Hi diane-20,
You havent explained in what perspective is this information
required. However, I am giving you all info for The K-12 National
Standards, PreK Standards, and also what they would mean to someone
like a music educator.
This information is gleaned from "The National Association for Music Education"
So you might want to contribute to their noble online efforts :)
Here's your answer: (link: http://www.menc.org/publication/books/prek12st.html)
The K-12 National Standards, PreK Standards, and What They Mean to Music Educators
PREKINDERGARTEN (AGE 2-4)
The years before children enter kindergarten are critical for their
musical development. Young children need a rich musical environment in
which to grow. The increasing number of day-care centers, nursery
schools, and early-intervention programs for children with
disabilities and children at risk suggests that information should be
available about the musical needs of infants and young children and
that standards for music should be established for these learning
environments as well as for K-12 settings.
The standards outlined in this section reflect the following beliefs
concerning the musical learning of young children:
1. All children have musical potential
2. Children bring their own unique interests and abilities to the
music learning environment
3. Very young children are capable of developing critical thinking
skills through musical ideas
4. Children come to early-childhood music experiences from diverse backgrounds
5. Children should experience exemplary musical sounds, activities, and materials
6. Children should not be encumbered with the need to meet performance goals
7. Children's play is their work
8. Children learn best in pleasant physical and social environments
9. Diverse learning environments are needed to serve the developmental
needs of many individual children
10. Children need effective adult models
Curriculum Guidelines
A music curriculum for young children should include many
opportunities to explore sound through singing, moving, listening, and
playing instruments, as well as introductory experiences with
verbalization and visualization of musical ideas. The music literature
included in the curriculum should be of high quality and lasting
value, including traditional children's songs, folk songs, classical
music, and music from a variety of cultures, styles, and time periods
2.
Play is the primary vehicle for young children's growth, and
developmentally appropriate early music experiences should occur in
child-initiated, child-directed, teacher-supported play environments.
In the prekindergarten, the teacher's role is to create a musically
stimulating environment and then to facilitate children's engagement
with music materials and activities by asking questions or making
suggestions that stimulate children's thinking and further
exploration.
Children also need group music time to experience the important social
and musical aspects of sharing music and making music together.
Ideally this should be delivered by either early-childhood arts
specialists employed as staff members in child-care centers and
preschools or by visiting music specialists with training in child
development to provide musicality and creativity and to serve as
models and consultants for the child-care staff.
Effective music teaching in the prekindergarten should:
1. support the child's total development--physical, emotional, social,
and cognitive
2. recognize the wide range of normal development in prekindergartners
and the need to differentiate their instruction
3. facilitate learning through active interaction with adults and
other children as well as with music materials
4. consist of learning activities and materials that are real,
concrete, and relevant to the lives of young children
5. provide opportunities for children to choose from among a variety
of music activities, materials, and equipment of varying degrees of
difficulty
6. allow children time to explore music through active involvement
Assessment
The assessment of prekindergarten children provides special
challenges. A substantial body of music education research has
determined that young children know and understand much more about
music than they can verbalize. Also, young children have not yet
developed the ability to respond in a paper-and-pencil testing format.
Another factor that affects their assessment is the very wide range of
individual developmental differences displayed by young children.
Because of these characteristics, methods of assessment that are most
appropriate to assess young children's music knowledge, skills, and
attitudes include: (1) checklists or anecdotal reports completed by
teachers, parents, or aides to record and describe verbal and
nonverbal behavior; (2) systematic observation documenting such
behavior as time on task, number of instances of an event or behavior,
and participation tendencies over time; and (3) rating scales to
provide data related to quality of responses, such as degrees of
accuracy, originality, or involvement. Finished products and correct
solutions are not the only criteria for judging whether learning has
occurred. Audiotaping and videotaping are recommended methods of
gathering samples of children's musical behavior for assessment and of
examining growth and development over time. In order to develop a
profile of each child's musical responses, representative samples of
assessment materials should be placed in a music portfolio that is
maintained for each child, beginning with the child's entrance into an
educational/child-care setting and culminating with entrance into
kindergarten.
