Page 163 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

B1.4 gather information from reliable sources on the background of music and musicians, audi- ence responses, and music criticism, and analyse and reflect on the information to enhance their critical judgements and ongoing interpretations of music (e.g., compare and contrast a variety of concert reviews of“new music”, including both positive and negative reviews; use contemporary reviews to identify the critical response to the premiere of a work by a historical musical figure, compare it to the present-day reception of that work, and conduct research into the historical context to determine reasons for the difference in the responses; reflect on responses from audience members and media critics, and apply the infor- mation to make improvements in their own performances)
Teacher prompts: “In what ways does your understanding of the background of a musician and the reception of her or his music by the public influence your choices of performance repertoire?” “When you learned about the inspiration for this piece of music, did this knowledge affect your interpretation or assess- ment of the work? Why or why not?”
B2. Music and Society
By the end of this course, students will:
B2.1 analyse ways in which traditional, commer- cial, and art music are a response to and reflec- tion of the community or culture in which they were created (e.g., describe socio-economic influ- ences on the chamber works of a specific period
in Western music; compare traditional music of selected African cultures and spirituals of the antebellum American South, and give reasons for the similarities and differences; analyse the influences that technology has had on traditional music over the past half century; analyse how songs have drawn attention to various social causes or historical events)
Teacher prompts: “What impact have socio- economic conditions had on the music of developing countries such as South Africa or India?” “What are some of the songs associated with the environmental movement? The civil rights movement? What was the social context for these songs?” “What was the origin and impact of Live Aid?”
B2.2 analyse the impact that significant individuals or groups from a variety of cultures (e.g., African Guitar Summit, Joan Baez, Nadia Boulanger,
Ry Cooder, Ella Fitzgerald, Peter Gabriel, Antonio Carlos Jobim, Ladysmith Black Mambazo, Clara Schumann) have had on traditional, commercial, and/or art music
Teacher prompts: “How did J. S. Bach’s work influence composers from the baroque period and beyond?” “What impact did Helen Creighton have on traditional music in Canada?”
B2.3 analyse the interrelationships between tradi- tional, commercial, and art music (e.g., the influence of traditional and commercial music on the art music of George Gershwin; the use by pop songwriters from a variety of cultures of themes or melodies from art music; the integration of tradi- tional blues riffs in rock ’n’ roll; the impact of globalization on music)
Teacher prompts: “What features did J. S. Bach borrow from music from his Lutheran heritage, and how did he integrate them into his music?” “What types of themes did Dvorak use in his New World Symphony?” “What traditional instruments are used in contemporary West African music?”
B3. Skills and Personal Growth
By the end of this course, students will:
B3.1 analyse the impact of the study of music on their personal growth (including the develop- ment of their values), their expressive capabili- ties, their awareness of social issues, and their understanding of other cultures (e.g., their respect for the opinions, preferences, and creative abilities of others; their awareness of social issues addressed in protest music; their ability to express a range of emotions creatively; their understanding of and appreciation for the richness of different cultures)
Teacher prompts: “In what ways has creating or analysing music affected your personal values?” “In what ways has analysing or performing music from other cultures affected your opinion of people from those cultures?”
B3.2 assess their musical skills and knowledge, and develop and implement a plan to ensure continued improvement (e.g., use technology to record and review their studio and public perform- ances, and assess those performances; identify areas for both aesthetic and technical improvement; develop and reflect on a creative or performance portfolio that exemplifies their output as a musician and demonstrates ongoing improvement)
Teacher prompts: “What role does careful and analytical listening play in helping you improve your performance?” “Are you able to success- fully record and edit your composition? If not, what other skills or knowledge do you need to acquire?” “What skills and artistic qualities are
REFLECTING, RESPONDING, AND ANALYSING
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Music
AMU3M