Page 118 - The Ontario Curriculum, Grades 9 and 10: The Arts, 2010

Grade 10, Open
C3. Conventions and Responsible Practices
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | The Arts
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group; explore how Latin dance rhythms have been used in jazz music; describe how artists such as Paul Simon or Sting have used musical elements from other cultures in their work)
Teacher prompts: “What are some of the char- acteristics of Canadian Aboriginal music? Why does it often portray or speak about nature and the environment?” “What are the differences between using music for ceremony and simply listening for enjoyment?”
By the end of this course, students will:
C3.1 identify and explain physical and health considerations associated with practising, per- forming, and listening to music (e.g., describe, on the basis of research, the importance of protecting their aural health, with specific reference to volume levels on personal music players and amplification at rock concerts; demonstrate the importance of instrument maintenance and cleanliness; describe a range of physical ailments that musicians are susceptible to)
Teacher prompts: “Why is breath control important to most performers? What are some ways to improve breath capacity and control?” “Would you consider using some type of ear plugs at a rock concert? Why or why not?”
C3.2 demonstrate an understanding of conventions related to music performance, with reference
to both performers and audience members (e.g., demonstrate appropriate rehearsal etiquette in band, choir, or orchestra sectionals or in drum circles; make a list of acceptable concert hall eti- quette, exchange lists with a partner, and discuss differences in the lists; compare and contrast the programs for different types of concerts and explain the reasons for the differences)
Teacher prompts: “What is the role of a concert- master?” “When there is no conductor, what conventions do members of a jazz ensemble use to communicate with each other during a performance?” “How might audience and per- formance conventions differ in performances
in a classroom and in a larger concert space? What impact might these differences have?”
C3.3 demonstrate an understanding of ethical and legal practices relating to music, with reference to both consumers and producers of music (e.g., ethical obligations of consumers; legal obligations regarding uses of music by radio stations, advertising agencies, and filmmakers or on websites; legal protections for composers and performers)
Teacher prompt: “You have just written what might be the next hit single on the pop music charts. Why is it important for you to protect your creative efforts? How would you do so?”