High School Block:

World Music 120

World Music 120 is an ethnomusicology style course designed for learners who have successfully completed Music 10 and English Language Arts 10. Successful completion of these courses will provide learners skills required to create, analyze, and critique music and to research, write persuasively and present ideas and opinions with sensitivity and decorum.

Learning in and through the arts requires learners to create, connect, and communicate. Not only is this course appropriate for those who are actively involved in music, but also for those who have an interest in learning more about music in a way that promotes a general knowledge of music and culture.

Learners in World Music 120 will have opportunities to demonstrate understandings/learnings through performance activities. This may include traditional performances such as singing and playing instruments and may also include other creative art expressions such as dance, poetry, film, and other expressions.

Knowledge and skills developed through the arts are transferrable to other subject areas including skills which are essential for comprehensive citizenship.

When studying art forms of various cultures, it is important to understand the different between cultural appreciation and cultural appropriation. Appreciation of art works involves learning about and admiring the art of others. Appropriation happens when art work is reproduced superficially or without permission. Cultural sensitivity, awareness, and humility is paramount for success.

Experimenting with music from another culture should be done in consultation with experts, community members, Elders, and Knowledge Keepers. Ceremonial music and sacred music should never be reproduced unless permission is provided, or music is gifted. District coordinators/leads/coaches can help provide resources to navigate the work with sensitivity and respect.

This guide provides educators a way to present a meaningful, developmentally appropriate, and comprehensive music education program through both performance and non-performance activities.

CONTEXTS AND CONCEPTS

Create

Exploration of music

  • Elements
  • Styles
  • Characteristics
  • Genres

Critical listening

  • Elements of music
  • Hornbostel-Sachs Instrument classification
Connect

Cultural understanding

  • Appropriation/Appreciation
  • Cultural connections and traditions
  • Social justice
  • Sharing culture through music
  • Ways of Knowing & Being
Communicate

Analytical listening

  • Lyrics
  • Meaning
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GRADE 12

Strand: Create

Big Idea: Composition

Skill Descriptor: Compose music by experimenting with a variety of sound sources, repertoire, and genres

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

Achievement Indicators:

  • Create, perform and/or produce examples of music that represent stylistic characteristics of a specific genre.
  • Articulate musical growth gained through creating examples specific to genres studied. (See note for clarification)

Big Idea: Critical Listening

Skill Descriptor: Develop critical listening skills using a variety of sound sources, repertoire, and genres

Global Competencies: CTPS, CM, SGC

Achievement Indicators:

  • In various examples, aurally identify and describe differences in: rhythm, melody/tonal systems, instrumentation and timbre, form, theme, and mood.

Strand: Connect

Big Idea: Cultural Understanding

Skill Descriptor: Investigate appropriation and appreciation from a cultural perspective.

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

Achievement Indicators:

  • Articulate differences between appropriation and appreciation.
  • Discuss ‘power’ from a variety of perspectives.
  • Convey how worldviews impact ways of knowing and ways of being.
  • Demonstrate respectful discourse when presented with ideas/beliefs that do not match personal ideas/beliefs.
  • Discuss how understanding of appropriation evolves through investigation and awareness.

Skill Descriptor: Examine the importance of music in sharing history, social justice, and civic engagement.

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

Achievement Indicators:

  • Discuss reasons why music exists.
  • Share examples of music created to inform listeners about important ideas, political views and/or social justice issues.
  • Investigate issues of equity and influence in music creation, distribution, and consumption.
  • Examine power relations and analyze how and why Western perspectives tend to get privileged.

Skill Descriptor: Examine the value of music as an expression of identity and culture.

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

Achievement Indicators:

  • Discuss how musical preference influences and informs personal identity and vice versa.
  • Correlate personal experiences to changing preferences.
  • Investigate how diaspora impacts ways of being and knowing.

Skill Descriptor: Analyze ways in which music can preserve, support, and promote cultural knowledge.

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

Achievement Indicators:

  • Discuss early learning experiences of culture through music.
  • Research the rationale and means for preserving historical recordings.
  • Investigate organizations/individuals working to preserve culture through music.

Strand: Communicate

Big Idea: Analytical Listening

Skill Descriptor: Develop analytical listening skills using a variety of sound sources, repertoire, and genres.

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

Achievement Indicators:

  • In a variety of examples, describe the function of music.
  • Explain the intent of a musical example with emphasis on content and meaning.

Skill Descriptor: Explore a wide variety of musical styles and genres.

Global Competencies: CTPS, SASM, CM, SGC

Achievement Indicators:

  • Respond to a variety of musical examples using specific language and terminology.
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