Grade 10 - Context (Self and Community)

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• use skills and attitudes appropriate to a range of music experiences in a variety of venues, as performer, participant, and audience, demonstrating:
  • an awareness of the sense of community
  • audience and performer etiquette
  • performance skills
  • respect for others' contributions
• demonstrate an ability to critique the work of self and others
• demonstrate an ability to contribute to the physical well-being of self and others while experiencing music
• demonstrate in-depth knowledge of at least one music career

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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Students direct small group rehearsals. Section leaders rotate to allow all students to develop leadership skills. Students discuss each other's strengths and the successes of each rehearsal.
• Students form a performance ensemble, and keep journals to record their contributions and those of others to the ensemble.
• Discuss the various roles (e.g., composer, performer, producer, listener, soloist, accompanist) represented in music from a variety of historical and cultural contexts. In small groups, students brainstorm scenarios arising from a music production (e.g., concert, recording). Groups create role plays based on this scenario.
• Work together with students studying other fine arts subjects to create an arts report for a school or community newspaper or broadcast, including concert reviews, upcoming events, and so on.
• Discuss and develop criteria for audience and performer skills and etiquette appropriate in a range of situations. Students attend concerts in various settings (e.g., professional, amateur; formal, informal; jazz, classical) and demonstrate appropriate etiquette as discussed. Students complete self- and peer evaluations based on these criteria, and include these evaluations in their portfolios.
• Research and report on a specific topic in health issues in music (e.g., repetitive strain injuries, coping with stress, hearing loss).
• Group multimedia project Time Machine: travel back to another historical era and work as musicians. What kind of music do you write or perform? How do you earn your living (e.g., employed by a monarch, rely on donations)? Report back to class with budget, music examples, and so on.
• Students job shadow professionals in the music industry (e.g., recording studio technician, music therapist, concert promoter, private teacher).

SUGGESTED ASSESSMENT STRATEGIES

• Work with students to establish a set of class criteria for participating in constructive discussions about others' performances. For example, students may decide it is important to provide constructive suggestions along with their criticisms. Set up a buddy system and regularly encourage students to discuss their successes and concerns about their performances. Have each pair of buddies develop a set of personal criteria for constructive discussions. Periodically interview buddy pairs and ask questions to find out the extent to which they follow these criteria.
• Have students develop short research papers on a music career of their choice. Tell them they may wish to interview someone with that job, to look at career development information, or to research the job in the library. Review their work and note their understanding of the career. For example, to what extent did they discuss:
  • the educational requirements to enter the career
  • experiential expectations leading to various levels in the career path
  • lifestyle factors related to the career
  • tasks involved in successfully filling the job
  • opportunities in the field

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

Ministry of Education Home Page