adapt existing musical pieces.
Critical Listening and Analysis: Developing critical listening skills to analyze the stylistic elements and significance of various musical works.
Cultural Musical Understanding: Exploring unique instruments, rhythmic patterns, melodic structures, and cultural contexts.
Music Technology: Gaining skills in composing, arranging, and producing music using technology, including sound manipulation, digital instruments, and basic audio engineering concepts.
Collaboration in Music: Collaborating, listening attentively, and blending playing or singing with others in ensemble settings.
Improvisation and Creativity: Experimenting with improvisation, exploring different musical styles, and developing original musical ideas.
Music in Media: Analyzing how music evokes emotions, enhances storytelling, and conveys messages in various media contexts.

Middle Years Programme (MYP)

Fostering Creativity and Empathy

Music in the MYP seeks to stimulate young imaginations, challenge perceptions, and develop creative and analytical skills. Involvement in the arts encourages students to understand the arts in context and the cultural histories of artworks, thus supporting the development of an inquiring and empathetic world view.

The arts challenge and enrich personal identity and build awareness of the aesthetic in a real-world context. Through development of the imagination, students can become more empathetic and compassionate, they can enrich their cultural lives and discover new ways to contribute actively both to their own communities and to the world

Grade 6

Content:

Design Cycle/Design Process
Problem / issue identification
Design proposal
Idea/solution generation
Testing methods
Success evaluation
Improvement explanation

Skills

Creating/editing of 2D graphics
Presenting / communicating
Producing and editing film
Developing brand / identity
Using structure as function

Grade 6

Content

Music Theory: Exploring concepts of pulse, musical notation (including rests and rhythm), and reading both bass and treble clefs. Reviewing pulse, rhythm, beat, solfege, and time signatures (4/4, 2/4).
Music History and Appreciation: Learning musical history related to performance pieces and styles.
Instrumental Performance: Introduction to members of the wind and string families and beginning level performance skills.
Vocal Training: Introducing sight-singing and solfege as tools to aid instrumental performance and aural comprehension.
Music Composition and Arrangement: Creating short basic compositions involving simple rhythms and a selection of notes.
Music Technology: Integrating music and technology using apps to improve musical understanding and develop musical skills.
World Music: Performing musical selections originating from diverse countries and regions.

Skills

Steady Pulse: Developing the ability to maintain and use a steady pulse.
Aural Time Recognition: Identifying 4/4 and 3/4 time by listening to recordings and performances.
Rhythm Practice: Clapping and performing simple rhythms in 4/4 and 2/4 time.
Pitch Matching: Matching pitch vocally and on instruments.
Note Reading: Identifying and reading notes in the treble and bass clefs.
Collaboration: Working with others to achieve goals in musical performances.
Musical Terminology: Understanding, identifying, and applying basic musical terminology and symbols.
Music Context Analysis: Analyzing and identifying the context of music.
Musical Response: Responding to and connecting with musical performances.

Grade 7

Content

Music Theory: Building on concepts of pulse, musical notation (including rests and rhythm), and introducing subdivision and subdivided rhythms. Exploring new time signatures, including 6/8 and cut time.
Music History and Appreciation: Studying musical history related to performance pieces.
Instrumental Performance: Continuing exploration of wind, string, and percussion families of instruments with beginning level performances.
Vocal Training: Introducing sight-singing and continuing the use of solfege as tools to aid instrumental performance and aural comprehension.
Music Composition and Arrangement: Creating short compositions using more complex rhythms and simple two-part harmony.
Music Technology: Integrating music and technology through apps that enhance musical understanding and skill development.
World Music: Performing musical selections from diverse countries and regions of origin.

Skills

Steady Pulse: Maintaining and using a steady pulse.
Subdivision: Developing the ability to subdivide rhythms over a steady pulse.
Aural Time Recognition: Identifying 6/8 and cut time by listening to recordings and performances.
Rhythm Practice: Clapping and performing more complex rhythms in simple and compound time.
Aural Reproduction: Reproducing short rhythmic and tonal passages by ear and from memory.
Note Reading: Identifying and reading notes in the treble and bass clefs.
Collaboration: Working with others to achieve goals in musical performances.
Advanced Musical Terminology: Understanding, identifying, and applying more advanced musical terminology and symbols.
Music Context Analysis: Analyzing and identifying the context of music.
Musical Response: Responding to and connecting with musical performances.

