Page 172 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

Grade 11, Open
B4. Connections Beyond the Classroom
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | The Arts
170
By the end of this course, students will:
B4.1 identify and describe the skills and knowl- edge required to pursue careers connected to the arts and culture industry (e.g., describe pos- sible music industry careers and the requirements for specific jobs; use a career-profiling website to assess their own interests, skills, and aspirations and match these with appropriate careers in the cultural industry; investigate the skills required for careers that support musicians and composers, such as artist management, instrument making or repair, music promotion and marketing, recording or sound engineering)
Teacher prompts: “Based on your current interests, skills, and level of knowledge, what music-related career could you pursue that would provide an adequate living?” “What types of jobs does the production of a large- scale musical generate? What skills do these jobs require?”
B4.2 describe educational pathways that would enable them to prepare for careers in planning, promoting, producing, and/or performing in musical presentations (e.g., conduct a live or electronic interview with a music producer or promoter in their community, focusing on the educational prerequisites and ongoing learning requirements for the field; create a promotional poster for a postsecondary school of music that illustrates possible careers associated with its music program)
Teacher prompts: “What non-music courses would help you acquire skills and knowledge related to the promotion or production of musical presentations?” “How might you assess the value or appropriateness of a course or program in music?”
B4.3 identify opportunities for, and explain the benefits of, participating in and attending musical endeavours of various types (e.g., per- formances of various types of music in their school or community; opportunities for performance by their band, choir, ensemble; possible venues for performance or presentation of musical work, such as parks, town halls, hospitals, elementary or nursery schools, or other non-traditional spaces; music-related activities and other services offered by local or regional arts councils)
Teacher prompts: “Where might you look for information about folk, jazz, and/or interna- tional music festivals in the community?” “Describe how you can use radio, television, and/or podcasts to access music that you are unable to hear live.” “What supports exist that could assist young musicians in building a profile in your community?”