Music, Grade 10, Open, AMU2O
Creating and Performing
Overall Expectations
A1. The Creative Process: apply the stages of the creative process when performing notated and/or improvised
music and composing and/or arranging music;
A2. The Elements of Music: apply elements of music when performing notated and improvised music and
composing and/or arranging music;
A3. Techniques and Technologies: use a variety of techniques and technological tools when performing music
and composing and/or arranging music.
Specific Expectations
The Creative Process
A1.1 - apply the creative process when performing notated and/or improvised music (e.g., experiment with an
existing étude or musical exercise, reflect on the results, and apply their findings when making artistic choices
with respect to their performance piece; use innovation, experimentation, and reflection to explore and assess the
effectiveness of improvisational choices; use peer feedback and self-assessment to help them evaluate the
effectiveness of their creative choices)
A1.2 - apply the creative process when composing and/or arranging music (e.g., in a small group, plan and create
a simple composition; use innovation, planning, experimentation, reflection, and refinement when arranging and
transposing music or when composing an eight-bar melody with appropriate accompaniment)
The Elements of Music
A2.1 - apply the elements of music and related concepts appropriately when interpreting and performing notated
music (e.g., accurately play or sing articulations such as a variety of accents; demonstrate detailed and subtle
dynamics; play or sing repertoire with accurate pitch and intonation; play or sing maintaining a consistent tempo,
and change tempi as appropriate; play or sing in various metres; demonstrate uniform expressive control [blend
and balance] when playing or singing in an ensemble)
A2.2 - manipulate the elements of music and related concepts appropriately when improvising melodies and
rhythms (e.g., when making creative choices with respect to melody, rhythm, and tempo during an improvised
performance; when improvising rhythms and melodies over an appropriate chord progression; when improvising
a melody based on a twelve-bar blues or a modal chord progression)
A2.3 - apply the elements of music and related concepts appropriately when composing and/or arranging simple
pieces of music (e.g., when writing and performing diatonic melodies over an appropriate harmonic progression;
when creating a simple two-part composition; when creating a soundscape using environmental sounds such as
forest sounds or sounds in a machine shop, and developing a means of notating the sounds)
Techniques and Technologies
A3.1 - demonstrate technical skill when performing notated and/or improvised music (e.g., perform, with control
and subtlety, notated or stylistically correct dynamics; accurately perform scales, patterns, or technical exercises
related to the repertoire; apply correct articulations when performing notated passages; perform with suitable
breath control, bow control, stick technique, or finger style, as appropriate)
A3.2 - apply compositional techniques when composing and/or arranging simple pieces of music (e.g., compose
simple diatonic melodies that demonstrate an understanding of instrumental and/or vocal range; compose or
arrange a selection in binary form for more than one voice or instrument; arrange a selection for percussion using
musical forms common in West African drumming)
A3.3 - use current technology when practising, performing, composing, and/or arranging music (e.g., use audioediting software to create an audio composition using environmental sounds; use software to notate a simple
eight-bar composition; use accompaniment software to create the rhythm section for a twelve-bar blues
progression)
Reflecting, Responding, and Analysing
Overall Expectations
B1. The Critical Analysis Process: use the critical analysis process when responding to, analysing, reflecting on,
and interpreting music;
B2. Music and Society: demonstrate an understanding of how traditional, commercial, and art music reflect the
society in which they were created and how they have affected communities and cultures;
B3. Skills and Personal Growth: demonstrate an understanding of how performing, creating, and critically
analysing music has affected their skills and personal development;
B4. Connections Beyond the Classroom: identify and describe various opportunities for continued engagement in
music.
