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If you are a student pursuing music, ask your teacher if they are a member of the OMEA. It's easy - Become a member of the OMEA to access these awards and scholarships for the students and colleagues in your life. Help us recognize all that Ontario Music Education has to offer!
- High School Graduating Student High School Graduating Student - This scholarship will be awarded to a graduating high school student who has made a significant contribution to their school music program. During their time at the school, the student must also have displayed outstanding leadership within the music department.
- University Graduating Student University Graduating Student - This scholarship will be awarded to a University student who is graduating from a four-year Undergraduate Degree in Music or is in the third year of a four-year Concurrent Education program, with a focus in Music.
- Pre-Service Graduating Student Pre-Service Graduating Student - This scholarship will be awarded to a University student who is graduating from a Pre-Service Teaching program, with a focus in Music, or a four-year Concurrent Education program, with a focus in Music.
- Cathy Lynn Yorke-Slader Bursary Cathy Lynn Yorke-Slader Bursary - This scholarship will be awarded to a student who is continuing in voice or clarinet at the post-secondary school level.
The OMEA offers a number of scholarships for graduating high school music students to the pre-service teachers ready to embark on their first job! Each scholarship helps celebrate the success of our students.
- Awards Order Form Student Awards & Plaques - Let the OMEA help you with your Music Awards! Recognize one of your own outstanding student musicians by ordering an OMEA student award or plaque.
- OMEA Award of Commendation OMEA Award of Commendation - This award may be granted to an individual, a group of people, an industry, foundation, institution, or other organization. To be eligible for the OMEA Award of Commendation, the candidate(s) must have made a significant contribution to music education to Ontario while enhancing the philosophy of OMEA.
- OMEA Honourary Life OMEA Honourary Life - Do you know of an Ontario music educator worthy of receiving an Honorary Life Membership? This is the highest honour that OMEA bestows upon its members. Nominations will be considered by the OMEA Board of Directors and selection will be made by majority vote.
New ARTSECO Financial Literacy Resources
ARTSECO Financial Literacy Resources
The Cost of Repairs and Setting Classroom Norms (Grade 7/8)
This unit explores the cost of instrument repairs and helps teachers
and students develop norms to safely handle instruments in a band class.
Using a variety of instructional strategies, students will view actual
repair tags to become aware of the cost of instrument repairs, create
and play a game that has them make critical choices within a budget
provided, and create norms as a class that will guide routines for
the school year. This zipped file contains all of the lessons and BLM’s
(Black Line Masters) needed to deliver this unit.
Cost of Repairs Zipped Lessons Large File - 147MB
Financial Composition (Grade 7/8)
This unit explores composition with a Financial Literacy lens.
Using a variety of instructional strategies, students will create
a rhythmic ostinato, create and perform a composition based on an
Ostinato using graphic notation, and create a financially responsible
rap supported by this Ostinato. This zipped file contains all of
the lessons and BLM’s (Black Line Masters) needed to deliver
Financial Composition Lessons - 12MB
How Recording Artists Are Paid (Grade 7/8)
This unit explores Financial Literacy through the social and ethical
implications of downloading music. Using a variety of instructional
strategies, students will help students put themselves in the shoes
of artists who make a living writing and selling their music, explore
the various careers involved in producing a song, learn about copyright,
play a game to explore how royalties work, and create a media campaign
to educate others about copyright and it’s importance in the
music industry. This zipped file contains all of the lessons and
BLM’s (Black Line Masters) needed to deliver this unit.
How Much Does a Recording Artist Make? - 21MB
Creative Ownership & Income Grade 9/10
This 3-part lesson is designed to develop a students’ understanding
of the music user and music creator roles in the music industry.
Students will also investigate the rights and responsibilities
associated with these roles including the laws and guidelines related
to the financial ownership and protections of musical ideas, performances,
and products. This file contains the BLM’s and Teacher Resources
including any necessary web links. This lesson is a series of investigations
and activities intended to be carried out over a number of classes
Are You a Thief? - 7.97MB
Workin’ For A Living – Careers In Music Grade 9/10
This multi-period lesson is designed in such a way that students
become more aware of the employment opportunities that exist in
the music industry and what the social implications are of their
financial decisions. This file contains all of the BLM’s
and Teacher Resources and any necessary web links necessary for
carrying out this lesson. This lesson is a series of investigations
and activities intended to be carried out over a number of classes
Careers in Music - 2.78MB
Need It, Want It, Get It Grade 9/10
This multi-period lesson is designed to have students become more aware of the concepts of wants vs. needs. Students will have the opportunity to investigate the purchase an instrument or piece of musical equipment while developing their own understanding of saving, spending and borrowing. This file contains all of the BLM’s and Teacher Resources and any necessary web links for this lesson.
Purchasing Instruments/Equipment - 4.02MB
Dollars and Sense- Music Project or Event Planning Grade 9/10
This three part lesson has students explore the concepts of expenditure
and revenue as they relate to planning a musical event or project.
This file contains all of the BLM’s and Teacher Resources
and any necessary web links necessary for carrying out this lesson.
This lesson is a series of investigations and activities intended
to be carried out over a number of classes or periods.
Dollars & Sense - 4.02MB
GPS - Overview
The GPS — The Road to Success! is a series of performance tasks that will provide students tasks that will teach the Fundamental Concepts required at each grade to achieve success! This resource includes a guide for teachers to implement this year long program, suggestions for assessment and evaluation, guidance as to how this program is differentiated to help you learn about students in ways that you never have before as well as booklets that will guide student learning!
- Overview - Introduction to the Grade Performance Steps (zip)
GPS - Year One and Two Band
The GPS provide a sequential delivery and assessment of the fundamental skills learned in a studentís first and second year of playing a band instrument. This yearlong program guides differentiated instruction within the music classroom. Student books including music, assessment and evaluation charts, video samples and other supporting documents for the teacher are included.
GPS - Year One and Two Strings
The GPS provide a sequential delivery and assessment of the fundamental skills learned in a studentís first and second year of playing a stringed instrument. This yearlong program guides differentiated instruction within the music classroom. Student books including music, assessment and evaluation charts, video samples and other supporting documents for the teacher are included.
GPS - Year Three Band and Strings
The GPS provide a sequential delivery and assessment of the fundamental skills learned in a student's third year of playing a band instrument. This yearlong program offers students who have completed the year one and two program a next step for their learning, or this program can provide a challenge for students who have completed the year one or two program before the end of the school year. These GPS tasks build towards four culminating performances (5/North, 10/East, etc.).
GPS - Primary (Grades 1-3) Vocal
The GPS provide a sequential delivery and assessment of the fundamental skills learned music grades 1 - 3. This year long program provides teachers with a sequential structure for guiding learning, planning for instruction and differentiating instruction. Teacher resources including music, assessment and evaluation charts, audio samples and other supporting documents for the teacher are included.
GPS - Junior (Grades 4-6) Vocal
The GPS provide a sequential delivery and assessment of the fundamental skills learned music grades 4 - 6. This year long program provides teachers with a sequential structure for guiding learning, planning for instruction and differentiating instruction. Teacher resources including music, assessment and evaluation charts, audio samples and other supporting documents for the teacher are included.
- GPS Grade 4 Vocal (zip)
- GPS Grade 5 Vocal (zip)
- GPS Grade 6 Vocal (zip)
- Sample Junior Task Tracking Sheet (doc)
GPS - Intermediate (Grades 7-8) Vocal
This vocal program for grade 7 and 8 students focuses on the Critical Analysis Process and Creative Process for students in their learning. This program has students explore their musical choices, understanding and knowledge through creating a playlist that they carefully consider through the perspective that each song can be categorized into one of six categories (The World in Six Songs by Daniel Levitin, 2008). These GPS explore in detail the Critical Analysis Process and has students perform and manipulate the songs they select for their playlist.
