CCOOUURRSSEE IINNFFOORRMMAATTIIOONN SSHHEEEETT

DATE: FEBRUARY 6, 2017

SECONDARY SCHOOL: CARDINAL CARTER ACADEMY FOR THE ARTS

DEPARTMENT HEAD: Mary Evered

TEACHER: Mark Huang, Eric Hauser

DEPARTMENT: Music

CURRICULUM POLICY DOCUMENT Ontario Curriculum-The Arts 2010 Grades 9 & 10

COURSE TITLE Vocal Music COURSE CODE AMR 20E

GRADE & TYPE Grade 10 Vocal PRE-REQUISITE AMR 1OE FULL YEAR /

SEMESTER Semester 2 CREDIT VALUE 1.0

COURSE DESCRIPTION

This course continues to emphasize the creation and performance of music at a level consistent with previous experience. 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 their understanding of musical conventions, practices, and terminology and apply the elements of music in a range of activities. They will also explore the function of music in society with reference to the self, communities, and cultures. This course further develops the fundamentals of wind and

percussion playing, music theory, history, sight reading, ear training and solo and ensemble playing. Through the

study of increasingly complex and diverse wind music, the students will learn the inter-relationships of the basic

elements of music: melody, rhythm, harmony, timbre and form. All singing will be performed musically, with

attention to phrasing, tone, intonation and diction. 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”.

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. The ultimate objective of the music program is to develop musicianship with the integration of

artistic performance, technical facility and musical literacy. Besides the inherent enjoyment of musical experiences,

the study of music contributes to spiritual growth, social and cultural awareness, and the intellectual and emotional

development of the individual, 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.

STRAND / UNIT

TITLES

HOURS OVERALL EXPECTATIONS / UNIT DESCRIPTION

CREATING, AND

PERFORMING 69

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 solo music and diverse repertoire that reflect and utilize 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 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 simple terms, the

elements of music and the ability to read and understand musical notation. Students will demonstrate an understanding of the development and history of some musical forms and of characteristics of types of music from around the world, and specific study of the music of the Baroque and Classical eras. Students will demonstrate an understanding of responsible practices and performance conventions relating to music. (concert etiquette, 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 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.

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

Summative Ear

Tests 8

COMMUNICATION 25

30 minute

presentation 10

APPLICATION 25 TERM TOTAL 70 FINAL TOTAL 30

ASSESSMENTS AND EVALUATIONS SELECTED FROM THE FOLLOWING:

WRITTEN PERFORMANCE OTHER

Weekly practice sheets Repertoire process

evaluations

Self evaluation

Unit tests (theory and

music history)

Repertoire tests Peer evaluation

Theory assignments solos Group work

Theory exam solo process assessments Smaller ensembles

Music history study

guides

Sight singing tests Student/teacher conference

Music history one page

and reflection papers

Scales and sequentials

Technical Exercises

Concert reviews Ear Tests – singback,

chords, intervals

Article reviews

RESOURCES SELECTED FROM THE FOLLOWING:

CHORAL REPERTOIRE Level appropriate choral literature

SIGHT READING/WARM-UPS The Folk Song Sight Singing Series Book 2 (Crowe), Varied level

appropriate technical exercises

LITURGICAL RESOURCES Catholic Book of Worship Book 3, Gather Hymnal, New Roman

Missal Varied liturgical music, Masses

THEORY Elementary Rudiments of Music Intermediate Rudiments

exercises(Wharram)

SOLO REPERTOIRE From Voice Syllabus Grades 6 Royal Conservatory of Music and

other sources

EAR TRAINING Ear Training for Practical Examinations (Boris Berlin & Andrew Markow),

Rhythm Method (Ed Sueta), and locally developed resources

WEB MUSIC LIBRARY RESOURCE Naxosmusiclibrary.com: Username & Password: toroncdsbmm

MUSIC HISTORY The Enjoyment of Music Shorter 10th Edition (Forney and Machlis) pdf text

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

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

Student Products

Paper and Pencil

Tests

Quizzes

Examinations

Work Sheets

Performance Tasks

Concert Review

Projects

Demonstrations

Performances

Conversations

Interviews

Conferences

Classroom Discussions

Reflections

Conversations

Interviews

Conferences

Classroom Discussions

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

Observations

Demonstrations

Performances

Informal Observations

Evidence recorded through:

Anecdotal Records

Teacher Logs

Checklists

Rubrics

Observations

Demonstrations

Performances

Informal Observations

Evidence recorded through:

Anecdotal Records

Teacher logs

Checklists

Rubrics

POLICIES & PROCEDURES

ASSIGNMENTS

In accordance with the student agenda pg. 30-32

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

begun. 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 and the teacher has handed back the

marked assignment, your work will not be graded.

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 sol-fa, solos, and repertoire is expected

PARTICIPATION Active participation, consistent attendance in classes, rehearsals

and performances are integral to success.

LATE POLICY In accordance with student agenda, p. 30-32

PLAGIARISM See CCAA Student Agenda under “Academic Integrity” p. 33.

NOTE: The above chart is a reformatting of the skills identified in the Ministry of Education’s Growing Success: Assessment,

Evaluation And Reporting in Ontario Schools Document: Page 11.

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.