Page 107 - The Ontario Curriculum, Grades 9 and 10: The Arts, 2010

the reliability of the judgements expressed in their sources; describe how a particular source has influenced their opinions and/or why a different source has not influenced them)
Teacher prompts: “Based on information obtained from your research, what have you learned about the quality of this group’s musical output and the nature of its members’ careers?” “What range of opinions did you find among audience members with respect to last week’s lunch-time recital? Did their insights influence your opinion of the recital? Why or why not?” “Which types of sources have had the greatest impact on your opinion about this composer? Why?”
B2. Music and Society
By the end of this course, students will:
B2.1 identify and describe ways in which tradi- tional music reflects the society in which it was created and how it has affected communities or cultures (e.g., the Celtic influence on East Coast fiddle music as a reflection of historical immigra- tion patterns to Canada, and how this music has contributed to the local community; the focus of the music in ceremonies and celebrations of some of Canada’s Aboriginal peoples; how instruments and scale patterns used in traditional Chinese music contributed to the creation and preservation of a distinct musical style in China)
Teacher prompts: “Why do many Canadian folk songs have French origins? What do these songs tell us about the lives of people who immigrated to Canada?” “Why are First Nation musical ceremonies and celebrations often connected to aspects of nature? What do these themes tell us about the Aboriginal societies in question?”
B2.2 identify and describe ways in which com- mercial music reflects the society in which it was created and how it has affected communi- ties or cultures (e.g., Big Band and other popular music during World War II as a source of support for the troops; the inspiration for the Seattle Grunge scene in the 1990s and its cultural impact; the links between reggae and Rastafarianism)
Teacher prompt: “What are some features of anti-establishment peace songs written in North America in the 1960s and 1970s? In what ways do these features reflect aspects of North American culture, or counterculture, at the time?”
B2.3 identify and describe ways in which art music reflects the society in which it was created and how it has affected that culture or commu- nity (e.g., the impact of religious practices on the art music of different cultures, including various Asian cultures; the impact of availability of materials on the musical instruments developed by various cultures; the influence of Mozart’s patrons on the composer’s operatic work, and the impact Mozart had on changing the way opera was perceived)
Teacher prompts: “What impact did the patron- age system in Europe have on the development of the Western canon of art music? In what ways did this system reflect the class structure at the time?” “What are the distinguishing characteristics of art music in Chinese culture?” “In what ways do developments in contempo- rary art music reflect the preoccupations of the present generation?”
B3. Skills and Personal Growth
By the end of this course, students will:
B3.1 identify and describe how the study of music has contributed to their personal growth (including the development of their values), their ability to express themselves, their aware- ness of the aural world around them (both human-created and natural), and their aware- ness of others (e.g., how expressing themselves through performing or creating music has affected their self-awareness; how musical study has affected their appreciation of the aesthetic value of the sounds of nature and their awareness of people from other communities or cultures)
Teacher prompts: “In what ways has your ability to express an idea or emotion through a musical composition contributed to your self-awareness?” “What has the discipline associated with regular musical practice taught you?”
B3.2 describe the development of their musical skills and knowledge, and identify the main areas they will focus on for improvement (e.g., use journals and reflective practice logs as means of self-assessment; listen to and reflect on their own work; reflect on the input of peers and/or the teacher; compare their performance to an exemplary performance to help them identify areas for improvement)
Teacher prompts: “How does the tempo of your performance of this selection compare to that in an exemplary performance of the same
REFLECTING, RESPONDING, AND ANALYSING
105
Music
AMU1O