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Course Overview

Music, Grade 10, Open

Identifying Information

Department: Arts – Music

District: Catholic District School Board of Eastern Ontario

Course Title: Music, Grade 10, Open

Grade: 10

Ministry Course Code: AMU2O

Secondary Policy Document: The Ontario Curriculum, Grades 9 and 10, The Arts, 1999

Credit Value: One

Publication Date: April 2000

Course Developers: Patricia McRae, Leela Kowlessar Dawber, Catherine Shirley, Matt Dawber

Development Date: October 1999 to February 2000

Description/Rationale

This course emphasizes the necessary balance between performance, creation, and analysis. Students will participate in activities that will reinforce and develop musical skills and techniques. Theory will be connected to practical use. Repertoire will take on historical and social significance. By emphasizing critical thinking skills, students will perform, create, and analyse with sensitivity and a deeper understanding of music.

How This Course Supports the Ontario Catholic School Graduate Expectations

Music can touch the soul in a powerful way. The music student has a unique opportunity to enhance his/her personal life, bring joy to others, and give glory to God through musical study and performance. Celebrations involving music are more meaningful, more life-giving, and more spiritual. The music student becomes aware of the awesome responsibilities and rewards in sharing this gift of music with others. The student will look at the function and impact of music in both sacred and secular cultures.

Unit Titles (Time + Sequence)

Unit 1	In the Beginning...	14 hours
Unit 2	Bach to Basics	14 hours
Unit 3	Classically Minded	20 hours
Unit 4	Get with the Program	20 hours
Unit 5	Everything Goes	14 hours
Unit 6	Groovy	14 hours
Unit 7	The State of the Art	14 hours

Unit Organization

Unit 1: In the Beginning...

Time: 14 hours

Description

This unit involves a review of basic theory, notation, performance technique, and performance etiquette. Overall course requirements, in the form of listening journals and practice logs, are outlined and initiated. The impact of Pope Gregory and plainsong on musical history is addressed. Students create and perform an original, sacred piece of music. This unit is intended to provide a solid foundation for theory and performance.

Ontario Catholic Graduate Expectations: CGE1e, CGE2a, CGE2b, CGE2c, CGE3c, CGE4a, CGE4b, CGE4c, CGE4e, CGE4f, CGE4h, CGE5a, CGE5b, CGE5e, CGE5f, CGE6a, CGE7b, CGE7i.

Strand(s): Analysis, Creation, Theory

Overall Expectations: THV.01X, THV.02X, THV.04X, CRV.01X, CRV.02X, CRV.03X, CRV.04X, ANV.02X, ANV.03X.

Specific Expectations: TH1.01X, TH1.02X, TH1.03X, TH1.07X, TH1.11X, TH1.13X, TH1.15X, CR1.01X, CR1.02X, CR1.04X, CR1.06X, CR1.07X, CR1.08X,CR1.09X, CR1.10X, CR1.11X, AN1.01X, AN2.01X, AN2.02X, AN2.03X, AN2.07X, AN3.05X, AN3.08X.

Unit 2: Bach to Basics

Time: 14 hours

Description

This unit involves an introduction to the Baroque era, including the study of the music of J.S. Bach and his contemporaries. Students explore major and minor tonality through listening, written activities, and performance activities. Simple musical forms, including the canon, rondo, and fugue, are studied. The form of the Mass is addressed as an expression of personal faith through music.

Ontario Catholic Graduate Expectations: CGE1e, CGE3a, CGE3e, CGE4a, CGE4f, CGE4h, CGE5a, CGE5d, CGE5e.

Strand(s): Analysis, Creation, Theory

Overall Expectations: THV.01X, THV.02X, THV.03X, THV.04X, CRV.01X, CRV.02X, CRV.03X, CRV.04X, ANV.01X, ANV.02X, ANV.04X.

Specific Expectations: TH1.03X, TH1.04X, TH1.05X, TH1.10X, TH1.11X, TH1.12X, TH1.13X, TH1.15X, CR1.01X, CR1.03X, AN1.03X, AN2.02X.

