Contemporary Music 11

Arts Education K 1 2 3 4 5 6 7 8 9 10 11 12
Curriculum Musique contemporaine 11e
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
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Big Ideas

Grandes idées

Music reflects aspects of time, place, and community.
 
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.
 
Contemporary music offers aesthetic experiences
aesthetic experiences
emotional, cognitive, or sensory responses to works of art 
that can transform our perspective.

Learning Standards

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Curricular Competencies

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Students are expected to be able to do the following:
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Explore and create

Perform in both solo and ensemble contexts
ensemble contexts
ensembles of varying size, instrumentation, or voicing 
Explore a composer’s musical and expressive intentions
Express meaning, intent, and emotion through music
Improvise
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 
and take creative risks
take creative risks
make an informed choice to do something where unexpected outcomes are acceptable and serve as learning opportunities 
in contemporary music
Explore new musical ideas by combining genres or styles
Explore a variety of contexts
variety of contexts
for example, personal, social, cultural, environmental, and historical contexts 
and their influences on musical works, including place
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
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Reason and reflect

Analyze and interpret musicians’ use of technique, technology, and environment in musical composition, arranging, 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
Consider the function of their instrument, voice, or role within an ensemble or collaborative effort
Analyze styles of music to inform musical decisions
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Communicate and document

Document
Document
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) 
and share musical works and experiences in a variety of contexts
Use musical vocabulary
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 
to communicate about contemporary music
Receive and apply constructive feedback
Anticipate individual responses to a piece of music
Express personal voice
personal voice
a style of expression that conveys an individual's personality, perspective, or worldview 
, cultural identity, perspective, and values in musical study and performance
Demonstrate awareness of self, others, and audience
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Connect and expand

Demonstrate personal and social responsibility associated with creating, performing, and responding to contemporary music
Develop a diverse repertoire of contemporary music that includes multiple perspectives and contexts
Demonstrate understanding of creative processes
Explore and relate musical selections to personal, social, or cultural issues
Use technical knowledge and contextual observation to make musical decisions
Demonstrate safe care, use, and maintenance
maintenance
the appropriate inspection, diagnosis, and basic repair of instruments and equipment 
of instruments and equipment
Identify and practise appropriate self-care to prevent performance-related injury
performance-related injury
for example, repetitive stress injuries, vocal strain, 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 
techniques, vocabulary, technologies, and context relevant to a particular idiom or genre
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
emerging and evolving trends in music
a variety of musical styles, genres, and traditions
musical styles, genres, and traditions
including those from First Nations, Métis, Inuit, Canadian, and world contexts 
roles of performer and audience
artists from a variety of genres and movements
traditional and contemporary First Peoples worldviews and cross-cultural perspectives, as communicated through music
history
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
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
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.