| Content |
traditional and contemporary Aboriginal worldviews and cross-cultural perspectives communicated through song |
Music 9 |
No CCG |
|
| Content |
the roles of performers and audiences in a variety of contexts |
Music 9 |
No CCG |
|
| Content |
musical interpretation and choices impact performance |
Music 9 |
No CCG |
|
| Content |
music elements, principles, techniques, vocabulary, notation, and symbols to define style and convey ideas, including but not limited to: beat/pulse, metre, duration, rhythm, tempo, pitch, timbre, dynamics, form (music), texture |
Music 9 |
No CCG |
| Keyword: notation |
Elaboration: could include use of traditional and non-traditional notation (e.g., guitar tablature) |
| Keyword: metre |
Elaboration: groupings or patterns of strong and weak beats |
| Keyword: duration |
Elaboration: the length of a sound or silence in relation to the beat |
| Keyword: rhythm |
Elaboration: the arrangement of sounds and silences over time |
| Keyword: tempo |
Elaboration: the frequency or speed of the beat |
| Keyword: pitch |
Elaboration: how high or low a note is |
| Keyword: timbre |
Elaboration: the characteristic quality of a sound independent of pitch and dynamics; tone colour |
| Keyword: dynamics |
Elaboration: relative and changing levels of sound volume (e.g., forte, piano, decrescendo) |
| Keyword: form (music) |
Elaboration: the structure of a musical work |
| Keyword: texture |
Elaboration: simultaneous layering of sounds (e.g., multi-part music making) |
|
| Curricular Competency |
Demonstrate increasingly sophisticated application and/or engagement of curricular content |
Music 9 |
Connecting and expanding |
|
| Curricular Competency |
Demonstrate respect for themselves, others, and the audience |
Music 9 |
Connecting and expanding |
|
| Curricular Competency |
Take musical risks to experience synchronicity among ensemble members and their audience |
Music 9 |
Connecting and expanding |
|
| Curricular Competency |
Reflect on musical performance to make connections to personal learning and experiences |
Music 9 |
Connecting and expanding |
|
| Curricular Competency |
Revise, refine, analyze, and document musical experiences to enhance learning |
Music 9 |
Communicating and documenting |
| Keyword: document |
Elaboration: activities that help students reflect on their learning (e.g., through drawing, painting, journaling, taking pictures, making video clips or audio-recordings, constructing new works, and compiling a portfolio) |
|
| Curricular Competency |
Adapt and apply learned musical skills, understandings, and techniques for use in new contexts and for different purposes and audiences |
Music 9 |
Communicating and documenting |
|
| Curricular Competency |
Receive, offer, and apply constructive feedback |
Music 9 |
Reasoning and reflecting |
|
| Curricular Competency |
Develop, refine, document, and critically appraise ideas, processes, and technical skills to improve the quality of musicianship |
Music 9 |
Reasoning and reflecting |
|
| Curricular Competency |
Describe, interpret, and consider how musicians use techniques, technology, and environments in composition and performance |
Music 9 |
Reasoning and reflecting |
|
| Curricular Competency |
Contribute to create processes through collaborative and independent musical study |
Music 9 |
Exploring and creating |
|
| Curricular Competency |
Take musical risks to experience self-growth |
Music 9 |
Exploring and creating |
|