CCOOUURRSSEE IINNFFOORRMMAATTIIOONN SSHHEEEETT

DATE: FEBRUARY 6, 2017

SECONDARY SCHOOL: CARDINAL CARTER ACADEMY FOR THE ARTS

DEPARTMENT HEAD: MARY EVERED

TEACHER: ERIC HAUSER

DEPARTMENT: Music

CURRICULUM POLICY DOCUMENT Ontario Curriculum 2010-The Arts Grade 9 and 10

COURSE TITLE Vocal Music COURSE CODE AMR 1OE

GRADE & TYPE Grade 9 Vocal PRE-REQUISITE AMV 1OE

FULL YEAR /

SEMESTER Semester 2 CREDIT VALUE 1.0

COURSE DESCRIPTION

This course emphasizes the creation and performance of music at a level consistent with previous experience and is

aimed at developing technique, sensitivity, and imagination. Students will develop musical literacy skills by using

the creative and critical analysis processes in composition, performance, and a range of reflective and analytical

activities. Students will develop an understanding of the conventions and elements of music and of safe practices

related to music, and will develop a variety of skills transferable to other areas of their life. As a part of a Catholic

arts community, students will grow in their knowledge of and dedication to excellence and come to embody the

school motto “Arts for the Glory of God”.

This course continues to emphasize development of the fundamentals of choral and solo singing,, music theory,

history, sight singing and analysis and choral singing. Through the study of choral music, the students will learn in

greater detail, the inter-relationships of the basic elements of music: melody, rhythm, harmony, timbre and form.

Repertoire and technique, continues to be performed musically, with attention to phrasing, tone, intonation and

diction. The discipline associated with rehearsal and performance of music will allow learning for following

directions precisely, confidant stage presence, team spirit and personal expressions of the student’s God given

talents. Music is one of the most natural forms of self- expression and provides an ideal educational basis for both

intellectual and aesthetic learning. Besides the inherent enjoyment of musical experiences, the study of music

continues to contribute to spiritual growth, social and cultural awareness, and the intellectual and emotional

development of the individual. Students will exhibit an understanding of music education in the larger context of

their lives as a journey of life long learning in which the full capacity of the human affect is explored, and

hopefully expressed in the unique manner which God has called forth from us. Artistic pursuit and a progressively

deepening growth of spiritual awareness, therefore, are the ultimate goal of this program as outlined in the Catholic

Graduate expectations.

LISTED IN ORDER OF INSTRUCTIONAL DELIVERY Note: All music performance skills are taught concurrently. Only academic components can be listed by order of instructional

delivery. Skills that continue to be of major importance as student’s progress are repeated in the expectations for all relevant

grades. Progression is indicated by modifications in the expectations or by increasingly complex examples. Skills continue to be

developed or refined as students move up through the grades.

STRANDS

HOURS OVERALL EXPECTATIONS

CREATING AND

PERFORMING

67

True musicianship begins with the realization that we share in God’s gift of

creativity. The creative process involves the practical application of

performance skills and knowledge of theory as they relate to the performance

medium, as well as composition. Students will continue to sing individually and

in ensembles. They will improvise, interpret, and compose music using a greater

variety of tools. They will continue to demonstrate an understanding of music

literacy through study of the elements of music at a level appropriate to their

grade using creative process. Students will use a variety of techniques and

technological tools when performing music and composing and/or arranging

music. They will continue to sing diverse repertoire that reflects and utilizes the

foundation expectations. They will make artistic decisions that will reflect not

only the stylistic accuracy of their singing but the beauty, order, proportion and

symmetry of God’s created universe.

REFLECTING,

RESPONDING AND

ANALYSING

9

The critical analysis process responds to, analyses, reflects on, and interprets

music. Analysis involves actively engaged listening to live or recorded

performances. Analysis occurs through both performance and non-performance

based activities. Through the study of Music and Society, students will

demonstrate an understanding of how traditional, commercial, and art music

reflect the society in which they were created and how they have affected

communities or cultures. Students will continue to appreciate humanity’s global

diversity in its varied and exciting language of music and the richly embroidered

tapestry of its socio-historical-religious context. Students will demonstrate an

understanding of how performing, creating, and critically analysing music has

affected their skills and personal growth. Students will continue to demonstrate

an understanding of the effects of music education on themselves, their peers and

society from the perspective of the Catholic experience. The domain of creative

expression and experience will be seen to be one that speaks to humanity of

spiritual realities and offers awareness of our relatedness to all reality. Students

will make connections beyond the classroom by identifying and describing a

variety of work or career possibilities related to music, exploring possible

opportunities for continued musical study both in and out of school and

identifying and explaining the benefits of participating in co-curricular music

activities in the school.

