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Ministry Guidelines
The following are a list of expectations from the Ontario Ministry of Education Curriculum Guidelines that are covered by the Culminating Activity.
Music, Grade 12, University/College Preparation (AMU4M)
This course emphasizes the appreciation, analysis, and performance of music from the romantic period and the twentieth century, including art music, jazz, popular music, and Canadian and non-Western music. Students will concentrate on developing interpretive skills and the ability to work independently. They will also complete complex creative projects.
Theory
Overall Expectations
By the end of this course, students will:
- demonstrate an understanding of the elements of music in relation to music of the romantic period and the twentieth century, including art music, jazz, popular music, and Canadian and non-Western music;
- demonstrate the ability to notate complex rhythmic patterns, melodies, and chords accurately through listening;
Specific Expectations
Musical Literacy
By the end of this course, students will:
- identify, using correct terminology, and notate accurately the following: a variety of standard chord progressions;
- notate accurately, through listening, complex rhythmic patterns of up to eight measures in simple and compound metres;
- notate accurately, through listening, complex melodies (e.g., melodies with dissonant intervals) of up to four measures in simple and compound metres;
- describe aspects of the elements of music (i.e., melody, harmony, rhythm, dynamics, timbre, texture, form) in music studied in the course, using appropriate terminology.
Understanding of Technological Concepts
By the end of this course, students will:
- demonstrate knowledge of the different methods of music distribution (e.g., use of a web page, compact discs and tapes, e-mail files);
- demonstrate an understanding of legal aspects of playing, recording, and taping music, and of photocopying musical material.
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Creation
Overall Expectations
By the end of this course, students will:
- compose and/or arrange musical works, showing an understanding of the creative process;
- use music technologies appropriately in composing, editing, and performing, and in distributing their creative work.
Specific Expectations
Performing
By the end of this course, students will:
- demonstrate the ability to listen to themselves and others, and to make appropriate adjustments (e.g., in tempo, in balance), while performing;
- demonstrate problem-solving skills in a variety of musical contexts
Composing and Arranging
By the end of this course, students will:
- compose and/or arrange simple homophonic compositions in four or more parts, using technology where appropriate (e.g., write a composition using non-chord tones in the melody and chord progressions that include dominant sevenths; arrange existing music for an ensemble of available instruments or voices, transposing where appropriate);
- compose a simple piece in a twentieth-century style (e.g., expressionist, impressionist, minimalist, jazz, blues, popular, aleotoric, musique concrète), using appropriate techniques (e.g., serial, improvisatory) and appropriate technology (e.g., tapes, synthesizers);
- demonstrate an understanding of all stages of the creative process in producing compositions and/or arrangements (i.e., generate ideas, develop a plan, compose or arrange a first version, revise the work, produce the final version);
- promote and distribute student compositions and/or arrangements, using appropriate technology.
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Analysis
Overall Expectations
By the end of this course, students will:
- analyse and evaluate music from the romantic period and the twentieth century, including art music, jazz, popular music, and Canadian and non-Western music;
- identify, analyse, and evaluate musical works through listening;
- analyse musical works and performances of works, demonstrating an understanding of the process of critical analysis;
- analyse the relationship between music and its cultural context;
Specific Expectations
Music Appreciation
By the end of this course, students will:
- analyse music from the romantic period and the twentieth century (including art music, jazz, popular music, and Canadian and non-Western music), explaining how the various elements of music work together in the particular style, and evaluate the effectiveness of the use of the elements;
- analyse live and/or recorded performances of music (e.g., performances by themselves, their peers, professional musicians), following standard procedures in critical analysis (e.g., describe their initial reaction, analyse the performance using appropriate terminology, and evaluate the performer’s interpretation of the work);
- demonstrate an understanding of the structure of some major forms of music in the romantic period (e.g., symphony, opera, nocturne, Lied) and twentieth- century music (e.g., impressionist tone poem, serial work, musique concrète work);
- identify and describe stylistic characteristics of music from the romantic period and the twentieth century (e.g., use of thematic transformation in romantic music; use of complex harmonies in nineteenth- and twentieth-century music, including tone clusters; use of improvisation in jazz, Arabic music, and the music of India);
- analyse works by some major composers of the romantic period and the twentieth century (e.g., Schubert, Berlioz, Chopin, Schumann, Wagner, Verdi, Brahms, Schoenberg, Debussy, Stravinsky, Bartók, Varèse, Ives, Berio, Coulthard), and describe the significance of their contributions;
- analyse the relationship between a musical work from the nineteenth or twentieth century (e.g., Chopin’s “Revolutionary” Etude, a jazz piece, a raga) and the period in which it was created;
- explain how current social, economic, and technological factors affect the performance, composition, and production and distribution of music;
Academic Development and Career Preparation
By the end of this course, students will:
- demonstrate an ability to do independent research on a specific topic, to organize their research in written form, to follow accepted scholarly procedures (e.g., acknowledgement of sources), and to give a presentation on a topic;
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