Specific Expectations
The Critical Analysis Process
B1.1 - listen to selections that represent a variety of musical styles and genres, and describe and reflect on their
responses to them (e.g., describe their initial response to a recording of folk music from Atlantic Canada; reflect
on their response to a new musical selection, connecting it to their response to a selection they have heard before;
describe their response to musical choices made by the choral director with respect to a selection of music, and
give reasons for their response; describe their response to choral works from different cultural or religious
traditions; explain why their response to a piece of music may vary at different points in their life or course of
study)
B1.2 - identify and explain the use of elements and other components of music in a variety of selections, including
their performance repertoire (e.g., identify aspects of elements that contribute to the development of form in
traditional folk music [melodic themes, rhythmic patterns, harmonic structures, dynamic levels]; identify
individual elements and describe how they have been manipulated in a small ensemble performance by their
peers; explain how composers indicate expressive intent through a variety of markings [signs, symbols,
terminology]; identify elements in musical selections from a variety of cultures, and explain how these elements
make the music distinctive)
B1.3 - explain the difference between technical aspects and expressive aspects of music, with particular emphasis
on style and appropriate use of dynamics and other expressive controls, and assess the contribution of both
aspects to the successful interpretation of musical selections (e.g., assess a musical performance in terms of its
technique, fluency, and expression; express and support an opinion about the relative importance of technique and
fluency in achieving a successful musical performance)
B1.4 - conduct research to gather information relating to music, musicians, and the musical opinions or analysis
of others (e.g., connections between the music of a contemporary group or ensemble and the performers’ life
experiences; audience feedback on a school concert), assess the validity of the information, and reflect on it to
enhance their own analysis and critical judgement (e.g., create a summary of feedback on a concert and reflect on
how it might apply to their own performance)
Music and Society
B2.1 - explain the origins of traditional, commercial, or art music with reference to the culture or community in
which it was created (e.g., the origins and use of Gregorian chant in Christian worship during the Middle Ages;
the origins of country music in rural communities; the origins of hip hop in urban youth culture)
B2.2 - describe significant contributions of individuals within a community or culture to genres of traditional,
commercial, and/or art music (e.g., the impact of Bob Dylan on protest music of the 1960s; Susan Aglukark’s
integration of her Inuit musical heritage into contemporary music; the differences in the origins of Louis
Armstrong and Benny Goodman and their contributions to the development of jazz; the influence of Ravi Shankar
on South Asian and Western music)
B2.3 - explain the ways in which traditional, commercial, and art music function in and influence community or
cultural rituals and celebrations (e.g., create a list of music that might be performed at a wedding ceremony in
their community, including examples from traditional, art, and commercial categories; explain the function of
various musical forms [anthems, jingles, sacred music] in daily life)
Skills and Personal Growth
B3.1 - explain how the study of music has contributed to their personal growth (including the development of
their values), their ability to express themselves, their awareness of social and environmental issues, and their
understanding of others (e.g., how honesty and integrity are encouraged through musical study; how the study of
music has contributed to their appreciation of beauty and their ability to express emotion; how knowledge of the
music of other cultures and communities has helped them develop empathy for other people)
B3.2 - describe the performance, creative, and analytical skills and knowledge they have developed through the
study of music, and explain the ongoing steps they will take to ensure continued improvement in these areas (e.g.,
record and review their own performance of a selection, and compare it with an exemplary performance of the
same selection; maintain a reflective practice log, and analyse and reflect on the entries to assess their progress
and develop plans to improve specific aspects of their work; reflect on and describe their own strengths and areas
for improvement, and compare these to feedback from peers and/or their teacher)
B3.3 - describe and demonstrate interpersonal skills and work habits that contribute to the success of individual
and collaborative musical work (e.g., the importance of active listening, cooperation, patience, preparedness,
professionalism; the ability to encourage, direct, and motivate others; the importance of discipline and selfmotivation when working independently)
Connections Beyond the Classroom
B4.1 - identify and describe a variety of music-related work opportunities that reflect their own skills and
knowledge (e.g., identify music-related part-time jobs and/or work-related activities that would be appropriate for
them at their skill level, such as providing singing lessons for younger children, teaching music at a summer
camp, job shadowing a music producer; identify cooperative education opportunities; create a résumé and job
search list for summer employment in the field of music; list possible performance opportunities; create a
business plan that outlines ways they could generate income through music)
B4.2 - identify and describe, on the basis of research, formal and informal music learning opportunities that are
available both in and outside of school (e.g., describe opportunities in their school and community for expanding
their music education, such as music camp, summer workshops, private lessons, music clubs; map pathways from
this course through secondary school and into postsecondary programs that would support a formal music
education)
B4.3 - identify opportunities for and explain the benefits of ongoing involvement in musical activities and the arts
community (e.g., research local cultural organizations, describe how they support music and other arts in the
community, and explain the benefits of this support; list performance opportunities in their community, including
youth ensembles, musical theatre youth companies, jam sessions, musical events at senior citizens’ homes or
service clubs)
Foundations
Overall Expectations
C1. Theory and Terminology: 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;
C2. Characteristics and Development of Music: demonstrate an understanding of the history of various musical
forms and of characteristics of music from around the world;
C3. Conventions and Responsible Practices: demonstrate an understanding of responsible practices and
performance conventions relating to music.
