Ontario Ministry of Education Curriculum Expectations

Transcription

1 First Nations Series for Young Readers Teacher Resource Ontario Ministry of Education Curriculum Expectations Grade Ten: (Open AMU2O) Strand: Creating and Presenting Reflecting, Responding and Analyzing Foundations The following Grade Ten Ontario Ministry of Education Open curriculum expectations correspond to the material included in the in the First Nations Series for Young Readers Teacher Resource. Shawntelle Nesbitt

2 Grade Ten (AMU2O) Creating and Presenting

3 Grade Ten (AMU2O) Curriculum Expectations Creating and Presenting: A2.3 Apply the elements of music and related concepts appropriately when composing and/or arranging simple pieces of music (e.g., when writing and performing diatonic melodies over an appropriate harmonic progression; when creating a simple two-part composition; when creating a soundscape using environmental sounds such as forest sounds or sounds in a machine shop, and developing a means of notating the sounds)

4 Grade Ten (AMU2O) Reflecting, Responding, And Analyzing

5 Grade Ten (AMU2O) Curriculum Expectations Reflecting, Responding and Analyzing: 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 cultural or religious traditions; explain why their response to a piece of music may vary at different points in their life or course of study) 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) B2.1 Explain the origins of traditional, commercial, 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) B2.2 Describe significant contributions of individuals 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) 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) B3.1 Explain how the study of music has contributed to their personal growth (including the development of their values), their ability to express themselves, their awareness of social and environmental issues, and their understanding 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 or other people)

6 Grade Ten (AMU2O) Foundations

7 Grade Ten (AMU2O) Curriculum Expectations Foundations: C2.1 Demonstrate an understanding of the development of various musical forms (e.g., create a graphic organizer outlining the history of jazz; describe similarities in selections of music from the same time period or by the same composer or performer; describe the development of musical theatre) C2.2 Identify and describe shared and unique characteristics of traditional and contemporary music, including Aboriginal music, from Canada and around the world (e.g., compare and contrast Native music from Canada with that of other countries; in a small group, replicate ceremonial music from a Canadian Aboriginal 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) 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 etiquette, 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)