Page 178 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

Grade 12, University/College Preparation
B1. The Critical Analysis Process: use the critical analysis process when responding to, analysing, reflecting on, and interpreting music;
B2. Music and Society: demonstrate an understanding of social and cultural influences on and effects and functions of traditional, commercial, and art music;
B3. Skills and Personal Growth: demonstrate an understanding of how performing, creating, and critically analysing music has affected their skills and personal development;
B4. Connections Beyond the Classroom: assess opportunities and requirements for continued engagement in music.
B1. The Critical Analysis Process
B. REFLECTING, RESPONDING, AND ANALYSING
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:
B1.1 deconstruct with increasing skill and insight the elements and other components of music through score study of and purposeful listen- ing to increasingly complex musical works (e.g., describe and evaluate how melody, rhythm, harmony, texture, and/or timbre function and interact in serial music from the twentieth century; analyse a significant form of Western music such as a symphony, a concerto, an opera, or an art song; review a peer’s public performance with reference to her or his manipulation of musical elements; analyse a lead sheet for a jazz standard, and then critique the performance of the selection in terms of the aesthetic and technical impact of the per- formers’ manipulation of the elements of music)
Teacher prompts: “What can you determine about the cultural context for a selection from analysing its approach to the elements of music?” “How do these two recordings of this
aria differ in their approach to the elements of music? What effects do these differences produce?”
B1.2 listen to and reflect on selections from a wide range of musical styles and genres, including their own performance repertoire, and analyse and reflect with increasing insight on their responses to and interpretation of
them (e.g., explain their initial reaction to a selec- tion whose genre or form they are not familiar with; explain their interpretation of a Canadian avant-garde selection; reflect and report on how their response to a selection of music has changed from initial reaction, to increased understanding as a result of background research, and to critical analysis as a result of repeated and focused listening)
Teacher prompts: “In what ways does your initial reaction to a piece of music from an unfamiliar genre or culture differ from your reaction to a selection by one of your favourite composers or musicians?” “Can you under- stand or appreciate a piece of music without liking it? Why or why not?”
B1.3 analyse with increasing insight and assess the effectiveness of music from a wide range of styles and genres and in various performance modes, and reflect on how such analyses can enhance their own creation or performance of music (e.g., assess the effectiveness of a selection that represents a significant form of Western music, such as a symphony, a concerto, an opera, or an art song, in communicating to its audiences, and analyse how the work achieves its purpose; analyse the aesthetic and technical features of various forms of jazz, and evaluate the effect of the music on the performer and listener; assess the impact and effectiveness of a taiko ensemble)
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