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Composition & Production 12
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Big Ideas
Grandes idées
Music communicates traditions, perspectives, worldviews, and stories.
Composition and production can be adapted to facilitate limitless expression and meaning.
Creative and technical proficiency in music is transferable across different contexts.
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
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
Explore new musical ideas by combining genres or styles
Use musical vocabulary based on context
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 Examine how the body and mind work together to enhance musical composition, rehearsal, and performance
Employ standard or modified musical forms and structures
Explore selection and choice related to orchestration, instrumentation, and sound sampling
Explore emerging and evolving trends in music making
Reason and reflect
Interpret and evaluate 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 Evaluate various designs and developments in music composition and production
Consider the physical and aural health of musicians and audiences
Anticipate audience responses to a piece of music
Communicate and document
Document and compile resources that inform musical composition and production
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) Use musical symbols to enhance the performance quality of a musical composition
Engage with peers to provide constructive feedback
Collaborate to express personal voice, cultural identity, and perspective through music
personal voice
a style of expression that conveys an individual's personality, perspective, or worldview Connect and expand
Evaluate and demonstrate personal and social responsibility associated with creating, performing, and responding to music
Make connections through music composition and production on local, national, or global scales
Evaluate personal, educational, and professional opportunities in music and music-related industries
Investigate relationships between music and personal, social, or cultural change
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 use of movement, sound, image, and form to convey meaning in music
roles of performer, audience, and venue
global and inter-cultural musicians, movements, and genres
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 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.