Music Experiences for Infants and Toddlers
Infants and very young children experience music by hearing it, by
feeling it, and by experimenting with pitch and timbre in their
vocalizations. Children should experience music daily while receiving
caring, physical contact. Adults can encourage the musical development
of infants by:
1. singing and chanting to them, using songs and rhymes representing a
variety of meters and tonalities
2. imitating the sounds infants make
3. exposing them to a wide variety of vocal, body, instrumental, and
environmental sounds
4. providing exposure to selected live and recorded music
5. rocking, patting, touching, and moving with the children to the
beat, rhythm patterns, and melodic direction of music they hear
6. providing safe toys that make musical sounds the children can control
7. talking about music and its relationship to expression and feeling
Musical Experiences for Two-, Three-, and Four-Year-Old Children
Two-, three-, and four-year-old children need an environment that
includes a variety of sound sources, selected recorded music, and
opportunities for free improvised singing and the building of a
repertoire of songs. An exploratory approach, using a wide range of
appropriate materials, provides a rich base from which conceptual
understanding can evolve in later years. A variety of individual
musical experiences is important for children at this age, with little
emphasis on activities that require children to perform together as a
unit. As a result of their experiences with music, four-year-olds
should initiate both independent and collaborative play with musical
materials, and they should demonstrate curiosity about music.
Terms identified by an asterisk (*) are explained in the glossary. The
standards in this section are intended for age 4. The skills of young
children develop along a continuum, and developmentally appropriate
activities should be used at earlier levels. Age 5 is included in the
K-4 section.
1. Content Standard: Singing and playing instruments
Achievement Standard:
Children
a. use their voices expressively as they speak, chant, and sing
b. sing a variety of simple songs in various keys, meters, and
*genres,3 alone and with a group, becoming increasingly accurate in
rhythm and pitch
c. experiment with a variety of instruments and other sound sources
d. play simple melodies and accompaniments on instruments
2. Content Standard: Creating music
Achievement Standard:
Children
a. improvise songs to accompany their play activities
b. improvise instrumental accompaniments to songs, recorded
selections, stories, and poems
c. create short pieces of music, using voices, instruments, and other
sound sources
d. invent and use original graphic or symbolic systems to represent
vocal and instrumental sounds and musical ideas
3. Content Standard: Responding to music
Achievement Standard:
Children
a. identify the sources of a wide variety of sounds 4
b. respond through movement to music of various tempos, meters,
dynamics, modes, genres, and *styles to express what they hear and
feel in works of music
c. participate freely in music activities
4. Content Standard: Understanding music
Achievement Standard:
Children
a. use their own vocabulary and standard music vocabulary to describe
voices, instruments, music notation, and music of various genres,
styles, and periods from diverse cultures
b. sing, play instruments, move, or verbalize to demonstrate awareness
of the *elements of music and changes in their usage 5
c. demonstrate an awareness of music as a part of daily life
Notes:
1. "MENC Position Statement on Early Childhood Education," MENC
Soundpost 8, no.2 (Winter 1992): 21-22.
2. "MENC Position Statement on Early Childhood Education," 21.
3. E.g., folk songs, ethnic songs, singing games
4. E.g., crying baby, piano, guitar, car horn, bursting baloon
5. E.g., changes in rhythm, dynamics, tempo
GRADES K-4
Performing, creating, and responding to music are the fundamental
music processes in which humans engage. Students, particularly in
grades K-4, learn by doing. Singing, playing instruments, moving to
music, and creating music enable them to acquire musical skills and
knowledge that can be developed in no other way. Learning to read and
notate music gives them a skill with which to explore music
independently and with others. Listening to, analyzing, and evaluating
music are important building blocks of musical learning. Further, to
participate fully in a diverse, global society, students must
understand their own historical and cultural heritage and those of
others within their communities and beyond. Because music is a basic
expression of human culture, every student should have access to a
balanced, comprehensive, and sequential program of study in music.
Terms identified by an asterisk (*) are explained in the glossary. The
standards in this section describe the cumulative skills and knowledge
expected of all students upon exiting grade 4. Students in the earlier
grades should engage in developmentally appropriate learning
experiences designed to prepare them to achieve these standards at
grade 4. Determining the curriculum and the specific instructional
activities necessary to achieve the standards is the responsibility of
states, local school districts, and individual teachers.
