Grade 11 - Context (Historical and Cultural)

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

compare compositions from a range of historical and cultural contexts
identify the historical, cultural, and stylistic influences in their own compositions
demonstrate respect for music from various historical and cultural contexts when composing
compare techniques used in compositions created for a variety of purposes, venues, and audiences

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SUGGESTED INSTRUCTIONAL STRATEGIES

Take students to two concerts of widely contrasting kinds of music (e.g., rock and orchestral). Afterward, conduct a panel discussion on the merits of the two types of music, with students taking sides opposite to their actual feelings.
Play a listening game: "Name That Tune (Composer, Era, Style)." Ask students to justify their guesses.
When the class is studying a historical style, have students rearrange a known piece (e.g., "O Canada") in that style.
Suggest that students use a variety of print or electronic resources to research the music of cultures different from their own and, if possible, find examples of the music. Have them each compose a short piece or melody incorporating some aspect of the music and describe that influence.
Play a film or television segment without sound. Ask each student to compose a theme, or choose one from a collection of recorded music, to accompany the segment.
As a class, discuss the importance of being open to new or unusual music and brainstorm a set of guidelines for classroom listening (e.g., make at least one positive comment, justify criticism).
Have students keep journals for discussing their musical preferences and ask them to describe the influence of those choices on their own music.
Invite students to compose pieces that adolescents might listen to a hundred years from now.
Discuss with students the broad influences of a style of music. Challenge each of them to choose a music style and find as many influences both on and of the music as possible. Then have students create Musical Family Tree posters showing their findings.

SUGGESTED ASSESSMENT STRATEGIES

In daily music listening, introduce students to a variety of historically significant musical pieces, composers, and cultural styles. With the class, create a checklist of predominant features to listen for in each example. Once a week, quiz students on the name, composer, and major attributes of each piece. Eventually include examples not listened to in class but similar in style (e.g., examples by the same composer) and have students identify and comment on the composer's style.
Have each student compose a short soundtrack to enhance a chosen video related to a specific historical period. Ask students to research and report on the era and country depicted. Criteria for assessment might include:
- effective use of elements of music of the culture and era (e.g., uses traditional instruments, incorporates distinctive melodic or rhythmic elements)
- accuracy and thoroughness of historical research
- recognition of the music's purpose (e.g., music accompanies the video and reflects its subject matter appropriately)
Ask students to keep journals of their responses to music they listen to at home. Throughout the year, look for evidence that students are listening to an increasingly broad range of music.
After students have created the Musical Family Tree posters, look for evidence that they have:
- accurately identified musical influences
- included a wide variety of influences
- listened to examples of as many of the identified styles as possible
- attended to detail in presentation
- developed respect and appreciation for the musical influences studied
In classroom discussions and work, notice students' references to their musical influences. Collect evidence in their discussions and work of awareness and effective use of a variety of styles.