Page 161 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

Teacher prompts: “In what ways does the effect of this selection differ when the rhythm or tempo is ‘swung’ rather than played ‘straight’?” “What types of variations could you make in dynamics to create interest and variety in repeating passages?”
A2.3 apply the elements of music and related concepts appropriately and effectively when composing and/or arranging music in a variety of forms (e.g., when creating rhythmic or melodic compositions in forms such as rondo or theme and variations; when creating melodies using a variety of modal scales; when composing a short work for brass ensemble and djembe)
Teacher prompt: “When approaching the element of pitch, how might you use dissonance to enhance your harmonic palette and add interest to your work? How can the use of modal scales affect the pitch of your composition?”
A3. Techniques and Technologies
By the end of this course, students will:
A3.1 demonstrate technical skills when performing increasingly complex notated and/or impro- vised music (e.g., perform notated music with accuracy and fluency; sight-read unfamiliar music with accuracy; perform complex studies and exer- cises to support repertoire; perform passages from technical exercises and repertoire demonstrating varying tempi; perform improvised music with fluency and appropriate expression)
Teacher prompts: “What must you do to main- tain clear articulation in this exercise as your tempo increases?” “How does this study relate to the repertoire we are preparing in class? What particular skills does it target?”
A3.2 apply compositional techniques when com- posing and/or arranging music (e.g., create and/or arrange homophonic compositions in four or more parts, using technology where appropriate; include aleatoric aspects in a composition for a vocal performance or performance on their instrument; use simple polyphonic techniques to compose a short work for a small group; use vocables and strophes when composing a vocal composition in the style of a First Nation song; use techniques associated with raga and tala to compose a short work in an East Indian tradition)
Teacher prompts: “What techniques might you use to integrate repetition into your work and yet still keep the composition fresh?” “How might you use compositional techniques from other cultures? How might these enrich your work?”
A3.3 use a variety of current technologies in various applications related to music, including composing, arranging, performing, and/or recording music (e.g., use accompaniment soft- ware to accompany their solo performance; make
a digital recording of a personal performance and distribute it using available technology; use a com- puter and appropriate software to record and edit a performance by a class ensemble; use a notation program when composing music or to arrange a composition to be played by the class; produce music using a loop-based mixing program)
Teacher prompts: “Identify all the technological devices in your home that can be used to play music. In what ways do these devices influence when and how you listen to music?” “How can using current technology help you become a more effective producer of music?”
CREATING AND PERFORMING
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Music
AMU3M