Page 184 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

A1. The Creative Process: apply the stages of the creative process when performing music, composing and/or arranging music, and engaging in musical productions;
A2. The Elements of Music: apply elements of music when performing music and/or creating a musical production, and when 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 music and composing and/or arranging music (e.g., develop a practice plan for their guitar group, including exercises that focus on skills related to the selection to be performed; experiment with various approaches to improvising a selected melody, and evaluate the results; present their a cappella selection to a group of their peers, and reflect on their feedback to refine their perform- ance; arrange rhythm patterns for a variety of instruments in a percussion ensemble)
Teacher prompts: “What skills or elements do you need to address in your practice plan? Should all members of the group follow the same plan? Why or why not?” “What inspired your approach to your Native drum performance?”
A1.2 use applicable stages of the creative process when developing aspects of a variety of music- related productions (e.g., explore possible acts and venues for a community fund-raising concert; working independently, plan, refine, and present a marketing strategy for a CD; working in groups, develop a creative plan for a coffee house, variety
night, or nightclub activity for your school or community)
Teacher prompts: “What aspects of the creative process go into producing a successful concert or musical event? Which aspects do you think are the most important? Why?” “What have you learned from reflecting on and evaluating your approach to the creative process in this production?”
By the end of this course, students will:
A2.1 demonstrate the ability to effectively apply and/or address the elements of music and related concepts when performing music and/or creating a musical production (e.g., accurately play or sing selected rhythms and melodies similar to those in the music they are studying; list the key elements of a selection in a graphic organizer, and use this list to guide their practice; record an ensemble performance, with attention to dynamics and pitch, especially main- taining appropriate balance and blend)
Teacher prompt: “What particular elements
will you focus on most closely when rehearsing this musical selection? How will this practice enhance your performance?”
A2.2 apply the elements of music and related concepts appropriately when composing and/or arranging music (e.g., explore a range
of forms for their composition, using a loop-based mixing program; manipulate the elements of music in an electronic or acoustic composition in a way appropriate to their chosen form)
Teacher prompt: “In writing the background music for this public service announcement, what factors did you have to consider when planning your approach to the elements of music? In what ways have the subject and potential audience influenced your approach to form and duration?”
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