|Course Title:||Visual Arts|
|Curriculum Policy Document:||The Arts, The Ontario Curriculum, Grades 9 and 10, 2010|
|Course Developer:||Peak Centre Online|
|This beginner course emphasizes guitar technique and sight-reading music in standard notation. No previous experience is necessary. Students’ develop musical literacy through exploration and imagination is facilitated with technology. The creation and performance of music, both independently and collaboratively, is emphasized. Student use the critical analysis process in composition, performance and a range of reflective and analytic activities to ensures student success when understanding of the elements of music, utilizing safe practices related to music, developing a variety of transferable skills to their life and careers.|
|Unit One: Introductory Unit
This introductory unit will provide students with a foundation for becoming successful in an elearning course by completing an online orientation. Students will become acquainted with their instructor through a Skype meeting. Students will identify their own personal philosophy of music and generate an understanding of the importance of environmental concerns. Students will also create a VoiceThread account for the performance tests (throughout the course), as well as successfully download and install the Finale Notepad 2012 standard notation software program.
|Unit Two: – Introduction to Guitar Music and Student Motivation
This unit will introduce students to the guitar, and the musical elements that are essential to learning this instrument. Students will analyze virtuosic guitar players from various genres of music, and learn to appreciate culture and the guitar. Students will begin with some tips on how to tune and care for the guitar, some important concepts of musical literacy and standard notation theory, guitar diagrams, and to top it off – a jam session to wrap up the unit. Students will recognize the importance of ideas, concepts and techniques during each lesson by demonstrating their knowledge during a performance test to conclude the unit.
|Unit Three – The Guitar: Literacy, Frets and Chromatic Notes
This unit will test the students’ abilities to understand, and build on, elements of musical theory and concepts of standard notation that were grasped in the previous unit. Students will learn all the names of the notes (chromatic and enharmonic) in the musical scale, as well as how to play the chromatic scale (in 9th position) from the low E string to high E string on the guitar. Then students will learn all the note names on the fretboard in first position. The major scale pattern will be introduced and students will learn how to play the C Major scale from root to octave in first position. We will use the information we have learned about the C Major scale and standard notation to create a simple 8-bar melody composition. The unit will end with students playing their chromatic scale in 9th position while saying the name of each note as its played, and completing a sight-read performance test with notes from the C Major Scale.
|Unit Four – Generating Major Scales and Compositions
This unit will generate an ability amongst students to recognize patterns on the guitar. Students will play the chromatic scale in open and first position while saying and playing the name of each note. In order to grasp the TTSTTTS pattern, students must begin to manipulate the elements of music to generate major scales on roots G, D, and A. Students will receive an introduction to scale degrees and recognize the components of a triad (root, third, fifth – tonic, mediant, dominant). Students will learn to play four triads in open and first position for C, G, D, and A. Mid way through the unit; students are required to complete a progress check in the form of a performance test (exercises for C major and G major). The unit also concludes with performance tests. Students must play the chromatic scale in first position (say and play), exercises for D major and A major, as well as play all four triads for C, G, D and A in open/first position.
|Unit Five – Finding Meaning and the Benefits of Socializing Music:
This unit will develop student understanding of various compositional elements and then ensure students can apply their knowledge to the guitar and enhance their practical abilities. Students will receive; an introduction to key signatures as well as the Order of Sharps and the Order of Flats; a demonstrational video for changing their guitar strings; how to build stacked notated chords and music theory related to inversions; and learn what responsible practices are when preparing to perform a duet. Student will develop further knowledge of composing music with standard notation by utilizing the Finale Notepad software program. Students will demonstrate an understanding of the foundations of music by; completing a quiz to gauge understanding of key signatures and stacked notated chords, accurately perform their first duet with the instructor, and demonstrate their knowledge of responsible social music practices by performing both parts of their composition during a duet, and both parts of a peers composition during a duet based performance test.
|Unit Six – Getting Acquainted with Music History
Students will receive; the technique to play all eight open string chords; the technique to play moveable chords (major and minor); how to build guitar diagrams for both open string and moveable chords; the ability to recognize minor 3rd in different scales and learn all generic major intervals. Students will develop further knowledge of sight-reading music in standard notation by learning to play three tunes independently. Students will demonstrate an understanding of the foundations of music by; completing a diagnostic assessment to gauge understanding of the eight open string chords, accurately perform the major and minor version of two string scales and locate the minor 3rd note of each scale, practice intervals with Tenuto, and demonstrate their knowledge of music history by conducting biographical research to prove a thesis in a research essay.