Grade 8

Content

Music Theory: Building on concepts of pulse and musical notation, introducing 16th notes and further subdivisions. Exploring time signatures such as 9/8 and 12/8.
Music History and Appreciation: Studying musical history related to performance pieces.
Instrumental Performance: Continuing instruction on wind, string, and percussion families with intermediate-level performances and more advanced repertoire.
Vocal Training: Advancing sight-singing and solfege techniques with passages including intervals of a third and above.
Music Composition and Arrangement: Creating short compositions using more complex rhythms and simple two- and three-part harmonies.
Music Technology: Integrating music and technology through apps for improving musical comprehension and aural training. Introducing notation software for compositions.
World Music: Performing musical selections from diverse countries and regions of origin.

Skills

Steady Pulse: Maintaining and using a steady pulse.
Complex Rhythms: Subdividing more complex rhythms over a steady pulse, including 16th notes, rests, and dotted rhythms.
Aural Time Recognition: Identifying 9/8 and 12/8 music by listening to recordings and performances.
Rhythm Practice: Clapping, performing, and transcribing more complex rhythms in simple and compound time.
Aural Reproduction: Reproducing longer rhythmic and tonal passages by ear and from memory.
Pitch Recognition: Identifying and singing specific pitches (e.g., Middle C, Bb4) from memory.
Collaboration: Working with others to achieve goals in musical performances.
Advanced Musical Terminology: Understanding, identifying, and applying more advanced musical terminology and symbols.
Music Context Analysis: Analyzing and identifying the context of music and musical performances.
Musical Response: Responding to and connecting with musical performances.

Grade 9

Content

Music in grade 9 aims to develop three fundamental skills that help students to develop their musicianship. These skills are Performance, Composition and Music Appraisal, (also known as analysis and interpretation). Units of work aim to focus on one of these topics at a time, although on occasion, these three core skills can be studied concurrently through a single unit. The appraisal part of the course focuses on listening to, identifying features of, and writing about music. Specific key language and terminology are taught so students know how to accurately describe music from a compositional perspective. It is also important to make interpretations of how a piece of music may represent, or have been influenced by, themes that can be found in a wider global context, including culture, history and social context. Composition focuses on the study of the three elements of Melody Harmony and Rhythm, and how these elements work together. Case studies are used to support students’ understanding. Performance is developed through classroom rehearsals as well as a dedicated practice routine that has been established at home, this is sometimes supported by homework tasks.

Music appraisal, a focus upon global themes found within Music, including a historical commentary of the creation of music in its wider social, political, and economic context.
Demonstrate an understanding of musical notation through performance and composition.
Apply the elements of music through performing, composing, and arranging music for a clear and imaginative intention.

Skills

Through rehearsal, develop the tools and techniques of musicianship.
Create musical compositions to develop musical literacy and the understanding of functional harmony.
Sing and/or play, in tune, music in unison and in two or more parts to develop the internal ear.
Understand the musical elements for appraisal and analysis.

Grade 10

Content

Music in grade 10 continues with the three skills that were the focus of study in grade 9. The aim is to develop a student’s musical literacy by working on compositional ability, performance ability and descriptive appraisal skills. The PCUP is the one central unit of work in grade 10, and all practice of music appraisal up until now, is used to create a piece of coursework that receives an official IB grade. This appraisal again focuses on listening to, identifying features of, and writing about music; although now in grade 10, students will also implement their own compositional skills to create music that is relevant to the themes they are appraising. In this sense, the work becomes more connected to one topic in grade 10.

There is still time to develop performance skills, and this is planned out by preparing for specific dates where students receive grades for their performances. The process and preparation leading up to the performance is as important as the performance itself, as it requires planning, organization, and dedication to a long-term goal. As in year 9, this performance area of the course is supported by classroom rehearsals as well as a dedicated practice routine that has been established at home, sometimes supported by homework tasks.

