| (a) 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.
(b) Knowledge and skills.
(1) Foundations: music literacy. The student describes
and analyzes musical sound. The student is expected to:
(A) identify the differences between the five voices,
including singing, speaking, inner, whispering, and calling voices;
(B) identify the timbre of adult and child singing
voices;
(C) identify the timbre of instrument families;
(D) identify same/different in beat/rhythm, higher/lower,
louder/softer, faster/slower, and simple patterns in musical performances;
and
(E) identify beat, rhythm, and simple two-tone or three-tone
melodies using iconic representation.
(2) Creative expression. The student performs a varied
repertoire of developmentally appropriate music in informal or formal
settings. The student is expected to:
(A) sing or play classroom instruments independently
or in groups;
(B) sing songs or play classroom instruments from
diverse cultures and styles independently or in groups;
(C) move alone or with others to a varied repertoire
of music using gross and fine locomotor and non-locomotor movement;
(D) perform simple partwork, including beat versus
rhythm; and
(E) perform music using louder/softer and faster/slower.
(3) Historical and cultural relevance. The student
examines music in relation to history and cultures. The student is
expected to:
(A) sing songs and play musical games, including rhymes,
folk music, and seasonal music; and
(B) identify simple interdisciplinary concepts related
to music.
(4) Critical evaluation and response. The student listens
to, responds to, and evaluates music and musical performances. The
student is expected to:
(A) identify and demonstrate appropriate audience behavior
during live or recorded performances;
(B) identify steady beat in musical performances; and
(C) compare same/different in beat/rhythm, higher/lower,
louder/softer, faster/slower, and simple patterns in musical performances.
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