|Unit Seven – Improvisation and Bar Chords: Finding Your Voice
Students will receive the minor pentatonic scale pattern for purposes of improvisation in order to find their voice. Students will critically analyze a variety of resources for the purposes of understanding music and society in the form of a personal reflection. Students will utilize the ChordBot app to generate a bar chord progression for the purposes of practicing improvisation and developing the ability to express themselves through music. Students will complete a culminating music theory quiz and an improvised performance test with their instructor.
|Unit Eight – Composing With Creativity
The final unit will consist of a culminating activity that will ensure students understand; how different characteristics of the guitar are present in different genres of music, preview potential musical engagements beyond the classroom, inquire as to what the ethical and legal responsibilities musicians have to be concerned about, gauge the conventions of various musical performances, and ensure that their understanding of musical theory is at an acceptable level by achieving the competency. The culminating activity will be introduced, and student will complete; a bar chord progression, a melody using Finale Notepad, plan an improvisational solo using the relative minor key of their composition, and complete their composition using the 32 bar popular music format.
RST worth 15% of mark: By enrolling in this course, students will learn skills and techniques that will develop an ability to play guitar. Students will be assessed based on their ability to demonstrate their learning through a series of performance tests (VoiceThread and Skype presentations), compositions, personal reflections and self-assessments. Students will publish their recorded performances and share them on Google drive with their instructor. The student will compile their recordings and reflect on their growth from the beginning of the course. Using metacognition they will create a presentation to represent their growth to music literacy.
Practical Exam worth 15% of mark: Through Skype or Google Hangout, students will have a practical exam with their instructor
|Total Hours||110 hours|
Students may use a qualified community Music Teacher approved by Peak Centre Academy or an online qualified Music teacher will be provided for the online music sessions and assessments.
Resources required by the student:
Note: This course is entirely online and does not require or rely on any textbook. A scanner, smart phone camera, or similar device to upload handwritten or hand-drawn work.
Teaching and Learning Strategies & Strategies for Assessment
Teaching and Learning Strategies (include, but are not limited to):
- Youtube Channel
- Video Support & Demonstrations
- Skype/Google Hangout Conferences
- Live Instructional Tutorials & Performance Test Assessments
- VoiceThread Account o Performance Tests
- Structured Discussions
- Collaborative Learning Platform
- Group Work
- Peer Practice Sessions & Performance Test Assessment
- Research and Analysis (in print)
- Components of Music History
Strategies for Assessment and Evaluation of Student Performance
The teacher will obtain assessment information through a variety of means as indicated in the chart below. Assessment and Evaluation Strategies are to include the evidence or proof the teacher sees in the Product, Observations and Conversations related to the curriculum expectations. The student must demonstrate achievement of the course expectations. Once demonstrated, the student is assigned a level of achievement.
Assessment As: takes place during or while learning.
Assessment Of: takes place after learning.
These assessments and evaluations take place throughout the course.
Students will analyse literary texts from contemporary and historical periods, interpret informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on the use of strategies that contribute to effective communication.
Teachers differentiate instruction to meet the diverse learning needs of students. Instructors use Discussion Boards, Google Apps for Education, Multi-Media element, constant valuable feedback, Google docs, Google forms, Google slides, Google drive to meet the needs of students and to assist students in reflecting on their learning, and in setting goals for improvement in key areas while developing 21st century skills. These tools help facilitate the development of 21st century learners and ensure the development of students that can self assess, work independently and demonstrate their ability to critically analyze text.
- Communicating – several opportunities are provided for students to write and communicate orally and for teachers to assess work based on conversation and observation.
- Generating ideas and topics – teachers encourage students to design their own approaches to the material by maintaining frequent (often daily) online communication with students, by allowing some freedom in how students respond to topics and questions, and by encouraging students’ independent thinking through discussion posts.
- Researching – various approaches to researching are practised. Students learn how to use various online research tools, cite sources, evaluate web sources and provide a works cited page at the end of longer assignments using MLA formatting.
- Thinking critically – students learn to critically analyze texts and to infer through their deeper analysis. . Students use their critical thinking skills to identify themes, morals, and the use of literary elements and devices.
- Producing published work and making presentations – students engage in the editing and revising process, including self-revision, peer revision, and teacher revision all of which strengthen texts with the aim to publish or present student work.
- Reflecting – through the variety of assignments, lessons and discussions, students reflect on the learning process, focus on areas for improvement, and make world to text, self to text and text to text connections between course content and their personal experiences.
