Page 160 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

A1. The Creative Process: apply the stages of the creative process when performing notated and/or improvised music and composing and/or arranging music;
A2. The Elements of Music: apply the elements of music when performing notated and improvised music and composing and/or arranging music;
A3. Techniques and Technologies: use a range of techniques and technological tools in a variety of applications relating to music.
A1. The Creative Process A2. The Elements of Music
A. CREATING AND PERFORMING OVERALL EXPECTATIONS
By the end of this course, students will:
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | The Arts
SPECIFIC EXPECTATIONS
By the end of this course, students will:
A1.1 apply the creative process when performing notated and/or improvised music (e.g., explore and reflect on subtleties of balance and blend in the selection they are playing or singing; refine their performance of a baroque selection by adding ornamentation; evaluate the success of innovation and experimentation through self-assessment and by reflecting on input from teachers and peers)
Teacher prompts: “How do you decide whether an improvisational exploration has been suc- cessful? What role, if any, do your peers play
in this decision-making process?” “What roles do inspiration and innovation play when you improvise music?”
A1.2 apply the creative process when composing and/or arranging music (e.g., make an initial plan with respect to the form of their composition; experiment with different rhythms and articulation; demonstrate innovation in their choice of instru- ments in their arrangement, such as arranging a chorale or hymn melody for brasses; revise and refine their work in response to self-assessment and peer and teacher input; present their revised
work to the class or the whole school)
Teacher prompts: “How will your plans with respect to instrumentation affect your approach to this arrangement?” “When you are exploring approaches to your arrangement, how can input from the intended performers be valuable?” “Have you built enough time for reflection
into the creative process? Why is this stage important?”
By the end of this course, students will:
A2.1 apply the elements of music and related concepts appropriately and effectively when interpreting and performing notated music (e.g., demonstrate skills in phrasing, intonation, dynamics, tempi, rhythm, balance, and blend in repertoire and supporting exercises; play or sing with correct articulation increasingly complex melodic and harmonic patterns; provide shape to reflect the character of a melody; play or sing with tone colour appropriate to the style of music being performed)
Teacher prompts: “How can input from peers with respect to timbre and expressive controls help you achieve appropriate balance and blend in your performance?” “Why is it important for all members of an ensemble to approach the elements of music in the same way?” “Was there disagreement in your ensemble about the approach to some elements of the selection? Why? How did the resolution affect the inter- pretation of the selection?”
A2.2 manipulate the elements of music and relat- ed concepts appropriately and effectively when improvising melodies in a variety of musical forms (e.g., when improvising four-bar diatonic melodies over appropriate accompaniment; when using forms such as rondo, call and response, theme and variations; when adding ornamentation to a melody to create variety in repeating passages; when improvising musical patterns using modes and scales from non-Western music)
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