Specific Expectations
Theory and Terminology
C1.1 - demonstrate an understanding of the elements of music, particularly through practical application and aural
recognition, and use appropriate terminology related to these elements (e.g., describe and accurately perform
major and minor scales and major triads as they relate to course repertoire, integrating changing dynamics and
varied articulations; describe and demonstrate an understanding of the form of a twelve-bar blues progression;
describe and demonstrate appropriate approaches to dynamics in the interpretation of a musical selection; identify
the elements in a broad range of aural samples; use correct terminology when describing and/or demonstrating
repetition and contrast in musical forms; identify various forms and aspects of form such as binary and ternary
form, rondo, introduction and coda, theme and variation, opera, round/canon, fugue)
C1.2 - demonstrate an understanding of, and use proper terminology when referring to, fundamental concepts
associated with notation (e.g., demonstrate correct notation such as articulation and phrase markings when
constructing melodies; use correct notation when arranging a standard ballad from a lead sheet; use style and
tempo markings that are appropriate for the musical style of their composition or arrangement)
C1.3 - reproduce or identify accurately, from notation and/or listening, melodic, rhythmic, and/or harmonic
examples (e.g., reproduce, aurally identify, and notate examples of intervals, from unison to an octave, including
major, perfect, and minor intervals; identify sound layering from simple to more complex voicings through
listening; identify diminished and augmented chords)
Characteristics and Development of Music
C2.1 - demonstrate an understanding of the development of various musical forms (e.g., create a graphic
organizer outlining the history of jazz; describe similarities in selections of music from the same time period or by
the same composer or performer; describe the development of musical theatre)
C2.2 - identify and describe shared and unique characteristics of traditional and contemporary music, including
Aboriginal music, from Canada and around the world (e.g., compare and contrast Native music from Canada with
that of other countries; in a small group, replicate ceremonial music from a Canadian Aboriginal group; explore
how Latin dance rhythms have been used in jazz music; describe how artists such as Paul Simon or Sting have
used musical elements from other cultures in their work)
Conventions and Responsible Practices
C3.1 - identify and explain physical and health considerations associated with practising, performing, and
listening to music (e.g., describe, on the basis of research, the importance of protecting their aural health, with
specific reference to volume levels on personal music players and amplification at rock concerts; demonstrate the
importance of instrument maintenance and cleanliness; describe a range of physical ailments that musicians are
susceptible to)
C3.2 - demonstrate an understanding of conventions related to music performance, with reference to both
performers and audience members (e.g., demonstrate appropriate rehearsal etiquette in band, choir, or orchestra
sectionals or in drum circles; make a list of acceptable concert hall etiquette, exchange lists with a partner, and
discuss differences in the lists; compare and contrast the programs for different types of concerts and explain the
reasons for the differences)
C3.3 - demonstrate an understanding of ethical and legal practices relating to music, with reference to both
consumers and producers of music (e.g., ethical obligations of consumers; legal obligations regarding uses of
music by radio stations, advertising agencies, and filmmakers or on websites; legal protections for composers and
performers)