(a) General requirements. Students may fulfill fine
arts and elective requirements for graduation by successfully completing
one or more of the following music courses: Music Theory I-II; Music
Appreciation I-II; Music Business I-II; Music Composition I-II; Music
Production I-II; Music and Media Communications I-II; or College Board
Advanced Placement (AP) Music Theory. There are no prerequisites for
Music Study Level I courses. Students may take Music Studies with
different course content for a maximum of three credits.
(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 read, write, create, 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 notates music using an appropriate notation system. The student
is expected to:
(A) read notation systems or manipulate sounds as appropriate
to the course of study;
(B) read and notate or record and produce music that
incorporates rhythmic patterns in simple, compound, and asymmetric
meters as appropriate;
(C) interpret music symbols and expressive terms referring
to concepts such as dynamics, tempo, and articulation as appropriate;
(D) demonstrate cognitive skills, including observance
of key signature and modalities, while studying or producing music
at an appropriate level of difficulty; and
(E) demonstrate music-making skills such as appropriate
use of technology in recording, notating, editing, manipulating, arranging,
Standard Motion Picture Time Encryption (SMPT), and emergent technologies.
(3) Creative expression. The student, individually
and in groups, makes music of an appropriate level of difficulty in
a variety of genres from notation, recording, or by memory as appropriate.
The student is expected to:
(A) demonstrate, create, or apply characteristic sounds
appropriate for the genre;
(B) create, examine, or perform a repertoire of music
representing a variety of styles, including those from diverse cultures;
(C) demonstrate understanding of correct articulation
and rhythmic accuracy;
(D) demonstrate understanding of correct dynamics and
phrasing;
(E) demonstrate understanding of correct intonation;
and
(F) exhibit and explain appropriate performance techniques
for formal and informal concerts or recording sessions.
(4) Creative expression. The student creates original
music within specified guidelines. The student is expected to:
(A) create original musical phrases; and
(B) notate or record original musical phrases.
(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, musicians, and performances;
and
(F) identify and explore tools for college and career
preparation such as social media applications, repertoire lists, and
audition 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) practice informed concert etiquette as a performer
and 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 such as critical listening
and individual and group performance recordings; and
(D) evaluate musical performances by comparing them
to exemplary models.
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