1. Content Standard: Singing, alone and with others, a varied repertoire of music
Achievement Standard:
Students
a. sing independently, on pitch and in rhythm, with appropriate
timbre, diction, and posture, and maintain a steady tempo
b. sing *expressively, with appropriate dynamics, phrasing, and interpretation
c. sing from memory a varied repertoire of songs representing *genres
and *styles from diverse cultures
d. sing ostinatos, partner songs, and rounds
e. sing in groups, blending vocal timbres, matching dynamic levels,
and responding to the cues of a conductor
2. Content Standard: Performing on instruments, alone and with others,
a varied repertoire of music
Achievement Standard:
Students
a. perform on pitch, in rhythm, with appropriate dynamics and timbre,
and maintain a steady tempo
b. perform easy rhythmic, melodic, and chordal patterns accurately and
independently on rhythmic, melodic, and harmonic *classroom
instruments
c. perform expressively a varied repertoire of music representing
diverse genres and styles
d. echo short rhythms and melodic patterns
e. perform in groups, blending instrumental timbres, matching dynamic
levels, and responding to the cues of a conductor
f. perform independent instrumental parts 1 while other students sing
or play contrasting parts
3. Content Standard: Improvising melodies, variations, and accompaniments
Achievement Standard:
Students
a. improvise "answers" in the same style to given rhythmic and melodic phrases
b. improvise simple rhythmic and melodic ostinato accompaniments
c. improvise simple rhythmic variations and simple melodic
embellishments on familiar melodies
d. improvise short songs and instrumental pieces, using a variety of
sound sources, including traditional sounds, nontraditional sounds
available in the classroom, body sounds, and sounds produced by
electronic means 2
4. Content Standard: Composing and arranging music within specified guidelines
Achievement Standard:
Students
a. create and arrange music to accompany readings or dramatizations
b. create and arrange short songs and instrumental pieces within
specified guidelines 3
c. use a variety of sound sources when composing
5. Content Standard: Reading and notating music
Achievement Standard:
Students
a. read whole, half, dotted half, quarter, and eighth notes and rests
in 24 , 34 , and 44 meter signatures
b. use a system (that is, syllables, numbers, or letters) to read
simple pitch notation in the treble clef in major keys
c. identify symbols and traditional terms referring to dynamics,
tempo, and articulation and interpret them correctly when performing
d. use standard symbols to notate meter, rhythm, pitch, and dynamics
in simple patterns presented by the teacher
6. Content Standard: Listening to, analyzing, and describing music
Achievement Standard:
Students
a. identify simple music *forms when presented aurally
b. demonstrate perceptual skills by moving, by answering questions
about, and by describing aural examples of music of various styles
representing diverse cultures
c. use appropriate terminology in explaining music, music notation,
music instruments and voices, and music performances
d. identify the sounds of a variety of instruments, including many
orchestra and band instruments, and instruments from various cultures,
as well as children's voices and male and female adult voices
e. respond through purposeful movement 4 to selected prominent music
characteristics 5 or to specific music events 6 while listening to
music
7. Content Standard: Evaluating music and music performances
Achievement Standard:
Students
a. devise criteria for evaluating performances and compositions
b. explain, using appropriate music terminology, their personal
preferences for specific musical works and styles
8. Content Standard: Understanding relationships between music, the
other arts, and disciplines outside the arts
Achievement Standard:
Students
a. identify similarities and differences in the meanings of common
terms 7 used in the various arts
b. identify ways in which the principles and subject matter of other
disciplines taught in the school are interrelated with those of music8
9. Content Standard: Understanding music in relation to history and culture
Achievement Standard:
Students
a. identify by genre or style aural examples of music from various
historical periods and cultures
b. describe in simple terms how *elements of music are used in music
examples from various cultures of the world 9
c. identify various uses of music in their daily experiences 10 and
describe characteristics that make certain music suitable for each use
d. identify and describe roles of musicians 11 in various music
settings and cultures
e. demonstrate audience behavior appropriate for the context and style
of music performed
Notes:
1. E.g., simple rhythmic or melodic ostinatos, contrasting rhythmic
lines, harmonic progressions and chords.
