Grade 10 - Structure (Form and the Principles of Design)

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

It is expected that students will create, listen to, and perform music, demonstrating understanding of a variety of different forms and the principles of design.

It is expected that students will:

purposefully apply a variety of music forms and principles of design in composition
represent music form in a variety of ways
use appropriate terminology to describe form and principles of design
relate form and principles of design in music to those in other arts
compare and contrast forms of music compositions from a variety of historical, cultural, and stylistic contexts

To view the prescribed learning outcomes for Structure (Form and the Principles of Design) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

Listen to a recording and create non-musical representations of the form (e.g., drawing or collage of sonata-allegro form, dramatization of rondo form). Students create and perform soundscapes or short compositions that use music forms discussed in class.
Research the principles of design in other arts. Students compare and contrast works of music to other works of art. Listen to music examples and analyse the use of the principles of design as applied to each of the elements of rhythm, melody, and expression (e.g., contrast in melody, pattern in rhythm). Students create multidisciplinary presentations (i.e., using music and one or more additional art forms) demonstrating each of the principles of design.
Listen to a range of current popular music. Identify ways the contemporary artists use the principles of design. For example, to create variety:
- verses may vary texture by using different instruments
- texture may build gradually until close to the end
- tonality may change as the piece progresses
Discuss how musicians connect these different ideas.

SUGGESTED ASSESSMENT STRATEGIES

Play recordings from a variety of historical, cultural, and stylistic contexts. Ask students to compare and contrast the forms in the music selections. Collect their work and record evidence that they understand a variety of forms and principles of design and can compare these appropriately.
To prepare for a performance assessment activity, arrange students in groups of four or five. Provide each student in the group with a different example from other fine arts that embodies specific principles of design. Have students select musical pieces that embody the same principles.
Ask students to work together to develop descriptions of the similarities between each music selection and the corresponding piece of art.
Have students discuss their descriptions and music choices. To what extent do they:
- describe the principles of design using terms such as repetition, variety, and balance
- relate the principles of design to other art forms in concrete ways (e.g., the pattern in the picture repeats just as the musical phrase does)
- apply their knowledge of group skills. (The reference set Evaluating Group Communication Skills Across Curriculum may be useful for identifying specific criteria.)