B2. and Society: demonstrate an understanding of the role and impact of traditional, commercial, and art music within various communities and cultures; B3. Skills and Personal Growth: demonstrate an understanding of how performing, creating, and critically analysing music has affected their skills and personal development; B4. Connections Beyond the Classroom: identify and describe opportunities and requirements for continued engagement in music. B1. The Critical Analysis Process B1.1 listen to and/or perform selections that represent a wide variety of musical genres and styles, and describe and reflect on their responses to them (e.g., document their initial reactions to more than one version of the same Leonard Cohen song; describe their response to several selections of music they like, and identify any common traits; describe the emotions conveyed in a work by a composer from the Romantic period) Teacher prompts: “Why your opinion of a musical work, artist, or genre change over time?” “Describe the evolution of your personal listening history. What attracted you to each successive musical style?” B1.2 analyse productions such as concerts, recitals, musical theatre, and/or other musical events with reference to the elements and other components of music as well as the technical and organizational aspects of the production (e.g., the human and technical resources required for a musical theatre production; the interplay of the elements of music in a performance by a string ensemble; the contribution of the elements of music to the aesthetic impact of a performance by a marching band) Teacher prompts: “Have you created a flow chart showing the roles of all the participants in the talent show you are organizing? Are the roles clearly defined and complementary?” “Which elements of music contributed to the success (or lack of success) of this production?” “What non-musical aspects of a musical performance can be analysed using the critical analysis process?” B1.3 assess the effectiveness of a variety of musical selections and/or productions (e.g., communicate their response to a community concert, including their assessment of its effectiveness in meeting the needs of the community; write a review of a musical theatre production; assess the appropriateness of a musical program with respect to its intention and audience) Teacher prompts: “What features of the small ensemble recital were effective from your point of view?” “Which member(s) of the cast of this musical production gave the most effective performance? What are the reasons for your opinion?” B2. Music and Society
Unit 3: Composition and Performance 5 - 6 - 7 - 8 - 9 - 12 - 13 - 14 - 15 - 16 – Performance Planning Performance Planning needs to start Unit 4: DJ (Disc Jockey) 19 - 20 – 21 - 22 - 23 – 26 – 27 - 28 – 29 - 30 Good Friday
4 A1.1, A1.2, A2.1, A2.2, A3.1, A3.2, A3.3, B1.1, B1.3, B3.2, C1.1, C1.2, C1.3. Learning Goals – (as above) Task 4: Mash-Up – the students will take two songs to create an original mash-up composition Of (Mash-Up) 5 A1.1, A1.2, A2.1, A2.2, A3.1, A3.2, A3.3, B1.1, B1.3, B3.2, C1.1, C1.2, C1.3. Learning Goals – (as above) Task 5: Reverse Engineer a Mix – the students will listen to a song and mix it so it matches the original as closely as possible Of (Engineer Mix) 6 A1.1, A1.2, A2.1, A2.2, A3.1, A3.2, A3.3, B1.1, B1.3, B3.2, C1.1, C1.2, C1.3. Learning – (as above) Task 6: Balance a Mix – the students will work through a series of tasks to balance vocals, drums, bass, and stems Of (Balance Mix) 7 A1.1, A1.2, A2.1, A2.2, A3.1, A3.2, A3.3, B1.1, B1.3, B3.2, C1.1, C1.2, C1.3. Learning Goals – (as above) Task 7: Original Compositions – the students will create original compositions Of (Original Composition) 8 B1.3, C1.2, C3.2, C3,3. Learning Goals – (as above) Production Conversation For (Conversation) 9 B1.3, C1.2, C3.2, C3,3. Learning Goals – (as above) Peer and Self-Evaluation As
10 A1.1, A1.2, A2.1, A2.2, A3.1, A3.2, A3.3, B1.1, B1.3, B3.2, C1.1, C1.2, C1.3. Learning Goals – (as above) Task Observation Of (Observation)