(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 IV, Choir IV, Orchestra
IV, Jazz Ensemble IV, Jazz Improvisation IV, Instrumental Ensemble
IV, Vocal Ensemble IV, World Music Ensemble IV, Applied Music IV,
Mariachi IV, Piano IV, Guitar IV, Harp IV, International Baccalaureate
(IB) Music Standard Level (SL), or IB Music Higher Level (HL) (one
credit per course). The prerequisite for all Music, Level IV courses
is one credit of Music, Level III in the corresponding discipline.
(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) evaluate exemplary musical examples using technology
and available live performances;
(B) analyze advanced musical textures while using a
melodic reading system;
(C) analyze concepts of music notation, intervals,
and chord structure using appropriate terminology;
(D) analyze concepts of rhythm and meter using appropriate
terminology and counting system;
(E) analyze musical forms in music selected for performance
and listening;
(F) analyze concepts of balance and blend using appropriate
terminology;
(G) analyze musical styles and genres such as cantata,
opera, zydeco, motet, hip-hop, symphony, anthem, march, beats, musical
theatre, gospel jazz, and spirituals;
(H) analyze concepts of music such as rhythm, meter,
melody, harmony, texture, key, expression markings, dynamics, and
timbre using literature selected for performance; and
(I) analyze and apply health and wellness concepts
related to music practice such as body mechanics, repetitive motion
injury prevention, first-aid training, hearing protection, vocal health,
hydration, and appropriate hygienic practices.
(2) Foundations: music literacy. The student reads
and notates music using an appropriate notation system. The student
is expected to:
(A) read and notate music that incorporates advanced
melodies and rhythms; and
(B) interpret music symbols and expressive terms.
(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 increasing
level of difficulty. The student performs from notation and by memory
as appropriate. The student develops cognitive, affective, and psychomotor
skills. The student is expected to:
(A) demonstrate mature, characteristic sound appropriate
for the genre;
(B) analyze and apply 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 complex patterns
at an appropriate tempo;
(D) demonstrate observance of key signatures and modalities;
(E) demonstrate correct intonation, appropriate phrasing,
and appropriate dynamics; and
(F) create and notate or record original musical phrases
at an increasing level of difficulty.
(4) Creative expression. The student sight reads, individually
and in groups, by singing or playing an instrument. The student reads
from notation at an increasing level of difficulty in a variety of
styles. The student is expected to:
(A) exhibit mature, characteristic sound appropriate
for the genre while sight reading;
(B) refine and apply psychomotor and kinesthetic skills
such as appropriate posture, breathing, text, diction, articulation,
vibrato, bowings, fingerings, phrasing, independent manual dexterities,
and percussion techniques while sight reading;
(C) demonstrate correct articulation and rhythmic accuracy
while sight reading using a counting system within an appropriate
tempo;
(D) demonstrate observance of multiple key signatures
and changing 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;
(F) demonstrate application of dynamics and phrasing
while sight reading; and
(G) demonstrate accurate intonation while sight reading
using concepts such as vowel shapes, ensemble blend, and just intonation.
(5) Historical cultural relevance. The student relates
music to history, culture, and the world. The student is expected
to:
(A) discriminate representative examples of music by
genre, style, culture, and historical period;
(B) evaluate the relevance of music to societies and
cultures;
(C) define the relationships between music content
and concepts and other academic disciplines;
(D) explain a variety of music and music-related career
options;
(E) analyze and evaluate the impact of technologies,
ethical issues, and economic factors on music, performers, and performances;
and
(F) generate tools for college and career preparation
such as curricula vitae, electronic portfolios, personal resource
lists, performance recordings, social media applications, repertoire
lists, and audition and interview techniques.
(6) Critical evaluation and response. The student responds
to and evaluates written music and musical performance in formal and
informal settings. The student is expected to:
(A) exhibit informed concert etiquette as a performer
and an audience member during live and recorded performances in a
variety of settings;
(B) create and apply specific criteria for evaluating
performances of various musical styles;
(C) create and apply specific criteria for offering
constructive feedback using a variety of musical performances;
(D) develop processes for self-evaluation and select
tools for personal artistic improvement; and
(E) evaluate musical performances and compositions
by comparing them to similar or exemplary models and offering constructive
suggestions for improvement.
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