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Composition & Production 11
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Big Ideas
Grandes idées
Composers and producers develop creative skill and proficiency through perseverance, resilience, and risk taking.
Composers capture and reflect aspects of time, place, and community through music.
Music composition and production provides an opportunity to represent our identity, context, and culture.
Music composition and production 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
Compose music for solo and ensemble contexts
ensemble contexts
ensembles of varying size, instrumentation, or voicing Create, produce, reproduce, or manipulate music using available technologies
Use musical vocabulary in composition and production
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 Consider how the body and mind are engaged in musical production, performance, and composition
Experiment with musical elements to achieve specific effects in composition
Use musical forms and structures to express thoughts and emotions
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 production, using musical language
musical language
vocabulary, terminology, and non-verbal methods of communication that convey meaning in music Analyze and reflect on the design and development of musical compositions
Consider the physical and aural health of musicians and audiences
Communicate and document
Use musical vocabulary in response to, and in critiques of, musical compositions or productions
Receive and apply constructive feedback
Anticipate individual responses to a piece of music
Express perspectives, personal voice, story, and cultural identity through music composition and production
personal voice
a style of expression that conveys an individual's personality, perspective, or worldview Share personal insights derived from listening to, composing, and performing music
Connect and expand
Demonstrate personal and social responsibility associated with creating, performing, and responding to music
Demonstrate understanding of creative processes
Explore personal, educational, and professional opportunities in music and music-related industries
Combine technical knowledge and contextual observation to make musical decisions
Identify and practise self-care to prevent performance-related injury
performance-related injury
for example, repetitive stress injuries, vocal strain, other harm to oral and aural health Safely care for and maintain electronic tools, equipment, materials, and work spaces
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 techniques and technical skills to support 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 a range of current technologies
hardware and software used to create, record, and structure sound
physics and physical properties of sound and sound synthesis
characteristics, qualities, and limitations of instruments
instruments
both electronic and acoustic, including the voice movement, sound, image, and form
roles of composer, producer, performer and audience
traditional and contemporary First Peoples worldviews and cross-cultural perspectives, as communicated through music
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 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 moral, ethical, and legal issues related to music production, duplication, and distribution
legal issues
including regulations and recommendations for noise levels health and safety issues and procedures, including the impact of audio volume on aural health
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.