Grade 10

There are no Grade 10 classes being taught this year. Below are units from previous years.

General Expectations for the course:

The expectation is for students to:

• Arrive each class with Instrument, music and laptop
• Immediately set up and begin playing unless other instructions are given
• To be working on pieces appropriate to their level (Ask Ms Mandy if you are not sure)
• To be practicing the pieces at home each week as part of their homework
• To write a reflection on their practice each week
• To ask Ms Mandy for assistance during break or lunch when you struggle with something

Musical Cultures Unit:

Here is the assignment for the game you will be creating, based on a musical culture. If you wish, you could create a movie instead.

You will be marked on these rubrics Make sure you pay close attention to what you need to hand in, as well as what you are being marked on!

Practice Makes Perfect Unit

Practice Makes Perfect final recital - March 17 at 630pm in the QA Auditorium. Students need to arrive by 6pm.

Criterion A: Demonstrating your knowledge and understanding

Practice makes perfect - explain this concept by responding to the following guiding questions in paragraph or essay form

• How do you practice? What is the point of practicing?
• How do professional musicians practice? How does this differ from amateurs and why? Give
  • examples if known.
• Does your practicing differ from how you are supposed to practice? How and why?
• What are different strategies you use for fixing problem spots?
  • Criteria A
  • 0
  • The student has not reached a standard described by any of the descriptors given below.
  • 1-2
  • The student has limited knowledge and little understanding of practicing and why we practice.. There is 1 example, and the work is not presented well, or hard to read.
  • 3-4
  • The student shows a basic acquisition of knowledge and understanding of practicing and why we practice. The student uses some subject-specific terminology to show an awareness. A statement is given which might include why we practice, who needs to practice. 3 or more Examples have been given. The work is presented well, and is not too difficult to read
  • 5-6
  • The student shows a broad understanding of practicing and why we practice, and applies theoretical knowledge and subject-specific terminology to identify some of problems faced and potential methods of solving them.4 or more examples are given and the work is well written,
  • 7-8
  • The student shows a thorough understanding of practicing and why we practice. A clear and detailed statement of practicing has been given including the proper method of practicing, and more than 3 techniques of problem solving. The student has been able to compare their practice methods with those of a professional musician, and noted the similarities and differences. 4 or more examples are given to support the statement. The student uses subject specific terminology with ease. The work is presented in a neat and logical way, and is easy to read

Criteria B: Application of your Knowledge Criteria C: Reflecting on your work

Choose a piece from the Red Essential Elements 2000 book 2. Make sure you choose something that is at your level - not too hard, but not too easy either.

1. Record yourself playing the piece for the first time (sight reading). Submit through Smart Music
2. Make some notes / journal entry etc, with specific items that you need to work on. Refer to the
   1. Criteria B rubric (below) to help you analyse your performance, and the Criteria C rubric to
   2. help your writing. Think about what you wrote for criteria A to help you practice.
3. Practice it during the week, including getting comments from others on what you need to work
   1. on
4. You may wish to make brief journal entries through the week, reflecting on what you are
   1. working on (for those students who want higher Criterion C grades)
5. Record yourself playing the piece after several days of practice Refer to the Criteria B rubric
   1. to help you. Submit through Smart Music
6. Make a journal entry mentioning the original items you were supposed to work on, whether or
   1. not you achieved your goal, and what is still needed to improve on it further
7. Record yourself playing the piece after several more days of practice Refer to the Criteria B rubric to help you. Submit through Smart Music
8. Make a final journal entry

Criteria B rubric

0

The student does not reach a standard described by any of the descriptors below.

1–2

The student’s performance is very limited by the notes, rhythms, or steady beat the student needs more practice time and needs to receive extra assistance.

Skills and techniques are applied at a very limited level of proficiency. The student attempts to apply the process of practicing, analysing, correcting.

3–4

The student’s performance is limited by the notes or rhythms, the student needs more practice time, although the song might be recognisable

Skills and techniques are applied at a limited level of proficiency. The student attempts to apply the process of practicing, analysing, correcting.

5–6

The student is able to perform their song. The melody is recognisable. There is satisfactory amount of correct notes and rhythms.

Skills and techniques are applied at a satisfactory level of proficiency. The student shows a satisfactory ability to keep a steady beat, and follow the musical process of Practice, Analyse and Correct.

7–8

The student is able to perform their song. The melody is recognisable. There is good amount of correct notes and rhythms.

Skills and techniques are applied at a good level of proficiency. The student shows a good ability to to keep a steady beat, and follow the musical process of Practice, Analyse and Correct.

9–10

The student is able to perform their song, making sure that they have all of the correct tonguing (sticking for percussion), and dynamics or other forms of expression. There is evidence of purposeful and effective attempts at making the performance excellent.

Skills and techniques are applied at a high level of proficiency. The student shows an excellent ability to apply the musical processes involved in performing music.

Criteria C

0

The student does not reach a standard described by any of the descriptors below.

1–2

The student records his or her musical development and processes with little reflection.

The student carries out a limited evaluation of his or her work, with guidance.

3–4

The student reflects on his or her musical development and processes.

The student carries out a satisfactory evaluation of his or her work. Some aspects of the evaluation may be unrealistic or incomplete.

The student attempts to use feedback in his or her musical development and processes, with guidance.

5–6

The student reflects critically on his or her musical development and processes at different stages of his or her work.

The student carries out a good evaluation of his or her work. The evaluation includes an appraisal of the quality of work produced and an identification of some areas of improvement.

The student uses feedback in his or her musical development with little guidance, which informs his or her own musical development and processes.

7–8

The student reflects critically and in depth on his or her musical development and processes at different stages of his or her work.

The student carries out an excellent evaluation of his or her work. This shows a considered appraisal of the quality of work produced and details of improvements that could be made.

The student intentionally uses feedback in his or her musical development, which shows an appropriate consideration of his or her musical processes.

Grade 10 Musical Theatre Unit

The Handout for this unit will tell you everything that you are being marked on, as well as all assessments that you need to do.

In Grade 10, you will be marked on the following Criteria:

Criterion A - Knowledge and Understanding

Criterion B - Application

Criterion C - Reflection and Self-Evaluation

Criterion D - Personal Engagement