GPS - Junior (Grades 4-6) Recorder
These recorder tasks have been designed to work alongside the junior vocal GPS program. Each task is connected to the Fundamental Concepts for each grade and the grade 4, 5 and 6 vocal tasks. They can be completed alongside the vocal tasks or they can be completed separately. Please look at both sets of tasks before starting your program to help coordinate the tasks for the students. Student/teacher books including music, assessment and evaluation charts, and other supporting documents for the teacher are included.
GPS - Intermediate (Grades 7-8) Recorder
These recorder tasks can work alongside the intermediate vocal GPS program or can stand alone as a yearlong recorder program. Each task is set up to build skill level, and introduces elements with increasing levels of difficulty just as in the band and strings program. This is the assessment if done as a year one and year two intermediate recorder program. Student books including music, assessment and evaluation charts, and other supporting documents for the teacher are included.
More resources are being added. Check back soon!
Grade 1 - Listen Up!
Through exploring the element of music, Timbre (sound quality), students are guided through creative and engaging activities where they develop sequential skills in that and other essential musical elements, such as Duration, Pitch and Dynamics. Each of the first four lessons creatively explores a variety of sounds, namely; vocal, body percussion, non-pitched percussion instruments and "found" sounds. The culminating two lessons of the unit incorporate easily assessed creative activities using all sound sources from the unit.
• Grade 1 Unit (zip)
Grade 2 - We're Goin' to Ghana
This unit makes cross-curricular connections and focuses on Assessment for Learning in the music class. There is a strong emphasis on the difference between beat and rhythm, as well as composition. This unit uses the Reading, Writing and Oral activities from the Think Literacy grade 1-6 document. Teacher/student resources are provided as well as video samples.
• Grade 2 Unit (zip)
Grade 3 - Go Green
This unit focuses on a variety of rhythm based activities using environmental issues and subjects for texts. The activities are fun and accessible for music teacher and generalist teacher alike. While singing, moving, listening and playing accompaniments, students explore the music concepts of pitch, timbre, texture and meter, and develop skill in the music elements of beat and rhythm. The six lessons would take most of a term to cover and considering both topic prerequisite skill development, the unit is best suited for the spring term.
• Grade 3 Unit (zip)
Grade 4 - O Canada, and Lands Beyond
This unit combines a study of national anthems and other 'important' songs, emphasizing good singing techniques. Lessons will develop the ability to read devised and standard notation, creating melodic contours and transferring the contours to the staff. Students will have several opportunities for self-evaluation and critical thinking.
• Grade 4 Unit (zip)
Grade 5 - What's In a Theme?
When you watch a movie, how do you know that a "bad guy" is just around the corner? Often without words, composers like John Williams of "Star Wars" fame, cleverly create musical themes to add suspense to a scene or intensify the emotional impact of events in a story. Like words, musical themes present an idea or message in a story using patterns of sound(s).
In our daily lives, music communicates as it entertains us, and students are often asked to compose music as one of the ways of "knowing" when reporting on or presenting material. This unit provides students with a variety of composing experiences which will help them successfully create music for a desired purpose, and act as a reference for future composing activities.
• Grade 5 Unit (zip)
Grade 6 - Go ELEMENTAL!
Take a stroll down Variation Lane and become experts in the elements of music. Explore 'Theme and Variations' in numerous formats - from small and large group compositions to MINDS ON activities with games, videos and food! Descriptive feedback abounds so watch out, you might just hear; "It's 'Element'ary, my dear Watson."
• Grade 6 Unit (zip)
Grade 7 - Art Comes Alive Through Music
This unit provides students with the opportunity to make connections between the elements of music and elements of design. Students apply their knowledge of elements of music and elements of design to create a musical composition using non-standard or graphic notation. The music composition is inspired by a piece of art work where the elements of design: line, shape, rhythm, texture and colour are represented in sound.
Students will deepen their understanding of both the elements of music and the elements of design while having the opportunity to apply their knowledge through critical thinking and application of the creative process. There are seven lessons in this unit that provide options for implementation. The can be taught consecutively as an entire unit or in smaller units i.e., Lessons 1-2, Lessons 1-4, Lessons 5-6 or some may be taught in isolation.
• Grade 7 Unit (zip)
Grade 8 - Connect Music with Literacy (and other cross-curricular subjects) by Creating a Song!
This unit can be taught by classroom teachers and/or music specialists. Your students will be able to write song lyrics after they have explored such topics as: finding the hook; listening and sharing favourite hooks; exploring a variety of hooks; connecting hooks with themes; and, exploring strategies for connecting lyric-writing with hooks. Create a Song: A, B, C It's as Easy as 1, 2, 3!
• Removed until further notice
ORFF Grade 1
• Students explore timbre by representing a word in a story with an instrument or a composed 3 note motive that is played or sung. (3 lessons)
Overview Grade 1 Orff Starlight.doc
Grade 1 ORFF Starlight Final.zip
BLM 1 Grade 1 Orff Starlight.doc
Grade 1 Orff Starlight Lesson 1.doc
Grade 1 Orff Starlight Lesson 2.doc
Grade 1 Orff Starlight Lesson 3.doc
Teacher Resource 1 Orff Starlight.doc
Teacher Resource 2 Orff Starlight Assessment Checklists.doc
• The Bell Horses unit for grade 1 explores the form call and response and the discovery of the different pitches sol, la, and mi and their placement on the two lined staff. Students have the experience of playing pitched and non-pitched percussion instruments as part of this unit. The Orff process is embedded within each lesson as students experience music aurally, orally, kinaesthetically and visually. (3 lessons)
Bell Horses Overview.doc
Grade 1 ORFF Bell Horses Final.zip
Grade 1 ORFF Bell Horses Lesson 1.doc
Grade 1 Orff Bell Horses Lesson 2.doc
Grade 1 Orff Bell Horses Lesson 3.doc
BLM 1 Bell Horses Student Solfège Chart.doc
Teacher Resource 1 Bell Horses.doc
ORFF Grade 2
• Tue Tue Ostinato Creation unit for grade 2 explores ways of understanding the half note and its duration. Students have the experience of playing pitched and non-pitched percussion instruments as part of this unit. The Orff process is embedded within each lesson as students experience music aurally, orally, kinaesthetically and visually. (4 lessons)
Ostinato Creations Overview.doc
Grade 2 ORFF Ostinato Creations Final.zip
Grade 2 Orff Ostinato Creations Lesson 1.doc
Grade 2 Orff Ostinato Creations Lesson 2.doc
Grade 2 Orff Ostinato Creations Lesson 3.doc
Grade 2 Orff Ostinato Creations Lesson 4.doc
BLM 1 Ostinato Creations.doc
BLM 2 Ostinato Creations.doc
BLM 3 Creating a Rhythmic Ostinato.doc
Teacher Resource 1 Ostinato Creations.doc