2. E.g., traditional sounds: voices, instruments; nontraditional
sounds: paper tearing, pencil tapping; body sounds: hands clapping,
fingers snapping; sounds produced by electronic means: personal
computers and basic *MIDI devices, including keyboards, sequencers,
synthesizers, and drum machines.
3. E.g., a particular style, form, instrumentation, compositional technique
4. E.g., swaying, skipping, dramatic play
5. E.g., meter, dynamics, tempo
6. E.g., meter changes, dynamic changes, same/different sections
7. E.g., form, line, contrast
8. E.g., foreign languages: singing songs in various languages;
language arts: using the expressive elements of music in interpretive
readings; mathematics: mathematical basis of values of notes, rests,
and meter signatures; science: vibration of strings, drum heads, or
air columns generating sounds used in music; geography: songs
associated with various countries or regions
9. E.g., Navajo, Arabic, Latin American
10. E.g., celebration of special occasions, background music for
television, worship
11. E.g., orchestra conductor, folksinger, church organist
GRADES 5-8
The period represented by grades 5-8 is especially critical in
students' musical development. The music they perform or study often
becomes an integral part of their personal musical repertoire.
Composing and improvising provide students with unique insight into
the form and structure of music and at the same time help them to
develop their creativity. Broad experience with a variety of music is
necessary if students are to make informed musical judgments.
Similarly, this breadth of background enables them to begin to
understand the connections and relationships between music and other
disciplines. By understanding the cultural and historical forces that
shape social attitudes and behaviors, students are better prepared to
live and work in communities that are increasingly multicultural. The
role that music will play in students' lives depends in large measure
on the level of skills they achieve in creating, performing, and
listening to music.
Terms identified by an asterisk (*) are explained in the glossary.
Except as noted, the standards in this section describe the cumulative
skills and knowledge expected of all students upon exiting grade 8.
Students in grades 5-7 should engage in developmentally appropriate
learning experiences to prepare them to achieve these standards at
grade 8. These standards presume that the students have achieved the
standards specified for grades K-4; they assume that the students will
demonstrate higher levels of the expected skills and knowledge, will
deal with increasingly complex music, and will provide more
sophisticated responses to works of music. Every course in music,
including performance courses, should provide instruction in creating,
performing, listening to, and analyzing music, in addition to focusing
on its specific subject matter. Determining the curriculum and the
specific instructional activities necessary to achieve the standards
is the responsibility of states, local school districts, and
individual teachers.
1. Content Standard: Singing, alone and with others, a varied repertoire of music
Achievement Standard:
Students
a. sing accurately and with good breath control throughout their
singing ranges, alone and in small and large ensembles
b. sing with *expression and *technical accuracy a repertoire of vocal
literature with a *level of difficulty of 2, on a scale of 1 to 6,
including some songs performed from memory
c. sing music representing diverse *genres and cultures, with
expression appropriate for the work being performed
d. sing music written in two and three parts Students who participate
in a choral ensemble
e. sing with expression and technical accuracy a varied repertoire of
vocal literature with a level of difficulty of 3, on a scale of 1 to
6, including some songs performed from memory
2. Content Standard: Performing on instruments, alone and with others,
a varied repertoire of music
Achievement Standard:
Students
a. perform on at least one instrument 1 accurately and independently,
alone and in small and large ensembles, with good posture, good
playing position, and good breath, bow, or stick control
b. perform with expression and technical accuracy on at least one
string, wind, percussion, or *classroom instrument a repertoire of
instrumental literature with a level of difficulty of 2, on a scale of
1 to 6
c. perform music representing diverse genres and cultures, with
expression appropriate for the work being performed
d. play by ear simple melodies on a melodic instrument and simple
accompaniments on a harmonic instrument
Students who participate in an instrumental ensemble or class
e. perform with expression and technical accuracy a varied repertoire
of instrumental literature with a level of difficulty of 3, on a scale
of 1 to 6, including some solos performed from memory
3. Content Standard: Improvising melodies, variations, and accompaniments
Achievement Standard:
Students
a. improvise simple harmonic accompaniments
