Grade 9 - 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
• identify a range of career-related music activities represented in the community

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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Brainstorm tasks required to produce a concert (e.g., home practice, efficient rehearsals, technical and promotional factors, performance etiquette), and collate into a Performance Handbook. Students keep journals to record their observations about their contributions and those of others during the creation, rehearsal, and performance process.
• Participate in small ensembles containing like instruments or voices to practise current repertoire. After a specified length of time (e.g., class periods plus optional out-of-class time), ensembles demonstrate their progress by performing as a group for the class.
• Invite guest speakers to introduce various music-related hearing issues (e.g., an audiologist to speak about hearing conservation and the physiology of hearing, a person with a hearing disability to talk about her or his experiences with music). Students role-play health and safety issues in their music environments (e.g., correct and incorrect posture). Students research and create promotional materials (e.g., posters, brochures) to address hearing safety in musical and non-musical environments.
• Discuss and develop criteria for appropriate audience and performer skills and etiquette in different performance situations. Apply these criteria in performance situations, and complete self- and peer evaluations based on these criteria. Students include these evaluations in their portfolios.
• Brainstorm the roles required to produce a particular music experience (e.g., CD, outdoor concert, movie soundtrack). Students listen to examples of music from a variety of historical and cultural contexts, and identify the various roles represented in the music. After choosing one of these roles, students research and then write reports on a well-known person in this role. Invite professionals from a wide range of music careers to speak about their careers; students create a Career Tree of careers related to music.

SUGGESTED ASSESSMENT STRATEGIES

• Have students create their practice schedules, including a space to write a brief comment after each session, including:
  • what they worked on (Was I prepared for the practice session?)
  • how the session went (Did I maintain my focus and concentration?)
  • what they learned (Did everyone make constructive comments to help the session proceed?)
  • what they want to remember for future sessions (What three things would make the next session work well?)
• Develop a checklist for successful participation in concerts, shows, or rehearsals. The checklist may include equipment lists, dress codes, timelines, and policy for clean-up and occasions when students must help others. Have students use the checklist to assess their ability to contribute to the group's well-being and to develop a personal plan of how to improve in certain areas.
• Have students list related careers in music (e.g., concert production, music therapy). After investigating several occupations, hold a conference with students to determine their level of awareness regarding possible career directions. Pose questions such as:
  • Which career or field interested you the most?
  • What do you find interesting about this field?
  • How could you use this information to make decisions about your future career options?
  • What education or training is required for this career?

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

• 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!
• Something Within Me
• Take a Bow

• 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