• The Pentatonic song unit for grade 2 addresses composing and performing melodies using solfege. Students have the experience of playing pitched and non-pitched percussion instruments as part of this unit. The Orff process is embedded within each lesson as students experience music aurally, orally, kinaesthetically and visually. (3 lessons )
Pentatonic Song Overview.doc
Grade 2 Orff Pentatonic Song.zip
Grade 2 Pentatonic Song Lesson 1.doc
Grade 2 Pentatonic Song Lesson 2.doc
Grade 2 Pentatonic Song Lesson 3.doc
BLM 1 Pentatonic Song Composition and Reflection Feb3.doc
Teacher Resource 1 Solfège and Hand Sign Chart.docx (Word 2007 or higher)
Teacher Resource 2 Pentatonic Song.doc
ORFF Grade 3
• This unit explores multiple ways of performing and identifying a canon; movement, singing, movement and singing, playing Pachabel’s canon, and listening. (5 lessons)
Grade 3 Overview Canon.doc
Grade 3 ORFF Canon Final.zip
Grade 3 Orff Canon Lesson 1.doc
Grade 3 Orff Canon Lesson 2.doc
Grade 3 Orff Canon Lesson 3.doc
Grade 3 Orff Canon Lesson 4.doc
Grade 3 Orff Canon Lesson 5.doc
Teacher Resource 1 Canon Rubrics.doc
BLM 1 Scores-Canons.doc
• The En Roulant Ma Boule unit for grade 3 addresses composing and performing ostinato patterns for a song in ¾ time in ABA form. Students have the experience of playing pitched and non-pitched percussion instruments as part of this unit. The Orff process is embedded within each lesson as students experience music aurally, orally, kinesthetically and visually. (4 lessons )
Grade 3 En Roulant Ma Boule Overview.doc
Grade 3 ORFF En Roulant ma Boule Final.zip
Grade 3 Orff En Roulant ma Boule Lesson 1.doc
Grade 3 Orff En Roulant ma Boule Lesson 2.doc
Grade 3 Orff En Roulant ma Boule Lesson 3.doc
Grade 3 Orff En Roulant ma Boule Lesson 4.doc
Teacher Resource 1 En Roulant ma Boule Song.doc
Teacher Resource 2 Solfège and Hand Sign Chart.doc
ORFF Grade 4
• This recorder unit for grade 4 addresses composing and performing melodies using BAG on the recorder. Students will experience a traditional song in many ways using the voice, body percussion and recorders. The Orff process is embedded within each lesson as students experience music aurally, orally, kinaesthetically and visually. (4 lessons)
Grade 4 Orff Beginning Recorder Overview.doc
Grade 4 Orff Beginning Recorder Lesson 1.doc
Grade 4 Orff Beginning Recorder Lesson 2.doc
Grade 4 Orff Beginning Recorder Lesson 3.doc
Grade 4 Orff Beginning Recorder Lesson 4.doc
BLM 1 Song.doc
BLM 2 The Staff.doc
BLM 3 Treble Clef.doc
BLM 4 Writing on Staff.doc
BLM 5 4-Beat Rhythmic Phrases.doc
• The Canon on Recorder unit for grade 4 addresses composing and performing melodies in canon form. Students will experience playing a canon and then creating their own. The Orff process is embedded within each lesson as students experience music aurally, orally, kinaesthetically and visually. (3 lessons)
Grade 4 Orff Canon on Recorder Overview.doc
Grade 4 Orff Canon on Recorder Lesson 1 final.doc
Grade 4 Orff Canon on Recorder Lesson 2 Feb 12.doc
Grade 4 Orff Canon on Recorder Lesson 3 Feb 12.doc
BLM 1 Recorder Fingering Chart.doc
BLM 2 Round.doc
BLM 3 Solfège and Hand Sign Chart.doc
BLM 4 Round One Orchestration Feb 12.doc
BLM 5 Beat Map.doc
BLM 6 Two Stars and a Wish.doc
ORFF Grade 5
• Form and 6-8 time are explored in the first 3 lessons. Then students identify a I-V bass line, and create a new I-V bass pattern. (6 lessons)
Grade 5 Orff I'se the B'y Overview.doc
Grade 5 Orff I'se the B'y Unit.zip
Grade 5 Orff I'se the B'y Lesson 1.doc
Grade 5 Orff I'se the B'y Lesson 2.doc
Grade 5 Orff I'se the B'y Lesson 3.doc
Grade 5 Orff I'se the B'y Lesson 4.doc
Grade 5 Orff I'se the B'y Lesson 5.doc
Grade 5 Orff I'se the B'y Lesson 6.doc
BLM 1 Rhythm Chart.doc
BLM 2 I'se the B'y Student Worksheet.doc
Teacher Resource 1 Forms, Rhythmic Motives Chart.doc
Teacher Resource 2 Rubric.doc
Teacher Resource 3 I`se the B`y Song.doc
Teacher Resource 4 I'se the B'y Orchestration.doc
ORFF Grade 6
• Students will explore the difference between simple time and compound time through performance and creation of chants through language patterns, singing Arirang in 9-8 time. (4 lessons )
Grade 6 Orff Arirang Overview.doc
Grade 6 Orff Arirang.zip
Grade 6 Orff Arirang Lesson 1Feb 17.doc
Grade 6 Arirang Lesson 2Feb 17.doc
Grade 6 Arirang Lesson 3Feb 17.doc
Grade 6 Arirang Lesson 4Feb 17.doc
BLM 1 Chants.doc
BLM 2 Desserts.doc
BLM 3 Language Phrase Creation Choices.doc
BLM 3 Language Phrase Creation Choices.pdf
Teacher Resource 1 Rubric.doc
Teacher Resource 2 Arirang Orchestration.doc
• Students discover a I-IV-V bass line, and the chord notes. Students choose one note from each chord, to write and perform a harmony part for Siyahamba. (5 lessons)
Grade 6 Orff Siyahamba Overview.doc
Grade 6 Orff Siyahamba Unit Feb21.zip
Grade 6 Orff Siyahamba Lesson 1final.doc
Grade 6 Orff Siyahamba Lesson 2final.doc
Grade 6 Orff Siyahamba Lesson 3final.doc
Grade 6 Orff Siyahamba Lesson 4final.doc
Grade 6 Orff Siyahamba Lesson 5final.doc
BLM 1 Siyahamba Chords.doc
BLM 2 Bass Line Chart.doc
BLM 3 Chord Chart.doc
BLM 4 Compose Your Own Harmony.doc
BLM 5 Composition Good Copy.doc
Teacher Resource 1 Rubric.doc
This document aligns all skills/techniques/elements of the revised elementary curriculum in a reference guide for teachers (grades 1 thru 8) – e.g. it will show how the element of melody is dealt with at each grade & shows the progression of skill development etc.
• Scope and Sequence, Grades 1-8 (doc)
Music For Creating (AMC) Grade 9
• Inspired by STOMP, this lesson explores sound and rhythm by ear through improvisation with "found" percussion instruments. Activities include 8 beat solos using body percussion, pattern creation using just sounds made by the hands. Notated "starter rhythm" patterns are included in the lesson to provide the basis for rhythmic improvisation, timbral variation, and motivic development.
Teacher Resource - Diagnostic Activities.doc
Teacher Resource - Starter Rhythms.pdf
• Inspired by the WORLD SOUNDSCAPE PROJECT, this lesson explores and creates experiences of "environmental" sound, first through listening to, describing and graphically notating, the sounds in the present environment. This is then carried into improvisations that "create" fictional environments through student-created sounds. Sound motive, form and development are discussed in the process of creating these soundscapes. Final thoughts turn to issues of public health and the toxic soundscapes of noise pollution.
Sound and Rhythm
• Inspired by CLAPPING MUSIC by American composer, Steve Reich, this lesson develops a strong sense of pulse and rhythmic precision. Students work with a 12 beat cycle to create their own rhythmic patterns, superimposed on pulses of 3, 4 and 6 beats. Strategies for developing a repeating pattern through timbral change, erasure and rotation are discussed/demonstrated. The lesson concludes with a group polyrhythmic improvisation.
BLM 1 - Rhythm Grid (WORD 2007 or greater)
• The culmination of this Unit is to compose a work for found percussion. Comparing percussion compositions by STOMP and Edgar Varése (Ionisation), students embark on creating and notating their own percussion composition. The class Jigsaws concepts and skills that have been developed by previous unit lessons, such as The Elements of Sound, timbral exploration, soundscapes, graphic notation, polyrhythm and notational methods. The Creative Process is also experienced, stage by stage. A general compositional plan is provided to all groups to act as a guide, template for formal scheme.
A Walk Through Creative Process
Music For Creating (AMC) Grade 10
• In this 5 lesson unit, students will explore the use of motif in musical settings through improvisation and short compositions to communicate an idea or series of ideas in a story format. The unit includes an exploration of orchestration.
