Page 176 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

A1. The Creative Process: apply the stages of the creative process when performing notated and/or improvised music and composing and/or arranging music;
A2. The Elements of Music: apply the elements of music when performing notated and improvised music and composing and/or arranging music;
A3. Techniques and Technologies: use a range of techniques and technological tools in a variety of applications related to music.
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 increasingly complex and difficult notated and/or improvised music (e.g., study the score in order to plan their approach to the performance of a selection; consider various sources of inspiration for their improvisation; experiment with variations in articulation, balance, blend, tempo, and/or texture; use rehearsal time to revise aspects of their performance based on self-assessment and reflection on critiques by their peers and/or teacher; perform a polished version of the selection for their peers)
Teacher prompts: “How and why does your approach to the creative process change when you are improvising as opposed to performing notated music?” “How has reflection and experimentation affected your performance
of this selection?”
A1.2 apply the creative process when composing and/or arranging increasingly complex musical works (e.g., follow the applicable stages of the creative process when composing or arranging for small ensemble a sixteen-bar melody; explore the
creative challenge, conducting research to develop their understanding or for inspiration; develop a plan that details the form and structure of their composition; experiment with various metres, tempi, and approaches to articulation; explore
the tessitura of various instruments to determine which are most appropriate for their planned
arrangement; revise their composition on the basis of self-assessment and reflection on critiques from their peers and/or teacher; present the final work to an audience)
Teacher prompts: “How do your instrumenta- tion choices affect the tone colour, blend, and balance in your arrangement? Do they achieve the effect you were intending? What aspects might you refine to achieve a more effective arrangement?” “Have you explored the impact on your arrangement of the tessitura of all the instruments in your ensemble? What, if any, changes might you make to use all the available instruments to their best advantage?”
By the end of this course, students will:
A2.1 apply the elements of music and related concepts appropriately and effectively when interpreting and performing increasingly com- plex and difficult notated music (e.g., accurately play or sing increasingly complex rhythms; accu- rately play or sing increasingly difficult music with correct articulation, clear melodic shape, and relative balance; play or sing with accurate intonation, effective tonal blend, and harmonic balance)
Teacher prompts: “How might a change in articulation alter the overall effect of this selection?” “In what ways does your approach to the elements of music change when you
are playing the melody line as opposed to accompaniment?”
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