Instrumental Music 12

Arts Education K 1 2 3 4 5 6 7 8 9 10 11 12
Curriculum Musique instrumentale 12e
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
Filter Curriculum:
o-o-o

Big Ideas

Grandes idées

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.
Instrumental music offers aesthetic experiences
aesthetic experiences
emotional, cognitive, or sensory responses to works of art 
that can transform our perspective.

Learning Standards

Show All Elaborations

Curricular Competencies

o-o-oo-o-o
Students are expected to be able to do the following:
o-o-oo-o-o

Explore and create

Perform in large ensemble
large ensemble
ensemble in which many musicians perform the same part (e.g., concert band, jazz band, string or symphony orchestra, guitar ensemble) 
, small ensemble
small ensemble
ensemble in which musicians play alone or with only a few others, performing a particular part (e.g., rock band or similar contemporary genre, jazz combo, brass quintet, string quartet ) 
, and solo contexts
Analyze and study music to identify practice strategies
Examine the role of the ensemble conductor
Identify the qualities of a composition that define its genre
Explore diverse musical genres in performance or study
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
Expand and adapt technical and expressive skills
o-o-oo-o-o

Reason and reflect

Consider and assess multiple interpretations of a musical excerpt
Interpret and evaluate musicians’ use of technique, technology, and environment in musical composition and performance, using musical language
musical language
vocabulary, terminology, and non-verbal methods of communication that convey meaning in music 
Reflect on collective rehearsal and performance experiences and musical growth
Consider the function of their instrument or role within the ensemble
Anticipate audience responses to a piece of music
Analyze styles of music to inform musical decisions
o-o-oo-o-o

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 compile resources that inform musical interpretation
Use appropriate 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 
in response to musical experiences and by observing context
Receive and apply constructive feedback
Use musical symbols to enhance a musical performance
Develop gestural vocabulary
gestural vocabulary
movements of the arms, hands, and head, typically demonstrated by the conductor to convey interpretation of a musical phrase 
that communicates musical intentions
Collaborate to express personal voice
personal voice
a style of expression that conveys an individual's personality, perspective, or worldview 
, cultural identity, and perspective through music
o-o-oo-o-o

Connect and expand

Evaluate and demonstrate personal and social responsibility associated with creating, performing, and responding to instrumental music
Investigate the relationships between music and personal, social, or cultural change
Develop and refine a diverse repertoire of instrumental music that includes multiple themes, perspectives, and contexts
Evaluate the relationships between the arts, culture, and society
Evaluate personal, educational, and professional opportunities in music or music-related industries
Make connections in the community through music
Demonstrate safe care, use, and maintenance
maintenance
the appropriate inspection, diagnosis, and basic repair of instruments and equipment 
of instruments and equipment
Evaluate and practice 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 specific to individual or families of instruments, including:
  • winds
    winds
    • fingerings/slide positions, including alternate and trill fingering
    • intonation
    • articulation (e.g., tonguing, multiple tonguing)
    • ornamentation (e.g., trills, glissando, grace notes)
    • embouchure
    • breath control
    • tone quality (including vibrato)
    • use of mutes
     
  • percussion
    percussion
    • stick, mallet, beater, and brush technique
    • hand-drumming technique
    • pitched percussion technique
    • articulation
    • fills, shots, tone quality, intonation
     
  • keyboard
    keyboard
    • articulation: techniques that use touch or pedals to alter the transitions between notes (e.g., staccato, legato, phrasing, use of pedals)
    • fingering and chording technique
    • chord voicing
    • comping technique: chords, rhythms, and patterns played to accompany an improvised solo or melody (e.g., ii-V-I)
    • keyboard instrumentation: keyboard alone or with bass and/or guitar
    • blend and balance: the use of relative volume and tonal techniques to highlight certain instruments or create a homogeneous timbre (e.g., accompaniment versus solo technique)
     
  • orchestral strings
    orchestral strings
    • left-hand technique (e.g., vibrato, double-stopping, triple-stopping, shifting)
    • finger pattern profiles
    • bowing technique (e.g., detaché, martelé, spiccato)
    • pizzicato
    • intonation
    • tone quality
    • harmonics
     
  • guitar
    guitar
    • chord playing (open and arpeggiated chords)
    • single note playing
    • picking, fingering, strumming; hand positions
    • articulation: techniques affecting transitions between notes (e.g., legato, staccato, slurs, damping, bends, hammer-ons)
    • intonation
    • tone quality: techniques that affect timbre or the overall sound of the instrument
    • voicings: the distribution or vertical arrangement of notes in a chord (e.g., rootless, R37, R73)
    • acoustic versus electric guitar technique
    • rhythm guitar patterns and accompaniment techniques
    • single-line melody reading, tablature, modes
     
Note: Students are only expected to know techniques related to their instrument(s) of choice.
technical skills, strategies, and technologies 
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 
creative and digital copyright for composers, publishers, and producers of music
movement, sound, image, and form
influences of time and place on the emergence of musical forms
roles of performer, audience, and venue
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
global and intercultural musicians, movements, and genres
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.