Page 166 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

Grade 11, University/College Preparation
C3. Conventions and Responsible Practices
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | The Arts
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(e.g., analyse shared characteristics of West African and Cuban music; research and report on connec- tions between music and nature; interview a First Nation musician and share his or her experiences and perspectives with their peers)
Teacher prompts: “Why might the composer of a Renaissance madrigal have imitated the sounds of nature?” “What are some of the key themes in Aboriginal music in Canada? How do these themes compare to those in Aboriginal music in other countries?”
By the end of this course, students will:
C3.1 explain the importance of and demonstrate safe and healthy practices associated with prac- tising, performing, and listening to music (e.g., ergonomic considerations associated with playing various instruments and using computers; connec- tions between respiratory health and the rehearsal environment; safe sound levels in rehearsal and performance settings and when listening to recorded music)
Teacher prompts: “What are some common injuries or physical problems that musicians are subject to? What measures could they take to help reduce the incidence of these injuries?” “Why is it important for a vocalist to conduct warm-up exercises before a performance? What are some appropriate exercises?”
C3.2 explain and demonstrate conventions associ- ated with various type of musical performance and production, from the perspective of a per- former and an audience member (e.g., explain the differences in acceptable audience behaviour
at the symphony, a jazz concert, a musical theatre production, and an outdoor rock event; demonstrate proper etiquette when performing solo or as part of an ensemble; prepare program notes for a musical theatre production or a classical concert)
C3.3 demonstrate an understanding of ethical and legal practices with reference to both con- sumers and producers of music, with particular emphasis on copyright issues (e.g., stage a mock trial in which they explain their rights as a per- former, creator, and consumer of music; participate in a four-corner debate on issues related to down- loading copyrighted music files)
Teacher prompts: “How are composers remu- nerated when their work is played on the radio? When it is downloaded from a website?” “Legally, what actions are advertisers supposed to take before using a composer’s music in a commercial?”