b. improvise melodic embellishments and simple rhythmic and melodic
variations on given pentatonic melodies and melodies in major keys
c. improvise short melodies, unaccompanied and over given rhythmic
accompaniments, each in a consistent *style, meter, and tonality
4. Content Standard: Composing and arranging music within specified guidelines
Achievement Standard:
Students
a. compose short pieces within specified guidelines, 2 demonstrating
how the elements of music are used to achieve unity and variety,
tension and release, and balance
b. arrange simple pieces for voices or instruments other than those
for which the pieces were written
c. use a variety of traditional and nontraditional sound sources and
electronic media when composing and arranging
5. Content Standard: Reading and notating music
Achievement Standard:
Students
a. read whole, half, quarter, eighth, sixteenth, and dotted notes and
rests in 2/4 , 3/4 , 4/4 , 6/8 , 3/8 , and alla breve meter signatures
b. read at sight simple melodies in both the treble and bass clefs
c. identify and define standard notation symbols for pitch, rhythm,
dynamics, tempo, articulation, and expression
d. use standard notation to record their musical ideas and the musical
ideas of others
Students who participate in a choral or instrumental ensemble or class
e. sightread, accurately and expressively, music with a level of
difficulty of 2, on a scale of 1 to 6
6. Content Standard: Listening to, analyzing, and describing music
Achievement Standard:
Students
a. describe specific music events 3 in a given aural example, using
appropriate terminology
b. analyze the uses of *elements of music in aural examples
representing diverse genres and cultures
c. demonstrate knowledge of the basic principles of meter, rhythm,
tonality, intervals, chords, and harmonic progressions in their
analyses of music
7. Content Standard: Evaluating music and music performances
Achievement Standard:
Students
a. develop criteria for evaluating the quality and effectiveness of
music performances and compositions and apply the criteria in their
personal listening and performing
b. evaluate the quality and effectiveness of their own and others'
performances, compositions, arrangements, and improvisations by
applying specific criteria appropriate for the style of the music and
offer constructive suggestions for improvement
8. Content Standard: Understanding relationships between music, the
other arts, and disciplines outside the arts
Achievement Standard:
Students
a. compare in two or more arts how the characteristic materials of
each art 4 can be used to transform similar events, scenes, emotions,
or ideas into works of art
b. describe ways in which the principles and subject matter of other
disciplines taught in the school are interrelated with those of music
5
9. Content Standard: Understanding music in relation to history and culture
Achievement Standard:
Students
a. describe distinguishing characteristics of representative music
genres and styles from a variety of cultures 6
b. classify by genre and style (and, if applicable, by historical
period, composer, and title) a varied body of exemplary (that is,
high-quality and characteristic) musical works and explain the
characteristics that cause each work to be considered exemplary
c. compare, in several cultures of the world, functions music serves,
roles of musicians, 7 and conditions under which music is typically
performed
Notes:
1. E.g., band or orchestra instrument, keyboard instrument, fretted
instrument, electronic instrument
2. E.g., a particular style, form, instrumentation, compositional technique
3. E.g., entry of oboe, change of meter, return of refrain
4. I.e., sound in music, visual stimuli in visual arts, movement in
dance, human interrelationships in theatre
5. E.g., language arts: issues to be considered in setting texts to
music; mathematics: frequency ratios of intervals, sciences: the human
hearing process and hazards to hearing; social studies: historical and
social events and movements chronicled in or influenced by musical
works
6. E.g., jazz, mariachi, gamelan
7. E.g., lead guitarist in a rock band, composer of jingles for
commercials, singer in Peking opera
GRADES 9-12
The study of music contributes in important ways to the quality of
every student's life. Every musical work is a product of its time and
place, although some works transcend their original settings and
continue to appeal to humans through their timeless and universal
attraction. Through singing, playing instruments, and composing,
students can express themselves creatively, while a knowledge of
notation and performance traditions enables them to learn new music
independently throughout their lives. Skills in analysis, evaluation,
and synthesis are important because they enable students to recognize
and pursue excellence in their musical experiences and to understand
and enrich their environment. Because music is an integral part of
human history, the ability to listen with understanding is essential
if students are to gain a broad cultural and historical perspective.
