Big Ideas
Big Ideas
Music communicates traditions, perspectives, worldviews, and stories.
Creative and technical proficiency in music is transferable across different aspects of our lives.
Music can be adapted to facilitate limitless expression and meaning.
Purposeful choices enhance the quality, artistry, and authenticity of musical processes.
Contemporary music 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, vocabulary, technologies, and context relevant to a particular idiom or genre
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
including those from First Nations, Métis, Inuit, Canadian, and world contexts
roles of performer, audience, and venue
innovative artists from a variety of genres, movements, and cultures
traditional and contemporary First Peoples worldviews and cross-cultural perspectives, as communicated through music
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
health and safety issues and procedures
Curricular Competency
Learning Standards
Curricular Competency
Explore and create
Perform in both solo and ensemble contexts
ensembles of varying size, instrumentation, or voicing
Combine genres and styles to inspire innovation
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 make an informed choice to do something where unexpected outcomes are acceptable and serve as learning opportunities
in music
Explore new musical ideas by combining genres or styles
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
Adapt and refine technical and expressive skills
Reason and reflect
Analyze and interpret musicians’ use of technique, technology, and environment in musical composition, arranging, and performance, using musical language
vocabulary, terminology, and non-verbal methods of communication that convey meaning in music
Analyze music to identify and apply practice strategies
Consider and assess multiple interpretations of a musical excerpt
Refine creative and technical proficiency in the rehearsal process
Consider the function of their instrument, voice, or role within an ensemble or collaborative effort
Analyze styles of music to inform musical decisions
Communicate and 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 compile resources to inform musical interpretation
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)
to respond to music
Receive, apply, and provide constructive feedback
Anticipate audience responses to a piece of music
Create musical symbols to enhance a musical performance
Develop gestural vocabulary
physical movement that conveys interpretation of a musical phrase, non-verbal cueing, or visual enhancement to performance
that communicates musical intentions
Collaborate to express personal voice
a style of expression that conveys an individual’s personality, perspective, or worldview
, cultural identity, and perspective through music
Connect and expand
Demonstrate personal and social responsibility associated with creating, performing, and responding to music
Investigate the relationships between music and personal, social, or cultural change
Make connections through music on local, national, or global scales
Develop and refine a diverse repertoire of contemporary music that includes multiple perspectives and contexts
Relate musical selections to personal, social, or cultural issues
Combine technical knowledge, musical literacy
the ability to read, write, notate, or otherwise communicate using musical language, vocabulary, and/or symbols
, and contextual observation to make musical decisions
Evaluate and practise appropriate self-care to prevent performance-related injury
for example, repetitive stress injuries, vocal strain, other harm to oral and aural health