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The learner can understand the social, political, and cultural contexts of music, therefore better informing their interpretation of the music.

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1.The learner generates initial reactions to music experiences

2.This is done through removing expectations of students and setting time aside to deeply perceive music works and allowing the student to reflect on what they heard.

3.Connect their own previous experiences with musical experiences and bridging the connections between music and other artforms.

4.Allow the students to share their first impressions of a musical work to pave the way of critical analysis of music

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The learner can justify their own interpretations while also respecting and understanding the various interpretations of others.

The learner can formulate their own ideas and beliefs about music using informed judgement and independent decision making.

The learner can apply their own beliefs about music in a purposeful way, and identify the ways music can contribute to society as a whole.

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Can recognize when theory elements and techniques are being used in a piece of music, and can understand how these elements of a musical piece influence initial reaction and personal associations.
Can understand how social, cultural, historical, political, and disciplinary lenses influence musical interpretation and appreciation.

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The learner is able to make informed musical decisions in their compositions

The learner can evaluate and adjust their musical decisions based on self-reflection and feedback

The learner can produce musical ideas and use them to effectively convey a message (musical or non-musical)

The learner can understand and apply the social and legal implications of consuming and creating music

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The student learns how to make personal and external connection while sharing experiences and learning empathy. They acknowledge the relevance of music both historically and presently. They explore the role of music in both an amateur and professional environments.
-With love, Anika and Emma:)

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The learner is open to experimentation and improvisation by integrating previous knowledge, skills, techniques, and tools.

The learner has the skills to organize musical ideas and solve musical problems, analyze, and persevere through musical challenges

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The learner develops musical elements, such as musical and creative growth, critical thinking in music, and changing music to create their own meaning in a variety of contexts.

Also, the grade 12 student would use musical terminology to illustrate the foundation of musical tools.

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-A wide understanding of musical practices

- can compare and contrast different musical experiences

- being able to respond in real time to the music being made

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The learner can draw from their own experience for inspiration.

The learner can explore a wide range of resources, arts disciplines, and diverse musical elements for ideas and questions.

The learner can use collaborative idea generation to develop ideas further.

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Can employ critical listening strategies to make informed decisions to solve musical challenges including identifying the origin, purpose, features, meaning, and appeal of a musical piece

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The learner develops understandings about people and practices in music.

They understand the purpose of the tools they are learning and can apply it to other areas of school.

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The learner can use a variety of tools and techniques to make and represent music including notation.

The learner has skills for engaging in group ensemble work.