Daryk Educational Group.
High School - Middle School - Academy
Grade 9, Open
Ministry Course Code:
Daryk High School
Course Development date:
The Ontario Curriculum 2009
This course emphasizes the creation and performance of music at a level consistent with previous experience and is aimed at developing technique, sensitivity, and imagination. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance, and a range of reflective and analytical activities. Students will develop an understanding of the conventions and elements of music and of safe practices related to music, and will develop a variety of skills transferable to other areas of their life.
Teaching and Learning Strategies
Question and Answer period
Lectures and student interaction
Application and listening examples
One-on-one assessment and feedback,
Strategies for Assessment & Evaluation of Student Performance:
Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectation in a subject or course. The primary purpose of assessment is to improve student learning. Assessment for improving student learning is seeing as both “assessment for learning” and “assessment as learning”. As part of assessment for learning, teachers provide students with descriptive feedback and coaching for improvement. Teachers engage in assessment as learning by helping students develop their capacity to be independent, autonomous learners who are able to set individual goals, monitor their own progress, determine next steps, and reflect on their thinking and learning. Assessment of learning. The process of collecting and interpreting evidence for the purpose of summarizing learning at a given point in time, to make judgements about the quality of student learning on the basis of established criteria, and to assign a value to represent that quality. The information gathered may be used to communicate the student’s achievement to parents, other teachers, students themselves, and others. It occurs at or near the end of a
cycle of learning.
Assessment As Learning:
Answering to teacher’s questions (Observation, Conversation)
Discussion on Learning (Conversation)
Assessment For Learning:
Peer feedback (conversation)
Class Discussion (Observation)
Assigned Questions (Student Product)
worksheet (Student Product)
Unit Cumulative Review (Conversation)
Assessment of Learning:
Assignments (Student Product)
Performance tasks (student Product)
Debate (with rubric) (Observation)
Unit test (Student Product)
Students will be assessed and evaluated according to the four categories and their respective weighting.
Knowledge of forms of notation (e.g dynamics, time signature, key signature)
- Understanding information, ideas and concepts
- Understanding of relationship among facts, ideas, concepts, and themes
- Applying fundamentals with proper posture and technique.
- Communication of information and ideas (through music fundamentals)
- Accurately play music as written
- Attention to speed and maintaining a stable tempo.
Course work 70%
Summative Evaluation 30%
Consideration for Program Planning
My plan is to help students activate prior knowledge, and differentiate instruction for individual students and small groups according to need. Also many opportunities for students are provided to practice and apply their developing knowledge and skills.
Effectively I involve students in the use of higher-level thinking and encourage them to look beyond the literal meaning of texts.
My goal is to instill a passion for music through the scientific and practical benefits of music. The study and practice of music allows for the brain to receive and internalize information more efficiently than the average student. For those pursuing music, my goal is for students to develop a level of proficiency that will allow them to be completely independent, equipped with the tools to move forward on their own if students choose to continue beyond the classroom.
Cheating and Plagiarism Policy
Students must understand that they have to submit their own work on the assignments and projects Plagiarism is conserved a serious academic misconduct. Any form of cheating on the tests or the exams is strictly prohibited. If a student is caught plagiarizing or cheating, there will be consequences depending on the maturity of the student, the frequency of incidents, individual circumstances of the student and also the grade level. In the cases of the first incident, the student needs to provide explanation as to the incident has been intentional or not. Proper instruction will be given and then, the assignment is given to be redone. In the case of a second incident, there will be mark deduction and the student is reported to the principal. The amount of deduction will depend on criteria. If a student is caught cheating, they will also have to stay after class and discuss with the teacher the reason why they cheated. It will be the aim of the teacher to help the student realize why it is important not to cheat, be honest, do the best in his/her ability and accept the results.
Late and missed assignments policy
Students are responsible for handing in their assignments on time. Special care will be taken to divide up very large projects into smaller parts. Also the overall workload of the students will be considered in setting deadlines. However, if a student were to miss a due date, they will be asked to clarify the reason for not completing the assignment. It will be required of the student to provide an official Doctor’s note in case of sickness. It will be the aim of the teacher to explain to the student the importance of time-management and its direct correlation with success and achievements. Furthermore, the teacher will work with the student to develop better time-management skills. Meanwhile, the late assignments, they will be a mark deducted, up to and including the full value of the assignment.
- The Ontario Curriculum Grades 2009
- Growing Success (2010)