Lesson 1 BLM 1 What's my Motif
BLM 2 REFLECTION ON STUDENT COMPOSITIONS.doc
BLM 5 Transposing Instruments.doc
Teacher Resource 2 Sample Rubric for Arranging Assignment
Music For Creating (AMC) Grade 11AMC 11M Profile-Overview.doc
Compositions for Film
This unit is focused on Audio & Visual connections. Using film as the spine of the unit, we will demonstrate the co-ordination of Audio & Visual components in music notation, creation and inter–disciplinary works.
amc_11M_lsn1_listening to film.doc
amc_11M_lsn5_BLM7_IMAGES and MOODS.doc
amc_11M_lsn5_BLM8_red light green light.doc
amc_11M_lsn5_BLM9_Ticket Out the Door.doc
amc_11M_lsn5_creative process anchor chart.pdf
amc_11M_lsn5_here we go!.doc
Music For Creating (AMC) Grade 12
Creating with Text
•This lesson opens up the expressive world of text&ndash:setting and performance. How do vocal nuances of dynamic, articulation, range, inflection and timing affect our sense of the "meaning" of the words? Activities include improvised interpretations of a simple line of text to cover the entire range of emotions. Students are then given short lines of engaging metred and unmetered text to set for solo voice using graphic and standard notation. The results are then performed and discussed.
amc_12M_lsn1_creating with text.doc
The Melodic Line
•In this lesson, we ponder the question: When is line of music a "melody?" Beginning with the class’ favourite melodies, we consider shape, form, internal structure and try to write a well–loved one down (Twinkle, Twinkle Little Star) by ear. Then we study this melody’s form, motivic structure.
amc_12M_lsn2_TR5_A walk through creative process.pdf
amc_12M_lsn2_Twinkle, Twinkle (analyzed).mus
amc_12M_lsn2_Twinkle, Twinkle (no analysis).mus
The Harmonic "Environment"
•In this lesson, we consider the ìchicken and eggî question of melody and harmony: which comes first? In what ways do they work together? Through analysis of classic exemplars, students come to see that great melodies exhibit consistent harmonic characteristics and that harmonic progressions are the products of scalar connections. Students build harmonic progressions with harmonic rhythm and phrase structure. Students then graft a vocal setting of the whimsical text of The Walrus and the Carpenter onto their harmonic progression, following a few simple steps.
02 On The Beautiful Blue Danube - Waltz, Op.314 (Extract).mp3
amc_12M_lsn3_BLM5_The Harmonic Support.pdf
amc_12M_lsn3_BLM6_Set a Short Poem.doc
amc_12M_lsn3_the harmonic environment.doc
Harmonic Environment copy finale.mus
Harmonic Environment finale copy.mus
Harmony - finale copy.mus
Harmony copy - finale.mus
Text and The Creative Process
•Using a poetic text as inspiration for a new composition, we examine the creative process (as illustrated in the OMEA Anchor chart), offering questions and answers that may arise as we move through each of its 8 stages. Whether the poem is set as a song, or used as the scaffold for instrumental music, the experience of envisioning, generating, gathering, developing and editing is similar. Students learn to Brainstorm, use Concept Formation, generate a Compositional Plan, apply compositional devices, and use a form of notation to record you ideas, build musical phrases and notate your composition with an appropriate notation.
amc_12M_lsn4_text and the creative process.doc
amc_12M_TR9_The Creative Process and Text.doc
Drama in Music
•As the culminating lesson of this Unit, students bring together several layers of knowledge and skill:
• text-setting for voice; melodic writing to convey character;
• harmonic writing to set mood and support emotional situation;
• use of the creative process to generate and develop ideas; and
• applications of notation to record the composition and communicate intention to musical interpreters.
Students study musical ìcharacterî as found in leitmotivs by Wagner or Prokofievís Peter and the Wolf. Students also watch dramatic scenes from opera, to listen for shifts in character and situation and how these are expressed through the vocal writing and its instrumental accompaniment. Students then select an excerpt from a play and set it as a short scene of musicdrama. Finally, these new compositions are presented and discussed.
amc_12M_lsn5_BLM7_Musical Character Sheet.doc
amc_12M_lsn5_drama in music.doc
Music & Computers (AMM) Grade 9/10
• This series of lessons introduces the Elements of Music using the Creative Process. Students are introduced to the Elements through listening and exploration, and then use composition software to create a series of increasingly complex composition centering on Rhythm, Melody, Harmony and Texture.
Teacher Resource - Rhythm.mus Lesson 2
Teacher Resource Melody.mus Lesson 3
Teacher Resource Harmony.mus Lesson 4
Teacher Resource Texture.mus Destination Map
• Students will explore different pathways that will lead them to graduation and either a career in or additional studies in music. They will research additional musical learning opportunities outside of school that will help them prepare for the different pathways. Students will also create a music specific resume and plan work-related experiences and/or part-time jobs that will support their pathways.
Music & Computers (AMM) Grade 11/12Grade 11 and 12 Overview AMM 3-4 Intro
Digital Recording, Editing, & Sequencing
• Students will use available digital recording and editing software to create an original composition, following the techniques of one of the four compositional techniques studied. Students will investigate copyright law in Canada in order to defend their use of sampling of other musician’s creative work. Students will use incorporate feedback from others to further refine and improve their compositions.
• Students will use available digital recording and editing software to create an accompaniment for a solo or group performance. Students will become aware of their legal responsibilities as an arranger and ensure they do not break any copyright laws.
BLM 1 Plus Minus Interesting
BLM 2 Accompaniment Planning Sheet
Creating a Live CD
• Students will use available technology to record, edit, and mix a live performance in order to produce a CD for distribution. In the process, students will investigate their legal responsibilities associated with the production of a live recording.
BLM 3 CMRRA
BLM 4 Ticket to the Concert
CMRRA Mechanical Licensing.pdf
20th Century Explorations
• Students pick a musical movement or genre from the 20th Century and using the skills of inquiry and critical thinking, research and present information about it. Students also compose a piece in the style of their chosen genre using notation software, highlighting particularly salient features of this movement.
BLM 5 20thC Project Options
BLM 6 Sample Co-Constructed Checklist
BLM 7 Sample Co-Constructed Comp Rubric
Small Ensemble (AME)Small Ensemble Course Profile
Arranging a Small Ensemble Piece for Performance at a Concert
• Students will arrange a pre-existing piece (such as a Christmas carol) for performance by their small ensemble group. Students will use technology and the creative process to create their arrangements.
Developing Successful Interpersonal Skills in Small Ensembles
• Students will identify and develop interpersonal skills such as conflict management, social awareness and a sense of humour to improve their performance in small ensembles.
BLM 1 My Interpersonal Skills Reflection Sheet
Teacher Resource 1 Interpersonal Skills Chart Sample
Developing Leadership Skills in Small Ensembles
• Students will identify several leadership styles such as autocratic, delegative and laissez-faire and learn to develop their own leadership style to contribute to the success of a small ensemble.
