Grade 12 - Structure (Elements of Expression)

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

create a multi-timbral accompaniment to a given melody
manipulate the elements of expression in their compositions
compose music demonstrating an understanding of harmonic principles
compare the timbral qualities of various music styles in a variety of cultures
analyse the elements of expression using the appropriate terminology

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SUGGESTED INSTRUCTIONAL STRATEGIES

As a class, listen to two arrangements of the same work and discuss how the various instruments affect the music. Have students identify which elements are different in the two versions and describe the effects of these differences.
Have students use notation programs or sequencers to transcribe a work, then change the instruments, tempo markings, dynamics, and articulations and describe the effect of these changes.
Ask each student to reorchestrate a musical work to create a given expressive effect.
Prepare a MIDI file of a well-known piece of music, purposely leaving out all elements of expression. Have students add tempo markings, dynamics, articulations, and so on. Compare the student versions of the piece to the original recording.
Suggest that students harmonize a given melody in a variety of ways in order to alter the expressive effect (e.g., major, minor).
Ask students to mark a classical score with numeric values for possible velocity, wave form, and envelopes (ADSR). Then have them try to re-create the score in sequencing programs.
Play a variety of musical pieces from around the world. Ask students to speculate which continents the music comes from and what instruments were used. Challenge them to re-create the instrumental timbres electronically by creating wave forms and sound envelopes.
Invite each student to choose a musical form typical of a given culture or historical period and compose a piece of music using that form.
Form small groups and assign each of the expressive elements to a group. Have each group compose a piece of music, trying a wide range of possibilities for incorporating the groupźs element. Ask students to perform the pieces and discuss their uses of the elements.

SUGGESTED ASSESSMENT STRATEGIES

When students manipulate expressive elements, assess the extent to which they are able to:
- demonstrate how various elements are manipulated
- explain why they altered particular elements
- create and comment on alternative solutions and their possible expressive outcomes
- demonstrate examples that support their views about the strengths and weaknesses of different interpretations
After students have added expressive elements to a MIDI file, have them exchange their work with partners to evaluate one anotherźs manipulation of the elements of expression. Criteria might include the extent to which they were able to:
- use dynamics and texture that support melodic contour
- create tempo changes that have a dramatic effect
- use software features creatively to manipulate the elements of expression
- recapture the original intent of the composer
Have the class compare their changes with the original work. Look for evidence that students:
- consider and evaluate different interpretations of the composerźs idea
- identify similarities and differences between their work and the original
Before students harmonize a melody, have them describe the effects they wish to achieve. After they have completed their work, ask them to assess their use of the harmonic principles studied in class and the extent to which they have achieved their original goals. Students could record their assessments in their journals or portfolios.
Ask students to create sound envelopes to match instruments. Note their ability to associate particular timbres with appropriate wave forms (e.g., sine wave for flute, square wave for clarinet) and envelopes (e.g., keyboard, guitarăfast attack, quick decay; violinădelayed attack, long little decay).