Unit 3: Classically Minded

Time: 20 hours

Description

The Classical period is introduced through a juxtaposition of the life of Mozart on the strong formal conventions of the period. The study of intervals and triads form the foundation for the analysis and composition of theme and variations. This unit concludes with a look at Beethoven and his music and the transition between Classical and Romantic eras. Students are introduced to sonata allegro form.

Ontario Catholic School Graduate Expectations: CGE1a, CGE1e, CGE2a, CGE4a, CGE4f, CGE4h, CGE5a, CGE5e, CGE5g.

Strand(s): Analysis, Creation, Theory

Overall Expectations: THV.01X, THV.02X, THV.03X, CRV.01X, CRV.02X, CRV.04X, ANV.01X, ANV.02X, ANV.04X.

Specific Expectations: TH1.06X, TH1.08X, TH1.09X, TH1.11X, TH1.12X, TH1.13X, CR1.02X, CR1.07X, CR1.09X, CR1.12X, AN1.02X.

Unit 4: Get with the Program

Time: 20 hours

Description

Program music of the Romantic era provides a framework for students to create their own musical story. Emphasis will be placed on the telling of our story as a Christian community through music. The unit culminates in the celebration of a liturgy. This unit is intended to provide the students with a deeper understanding of the significance of music within the liturgy.

Ontario Catholic School Graduate Expectations: CGE1b, CGE1c, CGE1e, CGE1f, CGE3a, CGE3c, CGE3e, CGE3f, CGE4a, CGE4d, CGE4c, CGE4f, CGE4h, CGE5a, CGE5b, CGE5c, CGE5e, CGE7d, CGE7e, CGE7h.

Strand(s): Analysis, Creation, Theory

Overall Expectations: THV.01X, THV.02X, THV.03X, THV.04X, CRV.01X, CRV.02X, CRV.03X, CRV.04X, ANV.01X, ANV.02X, ANV.03X, ANV.03, ANV.04X.

Specific Expectations: TH1.11X, TH1.12X, TH1.14X, TH1.15X, CR1.05X, CR1.11X, CR2.01X, CR2.02X, CR2.03X, CR2.05X, AN2.02X, AN2.07X.

Unit 5: Everything Goes

Time: 14 hours

Description

This unit introduces students to the concepts of twentieth century art music with a focus on Canadian composers. Students will create and perform a soundscape including natural, artificial, and found sounds.

Ontario Catholic School Graduate Expectations: CGE1e, CGE1i, CGE4a, CGE4b, CGE4f, CGE4h, CGE5a, CGE5c, CGE5e, CGE6e, CGE7g, CGE7i.

Strand(s): Analysis, Creation, Theory

Overall Expectations: THV.01X, THV.02X, THV.03X, THV.04X, CRV.01X, CRV.02X, CRV.03X, CRV.04X, ANV.01X, ANV.02X, ANV.04X.

Specific Expectations: TH1.07X, TH1.11X, TH1.12X, CR1.04X, AN1.04X.

Unit 6: Groovy

Time: 14 hours

Description

Students will be introduced to twentieth century commercial music through a review of the musical contributions of Duke Ellington, John Lennon and Paul McCartney, and David Foster. Topics included are the evolution of jazz, the impact of technology on music, and live versus recorded music. This unit will bring students to the musical present, which will then be developed and extended in the subsequent and final unit. Students will complete and submit an independent study on a Canadian musical artist.

Ontario Catholic School Graduate Expectations: CGE1d, CGE1e, CGE1h, CGE1i, CGE2d, CGE2e, CGE3f, CGE4a, CGE4b, CGE4d, CGE4f, CGE4g, CGE4h, CGE5a, CGE5c, CGE5e, CGE5g, CGE6b, CGE6e, CGE7f, CGE7h, CGE7j.

