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Choral Music 11
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Big Ideas
Grandes idées
The nuances of musical expression are understood through deeper study and performance.
A musician’s interpretation of existing work is an opportunity to represent identity and culture.
Enduring understanding of music is gained through perseverance, resilience, and risk taking.
Choral music offers aesthetic experiences that can transform our perspective.
aesthetic experiences
emotional, cognitive, or sensory responses to works of art Learning Standards
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Curricular Competencies
Students are expected to be able to do the following:
Explore and create
Perform in large ensemble, small ensemble, and solo contexts
large ensemble
ensemble in which many musicians perform the same part (e.g., concert choir) small ensemble
ensemble in which musicians play alone or with only a few others, performing a particular part (e.g., chamber choir, vocal jazz ensemble, rock band or similar contemporary genre) Explore a composer’s musical and expressive intentions
Express meaning, intent, and emotion through music
Improvise and take creative risks in choral music
Improvise
spontaneously compose or embellish musical phrases, melodies, or excerpts; improvisation provides a means for high-level reasoning, creative thinking, and problem solving in a variety of ways take creative risks
make an informed choice to do something where unexpected outcomes are acceptable and serve as learning opportunities Study and perform a variety of musical styles and genres
Explore a variety of contexts and their influences on musical works, including place and time
variety of contexts
for example, personal, social, cultural, environmental, and historical contexts place
Any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives on the world. Develop and refine technical and expressive skills
Reason and reflect
Analyze and interpret musicians’ use of technique, technology, and environment in musical composition and performance, using musical language
musical language
vocabulary, terminology, and non-verbal methods of communication that convey meaning in music Reflect on personal rehearsal and performance experiences and musical growth
Analyze and reflect on the design of musical selections
Consider the function of their voice within the ensemble
Analyze styles of music to inform musical decisions
Communicate and document
Document
audio-recordings, constructing new works, compiling a portfolio) and share musical works and experiences in a variety of contexts
Document
through activities that help students reflect on their learning (e.g., drawing, painting, journaling, taking pictures, making video clips oraudio-recordings, constructing new works, compiling a portfolio)
Use musical vocabulary to communicate about choral music
musical vocabulary
descriptive and instructive terms with specific application in music; can be in English or other languages commonly used by composers (e.g., Italian); includes musical literacy which is the ability to read, write, notate, or otherwise communicate using musical language, vocabulary, and/or symbols Receive and apply constructive feedback
Anticipate individual responses to a piece of music
Express personal voice, story, cultural identity, and perspective in a variety of settings
personal voice
a style of expression that conveys an individual's personality, perspective, or worldview Demonstrate awareness of self, others, and audience
Connect and expand
Demonstrate personal and social responsibility associated with creating, performing, and responding to choral music
Develop a diverse repertoire of choral music that includes multiple perspectives and contexts
Demonstrate understanding of creative processes
Explore the relationships between the arts, culture, family, and society
Explore personal, educational, and professional opportunities in music and music-related industries
Identify and practise self-care to prevent performance-related injury
performance-related injury
for example, vocal strain and other harm to oral and aural health Content
Students are expected to know the following:
musical elements, principles, vocabulary, symbols, and theory
musical elements, principles, vocabulary, symbols, and theory
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 singing techniques specific to individual voices
singing techniques
- diction (e.g., enunciation, vowel formation, phonation, diphthongs, word/syllable emphasis, pronunciation)
- tone quality as specific to repertoire (e.g., resonance, head voice, chest voice, vibrato, straight tone, bend, fall-off, plop, ghost, shake)
- intonation
- breath regulation and control
- articulations, inflections
- ornamentations: musical embellishments or flourishes that serve as decoration of a melody (e.g., sostenuto, portamento)
- range
- singing through transitions between vocal registers
- blend 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)
technical skills, strategies, and technologies
creative processes
creative processes
the means by which an artistic work (in dance, drama, music, or visual arts) is made; includes multiple processes, such as exploration, selection, combination, refinement, reflection, and connection movement, sound, image, and form
roles of performer, audience, and venue
traditional and contemporary First Peoples worldviews and cross-cultural perspectives, as communicated through music
contributions of innovative artists from a variety of genres, contexts, periods, and cultures
history of a variety of musical genres
history
the influences across time of social, cultural, historical, political, and personal contexts on musical works; includes the influences of historical and contemporary societies on musical works influences of historical and contemporary societies on musical works
ethics of cultural appropriation and plagiarism
cultural appropriation
use of a cultural motif, theme, “voice,” image, knowledge, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn health and safety issues and procedures
Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.