Page 164 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

Grade 11, University/College Preparation
B4. Connections Beyond the Classroom
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | The Arts
162
you developing that signal your musical growth as a performer? In what areas do you need more practice?”
B3.3 demonstrate the interpersonal skills, work habits, attitudes, and qualities that are essential to the effective functioning of a musical ensem- ble (e.g., personal responsibility and respect for others in performance and creative work, the ability to lead sectional rehearsals, the ability
to balance the needs of the group with the needs of individual musicians)
Teacher prompts: “What steps would you take in a small ensemble if there were conflict over musical interpretation or if members were unprepared?” “What are some strategies you have used to build consensus on musical goals in rehearsal?”
By the end of this course, students will:
B4.1 assess their interests, skills, and knowledge in relation to a variety of music-related careers (e.g., create a reverse plan, from a music career they would like to pursue to their prospective educational pathway; summarize their skills, interests, and experience in a résumé that could be used to apply for work in a recording studio, music store, or musical theatre production; determine
the skills and educational requirements of a range of jobs generated by the musical entertainment industry)
Teacher prompts: “What skills, knowledge, and attitudes are required for work as a recording engineer? A disc jockey? A studio musician? What skills and/or knowledge would you
have to acquire to work at one of these jobs?” “What skills and background does a profes- sional classical musician require?” “What is the salary range for a member of a classical ensemble? How might a professional musician supplement this salary?”
B4.2 analyse the requirements for postsecondary study of music with respect to education and musical proficiency, and assess what they need to do to meet those requirements (e.g., research university and college programs in music or music-related areas, and identify academic requirements for entry into these programs; assess their performance or creative proficiencies with respect to audition or portfolio requirements for application to postsecondary programs)
Teacher prompt: “From your gap analysis, what areas would you need to focus on to meet the application requirements for a postsecondary musical theatre program? What sorts of experi- ence or educational opportunities might you pursue outside the school system to help you succeed in your application?”
B4.3 analyse opportunities for, and explain the benefits of, continuing involvement in music and other arts, including opportunities associ- ated with private or public arts organizations (e.g., assess the funding support that is available through organizations that support the arts, and write a funding application to one of them; research possibilities for involvement in an ensemble, show, production, or other opportunity within the school or the community; analyse how community music events help keep the arts vibrant in their community/region)
Teacher prompts: “What are the benefits for both the individual and the community of local opportunities for participation in amateur music events?” “What might be done to mitigate the differences between large urban centres and smaller towns or rural areas with respect to arts-related opportunities?”