Strand(s): Analysis, Creation, Theory

Overall Expectations: THV.01X, THV.02X, THV.03X, THV.04X, CRV.01X, CRV.02X, CRV.03X, ANV.01X, ANV.02X, ANV.04X.

Specific Expectations: TH1.11X, TH1.12X, CR2.03X, CR2.04X, AN1.04X, AN2.02X, AN2.06X.

Unit 7: The State of the Art

Time: 14 hours

Description

This unit focusses on music in society. There is a dual emphasis on music as a career opportunity and the employability of the music student in the world of work. Students will look at the use of music and related technology in advertising, and marketing as well as music’s function as a commodity. The intent of this unit is to provide the students with the opportunity to demonstrate their accumulated knowledge and skills in the planning, performing, managing, and marketing of a musical event.

Ontario Catholic School Graduate Expectations: CGE1d, CGE1g, CGE1i, CGE2c, CGE2e, CGE3b, CGE3d, CGE3f, CGE4a, CGE4f, CGE4g, CGE5a, CGE5b, CGE5e, CGE5h, CGE7a, CGE7h, CGE7j.

Strand(s): Analysis, Creation, Theory

Overall Expectations: THV.01X, THV.02X, THV.03X, CRV.01X, CRV.02X, CRV.03X, ANV.01X, ANV.02X, ANV.03X, ANV.04X, ANV.05X, ANV.06X.

Specific Expectations: TH1.11X, TH1.12X, CR2.06X, AN1.04X, AN2.03X, AN2.04X, AN2.05X, AN2.07X.

Course Notes

It is intended that the units be studied in order. The teacher should present each unit's theory and performance techniques in such a way as to build on the experience from the previous unit and follow a definite timeline of musical history. The teacher should implement and monitor the listening journal and practice log in the first unit. These will be very important tools for the student musician. The listening journal will serve for reflection, commentary, and reference purposes. The practice log will help the student develop solid practice habits and provide a place to record accomplishments and difficulties. Students will design a Personal Performance Development Plan which will assist them in working on specific areas.

The teacher should outline the independent study in Unit 6 and the culminating activity in Unit 7 early in the course so that students may begin planning.

Classroom organization and routines are essential to a successful music program. The teacher should structure daily lessons to include listening, theory/history, and performance.

Safety and the appropriate use of materials and cleaning agents must be addressed by the teacher. Responsibility, respect for materials and each other are part of what we envision for the Ontario Catholic School Graduate.

An extensive list of resources has been included. The Enjoyment of Music text and compact disc collection, as well as Music! It’s Role And Importance In Our Lives by Charles Fowler, are strongly recommended and will benefit all students.

To fulfill The Ontario Curriculum, The Arts expectations, all programs will require a basic MIDI setup including keyboard, computer, and supporting software. It is recommended that schools also provide the music department with a non-portable stereo system in addition to portable units. Programs will be greatly enhanced through the use of digital audio technology.

A performance repertoire list is included within each unit. These pieces serve to provide the teacher with a framework of suggested repertoire that will support the theme of each unit. The repertoire list will provide a number of choices for the teacher and the students. The list is not intended to be the only source for performance repertoire. The teacher is encouraged to seek out the resources which best suit his or her specific needs and interests.

It is essential that the teacher engage the support of the school and larger community when planning performance venues and co-operative learning opportunities. Research opportunities can be facilitated in collaboration with teacher-librarian and local public library staff.

Teaching/Learning Strategies

Teaching/Learning Strategies will include the following:

· Performance: instrumental/vocal (solo or ensemble), oral, written

· Conferencing

· Group Work

· Listening and Reflection: directed or open, personal and group

· Independent Learning: projects and logs, research

· Brainstorming: group generation of ideas expressed without criticism or analysis

Assessment and Evaluation

The assessment plan will include the following:

· Personal Communication: journals/conferencing logs, self/peer assessment, student-teacher conferences

· Written Work: paper and pencil tests (unit tests on knowledge, mid-term and final exams), written assignments (composing, arranging, reflection/response, question/answer, essay)

· Observation: formal/informal

· Performance Assessment: solo/ensemble performance, role playing

Assessment tools will include:

· Formative Assessment: checklist, anecdotal, tracking chart, rubric

· Summative Assessment: checklist, anecdotal, rubric

Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation suitable to the course content and administered towards the end of the course.

