It is recommended that you download the "pdf" version of this Course Profile for printing and the "Word, Mac, or WordPerfect" versions for working with or adapting the Course Profile to meet your instructional needs.

Course Overview

Music, Grade 10, Open

Identifying Information

Course Title: Music

Course Type: Open

Ministry Course Code: AMU2O

Credit Value: One

Course Developers

John Love, Toronto DSB (Project Leader)

Sharon Fitzsimmins, Simcoe County DSB

Jim Palmer, Upper Canada DSB

John Phillips, York Region DSB

Caroline Spearing, Toronto DSB

Development Date: February, 2000

Description/Rationale

This course emphasizes performance of music at an intermediate level that strikes a balance between challenge and skill. Student learning will include participating in creative activities and listening perceptively. Students will also be required to develop a thorough understanding of the language of music, including the elements, terminology, and history. This course has an increased focus on the use of technology with music. This is accomplished through three strands:

1. Theory. The study of theory involves learning the symbols, concepts, and conventions used in music.

2. Creation. Creative work involves the practical application of performing skills and knowledge of theory as they relate to the performance medium, as well as composition.

3. Analysis. Analysis involves listening to live or recorded performances to understand the language of music, its historical context, and how effectively its composers and performers communicate to the audience. The music analysed will be drawn from a range of cultures.

Unit Titles (Time + Sequence)

Unit 1	Performance	60 hours
Unit 2	Perspectives in Music	13 hours
Unit 3	Theory and Composition	15 hours
Unit 4	Music and Technology	12 hours
Unit 5	Listening and Analysis	10 hours

Unit Descriptions

Unit 1: Performance

Time: 60 hours

Unit Description

In this unit, students will engage in activities that will provide the opportunity to experience many of the overall and specific expectations through performance. Since many of the course expectations are intended to be developed in a spiral fashion as the grades progress, activities initiated in Grade 9 should be continued with the intent to elevate the level of performance as well as to develop a more thorough understanding of the related knowledge and skills. There will be an increased emphasis on small ensemble activities for the purpose of developing a more detailed awareness of the aesthetic principles of performance. Students will be asked to make increasingly complex decisions that involve the elements of music in solo, small, and large ensemble settings.

Strand(s) and Expectations

Strand(s): Theory, Creation, Analysis

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

Specific Expectations: TH1.01, TH1.02, TH1.03, TH1.07, TH1.10, CR1.01, through CR1.12, CR2.02M, CR2.03, CR2.04, CR2.06, AN1.04, AN2.01, AN2.02, AN2.03, AN2.04, AN2.05.

Suggestions for Unit Development

Activity 1: In The Mood, focus is on developing warm-up skills

Activity 2: With a Little Help from My Friends, emphasis on small ensemble group activities

Activity 3: On My Own, individual (solo) material

Activity 4: Come Together, emphasis on large ensemble activities

· Develop an individual warm-up routine for their instrument or voice;

· Arrange or compose a given piece for the small ensemble;

· Make artistic choices about: style, tempo, articulation, phrasing, balance, blend, expression, tone quality, intonation, presentation as they relate to individual and small ensemble repertoire;

· Make choices about organizing and arranging for ensemble;

· Compare and analyse two or more performances of the same music and explain how they relate to their performance of the same piece;

· Use or modify established rubrics for performance from Grade 9 profile;

· Evaluate a small ensemble performance that will include a performance of the piece they have arranged. A written copy of the arrangement will be graded.

Assessment and evaluation will include a variety of self and peer as well as teacher monitoring and reporting.

Unit 2: Perspectives in Music

Time: 13 hours

Unit Description

This unit is an exploration of music of cultural diversity. Students will experience a variety of activities that will allow them to gain a deeper awareness and understanding of how music functions in society. They will learn about music from past ages, and of their own time and choosing. They will be expected to articulate how music impacts their personal life. Careers in music will be a component of this unit.

Strand(s) and Expectations

Strand(s): Theory, Creation, Analysis

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

Specific Expectations: TH1.07, TH1.09, TH1.11, TH1.12, CR2.06, AN2.02, AN2.03, AN2.04, AN2.07.

Activity 1 Moving to the Future – One More Look Back

Activity 2 You Plot It!

Activity 3 Music Around the World

Activity 4 Two in One

Activity 5 Music for Life!

