| Content |
techniques specific to individual or families of instruments, including:- winds
- percussion
- keyboard
- orchestral strings
- guitar
Note: Students are only expected to know techniques related to their instrument(s) of choice.
|
Instrumental Music 10 |
No CCG |
| Keyword: winds |
Elaboration: fingerings/slide positions, including alternate and trill fingeringintonationarticulation (e.g., tonguing, multiple tonguing)ornamentation (e.g., trills, glissando, grace notes)embouchurebreath controltone quality (including vibrato)use of mutes |
| Keyword: percussion |
Elaboration: stick, mallet, beater, and brush techniquehand-drumming techniquepitched percussion techniquearticulationfills, shots, tone quality, intonation |
| Keyword: keyboard |
Elaboration: articulation: techniques that use touch or pedals to alter the transitions between notes (e.g., staccato, legato, phrasing, use of pedals)fingering and chording techniquechord voicingcomping technique: chords, rhythms, and patterns played to accompany an improvised solo or melody (e.g., ii-V-I)keyboard instrumentation: keyboard alone or with bass and/or guitarblend and balance: the use of relative volume and tonal techniques to highlight certain instruments or create a homogeneous timbre (e.g., accompaniment versus solo technique) |
| Keyword: orchestral strings |
Elaboration: left-hand technique (e.g., vibrato, double-stopping, triple-stopping, shifting)finger pattern profilesbowing technique (e.g., detaché, martelé, spiccato)pizzicatointonationtone qualityharmonics |
| Keyword: guitar |
Elaboration: chord playing (open and arpeggiated chords)single note playingpicking, fingering, strumming, hand positionsarticulation: techniques affecting transitions between notes (e.g., legato, staccato, slurs, damping, bends, hammer-ons)intonationtone quality: techniques that impact timbre or the overall sound of the instrumentvoicings: the distribution or vertical arrangement of notes in a chord (e.g., rootless, R37, R73)acoustic versus electric guitar techniquerhythm guitar patterns and accompaniment techniquessingle-line melody reading, tablature, modes |
|
| Content |
elements, principles, vocabulary, symbols, and theory of music |
Instrumental Music 10 |
No CCG |
| Keyword: elements, principles, vocabulary, symbols, and theory of music |
Elaboration: metre, duration, rhythm, dynamics, harmony, timbre, tonality, instrumentation, notation, pitch, texture, register, terms in Italian and other languages, expressive markings, abbreviations; methods, processes, and concepts used in creating and performing music |
|
| Curricular Competency |
Practise appropriate self-care to prevent performance-related injury |
Instrumental Music 10 |
Connect and expand |
| Keyword: performance-related injury |
Elaboration: for example, repetitive stress injuries, vocal strain, other damage to oral and aural health |
|
| Curricular Competency |
Demonstrate safe care, use, and maintenance of instruments and equipment |
Instrumental Music 10 |
Connect and expand |
| Keyword: maintenance |
Elaboration: the appropriate inspection, diagnosis, and basic repair of instruments and equipment |
|
| Curricular Competency |
Use technical knowledge and contextual observation to make musical decisions |
Instrumental Music 10 |
Connect and expand |
|
| Curricular Competency |
Make connections with others on a local, regional, and global scale through music |
Instrumental Music 10 |
Connect and expand |
|
| Curricular Competency |
Demonstrate personal and social responsibility associated with creating, performing, and responding to music |
Instrumental Music 10 |
Connect and expand |
|
| Curricular Competency |
Use music to communicate and respond to social and global issues |
Instrumental Music 10 |
Communicate and document |
| Keyword: respond |
Elaboration: through activities ranging from reflection to action |
|
| Curricular Competency |
Demonstrate respect for self, others, and the audience |
Instrumental Music 10 |
Communicate and document |
|
| Curricular Competency |
Contribute personal voice, cultural identity, and perspective in solo or ensemble musical study and performance |
Instrumental Music 10 |
Communicate and document |
| Keyword: personal voice |
Elaboration: a style of expression that conveys an individual's personality, perspective, or worldview |
|
| Curricular Competency |
Use discipline-specific language to communicate ideas |
Instrumental Music 10 |
Communicate and document |
|
| Curricular Competency |
Receive and apply constructive feedback |
Instrumental Music 10 |
Communicate and document |
|
| Curricular Competency |
Document and share musical works and experiences in a variety of contexts |
Instrumental Music 10 |
Communicate and document |
| Keyword: Document |
Elaboration: through activities that help students reflect on their learning (e.g., drawing, painting, journaling, taking pictures, making video clips or audio-recordings, constructing new works, compiling a portfolio) |
|
| Curricular Competency |
Analyze styles of music to inform musical decisions |
Instrumental Music 10 |
Reason and reflect |
|
| Curricular Competency |
Consider the function of their voice within the ensemble |
Instrumental Music 10 |
Reason and reflect |
|