Accommodations

· Activities within each unit allow for accommodations for exceptional students. Effort has been made to provide a variety of teaching and learning strategies to address specific needs and capabilities of individual students. Teachers will refer to the Individual Educational Profile for their students.

Main Resources

The following resources are suggested to support teaching and learning:

Batastini, R. and M. Cymbala, eds. Gather. Chicago: GIA Publications, 1994.

Canadian Conference of Catholic Bishops. Catholic Book of Worship II, III. Toronto: Gordon V. Thompson Ltd. 1995.

Forney, Kristine and Joseph Machlis. The Enjoyment of Music Eighth Edition. New York: W.W. Norton & Company, 1995.

Forney, Kristine and Joseph Machlis. CD series The Enjoyment of Music Eighth Edition. New York: W.W. Norton & Company, 1995.

Fowler, Charles. Music! Its Role and Importance in Our Lives. New York: McMillan McGraw-Hill, 1994.

Kallman, Potvin, Winters, eds. Encyclopaedia of Music in Canada. Toronto: University of Toronto Press, 1981.

Kuzmich, Natalie. Musical Growth: A Process of Involvement. Toronto: Gordon V. Thompson Music,
1986.

Meyer R.F. Band Directors Guide to Instrument Repair. New York: Alfred Publishing Co., 1973.

North American Liturgy Resources. Glory and Praise. Phoenix, Arizona: Parish Music Program, 1984.

Rhodes, Tom C., Donald, Bierschenk and Tim, Lautzenheisen. Essential Elements A Comprehensive Band Method Books 1 and 2. Hal Leonard Publishing Corporation, 1991.

Salzer and Schacter. Counterpoint in Composition. New York: Columbia University Press, 1989.

Taruskin, Richard, and Piero Weiss. Music in the Western World. New York: Schirmer Books, a Division of Macmillan Inc., 1984.

Telfer, Nancy. Successful Warmups. US: KJOS, 1995.

Wharram, Barbara. Theory for Beginners. Canada: Frederick Harris Music Co., 1974.

Music software: Cubase, Finale, Band-in-a-box, Music Lessons

Repertoire lists are included with all units

OSS Policy Applications

The program is designed to equip students with the knowledge and skills they will need to lead productive lives in the twenty-first century. The program will prepare students for further education and employment and will lead them to become independent, productive, and responsible members of society. The course will promote the acquisition of essential knowledge and skills by all students and at the same time allow students to begin to focus on their areas of strength and interest.

Course Evaluation

The effectiveness of the course may be measured by observing the student expanding personal knowledge by accepting greater challenges for personal growth (e.g., joining church/community bands/choirs, auditioning for music theatre, accepting personal leadership opportunities) and continuing further music studies at the secondary school/university/college level. Students should complete a general questionnaire containing questions directing them to discuss their likes/dislikes and suggestions for improvement regarding the activities, workload, and content of the course.

Coded Expectations, Music, AMU2O

Theory

Overall Expectations

THV.01

– explain in detail, both orally and in writing, the elements of music (i.e., rhythm, melody, timbre, dynamics, harmony, texture, and form);

THV.02

– read and understand musical notation;

THV.03

– analyse the influence of certain composers on the musical language of their period;

THV.04

– explain the use of various applications of MIDI technology (e.g., sequencing, notation).

