Page 112 - 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., experi- ment with an existing étude or musical exercise, reflect on the results, and apply their findings when making artistic choices with respect to their performance piece; use innovation, experimentation, and reflection to explore and assess the effectiveness of improvisational choices; use peer feedback and self-assessment to help them evaluate the effective- ness of their creative choices)
Teacher prompts: “How has feedback from your peers influenced your creative choices?” “Have you experimented with changes in tempo in your improvisation? What effects do these changes have on the melody?”
A1.2 apply the creative process when composing and/or arranging music (e.g., in a small group, plan and create a simple composition; use innova- tion, planning, experimentation, reflection, and refinement when arranging and transposing music or when composing an eight-bar melody with appropriate accompaniment)
Teacher prompts: “How might you gather input from your peers on your composition?” “Which stages of the creative process did your group use when creating its composition? How did the group approach the revision stage of the process?” “What role did imagination and experimentation play in developing your arrangement?”
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 articulations such as a variety of accents; demonstrate detailed and subtle dynamics; play or sing repertoire with accurate pitch and intonation; play or sing maintaining a consistent tempo, and change tempi as appropriate; play or sing in various metres; demonstrate uniform expressive control [blend and balance] when playing or singing in an ensemble)
Teacher prompts: “Why is it important to try to match the pitch, dynamics, and articulation of the person playing or singing next to you?” “How do ensemble members who support the melodic line contribute to the balance of a selection?”
A2.2 manipulate the elements of music and related concepts appropriately when improvising melodies and rhythms (e.g., when making creative choices with respect to melody, rhythm, and tempo during an improvised performance; when improvising rhythms and melodies over an appropriate chord progression; when improvising a melody based on a twelve-bar blues or a modal chord progression)
Teacher prompts: “How might a change of tempo affect other aspects of your improvisa- tion?” “What role might varied dynamics play in your improvisation?”
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