BLM 2 Leadership Styles Mind Map
BLM 3 Leadership Styles Reflection Chart
BLM 4 Listening Log Example.doc
Teacher Resource 2 Leadership Style Scenarios
Guitar (AMG) Grade 9Grade 9 Profile
• Throughout these 5 lessons, students will be exploring the elements of music through the blues. Students will have the opportunity to expand their knowledge through listening and research activities related to blues music and musicians. Performance and theory will come together while the students learn how to write blues scales and blues chord progressions and finally improvise their own creation.
amg_9_lsn1_BLM1_what do you think.doc
amg_9_lsn1_BLM3_ Elements of Music_graphic organizer.doc
amg_9_lsn1_TR1_ Elements of Music.doc
amg_9_lsn1_TR2_ General Blues Characteristics.doc
amg_9_lsn2_BLM4_My BLUES Musician Peer Review Research Checklist.doc
amg_9_lsn2_TR3_ blues musician selection cards.doc
amg_9_lsn2_TR4- My BLUES Musician Research - outline.doc
amg_9_lsn2_TR5- WHO PLAYS THE BLUES - research signup sheet.doc
amg_9_lsn2_TR6- who plays the blues sample rubric.doc Lesson 3
amg_9_lsn3_BLM7_BLUES SCALE WRITING WORKSHEET.doc
amg_9_lsn3_TR7_+ key sigs & + scales concept review cards.doc
amg_9_lsn3_TR8_sharp flat keysignature charts.doc
amg_9_lsn3_TR9_HIERARCHY OF ACCIDENTALS.doc Lesson 4
amg_9_lsn4_BLM10_SCALE DEGREES WORKSHEET.doc
amg_9_lsn4_BLM8_12 BAR BLUES & Blues scale writing task sheet.doc
amg_9_lsn4_BLM9_BUILDING CHORDS - the simple way.doc
amg_9_lsn4_TR10_12 Bar Blues Chord Progression - teacher guide.doc
amg_9_lsn4_TR11_BUILDING CHORDS-the simple way-teachers copy.doc
amg_9_lsn4_TR12_SCALE DEGREES WORKSHEET - teachers copy.doc Lesson 5
amg_9_lsn5_TR13_BLUES IMPROVISATION 101.doc
Guitar (AMG) Grade 10grade_10_profile.doc
Arranging for the Small Ensemble
• Using the creative process and available technologies, students will create their own small ensemble guitar arrangement of a familiar tune.
amg_10_lsn1- Small Ensemble Writing.doc
amg_10_lsn1_BLM 1_Venn Diagram Template.doc
amg_10_lsn1_BLM2_Amazing Grace - Trio Template.doc
amg_10_lsn1_Small Ensemble Writing.doc
amg_10_lsn1_TR1_TAKE FIVE ACTIVITY.doc
amg_10_lsn1_TR2_Scarborough Fair- Simple Melody.doc
amg_10_lsn1_TR3_Scarborough Fair_3 part arrangement.doc
amg_10_lsn1_TR4_ CHORD CONSTRUCTION.doc
amg_10_lsn1_TR5_ Simple Melody with chords.doc
amg_10_lsn1_TR6_ The Elements of Music - review sheet.doc
amg_10_lsn2_Small Ensemble Writing.doc
amg_10_lsn2_BLM3_ Amazing Grace - Trio Template.doc
amg_10_lsn2_BLM4_Creative Process Planning Guide.doc
amg_10_lsn2_BLM5_GUIDED PRACTICE SHEET.doc
amg_10_lsn2_BLM6_My Arrangement Task Journal.doc
amg_10_lsn2_TR7_Peer Editing Checklist - SAMPLE.doc
amg_10_lsn2_TR8_Co-constructed performance rubric - sample.doc
amg_10_lsn2_TR9_Co-constructed performance rubric - template.doc
creative_process_final_english.pdf Lesson 3
amg_10_lsn3_ Small Ensemble Writing.doc
amg_10_lsn3_BLM7_REFLECTIVE PERFORMANCE JOURNAL.doc
How's Your Hearing?
•Using the creative process and available technologies, students will create their own small ensemble guitar arrangement of a familiar tune.
amg_10_lsn2_ hows your hearing lesson 1 of 1.doc
amg_10_lsn2_BLM1_Most least important ideas.doc
amg_10_lsn2_BLM2_SOUND LEVEL MEASUREMENT Assignment.doc
amg_10_lsn2_BLM3_EXIT CARD - SOUND LEVEL MEASUREMENT.doc
amg_10_TR1_SOUND LEVEL MEASUREMENT.ppt
• Students will research & debate copyright laws in Canada associated with downloading and digital sharing of files.
amg-10_lsn1_ copyright lesson.doc
amg_10_lsn1_BLM1_GROUP 1 - research sheet.doc
amg_10_lsn1_BLM2_GROUP 2 - research sheet.doc
amg_10_lsn1_BLM3_GROUP 3 - research sheet.doc
amg_10_lsn1_BLM4_TRIANGLE DEBATE REFLECTIONS group 1 & 2.doc
amg_10_lsn1_BLM5_TRIANGLE DEBATE REFLECTIONS - Group3.doc
amg_10_lsn1_TR1_4 CORNERS explained.doc
amg_10_lsn1_TR3_TRIANGE DEBATE Explained.doc amg_10_lsn1_TR4_TRIANGLE DEBATE ORGANIZER.doc
amg_10_lsn1_TR5_Triangle Debating Tips.doc
Guitar (AMG) Grade 11Grade 11 Focus Course Profile May 1.doc
Exploring Flamenco Style Guitar
• In this 5 lesson unit students will explore and learn how the Elements of Music are utilized in Flamenco Style Guitar. Students will watch and listen to Flamenco performers, make observations, develop technical facility, apply appropriate vocabulary, develop improvisation skills, compose and perform solos and duets in the Flamenco style.
amg_11M_lsn1_BLM1_Elements of Music FLAMENCO.doc
amg_3M_lsn1_BLM2_COMPOSITION JOURNAL.docx (Word 2007 or higher)
amg_11M_lsn1_TR1_Elements of Music FLAMENCO teachers guide.doc
amg_3M_lsn1_TR2_TECHNIQUE sheet lesson 1.docx (Word 2007 or higher)
amg_3M_lsn2_BLM3_FLAMENCO VOCABULARY student template.docx (Word 2007 or higher)
amg_3M_lsn2_TR3_TECHNIQUE sheet.docx (Word 2007 or higher)
amg_3M_lsn2_TR4_FLAMENCO TECHNIQUE.docx (Word 2007 or higher)
agm_3M_lsn2_TR5_FLAMENCO VOCABULARY.docx (Word 2007 or higher) Lesson 3
amg_3M_lsn3_BLM4_FLAMENCO VOCABULARY QUIZ.docx (Word 2007 or higher)
amg_3M_lsn3_BLM5_COMPOSITION JOURNAL.docx (Word 2007 or higher)
amg_3M_lsn3_BLM6_FLAMENCO GUITAR DUET COMPOSITION final.docx (Word 2007 or higher)
amg_3M_lsn3_TR7_FLAMENCO VOCABULARY QUIZ-answer sheet.docx (Word 2007 or higher)
amg_3M_lsn3_TR8_COMPOSITION JOURNAL sample.docx (Word 2007 or higher)
amg_3M_lsn3_TR10_Flamenco Technique 3.docx (Word 2007 or higher) Lesson 4
amg_3M_lsn4_TR11_technique.docx (Word 2007 or higher) Lesson 5
amg_3M_lsn5_BLM7_Solo Flamenco Composition resource final.docx (Word 2007 or higher)
Guitar (AMG) Grade 12Grade 12 Focus Course Profile.doc
Exploring Bossa Nova Style Guitar
• In these two lessons students will explore and learn how the Elements of Music are utilized in Bossa Nova Style Guitar. Students will watch and listen to Bossa Nova performers with the aim to accurately develop the left and right hand techniques, bass lines and extended chord forms of the Bossa Nova style.
amg_4M-lsn1_BLM1_Elements of Music Bossa Nova STUDENT blank.doc
amg_4M_lsn1_TR1_Elements of Music Bossa Nova TEACHER.doc
amg_4M_lsn1_TR2_BOSSA NOVA RHYTHM RESOURCE SHEET.doc
amg_4M_lsn2_TR3_Bossa Progression root 5 bass line.doc
amg_4M_lsn2_TR4_SIXTH & fifith STRING ROOT.doc
Composing/Arranging for Guitar Ensemble
• In these three lessons students will explore and learn how the Elements of Music are applied in arranging and composing for Guitar Ensemble. Through listening, performing, harmonic and melodic analysis students will be guided in a step-by-step process in creating their own individual quartet arrangement of an established piece of solo guitar repertoire by Classical Era composer/guitarist Ferdinand Carulli.
