Lessons One and Two: Personal Vision and Individual Style

In this module, students are learning that artists (and students) can develop their self-knowledge through the process of creating arts expressions. Students are also exploring ways that artists may convey their experience and unique vision of the world through their work.

There are many individual styles found in every major musical genre; however, some particular artists are recognized as leaders because of their unique or innovative style of expression.

•examine, analyse and interpret the work of musicians and composers within the music's cultural and historical context

Considering the cultural and historical contexts of the music, examine the individual styles of artists such as the following:

• Lennon and McCartney
• k.d. lang
• Björk
• Bessie Smith
• Joni Mitchell
• Igor Stravinsky
• Buffy Sainte-Marie
• Billie Holiday
• The Beastie Boys
• Janis Joplin
• Annie Lennox
• Glen Gould
• Ella Fitzgerald
• R. Murray Schafer
• Sarah McLaughlin
• Philip Glass
• Miles Davis
• David Foster
• Bobby McFerrin

•provide reasons for their answers, ideas, responses or choices (CEL: CCT)

Using a process such as "Responding to Arts Expressions", discuss the work of selected musical artists. Analyse the musical characteristics that distinguish one music selection or artist's style from another.

•examine how the elements of music, principles of composition and form are used

Examine the unique ways that the composers/ performers use the elements of music and principles of composition. Refer to the Planning Guide sections entitled "Elements of Music" and "Principles of Composition in Music".

•examine the relationships between their own ideas and those of other artists

•understand and use organizational structures and forms required in music (CEL: C)

•demonstrate ability to use ongoing reflection and critical analysis to clarify musical intentions, and consider how the music might be interpreted

Have students participate in the creation of short sound compositions that enable them to apply concepts they have identified in the selections studied. For example, in response to the work of Ella Fitzgerald, students could explore various ways of improvising, perhaps using theme and variation form. Students should begin with a simple melodic idea as the basis for their variations. Students could participate in a cappella singing after analysing the work of Bobby McFerrin or other a cappella singers. In response to the work of B. B. King, students could study harmonic patterns and create their own 12-bar blues. Refer to "Composing Music" in the Planning Guide, or activities suggested in the teacher's manual for Music: Its Role and Importance in our Lives.

Have the students assess their compositions and write their observations in their music journals or portfolios. How were they able to create interest in their compositions? How did they use the elements of music and principles of composition? Which concepts were applied successfully? What challenges did they encounter? In what ways could they have improved their work?