Big Ideas
Big Ideas
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
emotional, cognitive, or sensory responses to works of art
that can transform our perspective.
Content
Learning Standards
Content
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
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
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
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
of a variety of musical genres
ethics of 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
and plagiarism
moral, ethical, and legal issues
including regulations and recommendations for noise levels
related to music production, duplication, and distribution
health and safety issues and procedures, including the impact of audio volume on aural health
Curricular Competency
Learning Standards
Curricular Competency
Explore and create
Compose music for solo and ensemble contexts
ensembles of varying size, instrumentation, or voicing
Create, produce, reproduce, or manipulate music using available technologies
Use 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
in composition and production
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
for example, personal, social, cultural, environmental, and historical contexts
and their influences on musical works, including 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.
and time
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
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
a style of expression that conveys an individual's personality, perspective, or worldview
, story, and cultural identity through music composition and production
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
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