| (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 II, Choir II, Orchestra
II, Jazz Ensemble II, Jazz Improvisation II, Instrumental Ensemble
II, Vocal Ensemble II, World Music Ensemble II, Applied Music II,
Mariachi II, Piano II, Guitar II, and Harp II (one credit per course).
The prerequisite for each Music, Level II course is one credit of
Music, Level I 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) compare and contrast exemplary musical examples
using technology and available live performances;
(B) compare and contrast melodic and harmonic parts
using a melodic reading system such as solfège, numbers, letter
names, note names, or scale degrees;
(C) compare and contrast concepts of music notation,
intervals, and chord structure using appropriate terminology;
(D) compare and contrast concepts of rhythm and meter
using appropriate terminology and counting system;
(E) compare and contrast musical forms such as song,
binary, ternary, and rondo selected for performance and listening;
(F) compare and contrast concepts of balance and blend
using appropriate terminology;
(G) compare and contrast concepts of music such as
rhythm, meter, melody, harmony, key, expression markings, dynamics,
and timbre; and
(H) 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 notates music 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 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 increasingly mature, characteristic
sound appropriate for the genre;
(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;
(C) demonstrate rhythmic accuracy using 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 appropriate 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 increasingly mature, characteristic sound
appropriate for the genre while sight reading;
(B) demonstrate, 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 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) define uses of music in societies and cultures;
(C) identify and explore the relationships between
music and other academic disciplines;
(D) identify music-related vocations and avocations;
(E) identify and explore the impact of technologies,
ethical issues, and economic factors on music, musicians, and performances;
and
(F) identify and explore tools for college and career
preparation such as personal performance recordings, 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 formal
and informal settings. The student is expected to:
(A) exhibit 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.
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