amg_4M_lsn1_BLM1_COMPOSITION JOURNAL.docx (Word 2007 or higher)
amg_4M_lsn1_BLM2_Carulli Waltz.docx (Word 2007 or higher)
amg_4M_lsn1_TR1_Composing In the Classical Style Research Assignment.docx (Word 2007 or higher)
amg_4M_lsn1_TR3_Classical Quarter Research Rubric - sample.doc
amg_4M_lsn2_BLM3_Peer Assessment Feedback.doc
amg_4M_lsn2_BLM4_full score lesson.doc
amg_4M_lsn2_BLM4_full score lesson.docx (Word 2007 or higher) Lesson 3
amg_4M_lsn3_BLM5_Self Assessment Recorded Repertoire.doc
amg_4M_lsn3_TR4_Co-constructed_rubric_sample.docx Guitar Resources
SONG WRITING RESOURCES
METHOD BOOKS Scope and Sequence
Blues Performance Scope & Sequence Grade 9 thru 12
Guitar Performance Scope & Sequence Grade 9 thru 12
Repertoire AMR ANY GRADE Large Performance Ensemble
The repertoire course outline and lesson plans have been designed to support the large performance ensemble. The lessons are generally non-performance in nature to avoid overlapping with the specific discipline music courses (AMI, AMV, AMS, AMG).AMR Course Profile.doc
AMR - format fixes.zip
Discovering Form and Contemporary Techniques through Performance Repertoire
• This lesson utilizes the critical analysis process to allow students to discover form and contemporary music techniques through the performance of repertoire.
amr_lsn1_Discovering Form and Contemporary Music Elements.doc
amr_lsn1_BLM1_Red Light Green Light.doc
amr_lsn1_BLM2_Contemporary Technique Graphic Organizer.doc
Developing Large Ensemble Interpersonal Skills
• This lesson allows students to identity and understand interpersonal skills and how these skills can contribute to the successful rehearsal of a performance ensemble.
amr_lsn2_TR1_Employer Employee Role Play and Graffiti.doc
amr_lsn2_TR2_Interpersonal Skills Mind Map.doc
Identify Leadership Styles and the Impact on the Performance Ensemble
• This lesson allows students to identity and understand leadership skills and the impact of these skills on the performance ensemble.
amr_lsn3_BLM4_Concert Prep Graphic Organizer.doc
amr_lsn3_TR5_Leadership Skills Mind Map.doc
amr_lsn3_TR6_Concert Prepartion Assignment.doc
dentifying and Demonstrating the Non-musical Skills
• This lesson allows students to identify and demonstrate the non-musical skills required to create a successful performance.
amr_lsn4_BLM5_Live Performance Assessment Chart.doc
amr_lsn4_TR7_CoConstructed NonMusical Perf Criteria.doc
Understanding Compound Meters through Performance Repertoire
• This lessons illustrates how a theory concept can be taught seamlessly through performance repertoire
amr_lsn5_BLM6_Performance Reflection Sample.doc
amr_lsn5_TR8_Compound Meters Concept Attainment Resource.doc
Keyboarding (AMK) Grade 9AMK_9_overview.doc
AMK_9_Keyboard.zip Familiarization with the Keyboard
• Students will have the opportunity to find out about their keyboard share their discoveries, and learn basic keyboard elements: Students will, relationship between keys, key names, hand & body position. Students will compose their first piece.
amk_9_lsn1_TR1_Co_Constructed_Criteria.doc Composition on the Keyboard
• Students will learn the basics of Finale, and find out about the elements of music and how they relate on the keyboard. Taking their first composition from lesson one, they will enter it into the composition program.
amk_9_lsn2_TR3_Co-constructed_criteria_checklist.doc Arranging Your Composition for Keyboard
• Students will jigsaw different forms of music and review basic composition steps and elements of music. The concept of ostinato and block chord/triads will be introduced. Students will compose and perform their first composition on Finale
amk_9_lsn3_TR7_Co_Constructed_Rubric_-_final.doc Creation of Keyboard Music
• Through think-pair-share, students will determine what they would like to find out about the keyboard, co-construct research questions and look-for’s. Students are given time to discover the keyboard, and present their findings in a creative manner.
amk_9_lsn4-TR10_Co_Constructed_Rubric_-_final1.doc Musical Canadian Keyboardist
• Students will explore the role of keyboard music in our communities and discuss where keyboard players perform and co-construct research and interview questions. Students will seek out local keyboardist and perform interview, then present findings in a creative manner.
Instrumental, Woodwind, Brass & Percussion (AMI, AMW, AMB, AMP) Grade 9AMI 1 Overview AMI1O Grade 9 Instrumental.zip
Using the Creative Process to compose and perform a theme and variations
• Students will use and apply the creative process to create and perform a musical composition in theme and variation form for a small group of instruments.
Students will use the elements of music to create a set of variations to either a given theme or an original theme using tiered differentiated learning.
Personal Listening History
• In this lesson students catalogue the unique phases of their personal listening history and examine the factors that have influenced their musical choices.
Recording an Instrumental Performance for Self-Assessment
• Students will work together to create criteria for self-assessment of a performance and then will apply this checklist to assessment to a recording of themselves.
Exploring the History of Form In Music: Aural/Oral Traditions - Lesson 1 of 3
• Through interactive group activities, discussion, listening and analysis students will understand the concept of aural/oral traditions and how music moves with people.
ami_lsn1_TR1_telephone game phrases.docx
Exploring the History of Form In Music: Ostinato - Lesson 2 of 3
• Through exploration, small group activities, listening and composition, students will learn to identify and create both melodic and rhythmic ostinato.
Exploring the History of Form In Music: Call and Response - Lesson 3 of 3
• Through active participation, listening and application students will understand the concept of Call and Response and be able to compose within the call and response format.
Instrumental, Woodwind, Brass & Percussion (AMI, AMW, AMB, AMP) Grade 10AMI 2 Overview.doc AMI2O grade 10 instrumental.zip
• Students will demonstrate techniques and technologies by using Band-In-A-Box accompaniment software to create a rhythmic accompaniment to an etude or solo. They will explore familiar and unfamiliar musical styles and discuss how rhythm is used in each. They will evaluate and reflect on their performances with their chosen accompaniments.
Music Inspired by Historical Event
• Through reflection and analysis, students will demonstrate an understanding of the relationship between music and Society by exploring the musical response to a key historical event. Understand how societal events can lead to the first step of the creative process (i.e. challenging and inspiring).
Recording a Duet
• Students will demonstrate techniques and technologies by performing a duet live with a recording of themselves playing the accompanying duet part. They will co-construct a rubric to use in their practice time, use computer software such as Audacity to record, share their duet performances with each other, and reflect on their performances.
• In this lesson students will create their own "celebrity playlist" listing their ten favourite pieces of music. Students will recognize that both musical and non-musical factors can influence their listening preferences.
3 Lesson Unit Fun with Fugues!
• Explore, perform and analyze fugues through choral speaking and band repertoire. Students will then, using the creative and analytical processes, create their own fugue in small groups using a set of world drums or percussion instruments.
ami_10_lsn1_BLM1_guided listening activity.doc
ami_10_lsn1_TR1_Fugue Talking with notes.doc
ami_10_lsn2_TR2_checkbric.doc Lesson 3
ami_10_lsn3_BLM2_elements of music checklist.doc
ami_10_lsn3_BLM3_imagining and generating.pdf
ami_10_lsn3_BLM4_planning & focusing.pdf
ami_10_lsn3_BLM5_fugue map organizer.pdf
ami_10_lsn3_TR3_fugue composition rubric sample.doc
Instrumental, Woodwind, Brass & Percussion (AMI, AMW, AMB, AMP) Grade 11AMI 11 Overview.doc AMI3M Grade 11 Instrumental.zip
• Here students research the audition requirements for a local university, college, performing ensemble or music theatre company. After comparing the requirements to their current abilities, an action plan is created to improve their skills to meet the audition requirements at graduation.
