Grade 8 - 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 provide and accept constructive feedback
• demonstrate an understanding of physical well-being while experiencing music
• identify career-related music experiences represented in the local community

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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Listen to examples of music from a variety of historical and cultural contexts, and identify the various roles (e.g., composer, performer, producer, listener, soloist, accompanist) represented in the music.
• Brainstorm and discuss language and criteria for constructive criticism of their performances and those of others. Students attend performances in the school or community, and critique the experience in their journals or through reviews in school or local newspapers.
• Discuss and develop criteria for appropriate audience and performer skills and etiquette in a range of situations. Apply these criteria in role plays and performances, and complete self- and peer evaluations based on these criteria. Students may choose to add these evaluations to their portfolios.
• Show videos, encourage students to research through the Internet, or invite guest speakers to introduce students to various music-related health and safety issues (e.g., hearing conservation, posture, appropriate warm-up). Students devise ways to improve the health and safety of their music environments (e.g., keep a log, write a report). Encourage students to apply this information to redesign their bedrooms or another room in their homes for listening and practising.
• Experiment with different postures to determine their effect on performance. Demonstrate the appropriate posture for particular performances.
• Brainstorm the roles of personnel required to produce a particular music experience (e.g., CD, outdoor concert, movie soundtrack). Compare tasks required for completion of a music production to those found in career opportunities.
• Discuss ways to maintain students' vocal and instrumental equipment (e.g., regular cleaning, keep in the proper case, careful handling, vocal care). Students devise personal checklists and plans for maintaining their voices or instruments.

SUGGESTED ASSESSMENT STRATEGIES

• To prepare for attendance at a concert, ask students to answer questions about correct audience and performer conduct. For example:
  • What is an appropriate response after a jazz solo?
  • Do you clap between movements of a concerto?
  • Do you stand when the conductor comes on stage if you are in the orchestra? Record evidence that they understand the responsibilities of various roles associated with music experiences.
• Have students write brief reports about the performance details they observed while attending a concert. Ask them to:
  • critique the presentation by performers and the technical crew
  • provide a summary of the concert's reception by the audience Look for students' understanding of the roles and responsibilities of personnel involved in production.
• In journals, have students reflect on their progress using prompts such as:
  • I have improved ____________.
  • The part that still confuses me is ____________.
  • I was on the right track with my idea about ____________ but what I didn't know was __________.

RECOMMENDED LEARNING RESOURCES

• The Choral Conductor's Art
• Eyewitness Music Kit
• Jazz: My Music, My People
• Music Through The Ages
• A World of Children's Songs

• Joy Of Singing
• Latin Nights
• Mariposa: Under A Stormy Sky
• Music
• Music Maestro Series
• Mwe Bana Bandi - Children's Music from Zambia
• Orchestra!
• Silver Burdett Ginn Music Magic Video Library
• Something Within Me
• Take a Bow

• Exploring the Music of the World
• First Assignments
• Investigating Musical Styles
• The Music Connection
• 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