FOUNDATIONS

31

Students will continue to demonstrate an understanding of music theory with

respect to concepts of notation and the elements and other components of music,

and use appropriate terminology relating to them. The study of theory involves

learning the symbols, concepts and conventions learned in music as applied to

both performance and non- performance based activities. Students will identify

and define, in increasing complex terms, the elements of music and will further

their ability to read and understand musical notation.

Students will continue to demonstrate an understanding of the development and

history of some musical forms and of characteristics of types of music from

around the world. Students will further demonstrate an understanding of

conventions and responsible practices relating to music (concert etiquette,

performance posture, ethical and legal issues, conductors’ gestures) They will

identify and describe key physical and health considerations associated with

practicing, performing and listening to music.

SOLO

PERFORMANCE EXAM 1

Students will perform a summative solo performance consisting of a vocalise and

two songs of their own choosing, including one from List C of the RCM Voice

Syllabus, with approval from the teacher, as these pieces must meet the

requirements for their grade level.

FINAL THEORY EXAM 2 Complete Basic Rudiments exam

TOTAL HOURS 110

STUDENT EVALUATION CRITERIA

TERM – 70% FINAL – 30% FINAL REPORT CARD GRADE

CALCULATION – 100%

10 ≤ RELATIVE EMPHASIS / WEIGHTING ≤ 40 RELATIVE EMPHASIS / WEIGHTING

TERM TOTAL + FINAL TOTAL

= REPORT CARD MARK

KNOWLEDGE/UNDERSTANDING 10

Solo songs from

RCM syllabus 12

INQUIRY/THINKING

10

Vocalise &

Summative Ear

Tests

8

COMMUNICATION 20

Final Theory

Exam 10

APPLICATION 30 TERM TOTAL

70 FINAL TOTAL

30

ASSESSMENT FORMAT USED

WRITTEN PERFORMANCE OTHER

Concert reviews Repertoire process

evaluations

Self evaluation

Unit tests (theory) Repertoire tests Peer evaluation

Theory assignments Sight singing tests Group work

Theory exam Solo and vocalise

process assessments

Smaller ensembles

Music history

quizzes/tests

Scales and sequentials

Technical Exercises

Student/teacher conference

Article Reviews Ear Tests – singback,

chords, intervals

RESOURCES

CHORAL ENSEMBLE REPERTOIRE Level appropriate vocal literature

SIGHT READING/WARM-UPS

Folk Song Sight-Singing series Book 1, (second half) Crowe,

Lawton& Whittaker, Oxford University Press

Varied level appropriate technical exercises (using varied

articulations and increasing tempi.)

LITURGICAL RESOURCES Catholic Book of Worship III,Gather Hymnal,New Roman Missal

Varied liturgical music and masses, Choral liturgical works.

THEORY Elementary Music Theory WORKBOOK (Sarnecki)(2nd half)

,Theory for Beginners (Wharram)

SOLO REPERTOIRE

Taken from Voice Syllabus Grade 5, Royal Conservatory of

Music and other sources

To be determined by teacher and student

WEB MUSIC LIBRARY RESOURCE Naxosmusiclibrary.com username & password: toroncdsbmm

For Learning Teachers gather information

(about prior learning),

provide descriptive

feedback, scaffold learning

and coach for improvement.

Types: Diagnostic,

Formative

As Learning Teachers help students develop

capacity to provide feedback to each

other, reflect on their understanding

and make adjustments and set

individual learning goals.

Type: Formative

Of Learning Teachers make judgments about the quality of

student learning on the basis of established

criteria and assign a value to represent that

quality.

Type: Summative

Student Products

Paper and Pencil

Quizzes: e.g.

Diagnostic

Work Sheets

Performance Tasks

Feedback on:

Recitals: e.g. Rehearsal

Demonstrations

Performances

e.g.Rehearsal

Other (specify):

Student Products

Paper and Pencil

Quizzes e.g. Formative

Work Sheets

Performance Tasks

Self Assessments

Peer Assessments

Reflections

Goal Setting

Feedback on:

Presentations

Recitals

Demonstrations

Performances

Other (Specify):

Student Products

Paper and Pencil

Tests

Quizzes

Examinations

Work Sheets

Performance Tasks

Concert Review

Projects

Demonstrations

Performances

Journals

Conversations

Interviews

Conferences

Classroom Discussions

Reflections

Conversations

Interviews

Conferences

Classroom Discussions

Seminars

Portfolio Interviews

Self-Assessments

Peer Assessments

Reflections

Conversations

Interviews

Conferences

Classroom Discussions

Self/Peer Assessments

Reflections

Observations

Demonstrations

Performances

Informal Observations

Evidence recorded through:

