| (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 and reads, writes, and reproduces music
notation. The student is expected to:
(A) identify the known five voices and adult/children
singing voices;
(B) identify visually and aurally the instrument families;
(C) use basic music terminology in describing changes
in tempo, including allegro/largo, and dynamics, including forte/piano;
and
(D) identify and label repetition and contrast in simple
songs such as ab, aaba, or abac patterns.
(2) Foundations: music literacy. The student reads,
writes, and reproduces music notation. Technology and other tools
may be used to read, write, and reproduce musical examples. The student
is expected to:
(A) read, write, and reproduce rhythmic patterns, including
quarter note/paired eighth notes and quarter; and
(B) read, write, and reproduce melodic patterns, including
three tones from the pentatonic scale.
(3) Creative expression. The student performs a varied
repertoire of developmentally appropriate music in informal or formal
settings. The student is expected to:
(A) sing tunefully or play classroom instruments, including
rhythmic and melodic patterns, 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 part work, including beat versus
rhythm, rhythmic ostinato, and vocal exploration; and
(E) perform music using tempo, including allegro/largo,
and dynamics, including forte/piano.
(4) Creative expression. The student creates and explores
new musical ideas. The student is expected to:
(A) create short, rhythmic patterns using known rhythms;
(B) create short, melodic patterns using known pitches;
and
(C) explore new musical ideas using singing voice and
classroom instruments.
(5) 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,
patriotic events, folk music, and seasonal music;
(B) identify steady beat in short musical excerpts
from various periods or times in history and diverse cultures; and
(C) identify simple interdisciplinary concepts relating
to music.
(6) 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) recognize known rhythmic and melodic elements in
simple aural examples using known terminology;
(C) distinguish same/different between beat/rhythm,
higher/lower, louder/softer, faster/slower, and simple patterns in
musical performances; and
(D) respond verbally or through movement to short musical
examples.
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