Specific Expectations

TH1.01

– identify and describe a greater variety of musical indicators of speed and changes in speed (e.g., prestissimo, molto, più mosso, sempre, stringendo, and terms related to the performance medium);

TH1.02

– identify and define musical indicators of metre, including compound, asymmetrical, and alternating metres;

TH1.03

– identify and notate double sharps and double flats;

TH1.04

– identify and notate major and relative minor (natural, harmonic, and melodic) key signatures and scales up to and including a minimum of four sharps and four flats;

TH1.05

– identify and define the degrees of a scale (i.e., tonic, supertonic, mediant, subdominant, dominant, submediant, leading-note);

TH1.06

– solve and notate all intervals from a diminished unison to an augmented octave;

TH1.07

– compare and contrast detailed characteristics of sound (e.g., voice types and variations, guitar versus harp, electronic effects on digital sounds);

TH1.08

– solve and notate major and minor triads in a major scale (I, ii, iii, IV, V, vi);

TH1.09

– use appropriate terminology to describe how repetition and contrast of musical elements are used to organize sound (e.g., phrase structure, motif and theme, imitation, verse and chorus, bridge);

TH1.10

– describe the following musical forms: rondo, theme and variations, canon, fugue, and two others related to the performance medium;

TH1.11

– situate composers in a historic continuum;

TH1.12

– explain the influence of certain composers on the evolution of musical form (e.g., Haydn on Western classical music, Robert Johnson on North American blues);

TH1.13

– use music software to improve aural and theoretical skills;

TH1.14

– demonstrate an understanding of the function of the menus of a MIDI sequencer;

TH1.15

– demonstrate an understanding of the function of the menus of notation software.

Creation

Overall Expectations

CRV.01

– play or sing technical exercises and diverse repertoire that reflect the theory expectations at this grade level (including improvisation and their own creations when appropriate);

CRV.02

– make complex artistic decisions that affect the stylistic accuracy of their playing or singing (e.g., articulation, phrasing, posture, dynamics, tone quality, intonation, rhythm, balance, blend);

CRV.03

– demonstrate the effective use of digital technology in music applications;

CRV.04

– apply the elements and principles of composition at an intermediate level, using the creative process (i.e., perception, production, and reflection).

Specific Expectations

Performing

CR1.01

– accurately play or sing complex notated or stylistically correct articulation (e.g., variety of accents, col legno, hammeron, glissando);

CR1.02

– play or sing with an understanding of complex musical phrase structures (e.g., notated, improvised, or stylistically correct);

CR1.03

– control detailed and subtle notated or stylistically correct dynamics while maintaining good tone quality;

CR1.04

– play or sing with tone quality appropriate to the exercises and repertoire being performed;

CR1.05

– play or sing, with control and within an expanded range, the exercises and repertoire being performed;

CR1.06

– play or sing with accurate pitch;

CR1.07

– play or sing with accurate intonation, both melodically and harmonically;

CR1.08

– maintain a consistent tempo and accurately change tempi as found in the exercises and repertoire being performed;

CR1.09

– play or sing in various metres and accurately change metres as found in the exercises and repertoire being performed;

CR1.10

– accurately play or sing rhythms as found in the exercises and repertoire being performed;

CR1.11

– play or sing with detailed attention to the subtleties of balance and blend;

CR1.12

– play intermediate repertoire on the keyboard, right or left hand separately, using appropriate fingerings.

Composing and Arranging

CR2.01

– demonstrate an understanding of simple homophonic composition (e.g., compose a melody with a simple triad accompaniment) with a variety of media;

CR2.02

– demonstrate an understanding of arranging and transposing by adapting an existing polyphonic work of at least three parts for a small ensemble (e.g., four-part chorale for brass, woodwinds, or strings; two voices and MIDI);

CR2.03

– make effective creative choices in performance within musical parameters (e.g., call and response; ornamentation of existing melodies; improvisation of a melody; addition of dynamics, articulation, and tempi to existing music);

CR2.04

– make artistic decisions about interpretive aspects of performance in individual and group situations (e.g., articulation, staccato in different styles, straight versus swing eighths, dynamics, solo versus accompaniment);

CR2.05

– demonstrate an understanding of sequencing by recording a multitimbral sequence, using MIDI technology;

CR2.06

– use analog or digital recording technology to demonstrate an understanding of the processes involved in producing a cassette or CD.