Connections Beyond the Classroom: A community events calendar
• Students will explore the variety of concerts, and musical events available to the community in which they live and post these events on a living calendar in the music room. They will analyse and have insights into the importance of community musical involvement.
ami_11_lsn1_BLM1_writing a PSA and the creative process.doc
ami_11_lsn1_TR1_Classroom Connections Checkbric.doc
Connections Beyond the Classroom: Writing a Public Service Announcement
• Students will be divided into groups to create a Public Service announcement for a music event in their school, or an announcement that they have a small instrumental combo available for performing at senior homes and hospitals as part of their community service hours or students can create a PSA for a community group in which they participate. Students will use technology and literacy skills, and the critical analysis and creative processes for thee activities.
ami_11_lsn2_BLM2_concept attainment PSA.doc
Exploring the Art of Cover Songs
• Students will apply the critical analysis process by comparing and contrasting original musical works with one or more cover versions of the same musical work. Students will develop an understanding of how the elements of music can be manipulated to create different versions of the same song.
Play Along Tracks
• Students will demonstrate techniques and technologies by using Finale 2008 notation software to create a play-along track to support the learning of difficult repertoire. They will monitor the process and degree of success of their practicing through the use of a practice log.
ami_11_lns1_playalong_TracksTR1__Solo_PerformanceLevel_Sample_assessment for learning.doc
Instrumental, Woodwind, Brass & Percussion (AMI, AMW, AMB, AMP) Grade 12AMI 12 Overview.doc AMI4M Grade 12 instrumental.zip
Cover Tune Inquiry
• Through obtaining the mechanical rights to create an imaginary cover version of an existing song by an artist of their choice, the role of agencies such SOCAN, the CMRRA, and SODRAC is explored.
• In this lesson students prepare an audition that meets a local university or college’s performance and theory requirements. A mock entrance interview takes place with another classmate and students share questions and appropriate answers.
ami_12_lsn1_BLM2_Red Light Green Light.DOC
ami_12_lsn1_TR2_Ontario University & Colleges websites.doc
• This detailed lesson is designed to help music teachers establish the creative environment for a successful show.
Stage Band (Jazz) (AMH) Grade 9An Exploration of Jazz Styles and Improvisation Techniques
• Students will develop their listening & performance skills as they relate to jazz. Lessons include: Discovering Jazz, Swing, Latin, Blues, Funk and Rock
AMH Grade 9 format fixes.zip Lesson 1
amh_9_lsn1_ discovering jazz.doc
amh_9_lsn1_BLM1_red light green light.doc
amh_9_lsn1_BLM3_Creative Process Checklist.doc
amh_9_lsn1_BLM4_Jazz Chords and Diatonic Progressions exit.doc
amh_9_lsn1_TR1_Elements of Music Constructed Success Criteria Checklist.doc
amh_9_lsn1_TR3_creative process exit.doc Lesson 2
amh_9_lsn2_BLM5_Music Elements Checklist for Jazz Listening.doc
amh_9_lsn2_BLM6_Jazz Listening Sheet.doc
amh_9_lsn2_BLM9_Generic Exit Card.doc
amh_9_lsn2_TR4_graffitii.pdf Lesson 3
amh_9_lsn3_TR3_mind mapping.pdf Lesson 4
amh_9_lsn4_BLM11_Red_Light_Green_Light_Rhythm_Changes.docx (Word 2007 or higher)
amh_9_lsn4_BLM13_The Blues Scale.doc Lesson 5
amh_9_lsn5_Discovering Funk and Rock.doc
amh_9_lsn5_BLM14_Red_Light_Green_Light_the_Funk_and_Rock_style.doc amh_9_lsn5_TR5_unit evaluation.doc
Stage Band (Jazz) (AMH) Grade 11
An Exploration of Jazz Styles and Improvisation Techniques
• Students will explore a variety of Jazz styles while focussing on more advanced improvisation techniques.
Lessons include: Chords, Progressions and Major Scales; Modal Scales; Rhythm Changes; II -V - I Progressions
AMH Grade 11 - format fixes.zip
amh_11M_lsn1_BLM2_Red Light Green Light.doc
amh_11M_lsn1_BLM3_Jazz Chords and Diatonic Progressions.doc
amh_11M_lsn1_BLM5_Generic Exit Card.doc
amh_11M_lsn1_TR1_Elements of Music Constructed Success Criteria Checklist.doc
amh_11M_lsn1_TR2_Co-Constructed Success Criteria Checklist.doc Lesson 2
amh_11M_lsn2_BLM6_Modes in the key of Concert B].doc
amh_11M_lsn2_BLM7_Common Modes used in Improvisation.doc Lesson 3
amh_11M_lsn3_BLM8_Scales_for_Improvising_on_the_Rhythm_Changes.doc Lesson 4
amh_11M_lsn4_BLM6_Red Light Green Light II V I Progressions.doc
Strings / Orchestra (AMS/AMO) Grade 9
• Students will develop an understanding of how important copyright is to continue the making of quality music in terms of performers, composers, and the music industry.
Lesson 1 - Teacher Resource
Commercials and Soundtracks
• Students will use the creative process to work through the stages of creating sound effects and music on stringed instruments to accompany commercials and/or film.
Creating and Notating a Simple Composition
• Students will demonstrate their understanding of the elements of music and employ stages of the creative process to create and notate a simple composition using a graphical score.
Evolution of Stringed Instruments
• Students will develop an understanding of how traditional stringed instruments (violin/viola/cello/bass) have evolved and how this has changed performance practice and how compositions have progressed throughout the years.
String Instruments of the World
• Students will develop an understanding of stringed instruments from cultures and countries that do not belong to the traditional western symphony orchestra.
Creating Music Using Graphic Notation
• Students use the creative process to experiment with sounds and techniques on their instruments. After being introduced to graphic notation they create, notate, and perform a group composition.
Strings / Orchestra (AMS/AMO) Grade 10Grade 10 Strings Overview.doc Performing in Simple and Compound Time
• Students use the critical analysis process to guide the analysis and comparison of performance repertoire and recorded music in simple and compound time.
ams_lsn1_TR1_PerformanceCompoundTimegraphicorganizaer.doc Performing, Exploring, and Composing Pentatonic Music
• Students use the creative process to explore, perform, and compose music based on the pentatonic scale. The critical analysis process is used to examine the use of the pentatonic scale through a variety of listening examples from Canada and around the world.
Performing Music based on a Pentatonic Scale
ams_10_lsn2__BLM2_ListeningNuages.doc Exploring Pentatonic Music Through Listening
ams_10_lsn3_BLM1_ListeningJavaneseGamelan.doc Composing using the Pentatonic Scale as a Foundation
ams_10_lsn4_TR2_sampleco-constructedcriteriachecklist.doc Careers in Music
• Students use the creative process to develop a plan to continue music making and appreciating music after secondary school and examine possible career opportunities for string players in their community.
Strings / Orchestra (AMS/AMO) Grade 11
String Player Health
• Students investigate methods and techniques that promote wellness in string playing. Common string player injuries, proper instrument position, posture, bow hold, and an appropriate warm-up routine are the focus.
• Students investigate baroque performance practices, equal temperament, and repertoire by applying the stages of the creative process. The critical analysis process is applied when analysing and listening to fugues.
• Students investigate baroque performance practices, equal temperament, and repertoire by applying the stages of the creative process. The critical analysis process is applied when analysing and listening to fugues.
Attending a Concert
• Students attend the concert of a professional musician(s) and write about the performance using specific musical terminology. Acceptable behaviour for specific concert venues is also investigated.
The Post Secondary Music Portfolio
• Students research options for postsecondary music studies and create an audition portfolio. Elements of music appropriate for the style are applied to solos, studies, scales, and sight-reading.
