AMU1O Music – Grade 9 (Open)

AMU1O online is one of over 160 secondary school courses that Blyth Academy Online offers

Courses Offered

 
 
 
 
 
 
 
 
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PREREQUISITE: None

GRADE: 9 (Open)

AVAILABILITY: Blyth Academy Online

THE ONTARIO CURRICULUM: The Arts

AMU1O online 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. In AMU1O online, 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.

UNIT ONE

Foundations of Music
Essential Question: What are the elements of music and how can they be identified in a piece of music?
  • In this unit, students will be introduced to the elements of music and their respective roles in various musical pieces. Students will explore concepts and vocabulary related to rhythm, melody, timbre, texture and form, in relation to contemporary music. In doing so, students will practice and apply the critical analysis process to a range of different musical styles and genres, and work towards sharpening their active listening skills.

UNIT TWO

Rhythmic Basics
Essential Question: What are the basic components of a "beat" in music?
  • In this unit, students will learn and apply concepts and skills related to rhythm. Students will study a variety of note and rest values, and learn how to notate and play basic rhythms. Students will also compose their own original rhythms in a collaborative capacity.

UNIT THREE

Notation & Performance
Essential Question: What are the conventions of musical notation and how can we read written musical pieces?
  • In this unit, students will be introduced to the basics of musical notation and performance, both in the context of the primary musical instrument of their choice. Students will learn how to properly set-up, hold and play notes on their instrument. They will also learn how to discern between tones, semitones and accidentals on a score, on both the treble and bass clefs. Students will write and perform major and minor scale patterns, as well as compose original melodies based on these scale patterns.

UNIT FOUR

Music & Society - Past, Present and Future
Essential Question: What is the role of music in society? How does music reflect the values or conflicts of the societies in which it is made?
  • In this unit, students will be introduced to the social and historical significance of music from various time periods and various cultures and societies around the world. Students will be introduced to the major periods of European music and will be able to identify key aspects of Renaissance, Baroque and Classical forms. They will listen to and critically analyze pieces of music from these musical periods, as well as those from a wide range of world cultures. Students will explore a range of genres and styles from 20th-century popular music, and apply their knowledge through independent research.

UNIT FIVE

Composition & Music Technology
Essential Question: What is digital recording and what technology is required to record music digitally? How can the elements of music be used to create an original composition?
  • In this unit, students will be introduced to the basic principles of composition and digital music recording. Students will use various digital recording technologies to collaborate on an original musical composition. In doing so, students will work through the composition process and apply their understanding of musical elements studied throughout the course. Finally, students will engage in the creative process to submit a final composition.

CULMINATING PROJECT

30% of Final Grade
  • This project is the final evaluation for AMU1O online. The purpose of this assignment is for students to apply their knowledge, skill and creativity in music towards an original, creative musical project.
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Though our physical doors remain temporarily closed, the minds of our students stay open. Summer classes are continuing to meet on their regular daily schedules, in virtual classrooms with face-to-face instruction and peer interaction.  The Blyth Academy model of small class sizes, flexible scheduling and individualized approach have enabled us to remain faithful to our standards. Our commitment to ongoing and meaningful communication between school, teachers, students and families has been critical to this effort.

Although our students have transitioned into summer mode and COVID-19 restrictions have begun to loosen, we are looking ahead to what September will hold for our campuses and families.
We want to be clear - our preference and our priority is to get students back to our campuses, but we must ensure this is done in a safe and effective way. While we await official guidance from Public Health and the Ministry of Education, a "return to school" task force has been hard at work putting concrete operational plans in place for all likely scenarios. This includes a full return to campus with safeguards, a blended model of virtual and in-campus learning and the continuation of fully virtual classrooms. All scenarios will provide robust learning and live, daily instruction and interaction with teachers and peers. 
With ten campuses across Ontario, we realize that each one of our schools is a unique space and community. We will be implementing across-the-board policies on hand washing, facility cleaning and social distancing measures. Each school is also prepared to pivot individually based on the guidance of local health authorities and to best serve students and families. 
Our recent survey showed that over 80 per cent of Blyth Academy families are eager to return to campuses, and we are hard at work to prepare for this day. As September's scenario becomes clearer and more information becomes available, we will continue to communicate. 

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