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Music 9
Curriculum Music Grade 9
PDF Grade-Set: k-9
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Big Ideas
Grandes idées
Identity is explored, expressed, and impacted through music experiences.
Music provides opportunities to gain insight into perspectives and experiences of people from a variety of times, places, and cultures.
Collaborative music experiences can build community and nurture relationships with others.
Music uses a unique sensory language for creating and communicating.
Learning Standards
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Curricular Competencies
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Students will be able to use creative processes to:
Exploring and creating
Perform collaboratively in both solo and ensemble contexts
Demonstrate an understanding of personal, social, cultural, historical, and environmental contexts through a variety of musical experiences
Select and combine musical elements and techniques to interpret an idea or define style, creating a particular mood or effect
Develop appropriate musical vocabulary, skills, and techniques
Take musical risks to experience self-growth
Contribute to create processes through collaborative and independent musical study
Reasoning and reflecting
Describe, interpret, and consider how musicians use techniques, technology, and environments in composition and performance
Develop, refine, document, and critically appraise ideas, processes, and technical skills to improve the quality of musicianship
Receive, offer, and apply constructive feedback
Communicating and documenting
Adapt and apply learned musical skills, understandings, and techniques for use in new contexts and for different purposes and audiences
Revise, refine, analyze, and document musical experiences to enhance learning
document
activities that help students reflect on their learning (e.g., through drawing, painting, journaling, taking pictures, making video clips or audio-recordings, constructing new works, and compiling a portfolio) Connecting and expanding
Reflect on musical performance to make connections to personal learning and experiences
Take musical risks to experience synchronicity among ensemble members and their audience
Demonstrate respect for themselves, others, and the audience
Demonstrate increasingly sophisticated application and/or engagement of curricular content
Content
Students are expected to know the following:
music elements, principles, techniques, vocabulary, notation, and symbols to define style and convey ideas, including but not limited to: beat/pulse, metre, duration, rhythm, tempo, pitch, timbre, dynamics, form, texture
notation
could include use of traditional and non-traditional notation (e.g., guitar tablature) metre
groupings or patterns of strong and weak beats duration
the length of a sound or silence in relation to the beat rhythm
the arrangement of sounds and silences over time tempo
the frequency or speed of the beat pitch
how high or low a note is timbre
the characteristic quality of a sound independent of pitch and dynamics; tone colour dynamics
relative and changing levels of sound volume (e.g., forte, piano, decrescendo) form
the structure of a musical work texture
simultaneous layering of sounds (e.g., multi-part music making) musical interpretation and choices impact performance
the roles of performers and audiences in a variety of contexts
traditional and contemporary Aboriginal worldviews and cross-cultural perspectives communicated through song
contributions of innovative musicians and composers from a variety of genres, communities, times, and places
musicians
including but not limited to performers, composers, and those who develop technologies for music making personal and social responsibility associated with creating, performing, and responding in music
the ethics of cultural appropriation and plagiarism
cultural appropriation
use of cultural motifs, themes, “voices,” images, knowledge, stories, songs, drama, etc. 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 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.