Page 113 - The Ontario Curriculum, Grades 9 and 10: The Arts, 2010

A2.3 apply the elements of music and related concepts appropriately when composing and/or arranging simple pieces of music (e.g., when writing and performing diatonic melodies over an appropriate harmonic progression; when creating a simple two-part composition; when creating a soundscape using environmental sounds such as forest sounds or sounds in a machine shop, and developing a means of notating the sounds)
Teacher prompts: “When you write a composi- tion, can you use certain elements of music and not others?” “Which elements of music does your notation need to convey? How will you accomplish this?”
A3. Techniques and Technologies
By the end of this course, students will:
A3.1 demonstrate technical skill when performing notated and/or improvised music (e.g., perform, with control and subtlety, notated or stylistically correct dynamics; accurately perform scales, pat- terns, or technical exercises related to the repertoire; apply correct articulations when performing notated passages; perform with suitable breath control, bow control, stick technique, or finger style, as appropriate)
Teacher prompt: “What specific technical skills does this selection require? What exercises might you practise to enhance those skills?”
A3.2 apply compositional techniques when composing and/or arranging simple pieces
of music (e.g., compose simple diatonic melodies that demonstrate an understanding of instrumental and/or vocal range; compose or arrange a selection in binary form for more than one voice or instru- ment; arrange a selection for percussion using musical forms common in West African drumming)
Teacher prompts: “How can you use the tessi- tura of various instruments or voices in your arrangement?” “Would you describe the melodic shape of your composition as conjunct, disjunct, or both? Why did you choose this shape?”
A3.3 use current technology when practising, performing, composing, and/or arranging music (e.g., use audio-editing software to create an audio composition using environmental sounds; use software to notate a simple eight-bar composition; use accompaniment software to create the rhythm section for a twelve-bar blues progression)
Teacher prompts: “What are the advantages of using notation software over traditional pencil and paper techniques?” “How can you use accompaniment software to enhance your arrangement?”
CREATING AND PERFORMING
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Music
AMU2O