The adult life of every student is enriched by the skills, knowledge,
and habits acquired in the study of music.
Terms identified by an asterisk (*) are explained in the glossary. Two
levels of achievement, "proficient" and "advanced," have been
established for grades 9-12. The proficient level is intended for
students who have completed courses involving relevant skills and
knowledge for one to two years beyond grade 8. The advanced level is
intended for students who have completed courses involving relevant
skills and knowledge for three to four years beyond grade 8. Students
at the advanced level are expected to achieve the standards
established for the proficient as well as the advanced levels. Every
student is expected to achieve the proficient level in at least one
arts discipline (that is, music, dance, theatre, visual arts) by the
time he or she graduates from high school.
The standards in this section describe the cumulative skills and
knowledge expected of students exiting grade 12 who have enrolled in
relevant music courses. They presume that the students have achieved
the standards specified for grades 5-8; they assume that the students
will demonstrate higher levels of the expected skills and knowledge,
will deal with increasingly complex music, and will provide more
sophisticated responses to works of music. Every course in music,
including performance courses, should provide instruction in creating,
performing, listening to, and analyzing music, in addition to focusing
on its specific subject matter. Determining the curriculum and the
specific instructional activities necessary to achieve the standards
is the responsibility of states, local school districts, and
individual teachers.
1. Content Standard: Singing, alone and with others, a varied repertoire of music
Achievement Standard, Proficient:
Students
a. sing with *expression and *technical accuracy a large and varied
repertoire of vocal literature with a *level of difficulty of 4, on a
scale of 1 to 6, including some songs performed from memory
b. sing music written in four parts, with and without accompaniment
c. demonstrate well-developed ensemble skills
Achievement Standard, Advanced:
Students
d. sing with expression and technical accuracy a large and varied
repertoire of vocal literature with a level of difficulty of 5, on a
scale of 1 to 6
e. sing music written in more than four parts
f. sing in small ensembles with one student on a part
2. Content Standard: Performing on instruments, alone and with others,
a varied repertoire of music
Achievement Standard, Proficient:
Students
a. perform with expression and technical accuracy a large and varied
repertoire of instrumental literature with a level of difficulty of 4,
on a scale of 1 to 6
b. perform an appropriate part in an ensemble, demonstrating
well-developed ensemble skills
c. perform in small ensembles with one student on a part
Achievement Standard, Advanced:
Students
d. perform with expression and technical accuracy a large and varied
repertoire of instrumental literature with a level of difficulty of 5,
on a scale of 1 to 6
3. Content Standard: Improvising melodies, variations, and accompaniments
Achievement Standard, Proficient:
Students
a. improvise stylistically appropriate harmonizing parts
b. improvise rhythmic and melodic variations on given pentatonic
melodies and melodies in major and minor keys
c. improvise original melodies over given chord progressions, each in
a consistent *style, meter, and tonality
Achievement Standard, Advanced:
Students
d. improvise stylistically appropriate harmonizing parts in a variety of styles
e. improvise original melodies in a variety of styles, over given
chord progressions, each in a consistent style, meter, and tonality
4. Content Standard: Composing and arranging music within specified guidelines
Achievement Standard, Proficient:
Students
a. compose music in several distinct styles, demonstrating creativity
in using the *elements of music for expressive effect
b. arrange pieces for voices or instruments other than those for which
the pieces were written in ways that preserve or enhance the
expressive effect of the music
c. compose and arrange music for voices and various acoustic and
electronic instruments, demonstrating knowledge of the ranges and
traditional usages of the sound sources
Achievement Standard, Advanced:
Students
d. compose music, demonstrating imagination and technical skill in
applying the principles of composition
5. Content Standard: Reading and notating music
Achievement Standard, Proficient:
Students
a. demonstrate the ability to read an instrumental or vocal score of
up to four staves by describing how the elements of music are used
Students who participate in a choral or instrumental ensemble or class
b. sightread, accurately and expressively, music with a level of
difficulty of 3, on a scale of 1 to 6
Achievement Standard, Advanced:
