Grade 10 - Context (Historical and Cultural)

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• compare and contrast music from a range of historical and cultural contexts, including their interrelationships
• compare and contrast music created for a variety of purposes (e.g., dance music, religious music, court music, love songs)
• analyse how thoughts, images, and feelings are expressed in music within a variety of historical, cultural, and stylistic contexts

To view the prescribed learning outcomes for Context (Historical and Cultural) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Perform pieces from a range of time periods and discuss the relationship between each (e.g., present a chamber music concert "walk through history," with each era depicted by an annotated program, or by costumes worn by the students).
• Explore popular music of adolescents in various social classes across time periods and cultures. Discuss what young people in various countries might listen to today. For example:
  • Do teenagers around the world listen to the same popular music?
  • To what extent has the music been re-recorded in the local language?
  • Is the style of popular music similar even when it is composed and performed in different countries?
  • What is worldwide popular music used for (e.g., entertainment, ceremonies, communication)?
• After additional research, students create multimedia projects for presentation to the class.
• Students research women composers across time periods and cultures, and create multimedia projects. The class discusses gender-equity issues in music arising from these reports.
• Summative activity: students research and present reports that make reference to the various historical periods and cultural contexts that were introduced in class. Reports could include sample recordings and references to the thoughts, images, and feelings evoked and intended by music of each context.

SUGGESTED ASSESSMENT STRATEGIES

• Have students select a popular song from their culture and one that reflects the same general topic from another culture. Record evidence that they can compare and contrast music from different cultures, and can comment on the structural elements, the form and principles of design in relation to the topic, and the effectiveness of each in evoking thoughts, feelings and images.
• Have students present reports that explain how a certain genre of music evolved; for example, students may research the origins of jazz, rock 'n' roll, or romanticism in western European music. Record evidence that the cross-cultural and historical connections are explained in their work. Do they recognize that genres evolve? Do they discuss cultural influences on the genre and on the evolution of the genre?
• Have students assess how thoughts, images, and feelings are expressed in music within a variety of historical, cultural, and stylistic contexts. When presenting music from different time periods or cultures, have students record in their journals their thoughts, images, and feelings and reflect on those intended by the music. Prompt them with statements such as:
  • The music reminds me of ___________.
  • I like ___________ about the music because ___________.
  • I would like to know more about ___________.

RECOMMENDED LEARNING RESOURCES

• The Choral Conductor's Art
• Eyewitness Music Kit
• Jazz: My Music, My People
• Music For All: Teaching Music to People With Special Needs
• Music Through The Ages

• 1791 - 1991: Two Hundred Years of Mozart
• In the Key of Oscar
• Joy Of Singing
• Latin Nights
• Mariposa: Under A Stormy Sky
• Music Maestro Series
• Mwe Bana Bandi - Children's Music from Zambia
• Orchestra!
• Oscar Peterson Presents: The Electronic Musician
• Something Within Me
• The Sorceress
• Take a Bow

• The Art of Music
• Brief Guide to Music
• Exploring the Music of the World
• First Assignments
• Investigating Musical Styles
• Susan Hammond's Classical Kids: The Classroom Collection

Table of Contents

Province of British Columbia
Ministry of Education
Standards Department

© 1995 Copyright

Maintained by: Fine Arts Coordinator - Music

Revised: March 15, 1996

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