Music appraisal, focusing on global themes found within music, including a historical commentary on the creation of music in its wider social, political, and economic context.
Compare and contrast music using a wide variety of music terminology.
Demonstrate an understanding of musical notation through performance and composition.
Apply the elements of music through performing, composing, and arranging music for a clear and imaginative intention.

Skills

Through rehearsal, develop the tools and techniques of musicianship.
Create musical compositions to develop musical literacy and understand functional harmony.
Sing and/or play music in tune, in unison, and in two or more parts to develop the internal ear.
Understand the musical elements for appraisal and analysis.

Diploma Programme (DP)

Preparing 21st Century Musicians: The IB Diploma Programme in Music

The Diploma Programme Music course has been designed to prepare the 21st century music student for a world in which global musical cultures and industries are rapidly changing. The course is grounded in the knowledge, skills and processes associated with the study of music and offers a strengthened approach to student creativity through practical, informed and purposeful explorations of diverse musical forms, practices and contexts. The course also ensures a holistic approach to learning, with the roles of performer, creator and researcher afforded equal importance in all course components.
Throughout the course exploration of diverse musical material is focused through the lenses of four areas of inquiry.

Music for sociocultural and political expression
Music for listening and performance,
Music for dramatic impact, movement and entertainment
Music technology in the digital age.

Grade 6

Content:

Design Cycle/Design Process
Problem / issue identification
Design proposal
Idea/solution generation
Testing methods
Success evaluation
Improvement explanation

Skills

Creating/editing of 2D graphics
Presenting / communicating
Producing and editing film
Developing brand / identity
Using structure as function

Grades 11 & 12

Content

Exploring Music in Context
Students will learn how to engage with a diverse range of music that will broaden their musical horizons and provide stimuli to expand their own music making. The music course gives students the opportunity to study a wide variety of music from the four areas of inquiry in personal, local, and global contexts. Students will engage with creating conventions in practical ways through arranging, improvising, notating, or creating music according to specific stylistic conventions.
Experimenting with Music
Students connect theoretical studies to practical work and gain a deeper understanding of the music they engage with. Through this theoretical and practical work as researchers, creators, and performers, students will learn to experiment with a range of musical material and stimuli from the areas of inquiry across local and global contexts.
Presenting Music
When presenting music, students learn to practise and prepare finished pieces that will be performed or presented to an audience. In working towards completed musical works, students expand their musical identity, demonstrate their level of musicianship, and learn to share and communicate their music as researchers, creators, and performers.
The Contemporary Music Maker
Music at higher level (HL) builds on the learning of musical competencies and challenges students to engage with the musical processes in settings of contemporary music-making. For the HL component, students plan and collaboratively create a project that draws on the competencies, skills, and processes in all the musical roles of the music course and is inspired by real-life practices of music-making

Skills

Musical Analysis and Discussion
- Analyse musical structures and forms of pieces of music.
- Discuss the function of identified musical elements and compositional devices in relation to the area of inquiry.
- Explore the development of melody, rhythm, and harmony, questioning the choices made in their creation.
- Examine production techniques and their application in creating the piece.
- Consider the artist’s intention in applying musical elements and compositional devices.
How and Why Framework
- How: Examine how the music is constructed.
- Why: Discuss the original purpose of the piece, investigating musical choices made to achieve the purpose, artistic intentions, or specific musical conventions.
- Explore how the piece has been presented and communicated.
Subject-Specific Language and Tools
- Use appropriate subject-specific language, including musical terminology.
- Cite and accurately locate musical information in scores and recordings using bar/measure numbers and/or timings.
Assessment Components
- Build on materials collected and encountered during the course, as well as learning and development experiences.
- Select examples, findings, and musical works from journals to prepare submissions.
- Distribute attention equally across areas of inquiry and contexts throughout the course.
Assessment Deadlines
- June of Year 1: Exploring Music in Context
- October of Year 2: Experimenting with Music
- April of Year 2: Presenting Music
- April of Year 2: Contemporary Music Maker (HL only)

Downloadable Curriculum

Access detailed curriculum overviews and guidelines in PDF format.

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Glossary of Terms

Familiarize yourself with key abbreviations and terminology used throughout our curriculum.

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Learning & Assessment

Discover our curriculum’s learning objectives, assessment strategies, and resources.

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