The evaluation for this course is based on the student’s achievement of curriculum expectations and the demonstrated skills required for effective learning.
The percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline.
- 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student’s most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement
- 10% of the grade will be based on a Rich summative task administered in the last weeks of the course. This RST will be based on an evaluation of achievement from all four categories of the Achievement Chart for the course and of expectations from all units of the course.
- 20% of the grade will be based on a final examination administered at the end of the course. This exam will be based on an evaluation of achievement from all four categories of the Achievement Chart for the course and of expectations from all units of the course. This exam includes well-formulated multiple-choice questions, long-answer type questions and an essay.
Student achievement will be communicated formally to students via an official report card. Report cards are issued at the midterm point in the course, as well as upon completion of the course. Each report card will focus on two distinct, but related aspects of student achievement. First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student’s strengths, areas for improvement, and next steps. Second, the learning skills are reported as a Needs Improvement, Satisfactory, Good and Excellent. The report card also indicates whether an OSSD credit has been earned. Upon completion of a course, Kanata Academy will send a copy of the report card back to the student’s home school (if in Ontario) where the course will be added to the ongoing list of courses on the student’s Ontario Student Transcript. The report card will also be sent to the student’s home address.
Teachers who are planning a program in the Arts must take into account considerations in a number of important areas. Essential information that pertains to all disciplines is provided in the companion piece to this document, The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000. The areas of concern to all teachers that are outlined here include the following:
- types of secondary school courses
- education for exceptional students
- the role of technology in the curriculum
- English as a second language (ESL) and English literacy development (ELD)
- career education
- cooperative education and other workplace experiences
- health and safety
- Financial literacy
- Critical Thinking
- Environmental Education
In planning courses, teachers should take into account the needs of exceptional students as set out in their Individual Education Plan. Art courses reflect the creative part of our world, which offers a vast array of opportunities for exceptional students. Students who use alternative techniques for communication may find a venue for their talents as artists. Just as Art responds to the creative demands of the greater world of work, Art courses are largely shaped by the needs and demands of students who will all eventually end up in this greater world.
Information and communications technologies (ICT) provide a range of tools that can significantly extend and enrich teachers’ instructional strategies and support students’ language learning. ICT tools include multimedia resources, databases, Internet websites, digital cameras, and word-processing programs. Tools such as these can help students to collect, organize, and sort the data they gather and to write, edit, and present reports on their findings. Information and communications technologies can also be used to connect students to other schools, at home and abroad, and to bring the global community into the virtual classroom. Although the Internet is a powerful learning tool, there are potential risks attached to its use. All students must be made aware of issues of Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred. Information technology is considered a learning tool that must be accessed by students when the situation is appropriate. As a result, students will develop transferable skills through their experience with word processing, internet research, presentation software, and telecommunication tools.
With exposure to the English language in a supportive learning environment, most young children will develop oral fluency quite quickly, making connections between concepts and skills acquired in their first language and similar concepts and skills presented in English. However, oral fluency is not a good indicator of a student’s knowledge of vocabulary or sentence structure, reading comprehension, or other aspects of language proficiency that play an important role in literacy development and academic success. Research has shown that it takes five to seven years for most English language learners to catch up to their English-speaking peers in their ability to use English for academic purposes. Moreover, the older the children are when they arrive, the greater the language knowledge and skills that they have to catch up on, and the more direct support they require from their teachers. Responsibility for students’ English-language development is shared by the course teacher, the ESL/ELD teacher (where available), and other school staff. Volunteers and peers may also be helpful in supporting English language learners in the language classroom. Teachers must adapt the instructional program in order to facilitate the success of these students in their classrooms. Appropriate adaptations include:
- modification of some or all of the subject expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher;
- use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic organizers, scaffolding; previewing of textbooks, pre-teaching of key vocabulary; peer tutoring; strategic use of students’ first languages);
- use of a variety of learning resources (e.g., visual material, simplified text, bilingual dictionaries, and materials that reflect cultural diversity);
- use of assessment accommodations (e.g., granting of extra time; use of oral interviews, demonstrations or visual representations, or tasks requiring completion of graphic organizers or cloze sentences instead of essay questions and other assessment tasks that depend heavily on proficiency in English).
Note: When learning expectations in any course are modified for an English language learner (whether the student is enrolled in an ESL or ELD course or not), this information must be clearly indicated on the student’s report card.
