The teaching and learning framework for the music is designed as a principal plan that recognises distinctive and interrelated areas of study in each major art form - music, visual art, dance and drama — which are part of the elementary school curriculum. Teaching and learning principals are based on the ways in which children acquire knowledge, skills and interrelated experiences through four types of engagement: 1 ) art-making as a process, 2) realising through art by producing an artifact, 3) critical responses to the arts as process and product, 4) contextual understanding of art. Firstly, art-marking includes all the participatory experiences or practical engagement of children as they learn how to compose music, to paint, to dance, or to write. Secondly, as children progress through the school year their acquaintance with each art form deepens. They acquire knowledge which is synonymous with the level of their experience or repertoire. Thirdly, the practical experiences of the arts are supported by the ability to discuss or write about works of art, either dances, plays, paintings or pieces of music. These may have been produced either by children or professional artists. This area of understanding is referred to as propositional knowledge because it reflects the pupil ' s understanding or the meaning, action or symbolism inherent in the arts. Fourthly, discovering about the social, cultural or historical aspects of the arts means that children can refer to books, recordings, artifacts, vided and CDs in order to broaden their horizon and deepen understanding of their own work. Finding out about the arts in this way encourages children to acquire contextual knowledge.