Page 180 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

Grade 12, University/College Preparation
B4. Connections Beyond the Classroom
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | The Arts
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B3.2 assess, with increasing insight, their musical skills and knowledge, and develop and imple- ment a detailed plan to enhance them and evaluate their progress (e.g., select and organize items for a portfolio of performance or creative work to demonstrate continuing improvement; conduct and report on the results of self-directed study on a musical topic; plan ways to extend their skills in working with music-related software)
Teacher prompts: “How might you develop a plan to assess your skills as an independent musician and a member of this ensemble? Do these two roles require different skills? Why or why not?” “What skills do you need to develop to enhance your ability to use this piece of music software?”
B3.3 demonstrate the interpersonal skills, work habits, attitudes, and qualities that are essential to the effective performance of music in a variety of contexts (e.g., conduct or lead a small or large ensemble; participate in a music council or other leadership group; demonstrate preparedness, cooperation, optimism, and perseverance when rehearsing and performing as part of an ensemble)
Teacher prompts: “What are some ways to develop individual accountability in a musical ensemble?” “What challenges did you encounter in this collaborative composition process? How did you resolve these challenges?”
By the end of this course, students will:
B4.1 assess their interests, skills, and knowledge in relation to a variety of careers in the arts and culture industry (e.g., interview a Canadian com- poser to determine the skills necessary to succeed in this profession and to discover how this indi- vidual makes a living; identify and assess the
requirements of careers related to the promotion and marketing of artists, including musicians; identify and evaluate the requirements of careers related to music education; identify opportunities at arts advocacy organizations, and describe the background required for these jobs)
Teacher prompts: “What kinds of careers in music would allow you to combine your inter- est in the arts with social or political activism?” “What type of experiential learning might you pursue to help determine whether a career in the arts and culture sector suits you?”
B4.2 evaluate and demonstrate their musical skills and knowledge in relation to entrance requirements for postsecondary study of music (e.g., plan and prepare audition material; assemble a portfolio of performance and/or creative work for application to postsecondary institutions; iden- tify additional training or practice opportunities
to build skill and knowledge levels)
Teacher prompts: “What portfolio or audition choices would best portray your strengths as a performer or composer?” “What would you need to do to create a ‘mock audition’ that would prepare you to face an actual audition?”
B4.3 demonstrate an understanding of the benefits of their continuing involvement in a variety of aspects of the arts community (e.g., as a per- former, composer, advocate, audience member, promoter, and/or producer; the benefits to the community of the promotion of artistic endeavours; the value of political or social activism in support of the arts)
Teacher prompts: “What can you do to become an advocate for arts programs in the school and community?” “What types of arts programs do you think would provide the greatest benefit to your community? To you as an individual? Why?”