Unit 3: Theory and Composition

Time: 10 hours

Unit Description

Students will explore and use theory concepts in advanced activities which will develop their understanding of music composition. All activities will include the application of the skills and knowledge to performance. Emphasis should be placed on the performance of material that is written in each activity. Activities will include scale writing, transposition and basic arranging, as well as ear training in melodic patterns.

Strand(s) and Expectations

Strand(s): Theory, Creation, Analysis

Overall Expectations: THV.01, THV.02, CRV.02, CRV.03, CR4.04, ANV.02.

Specific Expectations: TH1.01, TH1.02, TH1.03, TH1.04, TH1.05, TH1.06 TH1.07, TH1.08, TH1.09, TH1.10, TH1.13, CR2.01, CR2.02, CR2.03, CR2.04, AN1.01, AN1.02, AN1.03.

Suggestions for Unit Development

Activity 1 Write and perform major and minor scales

Activity 2 Write and perform their own technical study for their instrument or voice

Activity 3 Write a melody to a simple chord progression

Activity 4 Arrange an existing polyphonic work for a small ensemble

Activity 5 Write a simple melodic pattern to a tone row (music in which the organization of pitch is based on a particular ordering or series of the 12 pitches)

Activity 6 Use existing music software to establish an ear training program

Activity 7 Transpose a simple melody from a given key for their instrument or voice

Unit 4: Music and Technology

Time: 12 hours

Unit Description

In this unit students will explore the effective use of technology in music applications. Activities will include transposing, arranging, recording, and publishing using appropriate MIDI technology and software. Use of the Internet will be examined in one of the activities. Effective use of digital and analog recording processes will be examined. Some of the activities will be interrelated with Unit 1 Performance and Unit 3 Theory and Composition.

Strand(s) and Expectations

Strand(s): Theory, Creation, Analysis

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

Specific Expectations: TH1.01, TH1.02, TH1.03, TH1.07, TH1.09, TH1.13, TH1.14, TH1.15, CR1.04, CR1.05, CR1.06, CR1.07, CR1.08, CR1.09, CR1.10, CR1.11, CR1.12, CR2.02, CR2.03, CR2.04, CR2.05, CR2.06, AN1.04, AN2.01, AN2.02, AN2.03, AN2.05, AN2.07.

Activity 1 An Introduction to Technology

Activity 2 Keyboard and Sequencing Skills

Activity 3 Using Accompaniment Software

Activity 4 Manipulating MIDI Files

Activity 5 Recording Performance Using Computers

Activity 6 Creating Arrangements Using Notation Software

Unit 5: Listening and Analysis

Time: 10 hours

Unit Description

Students will explore music in detail by engaging in activities that require them to research, analyse, and evaluate a wide variety of musical genres. Students will continue to focus on the elements of music and demonstrate an understanding of music history and its cultural context. Music will include recorded performances and live performances by self and peers within the school and surrounding cultural community.

Strand(s) and Expectations

Strand(s): Theory, Creation, Analysis

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

Specific Expectations: TH1.07, TH1.09, TH1.10, TH1.11, TH1.12, CR1.02, CR2.06, AN1.04, AN2.03, AN2.06, AN2.07.

Suggestions for Unit Development

Activity 1 Research a piece of music taken from a tape or CD and analyse the elements; present to the class an excerpt, which highlights the key features of the analysis.

Activity 2 Compare various pieces of music from a variety of historical and cultural contexts with a focus on the elements of music.

Activity 3 Gather sound bites.

Activity 4 Listen within the rehearsal (an ongoing activity throughout the course with links to Unit 1: Performance).

Activity 5 Attend a live performance and describe the deportment/etiquette of the audience and performers.

Course Notes

1. The time frames for the units should be flexible depending on the experience and interest of the students as well as the availability of resources.

2. All overall and specific expectations are covered in the five units; the activities within the units provide several opportunities for students to demonstrate achievement of the expectations.

3. Many of the Grade 10 expectations develop in more depth the same or similar expectations as in Grade 9. Most students would benefit from the study of the Grade 9 course prior to the study of this course.

4. The performance aspects of this course are suitable for all means of delivery (e.g., vocal, band, strings, keyboard, etc.). Adjustments should be made to suit a particular medium of performance.

5. Several of the expectations in this course include the use of technologies. The activities in this course, especially in Unit 4 – Music and Technology, require the use of a minimum of specific digital technologies for students to successfully demonstrate the knowledge and/or skills included in those expectations.