As online students progress through online courses, teachers are available to help the student prepare for employment in a number of diverse areas. With the help of teachers, students will learn to set and achieve goals and will gain experience in making meaningful decisions concerning career choices. The skills, knowledge and creativity that students acquire through this online course are essential for a wide range of careers. Throughout their secondary school education, students will learn about the educational and career opportunities that are available to them; explore and evaluate a variety of those opportunities; relate what they learn in their courses to potential careers in a variety of fields; and learn to make appropriate educational and career choices.
By applying the skills they have developed, students will readily connect their classroom learning to real-life activities in the world in which they live.Cooperative education and other workplace experiences will broaden their knowledge of employment opportunities in a wide range of fields. We will try to help students link to Ministry programs to ensure that students have information concerning programs and opportunities.
Financial literacy may be defined as having the knowledge and skills needed to make responsible economic and financial decisions with competence and confidence. Since making financial decisions has become an increasingly complex task in the modern world, students need to have knowledge in various areas and a wide range of skills in order to make informed decisions about financial matters. Students need to be aware of risks that accompany various financial choices. They need to develop an understanding of world economic forces as well as ways in which they themselves can respond to those influences and make informed choices. We consider it essential that financial literacy be considered an important attribute of a well-educated population. In addition to acquiring knowledge in such specific areas as saving, spending, borrowing, and investing, students need to develop skills in problem solving, inquiry, decision making, critical thinking, and critical literacy related to financial and other issues. The goal is to help students acquire the knowledge and skills that will enable them to understand and respond to complex issues regarding their own personal finances and the finances of their families, as well as to develop an understanding of local and global effects of world economic forces and the social, environmental, and ethical implications of their own choices as consumers. We are working to embed financial literacy expectations and opportunities in all courses as appropriate, as part of the ongoing curriculum review process.
Critical thinking is the process of thinking about ideas or situations in order to understand them fully, identify their implications, make a judgement, and/or guide decision making. Critical thinking includes skills such as questioning, predicting, analysing, synthesizing, examining opinions, identifying values and issues, detecting bias, and distinguishing between alternatives. Students who are taught these skills become critical thinkers who can move beyond superficial conclusions to a deeper understanding of the issues they are examining. They are able to engage in an inquiry process in which they explore complex and multifaceted issues, and questions for which there may be no clear-cut answers.
Students use critical-thinking skills when they assess, analyse, and/or evaluate the impact of something and when they form an opinion about something and support that opinion with a rationale. In order to think critically, students need to examine the opinions and values of others, detect bias, look for implied meaning, and use the information gathered to form a personal opinion or stance, or a personal plan of action with regard to making a difference. Students approach critical thinking in various ways. Some students find it helpful to discuss their thinking, asking questions and exploring ideas. Other students, including many First Nations, Mêtis, and Inuit students, may take time to observe a situation or consider a text carefully before commenting; they may prefer not to ask questions or express their thoughts orally while they are thinking.
The development of these critical-thinking skills is supported in every course. As students work to achieve the curriculum expectations in their particular course, students frequently need to identify the possible implications of choices. As they gather information from a variety of sources, they need to be able to interpret what they are listening to, reading, or viewing; to look for instances of bias; and to determine why a source might express a particular bias.
In order to provide a suitable learning environment for staff and students, it is critical that classroom practice and the learning environment complies with relevant federal, provincial, and municipal health and safety legislation and by-laws, including, but not limited to, the Workplace Safety and Insurance Act, the Workplace Hazardous Materials Information System (WHMIS), the Food and Drug Act, the Health Protection and Promotion Act, the Ontario Building Code, and the Occupational Health and Safety Act (OHSA). The OHSA requires all schools to provide a safe and productive learning and work environment for both students and employees.
Helping students become environmentally responsible is a role the school takes seriously.. The first goal is to promote learning about environmental issues and solutions. The second goal is to engage students in practicing and promoting environmental stewardship in their community. The third goal stresses the importance of the education system providing leadership by implementing and promoting responsible environmental practices so that all stakeholders become dedicated to living more sustainably. Environmental education teaches students about how the planet’s physical and biological systems work, and how we can create a more sustainable future. Good curriculum design following the resource document – The Ontario Curriculum, Grades 9-12: Environmental Education, Scope and Sequence of Expectations, 2011, will assist staff to weave environmental education in and out of the online course content. This ensures that the student will have opportunities to acquire the knowledge, skills, perspectives and practices needed to become an environmentally literate citizen. The online course should provide opportunities for each student to address environmental issues in their home, in their local community, or even at the global level.