Page 168 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

A1. The Creative Process: apply the stages of the creative process when performing music, composing and/or arranging music, and creating a musical production;
A2. The Elements of Music: apply elements of music when performing music and composing and/or arranging music;
A3. Techniques and Technologies: use a variety of techniques and technological tools when engaged in musical creation, production, and/or performance.
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 music and composing and/or arranging music (e.g., generate ideas for a musical composition based on a video game; experiment with various natural and instrumental sounds when arranging music for their ensemble; explore and reflect on different arrangements of the same work; revise aspects of their performance based on feedback from peers)
Teacher prompts: “What musical choices will you need to make in this performance? How can the creative process help you make effec- tive choices?” “What roles do imagination and planning play in your preparation for
a performance?”
A1.2 apply the creative process when creating a musical production (e.g., when planning, revising, and presenting a concert with your ensemble; when planning for, producing, and editing a recording of a small ensemble)
Teacher prompts: “What do you need to con- sider when planning for the instruments or
voices you are using in your production?” “How might you incorporate innovation into your production?” “Which stages of the creative process did you follow when working on this production?” “What are the potential pitfalls for performances or productions that do not follow the stages of the creative process?”
By the end of this course, students will:
A2.1 apply the elements of music and related concepts appropriately when interpreting and performing notated music (e.g., reproduce accu- rately, by clapping, playing, or singing, rhythms that are similar to those in the music they are studying; play or sing repertoire with accurate pitch and intonation; play or sing repertoire with correct dynamics and articulation; perform in an ensemble setting with uniform tonal blend and balanced dynamic intensity)
Teacher prompts: “Considering the timbres
of the various instruments in your ensemble, how might you ensure appropriate balance and blend?” “If the tempo of this song were altered, how might you change your approach to articulation?”
A2.2 apply the elements of music and related concepts appropriately when composing and/or arranging music (e.g., apply elements such as pitch [melody], timbre, and texture in their composition in a way similar to that in the popular music they are studying; use guitar tablature to notate pitches in a solo composition; arrange pieces of music in simple, binary, and free forms)
Teacher prompts: “What would be some advantages of using guitar tablature as opposed to ‘standard’ notation? What limitations might this tablature have with respect to expressing the elements of music?” “How might the timbres of the instruments in your group affect the way you use the elements of duration and dynamics in your composition?”
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