Page 179 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

Teacher prompts: “Why does ritual music of this culture have such a powerful effect on the participants?” “How can you apply what you have learned from your analysis of Gustav Holst’s work to your own performance of English band repertoire?”
B1.4 gather information from a range of reliable sources on music history, composers and musi- cians, technical and/or aesthetic criticism, and audience responses, and analyse, critique, and reflect on the information with increasing insight to enhance their critical judgement and ongoing interpretation of music (e.g., gather and analyse data on audience responses to one of their performances, either individual or as part of an ensemble; investigate the cultural context and critical opinion of the work of a non-Western musician, evaluate the information, and compare it to their own opinion; investigate the purpose, cultural context, technical complexities, and ele- ments of a selection of contemporary Aboriginal music; analyse the work of a professional media critic or musicologist, and use it as a model for their own criticism of music)
Teacher prompts: “What influence have the reviews of this musician’s work had on your opinion and assessment of that work?” “Does an understanding of the cultural or historical context of a composition influence your opinion of the work? Why or why not?”
B2. Music and Society
By the end of this course, students will:
B2.1 analyse, on the basis of in-depth research, ways in which traditional, commercial, and
art music are a response to and a reflection of the community or culture in which they were created (e.g., the social and/or historical context of nineteenth-century Irish folk music, klezmer music, Chinese revolutionary opera; the interrelationship between music and social issues in South Africa; the historical context of Tchaikovsky’s 1812 Overture; the sources of hybridization in contemporary music)
Teacher prompts: “What social, cultural, and/or economic factors influenced the development of ragtime?” “Why do the works of many Renaissance composers reflect a multicultural influence?” “What is the social context for
Joe Sealy’s Africville Suite?”
B2.2 analyse the impact of significant individuals or groups from a variety of cultures or communities on various genres of traditional, commercial, and/or art music (e.g., the impact of composers and/or musicians such as Hildegard von Bingen, Robert Johnson, Glenn Gould, the Beatles, Ali Farka Touré, Evelyn Glennie, or Yo-Yo Ma on various genres; the influence of composers such as Anil Biswas, Tan Dun, Ennio Morricone, or John Williams on film scoring)
Teacher prompts: “What impact has Woody Guthrie had on popular music in North America?” “Name some influential Canadian Aboriginal artists, and describe how they have contributed to contemporary Aboriginal musical genres.”
B2.3 analyse the various functions of music in society (e.g., to pass on traditions in oral cultures, to protest social injustice, to commemorate, to educate and raise awareness, as therapy to enhance health and well-being, to entertain, to accompany dance, for religious worship)
Teacher prompts: “What was the function of music under the patronage system of eighteenth- century Europe?” “Why are songs that are passed down by oral cultures so important to the history and traditions of these cultures?” “What are some of the uses of music therapy?”
B3. Skills and Personal Growth
By the end of this course, students will:
B3.1 analyse and assess the impact of the study of music on their self-awareness, their expressive capabilities, their awareness of social issues, and their understanding of others (e.g., their awareness of, and their ability to express, personal responses to a wide range of music from a variety of cultures; the ability to support their own opinions while demonstrating respect for the opinions of others; the ability to express their ideas, concerns, and emotions creatively; their knowledge of and respect for other cultures; their awareness of current and historical social issues as expressed through song)
Teacher prompts: “What role has the study of music played in making you the person you are?” “In what ways has studying the music of other cultures and communities expanded your knowledge and understanding?”
REFLECTING, RESPONDING, AND ANALYSING
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Music
AMU4M