Page 177 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

A2.2 manipulate the elements of music and related concepts effectively and with increasing skill and creativity when improvising melodies in
a wide variety of musical forms (e.g., when improvising melodies over an appropriate chord progression; when improvising using modes, scales, and/or patterns from Western and non-Western music; when improvising a sixteen-bar diatonic
or modal melody over appropriate accompaniment; when using strophic or ternary form or a combi- nation of forms)
Teacher prompt: “What is the role of each note in this chord with respect to tension and disso- nance? Is this chord resolved or not? Will you need to make the melody fit with your revised harmonic progression?”
A2.3 apply the elements of music and related concepts effectively and with increasing skill and creativity when composing and/or arrang- ing music in a variety of forms (e.g., when writing tonal melodies; when writing atonal melodies using a tone row; when writing atonal melodies using pitch integers, ordered pitch intervals, and/or pitch classes; when arranging melodic and rhythmic compositions in binary and ternary form)
Teacher prompt: “How are aspects of pitch, especially melody and harmony, used when creating atonal music?”
A3. Techniques and Technologies
By the end of this course, students will:
A3.1 extend their technical skills when performing increasingly complex and difficult notated and/or improvised music (e.g., perform repertoire with accuracy and artistic sensitivity; sight-read increasingly complex music with accuracy and fluency; perform with highly appropriate expres- sion selections from a range of genres; sing or play their instrument with a timbre appropriate for the selection)
Teacher prompts: “What is the relationship between technical skill and artistic ability?” “How can this technical exercise enhance your ability to perform with artistic sensitivity?”
A3.2 apply compositional techniques with increasing skill and creativity when composing and/or arranging music (e.g., compose and/or arrange contrapuntal compositions, using technol- ogy where appropriate; compose a piece using twentieth-century techniques such as tone rows, indeterminacy, or free improvisation; arrange a pentatonic melody such as the Japanese Sakura, incorporating contemporary rhythmic patterns and applying the timbres of modern string, wind, and percussion instruments; write a rhythm rondo using African drums and embedding improvisa- tional passages and structured notated patterns)
Teacher prompts: “What are the positive aspects of your chosen form? What are its limitations?” “Would you borrow aspects of another complementary or contrasting style to include in your work? Why or why not?”
A3.3 use a variety of current technologies with increasing skill when practising, performing, composing, arranging, or recording music (e.g., record a multi-track sequence using the functions of audio-editing software; record their performance of a range of selections for a performance portfolio; use notation and sequencing software when producing a work in a twentieth-century style [expressionist, minimalist, blues, musique concrète]; arrange an original composition for the class using various scoring tools in a notation program)
Teacher prompts: “What are some of the ways in which digital technology has changed the music industry?” “How could you use soft- ware to notate music from an oral tradition?” “What features of music notation, editing, and sequencing software do you find most useful as a composer?”
CREATING AND PERFORMING
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Music
AMU4M