Anecdotal Records

Teacher Logs

Checklists

Rubrics

Rating Scales

Observations

Demonstrations

Performances

Informal Observations

Other (specify):

Evidence recorded through:

Anecdotal Records

Teacher Logs

Checklists

Rubrics

Rating Scales

Observations

Demonstrations

Performances

Informal Observations

Evidence recorded through:

Anecdotal Records

Teacher logs

Checklists

Rubrics

Rating Scales

POLICIES & PROCEDURES

ASSIGNMENTS Assignments will not be accepted once the next unit of study has

begun.

TESTS

Make up tests will only be administered until the next unit test is

written, with a parental note of explanation. . Performance tests

are to be performed on the date assigned, except in the case of

illness. A signed parental note must accompany any request to

make up a missed test.

PRACTICING Daily practice of technique, long tones, and repertoire is expected

PARTICIPATION Active participation, consistent attendance in classes, rehearsals

and performances are integral to success.

LATE POLICY Please refer to student agenda.

PLAGIARISM

See CCAA Student Agenda under “Academic Honesty”. For major research papers in Music History, proper

documentation of one’s research must be completed using the

MLA format. Failure to do so will result in a mark of ZERO. A

paper without proper documentation will not be assessed and

will be returned to the student. S/he can resubmit the paper

once the documentation has been completed. A late

submission penalty will apply. All papers must be submitted

electronically to the teacher and also submitted as a hard copy.

They will be subject to a plagiarism check. Any student writing

found to be taken from sources without quotes and/or

parenthetical references will receive a mark of ZERO and the

student will be referred to the Principal.

SUBMITTING ASSIGNMENTS

Assignments are due at the beginning of class unless you are told

otherwise. If you are absent, you must email a copy of the

assignment to your teacher on the day it is due. You must submit

a hard copy once you return to school. Failure to submit a

assignment before it is graded and returned to the class will

result in a mark of zero. If, due to extenuating circumstances,

you are unable to hand in an assignment by the assigned due date,

you must see your teacher in advance to request an extension. If you do not submit your assignment by the assigned due

date without a valid reason, you will lose the equivalent of

10% of the mark for failure to demonstrate your knowledge,

thinking, communication, and/or application in a timely

manner.

NOTE: The above chart is a reformatting of the skills identified in the Ministry of Education’s Guide to the

Provincial Report Card, Grades 9 – 12 : Appendix C: pages 27 to 29 .

LEARNING SKILLS CRITERIA

IN EACH REPORTING PERIOD, REPORT ON THE QUALITY OF THE LEARNING SKILLS DEMONSTRATED BY THE STUDENT IN EACH OF

THE CATEGORIES IDENTIFIED ON THE REPORT CARD USING THE FOLLOWING LETTER SYMBOLS

E–EXCELLENT G–GOOD S–SATISFACTORY N–NEEDS IMPROVEMENT

Learning Skills and Work Habits Sample Behaviours

Responsibility

The student:

Fulfils responsibilities and commitments within the learning environment;

completes and submits class work, homework, and assignments according to agreed-upon

timelines;

takes responsibility for and manages own behaviour.

Organization

The student:

devises and follows a plan and process for completing work and tasks;

establishes priorities and manages time to complete tasks and achieve goals;

identifies, gathers, evaluates, and uses information, technology, and resources to complete

tasks.

Independent Work The student:

independently monitors, assesses, and revises plans to complete tasks and

meet goals;

uses class time appropriately to complete tasks;

follows instructions with minimal supervision.

Collaboration The student:

accepts various roles and an equitable share of work in a group;

responds positively to the ideas, opinions, values, and traditions of others;

builds healthy peer-to-peer relationships through personal and media-assisted

interactions;

works with others to resolve conflicts and build consensus to achieve

group goals;

shares information, resources, and expertise and promotes critical thinking

to solve problems and make decisions.

Initiative The student:

looks for and acts on new ideas and opportunities for learning;

demonstrates the capacity for innovation and a willingness to take risks;

demonstrates curiosity and interest in learning;

approaches new tasks with a positive attitude;

recognizes and advocates appropriately for the rights of self and others.

Self-regulation The student:

sets own individual goals and monitors progress towards achieving them;

seeks clarification or assistance when needed;

assesses and reflects critically on own strengths, needs, and interests;

identifies learning opportunities, choices, and strategies to meet personal

needs and achieve goals;

perseveres and makes an effort when responding to challenges.