(School Name)



Grade 9 Instrumental Music, AMU 1O Course Outline

|Miss Chow |CHATT Address: : chowk@hdsb.ca |Office Hours TBA music rm/ arts office |

Website:

This course emphasizes the creation and performance of music at a level consistent with previous experience and is aimed at developing technique, sensitivity, and imagination. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance, and a range of reflective and analytical activities. Students will develop an understanding of the conventions and elements of music and of safe practices related to music, and will develop a variety of skills transferable to other areas of their life.

Curriculum

Students final report card grade will be based on the evidence provided of these overall curriculum expectations:

A.CREATING AND PERFORMING

By the end of this course, students will:

A1. The Creative Process: apply the stages of the creative process when performing notated and/or

improvised music and composing and/or arranging music;

A2. The Elements of Music: apply elements of music when performing notated and improvised music

and composing and/or arranging music;

A3. Techniques and Technologies: use a variety of techniques and technological tools when performing

music and composing and/or arranging music.

B. REFLECTING, RESPONDING, AND ANALYSING

By the end of this course, students will:

B1. The Critical Analysis Process: use the critical analysis process when responding to, analysing,

reflecting on, and interpreting music;

B2. Music and Society: demonstrate an understanding of how traditional, commercial, and art music

reflect the society in which they were created and how they have affected communities or cultures;

B3. Skills and Personal Growth: demonstrate an understanding of how performing, creating, and

critically analysing music has affected their skills and personal development;

B4. Connections Beyond the Classroom: identify and describe various opportunities for continued

engagement in music.

C.FOUNDATIONS

By the end of this course, students will:

C1. Theory and Terminology: demonstrate an understanding of music theory with respect to concepts of

notation and the elements and other components of music, and use appropriate terminology relating

to them;

C2. Characteristics and Development of Music: demonstrate an understanding of the history of some

musical forms and of characteristics of types of music from around the world;

C3. Conventions and Responsible Practices: demonstrate an understanding of responsible practices and performance conventions relating to music.

Your Report Card Grade will be determined as follows:

|Term work: |14% Knowledge |

|70% of your grade will be based on all |Emphasizes the ability to recall factual information, recognize fundamental concepts and the foundational skills of the|

|of the evidence you have provided. It |subject/discipline. –Musical rudiments and elements |

|will reflect your most consistent level|14% Thinking |

|of achievement with special |Emphasizes the thinking skills used in thinking processes to demonstrate the student’s understanding of information |

|consideration given to more recent |they have processed. -the creative process, listening, composing, transposing, music analysis, making artistic |

|evidence. |decisions |

| |11% Communication |

| |Emphasizes the clear, precise and effective use of oral (spoken and musical expression), written and visual language to|

| |communicate the student’s understanding of information and ideas. |

| |31% Application |

| |Emphasizes the application and integration of knowledge, skills, processes and techniques to produce evidence of the |

| |student’s understanding. – performance skills and technique |

|Final Evaluation: |30% Final Task |

|30% of your grade will be determined at|20% Performance (solo and/or small ensemble) |

|the end of the course. |10% Written Task - Composition and/or musical analysis |

|Your final grade will be calculated by combining your Term (70%) grade and your Exam and Performance Task Evaluations (30%). |

Academic Standards

It is your responsibility to provide evidence of your learning within established timelines. Due dates for assignments and the scheduling of tests will be communicated well in advance to allow you to schedule your time. If you aren’t going to be able to follow an agreed upon timeline you should demonstrate your responsibility and organizational skills by discussing with your teacher the challenges you’re facing as far in advance of the deadline as possible.

It is your responsibility to be academically honest in all aspects of your schoolwork so that the marks you receive are a true reflection of your achievement.

Plagiarism is using the words, ideas or work of someone else without giving appropriate credit to the original creator. This is a form of cheating.

Consequences for not meeting these academic standards may include:

• Reporting the issue to your parents;

• Requiring you to complete the original or alternative work after school or during your lunch hour;

• Requiring you to complete an alternative assignment;

• Suspension;

• Assigning a “zero” for an assignment not completed prior to an agreed upon closure date;

• Mark deduction of 5% / day.

NOTE: the complete HDSB policies and administrative procedures for “Lates and Missed Assignments” and “Cheating and Plagiarism” policies may be found at hdsb.ca

Learning Skills & Work Habits

These learning skills and work habits will be taught, assessed and evaluated throughout the course.

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|Units |Curriculum Focus |Major Assignments / Evaluations |Key Resources |

|1 Performance |Articulation; fingering systems; tone |Solo performance evaluations; small ensemble performance |Instrument specific study |

|Technique |production; tone quality; warm up technique; |evaluations; self-evaluation (musical snapshots, |books; various band warm |

| |technical etudes, chorals; major scales and |journals/reflections, practice logs); technical |ups, chorals, studies, |

| |appregios; chromatics. |assessment. |excerpts from various |

| | | |sources |

|2 |Key learning as above with emphasis on |Solo performance evaluations; small and large ensemble |Various diverse repertoire. |

|Performance Repertoire|application of the skills to create musical |performance evaluations; technical and stylistic | |

| |performances of repertoire from a variety of |assessment; self-evaluation (musical snapshots, | |

| |different musical styles. |journals/reflections, practice logs); sight-reading/ear | |

| | |training assessment and evaluation. | |

|3 |Elements of music (rhythm, melody, timbre, |Written formal evaluations; written assignments; teacher |Department-generated |

|Theory / Foundations |dynamics, harmony, texture, form); music |assessment; peer/self assessment. |handouts. |

| |notation; major key signatures; intervals | | |

| |within a major scale; | | |

|4 |Focus on artistic decisions for stylistic |Solo performance evaluations; small and large ensemble |Various diverse repertoire; |

|Creation, Composition |accuracy in performance; simple creative |performance evaluations; technical and stylistic |Department-generated |

|and the Creative |choices in performance (call and |assessment; teacher assessment; peer/self assessment; |handouts. |

|Process |response/ornamentation/ improv/adaptations) |self-evaluation (musical snapshots, journals/reflections,| |

| |simple composition of melody/rhythm/form; |practice logs); written evaluation | |

| |transposition for their own instrument | | |

|5 |Ear training (rhythm and melody up to 2 |Ear training assessment and written evaluation; |Various instrumental sound |

|Listening, Analysis |measures, intervals in a major scale); |performance reviews and reflections; journals; self/peer |sources; various recorded |

|and Responding to |analyze live and/or recorded examples using |evaluation (musical snapshots, journals/reflections). |materials; classroom |

|Music |the elements of music; musical etiquette; | |repertoire. |

| |music history overview; simple musical forms;| | |

|6 |Effects of music education; function of music|Written evaluation; self-evaluation |Video and internet sources, |

|Self and Community |in society; future careers |(journals/reflections). |possible guest speakers. |

Unit Outlines

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