Grade 9

There are no Gr 9 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!

Sample Reflection:

October 27 2013

My goal for this week was to learn #25 Lightly Row. My first step as a beginner was to make sure I knew what the notes were. My second step was to listen to how it was supposed to go, so I would know what I am needing to produce. Once I had done that, I tried playing it myself and I listened to my takes so I could see where I had problems. One of the problems I had was to keep up with the recording. One of the ways I tried to solve this was to slow down the tempo temporarily until I could play it well slowly. I played my piece for my Mum and she told me that it sounded like a real song. I was proud of the fact that she could recognise the song.

Practice Makes Perfect unit

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: Developing your skills Criteria C and D: 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 and D rubrics 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 & D 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

Grade 9 Popular Music Unit

Popular Music handout

You will be marked on (you must be logged into your QA Senior Gmail to view the below)

Criterion A - Using Knowledge

Criterion B - Developing Skills

Criterion C - Thinking Creatively

Criterion D - Responding

Previous Units

Music History