Students
c. demonstrate the ability to read a full instrumental or vocal score
by describing how the elements of music are used and explaining all
transpositions and clefs
d. interpret nonstandard notation symbols used by some 20th- century composers
Students who participate in a choral or instrumental ensemble or class
e. sightread, accurately and expressively, music with a level of
difficulty of 4, on a scale of 1 to 6
6. Content Standard: Listening to, analyzing, and describing music
Achievement Standard, Proficient:
Students
a. analyze aural examples of a varied repertoire of music,
representing diverse *genres and cultures, by describing the uses of
elements of music and expressive devices 1
b. demonstrate extensive knowledge of the technical vocabulary of music
c. identify and explain compositional devices and techniques used to
provide unity and variety and tension and release in a musical work
and give examples of other works that make similar uses of these
devices and techniques
Achievement Standard, Advanced:
Students
d. demonstrate the ability to perceive and remember music events by
describing in detail significant events 2 occurring in a given aural
example
e. compare ways in which musical materials are used in a given example
relative to ways in which they are used in other works of the same
genre or style
f. analyze and describe uses of the elements of music in a given work
that make it unique, interesting, and expressive
7. Content Standard: Evaluating music and music performances
Achievement Standard, Proficient:
Students
a. evolve specific criteria for making informed, critical evaluations
of the quality and effectiveness of performances, compositions,
arrangements, and improvisations and apply the criteria in their
personal participation in music
b. evaluate a performance, composition, arrangement, or improvisation
by comparing it to similar or exemplary models
Achievement Standard, Advanced:
Students
c. evaluate a given musical work in terms of its aesthetic qualities
and explain the musical means it uses to evoke feelings and emotions
8. Content Standard: Understanding relationships between music, the
other arts, and disciplines outside the arts
Achievement Standard, Proficient:
Students
a. explain how elements, artistic processes 3, and organizational
principles 4 are used in similar and distinctive ways in the various
arts and cite examples
b. compare characteristics of two or more arts within a particular
historical period or style and cite examples from various cultures 5
c. explain ways in which the principles and subject matter of various
disciplines outside the arts are interrelated with those of music 6
Achievement Standard, Advanced:
Students
d. compare the uses of characteristic elements, artistic processes,
and organizational principles among the arts in different historical
periods and different cultures
e. explain how the roles of creators, performers, and others involved
in the production and presentation of the arts are similar to and
different from one another in the various arts 7
9. Content Standard: Understanding music in relation to history and culture
Achievement Standard, Proficient:
Students
a. classify by genre or style and by historical period or culture
unfamiliar but representative aural examples of music and explain the
reasoning behind their classifications
b. identify sources of American music genres, 8 trace the evolution of
those genres, and cite well-known musicians associated with them
c. identify various roles 9 that musicians perform, cite
representative individuals who have functioned in each role, and
describe their activities and achievements
Achievement Standard, Advanced:
Students
d. identify and explain the stylistic features of a given musical work
that serve to define its aesthetic tradition and its historical or
cultural context
e. identify and describe music genres or styles that show the
influence of two or more cultural traditions, identify the cultural
source of each influence, and trace the historical conditions that
produced the synthesis of influences
Notes:
1. E.g., rubato, dynamics
2. E.g., fugal entrances, chromatic modulations, developmental devices
3. E.g., imagination, craftsmanship
4. E.g., unity and variety, repetition and contrast
5. E.g., Baroque, sub-Saharan African, Korean
6. E.g., language arts: compare the ability of music and literature to
convey images, feelings, and meanings; physics: describe the physical
basis of tone production in string, wind, percussion, and electronic
instruments and the human voice and of the transmission and perception
of sound
7. E.g., creators: painters, composers, choreographers, playwrights;
performers: instrumentalists, singers, dancers, actors; others:
conductors, costumers, directors, lighting designers
8. E.g., swing, Broadway musical, blues
9. E.g., entertainer, teacher, transmitter of cultural tradition |
