Page 114 - The Ontario Curriculum, Grades 9 and 10: The Arts, 2010

Grade 10, Open
B1. The Critical Analysis Process: use the critical analysis process when responding to, analysing, reflecting on, and interpreting music;
B2. Music and Society: demonstrate an understanding of how traditional, commercial, and art music reflect the society in which they were created and how they have affected communities and cultures;
B3. Skills and Personal Growth: demonstrate an understanding of how performing, creating, and critically analysing music has affected their skills and personal development;
B4. Connections Beyond the Classroom: identify and describe various opportunities for continued engagement in music.
B1. The Critical Analysis Process
B. REFLECTING, RESPONDING, AND ANALYSING
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:
B1.1 listen to selections that represent a variety of musical styles and genres, and describe and reflect on their responses to them (e.g., describe their initial response to a recording of folk music from Atlantic Canada; reflect on their response
to a new musical selection, connecting it to their response to a selection they have heard before; describe their response to musical choices made by the choral director with respect to a selection of music, and give reasons for their response; describe their response to choral works from different cul- tural or religious traditions; explain why their response to a piece of music may vary at different points in their life or course of study)
Teacher prompts: “Why might a piece of music seem to improve with repeated listening?” “What might cause a piece of music to seem less effective over time?” “Which aspects of this selection appeal to you? Which do you
dislike? Why?”
B1.2 identify and explain the use of elements and other components of music in a variety
of selections, including their performance repertoire (e.g., identify aspects of elements that contribute to the development of form in traditional folk music [melodic themes, rhythmic patterns, harmonic structures, dynamic levels]; identify
individual elements and describe how they have been manipulated in a small ensemble performance by their peers; explain how composers indicate expressive intent through a variety of markings [signs, symbols, terminology]; identify elements in musical selections from a variety of cultures, and explain how these elements make the music distinctive)
Teacher prompts: “In this jazz selection, in what ways have the musicians manipulated the melody? What effect does this manipulation produce?” “How have you altered your approach to the elements of this étude between your original sight-reading and your most recent performance? What are the reasons for the changes?”
B1.3 explain the difference between technical aspects and expressive aspects of music, with particular emphasis on style and appropriate use of dynamics and other expressive controls, and assess the contribution of both aspects to
the successful interpretation of musical selections (e.g., assess a musical performance in terms of its technique, fluency, and expression; express and support an opinion about the relative importance of technique and fluency in achieving a successful musical performance)
Teacher prompt: “Would a change in expression in the performance of this selection change your assessment of this work? Why or why not?”
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