High School Block:

Music 9

In Grade 9, learners consolidate concepts and skills to ensure readiness for more advance learning in the arts.
Learners continue to connect music and visual art learning to personal experiences; explore the role of the arts
in society and its power to affect change; use music and visual art to communicate, create, and compose with
intention; develop competency in some areas while developing new skills in others; use transferrable skills in
creating, connecting, and communicating; demonstrate increased confidence as performers and creators; and
demonstrate respect for varying opinions and tastes.

For Educators:

CONTEXTS AND CONCEPTS

Application

Create

  • Compose music with skill and purpose
  • Compose music using a variety of technologies
  • Integrate aural concepts into performance, composition, and listening
  • Develop proficiency in performance

Connect

  • Connect the ways music is important to communication, history and understanding each other

Communicate

  • Analyze artistic intent to determine meaning
  • Justify choices in music-making
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GRADE 9

Strand: Create

Big Idea: Composition

Skill Descriptor: Synthesize the elements of music to compose music using a variety of sound sources and repertoire.

Global Competencies: CM, CTPS

Achievement Indicators:

  • Create and produce short examples of music that reflect understanding of:
    • elements of music
    • notation
    • form
    • specific moods, feelings, or character

Big Idea: Aural Literacy

Skill Descriptor: Synthesize the elements of music to develop aural literacy using examples from a variety of cultural perspectives.

Global Competencies: CM, CTPS

Achievement Indicators:

  • Melody/Harmony
    • Identify consonance and dissonance in relation to chords and intervals
  • Rhythm/Duration
    • Dictate short rhythm patterns using simple time
  • Timbre/Texture
    • Identify individual and combinations of acoustic and digital instruments

Big Idea: Application and Performance

Skill Descriptor: Create and present expressive products for a range of audiences and purposes.

Global Competencies: CL, CM, CTPS

Achievement Indicators:

  • Play and/or sing using:
    • simple and compound time signatures
    • standard notation
    • treble and/or bass clefs
    • key signatures appropriate to skill development
    • major and minor chords and major intervals
    • a variety of forms and styles
  • Sight read short melodies from standard notation
  • Differentiate and implement healthy practice habits for:
    • posture, hand, and finger position
    • breathing and phrasing
    • tone quality and intonation
    • critical listening
  • Differentiate and implement expression through observing symbols including dynamics, articulation, tempo, etc.

Strand: Connect

Big Idea: Art and Culture

Skill Descriptor: Analyze the role of music in creating, expressing, recording, and reflecting culture and human experiences

Global Competencies: CM, CTPS, SASM, SGC

Achievement Indicators:

  • Examine personal and cultural importance of Canadian music with an emphasis on Wabanaki nations

Big Idea: Career Connections

Skill Descriptor: Analyze the role of music in industry and potential career pathway.

Global Competencies: CTPS, ICE, SASM, CL, CM, SGC

Achievement Indicators:

  • Connect specific skills gained through the study of music that may be transferred to a specific career pathway

Strand: Communicate

Big Idea: Artistic Intent

Skill Descriptor: Synthesize artistic intent in their own and others’ expressive works.

Global Competencies: CTPS, SASM, CL, CM

Achievement Indicators:

  • Discuss how individual response is affected by prior experience and knowledge

Big Idea: Critique

Skill Descriptor: Develop skills in music critique

Global Competencies: CTPS, CL, CM

Achievement Indicators:

  • Construct an argument of what makes music ‘good’ or ‘bad’ using the language of music
  • Explain the importance of copyright in the music industry
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