Grade 10 - Thoughts, Images, and Feelings

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• apply the elements of music to interpret and represent a broad range of thoughts, images, and feelings
• demonstrate a willingness to share personal insights arising from experiences with music
• analyse and communicate thoughts, images, and feelings about music that relate to social, historical, and political issues
• defend personal music choices, demonstrating awareness of the thoughts, images, and feelings the music expresses
• demonstrate respect for and understanding of the diversity of thoughts, images, and feelings evident in culturally, historically, and stylistically diverse music

To view the prescribed learning outcomes for Thoughts, Images, and Feelings in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Students analyse thoughts, images, and feelings represented in their repertoires and other known music, focussing on the historical and cultural contexts and how those contexts affect the images of the music (e.g., Vietnam war protest songs, Aboriginal canoe paddling chants).
• Listen to recordings of historically and culturally diverse music and analyse the thoughts, images, and feelings evoked by the music. Create and perform compositions based on an image discussed by the class, and compare and contrast the thoughts evoked by the students' compositions with the original recordings.
• Set up a gallery walk, using music selections chosen by students, teachers, or both. At each station, students record the thoughts, images, and feelings evoked as they listen to the music, building on the responses of previous students. Afterward, discuss the range of responses to each selection.
• Students individually brainstorm criteria for uses of the elements of music that evoke powerful thoughts, images, and feelings. Each student lists personal criteria for the class. Students collate these lists to create a class set of criteria that identifies conflicting criteria and shows respect for the thoughts, images, and feelings of others.
• Create and conduct a survey to discover the adolescent listening preferences of parents and other adults. Questions could include:
  • Were lyrics important in the music they listened to?
  • What were the popular themes or images of their day (e.g., love, war)?
  • Why did they listen to music?
  • Where did they listen to music (e.g., at home, at parties, at dances)?
  • Have their listening habits or tastes changed since then, and if so, how?

SUGGESTED ASSESSMENT STRATEGIES

• Work with students to establish criteria for participating in a discussion about music. The reference set Evaluating Group Communication Skills Across Curriculum may be useful for identifying specific criteria. For example, these criteria may include:
  • Say something positive about a person's opinion or idea before making a criticism.
  • Be willing to share personal insights and feelings.
  • Explain personal meaning derived from music.
  • Show respect for the thoughts and feelings of others.
• Give groups of students a word that describes an emotive response (choose common words such as soothing, erratic, or stodgy, or use contemporary student vocabulary). Have each group create a short composition using the elements of rhythm, melody, and expression to convey the emotions evoked by the word. Have other students guess what the word might be, then discuss the effectiveness of the elements chosen. Note the extent to which students apply elements to convey thoughts, images, and feelings.
• After students have viewed two different television or radio commercials, note their ability to contrast the elements used in each piece to describe the thoughts, images, and feelings conveyed.

RECOMMENDED LEARNING RESOURCES

• 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
• The Feeling Is Musical
• In the Key of Oscar
• Joy Of Singing
• Latin Nights
• Like Mother Like Daughter
• Mariposa: Under A Stormy Sky
• Music and Early Childhood
• 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
• 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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