(a) General requirements. Students may fulfill fine
arts and elective requirements for graduation by successfully completing
one or more of the following music courses: Band I, Choir I, Orchestra
I, Jazz Ensemble I, Jazz Improvisation I, Instrumental Ensemble I,
Vocal Ensemble I, World Music Ensemble I, Applied Music I, Mariachi
I, Piano I, Guitar I, and Harp I (one credit per course).
(b) Introduction.
(1) The fine arts incorporate the study of dance, music,
theatre, and the visual arts to offer unique experiences and empower
students to explore realities, relationships, and ideas. These disciplines
engage and motivate all students through active learning, critical
thinking, and innovative problem solving. The fine arts develop cognitive
functioning and increase student academic achievement, higher-order
thinking, communication, and collaboration skills, making the fine
arts applicable to college readiness, career opportunities, workplace
environments, social skills, and everyday life. Students develop aesthetic
and cultural awareness through exploration, leading to creative expression.
Creativity, encouraged through the study of the fine arts, is essential
to nurture and develop the whole child.
(2) Four basic strands--foundations: music literacy;
creative expression; historical and cultural relevance; and critical
evaluation and response--provide broad, unifying structures for organizing
the knowledge and skills students are expected to acquire. The foundation
of music literacy is fostered through reading, writing, reproducing,
and creating music, thus developing a student's intellect. Through
creative expression, students apply their music literacy and the critical-thinking
skills of music to sing, play, read, write, and/or move. By experiencing
musical periods and styles, students will understand the relevance
of music to history, culture, and the world, including the relationship
of music to other academic disciplines and the vocational possibilities
offered. Through critical listening, students analyze, evaluate, and
respond to music, developing criteria for making critical judgments
and informed choices.
(3) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase
"such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) Foundations: music literacy. The student describes
and analyzes music and musical sounds. The student develops organizational
skills, engages in problem solving, and explores the properties and
capabilities of various musical idioms. The student is expected to:
(A) experience and explore exemplary musical examples
using technology and available live performances;
(B) identify and describe melodic and harmonic parts
when listening to and performing music using a melodic reading system
such as solfège, numbers, letter names, note names, or scale
degrees;
(C) define concepts of music notation, intervals, and
chord structure using appropriate terminology;
(D) define concepts of rhythm and meter using appropriate
terminology and counting system;
(E) explore elements of music such as rhythm, meter,
melody, harmony, key, expression markings, texture, form, dynamics,
and timbre through literature selected for performance; and
(F) apply health and wellness concepts related to music
practice such as body mechanics, hearing protection, vocal health,
hydration, and appropriate hygienic practices.
(2) Foundations: music literacy. The student reads
and writes music notation using an appropriate notation system. The
student is expected to:
(A) read and notate music that incorporates rhythmic
patterns in simple, compound, and asymmetric meters; and
(B) interpret music symbols and expressive terms referring
to dynamics, tempo, and articulation.
(3) Creative expression. The student demonstrates musical
artistry by singing or playing an instrument individually and in groups.
The student performs music in a variety of genres at an appropriate
level of difficulty. The student performs from notation and by memory
as appropriate. The student develops cognitive and psychomotor skills.
The student is expected to:
(A) demonstrate mature, characteristic sound appropriate
for the genre;
(B) demonstrate psychomotor and kinesthetic skills
such as appropriate posture, breathing, text, diction, articulation,
vibrato, bowings, fingerings, phrasing, independent manual dexterities,
and percussion techniques;
(C) demonstrate rhythmic accuracy using appropriate
tempo;
(D) demonstrate observance of key signature and modalities;
(E) demonstrate correct intonation, appropriate phrasing,
and appropriate dynamics; and
(F) create and notate or record original musical phrases.
(4) Creative expression. The student sight reads, individually
and in groups, by singing or playing an instrument. The student reads
from notation at an appropriate level of difficulty in a variety
of styles. The student is expected to:
(A) demonstrate mature, characteristic sound appropriate
for the genre while sight reading;
(B) demonstrate psychomotor and kinesthetic skills
such as use of appropriate posture, breathing, text, diction, articulation,
vibrato, bowings, fingerings, phrasing, independent manual dexterities,
and percussion techniques while sight reading;
(C) demonstrate rhythmic accuracy while sight reading
using a counting system within an appropriate tempo;
(D) demonstrate observance of key signature and modalities
while sight reading;
(E) demonstrate use of a melodic reading system such
as solfège, numbers, letter names, note names, or scale degrees
while sight reading; and
(F) demonstrate correct intonation, appropriate phrasing,
and appropriate dynamics while sight reading.
(5) Historical and cultural relevance. The student
relates music to history, culture, and the world. The student is expected
to:
(A) compare and contrast music by genre, style, culture,
and historical period;
(B) identify music-related vocations and avocations;
(C) identify and describe the uses of music in societies
and cultures;
(D) identify and explore the relationship between music
and other academic disciplines;
(E) identify and explore the impact of technologies,
ethical issues, and economic factors on music, performers, and performances;
and
(F) identify and explore tools for college and career
preparation such as social media applications, repertoire lists, auditions,
and interview techniques.
(6) Critical evaluation and response. The student listens
to, responds to, and evaluates music and musical performance in both
formal and informal settings. The student is expected to:
(A) practice informed concert etiquette as a performer
and as an audience member during live and recorded performances in
a variety of settings;
(B) design and apply criteria for making informed
judgments regarding the quality and effectiveness of musical performances;
(C) develop processes for self-evaluation and select
tools for personal artistic improvement; and
(D) evaluate musical performances by comparing them
to exemplary models.
|