Page 115 - The Ontario Curriculum, Grades 9 and 10: The Arts, 2010

B1.4 conduct research to gather information relating to music, musicians, and the musical opinions or analysis of others (e.g., connections between the music of a contemporary group or ensemble and the performers’ life experiences; audience feedback on a school concert), assess the validity of the information, and reflect on it to enhance their own analysis and critical judgement (e.g., create a summary of feedback on a concert and reflect on how it might apply to their own performance)
Teacher prompts: “Do you agree or disagree with the critics’ assessment of this singer? Why?” “What impact does the information you have found about this performer’s life experiences have on your opinion of her work?” “When you learned about the inspiration for this piece of music, did this knowledge affect your inter- pretation or assessment of the work? Why or why not?”
B2. Music and Society
By the end of this course, students will:
B2.1 explain the origins of traditional, commer- cial, or art music with reference to the culture or community in which it was created (e.g., the origins and use of Gregorian chant in Christian worship during the Middle Ages; the origins of country music in rural communities; the origins
of hip hop in urban youth culture)
Teacher prompts: “What types of music
aided slaves on the Underground Railroad?” “Although they have the same melody,
‘God Save the Queen’ and ‘My Country,
’Tis of Thee’ have very different lyrics. Why?” “What are the roots of rock ’n’ roll?”
B2.2 describe significant contributions of individ- uals within a community or culture to genres of traditional, commercial, and/or art music (e.g., the impact of Bob Dylan on protest music
of the 1960s; Susan Aglukark’s integration of her Inuit musical heritage into contemporary music; the differences in the origins of Louis Armstrong and Benny Goodman and their contributions to the development of jazz; the influence of Ravi Shankar on South Asian and Western music)
Teacher prompts: “What contributions did Telemann make to Baroque music?” “What impact has Jimi Hendrix had on guitarists?” “Who are some of the musicians Youssou N’Dour has collaborated with? Describe how he has influenced their style of music.”
B2.3 explain the ways in which traditional, commercial, and art music function in and influence community or cultural rituals and celebrations (e.g., create a list of music that might be performed at a wedding ceremony in their community, including examples from traditional, art, and commercial categories; explain the function of various musical forms [anthems, jingles, sacred music] in daily life)
Teacher prompts: “What are some of the uses of work or union songs in different communities?” “What role does music play in worship in your faith practice or that of one of your peers?”
B3. Skills and Personal Growth
By the end of this course, students will:
B3.1 explain how the study of music has con- tributed to their personal growth (including the development of their values), their ability to express themselves, their awareness of social and environmental issues, and their under- standing of others (e.g., how honesty and integrity are encouraged through musical study; how the study of music has contributed to their appreciation of beauty and their ability to express emotion; how knowledge of the music of other cultures and communities has helped them develop empathy for other people)
Teacher prompts: “How has performing in
an ensemble affected your understanding of yourself and your peers?” “What types of social issues have arisen through your study of music? How has your study contributed to the position you have adopted on these issues?”
B3.2 describe the performance, creative, and analytical skills and knowledge they have developed through the study of music, and explain the ongoing steps they will take to ensure continued improvement in these areas (e.g., record and review their own performance of a selection, and compare it with an exemplary performance of the same selection; maintain a reflective practice log, and analyse and reflect on the entries to assess their progress and develop plans to improve specific aspects of their work; reflect on and describe their own strengths and areas for improvement, and compare these to feedback from peers and/or their teacher)
Teacher prompts: “When you reflect on your performance, what do you think is your greatest strength? What aspect is in greatest need of improvement?” “Why might analysing a musi- cian’s improvisation help you enhance your
REFLECTING, RESPONDING, AND ANALYSING
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Music
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