Teacher Resource - Advice on Audition Process
Teacher Resource - How to Help Your Student
Strings / Orchestra (AMS/AMO) Grade 12
Twelve Tone Serialism Composition for String Orchestra
• Students will use the creative process to develop and generate a twelve tone row, and create a composition for string orchestra using different ways to present the tone row.
Lesson 1 Checklist
Artifacts of a Composer or Performer for a Museum of Music
• Students will use the creative process to gather information and artifacts to have a better understanding of composers, their music, and the society in which they lived.
Lesson 2 - BLM
• Students will use the creative process to brainstorm and research a stringed Canadian artist or composer to be nominated for their classí Orchestra Hall of Fame in the category of lifetime achievement.
Lesson 3 Checklist
Music Job Fair
• Students will use the creative process to research a job related to music, have hands-on experience job shadowing, and investigate opportunities to continue making music after secondary school education.
Marketing String CD
• Students will use the creative process to create a Compact Disc recording of their performance, and develop a plan to promote the Compact Disc such as a coffee house or talent show night.
Vocal (AMV) Grade 9
Choral Score Navigation
• Learning to read choral music is a new skill for many music students. In this lesson the students will learn to navigate a choral score and reinforce their note reading skills. The class will also learn how to produce a good tone with proper warm-ups and exercises.
Lesson 1 - BLM
• Understanding rhythms is a crucial part of all types of music. All music students will benefit from learning an effective counting system and transferring that skill to all of their studies and repertoire.
BLM 2 - Musical Math
BLM 3 - Musical Rhythm Sheet
BLM 4 - Counting Sheet
BLM 5 - Counting Sheet 2 Teacher Resource 1 - Counting System explained
Teacher Resource 2 - Rhythm Cards
Teacher Resource 3 - Rhythm Cards
• Solfege is the fingering chart for singers. The students will use solfege to sight read simple passages and transfer the skill to their repertoire. A Three Step Interview is used for peer assessment
Teacher Resource - Sight Singing
BLM - Three Step Interview
• Using their critical analysis skills, students will write a concert review. Concert etiquette is reviewed as well as the elements of music. The students will use a template to help them write a newspaper article.
BLM - Concert Review Template
• Students will listen to different versions of the same song and compare them using a Venn diagram. The elements of music will be reviewed through the critical analysis process.
BLM - Comparative Listening Chart
Vocal (AMV) Grade 10Gr 10 Outline.doc
Grade 10 Vocal.zip
• The students will sing and listen to a variety of repertoire from several historical periods. By actively experiencing the music they will discover important facts and stylistic characteristics of all of the musical periods. A variety of Instructional Intelligence strategies will be used to support their experiences.
Lesson 1 amv_10_lsn1.doc
amv_10_lsn2_TR1_outline.doc Lesson 3
• Using current and appropriate technology the students will arrange a piece originally written for string ensemble for a small choral ensemble that they will also perform.
amv_10_lsn4_TR4_aase's death sheet music.pdf
amv_10_lsn4_TR5_2-part arrangement.doc Opinion Piece
• The Ontario Secondary School Literacy Test (OSSLT) is an important part of the Grade 10 year. In this lesson, students will complete a task to help prepare them for literacy test. They will write an opinion piece about their experience learning, rehearsing and performing a new solo piece.
Vocal (AMV) Grade 11Grade_11_Overview.doc
Make It Sing!
•This unit of three lessons walks students through the vocal composition process, and students learn to use appropriate Chord Tones and Non–Chord Tones effectively in combination with given chord progressions. Warm–up and review strategies are included, and the culminating task asks students to use lyrics as the inspiration for a personal vocal composition.
Take a Stand and Sing!
• Students explore the world of social activism and civil rights. Using the Critical Analysis Process, students analyse music written "for a cause." Culminating activities include a presentation of independent research and analysis, and individual performances of appropriate vocal selections based on the theme of Social Activism.
• Students explore the world of the professional music industry, beyond secondary school study. In connection with professional musicians and/or organizations, students research and present a Music Job Fair.
amv_11M_lsn1_IndustryLesson_TR4_List of Potential Careers.doc amv_11M_lsn1_IndustryLesson_TR3_Not so obvious careers in opera.pdf
amv_11M_lsn1_IndustryLesson_TR2_Not so obvious careers in Opera.doc
amv_11M_lsn1_IndustryLesson_TR1_COC Job Titles by department.doc
Vocal (AMV) Grade 12
It's Recital Time
• Students plan, prepare for, and present a final, year-end Vocal Recital. Activities include: Critical Analysis of song selections, chord and structure analysis, interpretation of lyrics and historical background, research of audition requirements and processes for post-secondary options, and Recital preparation and presentation!
Grade 12 Vocal.zip
amv_12M_lsn1_TR1_TeacherTools.docx Lesson 2
amv_12M_lsn2_TR5_PerformanceRubric_SAMPLE.doc Lesson 3
amv_12M_lsn3_TR6_EventPlanningTemplate.doc Lesson 4
amv_12M_lsn4_BLM4_PeerAssessment.docx Lesson 5
Grade 12 Overview
The 12 E Units are an in-depth analysis of both the creative process and the critical analysis process for workplace focus learners. The critical analysis unit focuses on the study of song lyrics inspired by social conflict. The creative process unit focuses on the student lead planning of a musical event.
The OMEA Guided Listening Project connects music educators with resources on the Naxos Music Canada library to support implementation of the newly revised Ontario curriculum: The Arts, Grades 1-8 and The Arts, Grades 9-12. The listening examples in this guide will assist music teachers from grades 1-12 in making connections to many of the specific expectations in the curriculum document. Wherever possible the NAXOS examples have been chosen to be inclusive of eras and styles of music.
The overview of the revised secondary music curriculum states: "Analysis involves listening to live or recorded performances from a range of cultures to understand the language of music, its historical and cultural context, and how effectively its composers and performers communicate to their audience." The examples for this project are purposefully eclectic to allow music teachers to explore the wealth of music and educational resources found in the NAXOS music library.
In all 3 strands of the music curriculum, listening selections will illustrate the concepts being studied and enrich the musical learning across all grades. Through active listening, students will examine how music can enrich their lives in very unique ways. Given sufficient time, this resource should help teachers to motivate and instil a life long interest in learning about music.
*Access Steps for General Access:
1. Visit your School Board’s custom URL. This may be on your library page or your music program’s page.
2. If your board does not have a custom URL set up yet, or your Board doesn’t use one, you can visit:
www.NaxosMusicLibrary.com and log in with your credentials.
a. If you have any question or need you login credentials provided again - please contact Naxos - MusicLibrary@NaxosCanada.com.
3. Once logged in – point your mouse to the “Study Area” in
4. Mouse over “North America” – and explore the “OMEA Guided Listening Project” entry.
5. Once on the “OMEA Guided Listening Project” page, you can start enjoying the musical examples.
6. Full Teacher prompts are provided and are in line with the “C Numbers” provided in your OMEA curriculum.
a. Use these prompts to encourage musical discussion!
7. Each example will load a separate window.
a. Alternatively, you can click the “Play All In Order” link at the bottom of each “C Number” section to play all of the musical examples from that section without needing to load a different window.
8. Enjoy the wonderful world of music with your students!
Choral Works by Canadian Composers: A Selective Guidelist. Phase 2: Published Choral Compositions by Ontario Composers
Ontario Educational Resource Bank
One Life, Many Gifts
Secondary School curriculum on organ/tissue donation & transplants -- There are connections to 9 disciplines (English, civics, religious studies, PE, ARTS, guidance, social science, science
• One Life, Many Gifts
Building Children’s Understanding of the World through Environmental Inquiry
• Natural Curiousity
Facing History, Facing Ourselves
OCT Advisory and the ECOO media release:
• Elementary Arts Curriculum 2009 (pdf)
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