Page 104 - The Ontario Curriculum, Grades 9 and 10: The Arts, 2010

A1. The Creative Process: apply the stages of the creative process when performing notated and/or improvised music and composing and/or arranging music;
A2. The Elements of Music: apply elements of music when performing notated and improvised music and composing and/or arranging music;
A3. Techniques and Technologies: use a variety of techniques and technological tools when performing music and composing and/or arranging 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 9 AND 10 | The Arts
SPECIFIC EXPECTATIONS
By the end of this course, students will:
A1.1 apply the creative process when performing notated and/or improvised music (e.g., explore variations in and make artistic decisions about tempo, dynamics, and phrasing and related aspects of articulation; experiment with a variety of possible responses in a call-and-response activity; perform music for a partner, and reflect on his or her feedback in order to refine aspects of their performance)
Teacher prompts: “How do you decide whether your experiments with dynamics or other expressive changes have been successful?” “In what ways did feedback from your peers influence how you have refined your perform- ance of this piece of music?”
A1.2 apply the creative process when composing and/or arranging music (e.g., use the applicable steps of the creative process when arranging an existing melody for performance on their instru- ment or when creating a simple composition for available percussion instruments; explore sounds from the human-created or natural environment as possible inspiration for a musical composition;
refine their composition/arrangement on the basis of peer- and self-assessment)
Teacher prompts: “What might you use as an inspiration for your melody?” “Why is it impor- tant to build in time for experimentation and revision as you prepare your composition for performance?”
By the end of this course, students will:
A2.1 apply the elements of music and related concepts appropriately when interpreting and performing notated music (e.g., accurately play or sing notated articulations such as slurs, accents, staccato; play or sing repertoire with accurate pitch and intonation; play or sing maintaining a consis- tent tempo; accurately interpret dynamic intensities as indicated in notated musical phrases; play or sing with tone colour appropriate to the repertoire)
Teacher prompts: “Are the elements of pitch and duration equally important in your per- formance of this selection? Why or why not?” “Which aspect of the element of duration is more important to the success of your performance of this selection, tempo or rhythm? Why?”
A2.2 manipulate the elements of music and relat- ed concepts appropriately when improvising melodies and rhythms (e.g., when practising rhythmic call-and-response patterns and scales; when improvising melodies and rhythms using diatonic and pentatonic patterns; when improvising simple two-bar call-and-response melodies and rhythms; when improvising simple four-bar diatonic melodies over accompaniments generated by accompaniment software and representing a variety of accompaniment styles)
Teacher prompts: “Which elements are easiest for you to work with when you are improvis- ing?” “What role does accompaniment play in your improvisation?”
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