6. Students must be taught safe practices in health and safety in all music programs. The performance aspects of the program must be sensitive to the physical requirements of the students. A thorough warm-up must precede any exercise that includes physical demands on the student. The use of electronics requires special considerations pertaining to safety. Students must respect the necessity of strict rules while working with electronic technologies. The teacher must establish and enforce such rules. Workstations must be set up safely. All cables should be kept well away from potential danger (e.g., bundled and away from hands, neck, and feet).

7. Respect must be given to the varied cultural, economic, gender, and social makeup of the class. When a teacher plans activities that appreciate and honour those differences among class members, the expectations are easier to meet.

8. Teachers should always use as many Canadian sources as possible.

9. Encourage students to use resources available in the school library information centre. Teacher-librarians can provide invaluable assistance in research activities.

10. Many of the activities described in the units, activities, and exercises allow for students to collect, select, reflect, and project towards personal success. It is strongly recommended that students develop personal portfolios to assist with their self-assessment throughout the course.

Teaching/Learning Strategies

Teaching/Learning Strategies include: student-centred, teacher-directed, investigative, research, review, application of previously learned concepts to new situations, problem solving, collaborative learning, modelling, drill, remedial opportunity, and enrichment.

Assessment/Evaluation Techniques

Assessment/Evaluation Techniques include: assessment of the development of cognitive, psychomotor skills and the affective domain, rubrics, checklists, portfolio, peer and self assessment and evaluation, reflective journal writing, diagnostic, formative and summative evaluation and assessment.

Accommodation

The music program must allow for the integration of special needs students; accommodations may be necessary. Exceptionalities are defined in the Education Act as behavioral, communicational, physical, intellectual, and multiple. Individualized Educational Plans (IEPs) must be devised to meet the needs of exceptional students. Teachers should elicit the assistance of the personnel in the Special Education and Student Services Departments at the school and board levels. Activities, teaching and learning strategies, as well as assessment and evaluation techniques, should be modified when necessary to accommodate special needs students. Teachers may need to modify safety procedures to accommodate special needs students. ESL students may require modification of instruction and assessment. ESL specialists should be consulted when necessary. Modification of some activities may be necessary to fully engage gifted students. Such students should be encouraged to use their imaginative and intellectual abilities, especially in the strands of Creation and Analysis.

Resources

Specific resources are described in each unit. Resources required for specific activities are described in the individual activities. There is a Glossary of Terms (Appendix MT-7) as well as an explanation of the equipment needed for a workstation described in Unit 4. Many Ontario universities and colleges offer courses, consultation, and workshops for teachers of music as well as liaison opportunities for secondary music students. The Ontario Music Educators’ Association (OMEA) is an invaluable source of support and information. There are many resources and books available developed by Canadians. Musicians in the community may support music programs with their specific expertise. The Ontario Arts Council will assist teachers to bring artists into the schools as well as provide funding to make this possible. Teachers can contact other arts associations for support. Internet access provides a wealth of information. CD-ROMs and software are available. Periodicals, books, newspapers, magazines, videos, newsletters, studio and business partnerships can enhance the teacher’s resource list.

OSS Policy Applications

This Course Profile has been designed to assist in the implementation of The Ontario Curriculum, Grades 9 and 10, 1999. The profile also supports the implementation of:

Ontario Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999 (OSS), Sections 4, 5, 6, 7

Choices into Action, Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999

The Ontario Curriculum, Grades 9 and 10, The Arts, 1999

The Ontario Curriculum, Grades 9 and 10, Program Planning and Assessment, 1999

Course Evaluation

The delivery of a music program requires ongoing review with considerations to evaluation of program, pedagogical strategies, and assessment and evaluation strategies. At the conclusion of the course, a more formal evaluation should be conducted. Focus for this evaluation should include: content of units, design of activities, teaching/learning strategies, assessment and evaluation techniques, accommodations for special students, resources, and overall delivery of program.

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, hammer-on, 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).

Acknowledgments

Identifying Information

Course Title: Music

Description/Rationale

Unit Titles (Time + Sequence)

Unit Descriptions

Unit 1: Performance

Unit 2: Perspectives in Music

Unit 3: Theory and Composition

Unit 4: Music and Technology

Unit 5: Listening and Analysis

Course Notes

Teaching/Learning Strategies

Assessment/Evaluation Techniques

Accommodation

Resources

OSS Policy Applications

Course Evaluation

Theory

Specific Expectations

Creation

Specific Expectations

Analysis

Specific Expectations