Analysis

Overall Expectations

ANV.01

– demonstrate a detailed understanding of music history and its cultural context to interpret repertoire;

ANV.02

– use aural discrimination skills to identify complex aspects of music (e.g., major and minor triads, diminished and augmented intervals);

ANV.03

– evaluate the effects of music education on themselves and their peers;

ANV.04

– evaluate the function of music in society;

ANV.05

– identify, research, and describe connections between music education and their future careers and postsecondary education.

Specific Expectations

Listening

AN1.01

– demonstrate their mastery of rhythms by clapping back, aurally identifying, and notating given rhythms up to four measures in simple and compound metres, using sixteenth through whole notes and rests, including dotted values and triplets;

AN1.02

– demonstrate an understanding of intervals and triads by reproducing, aurally identifying, and notating all given intervals from a diminished unison to an augmented octave, and major and minor triads;

AN1.03

– confirm their understanding of aural dictation by reproducing and notating simple melodies up to four measures in simple and compound metres using sixteenth through whole notes and rests, including dotted values, within an octave;

AN1.04

– analyse, orally and in writing, the quality and impact of a variety of live and/or recorded performances and performances by themselves and their peers, using appropriate music vocabulary to suggest ways of improving those performances (e.g., style/groove, intonation, tone quality, dynamics, articulation, phrasing, rhythm, balance and blend, overall effect ).

Self and Community

AN2.01

– identify and correct improper postures and/or performance practices that may have negative musical effects and/or cause physical injuries;

AN2.02

– analyse and describe their own strengths and needs at various points in the course and work towards improving themselves in identified areas;

AN2.03

– reflect on learning by maintaining a journal and/or practice log that records progress;

AN2.04

– demonstrate leadership in rehearsal, performance, and audience etiquette (appropriate to the cultural context);

AN2.05

– describe the distinctive nature of participating in individual and group musical performances for a variety of audiences (e.g., peers, community, teacher);

AN2.06

– demonstrate an understanding of the creative process by attending a live performance and responding to it orally or in writing, using terminology appropriate to the grade level;

AN2.07

– explain the function of certain musical forms in daily life (e.g., anthems, marches).

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i -integrates faith with life;

CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who

CGE2a -listens actively and critically to understand and learn in light of gospel values;

CGE2b -reads, understands and uses written materials effectively;

CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d -writes and speaks fluently one or both of Canada’s official languages;

CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b -creates, adapts, evaluates new ideas in light of the common good;

CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d -makes decisions in light of gospel values with an informed moral conscience;

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Self-Directed, Responsible, Life Long Learner who

CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

CGE4d -responds to, manages and constructively influences change in a discerning manner;

CGE4e -sets appropriate goals and priorities in school, work and personal life;

CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

CGE5b -thinks critically about the meaning and purpose of work;

CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

CGE5e -respects the rights, responsibilities and contributions of self and others;

CGE5f -exercises Christian leadership in the achievement of individual and group goals;

CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

A Caring Family Member who

CGE6a -relates to family members in a loving, compassionate and respectful manner;

CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c -values and honours the important role of the family in society;

CGE6d -values and nurtures opportunities for family prayer;

CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a -acts morally and legally as a person formed in Catholic traditions;

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good

Acknowledgments

Identifying Information

Description/Rationale

How This Course Supports the Ontario Catholic School Graduate Expectations

Unit Titles (Time + Sequence)

Unit Organization

Unit 1: In the Beginning...

Unit 2: Bach to Basics

Unit 3: Classically Minded

Unit 4: Get with the Program

Unit 5: Everything Goes

Unit 6: Groovy

Unit 7: The State of the Art

Course Notes

Teaching/Learning Strategies

Assessment and Evaluation

Accommodations

Main Resources

OSS Policy Applications

Course Evaluation

Theory

Specific Expectations

Creation

Specific Expectations

Analysis

Specific Expectations