The Latest for Students & Parents
This course is open to all students. Music will be examined in a variety of contexts: music fundamentals, music history, exposure to musical instruments, and listening.
| STANDARDS MET | CONTENT/SKILLS/ACTIVITIES | |||
|---|---|---|---|---|
| A | B | C | D | |
| Performing and Creating | ||||
| 1-3, 5 | ||||
| 1-3 | b. Sing and perform on an instrument a variety of simple compositions to demonstrate basic understanding of pitch, rhythm, and rudimentary notation. | |||
| 7 | 9 | 6 | 8 | c. Investigate careers in music fields. |
| History and Culture | ||||
| 1-3 | a. Explore general overview of music history: early music, Medieval, Renaissance, Baroque, Classical, Romantic, American, 20th Century, and electronic music. | |||
| 1 | b. Attain knowledge of musical instruments and families. | |||
| 1-3 | c. Classify unfamiliar but representative aural examples of music by genre or style and by historical period or culture and explain their classifications. | |||
| 1-3, 6 | d. Identify sources of American music genres, trace their evolution, and cite well-known musicians associated with them. | |||
| 4,6 | e. Identify various roles musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements. | |||
| Evaluation and Analysis | ||||
| 1-3 | a. Recognize music of various musical periods. | |||
| 1 | b. Explore and understand the elements of sound/music. | |||
| 1-4 | c. Recognize selected famous compositions/composers. | |||
| 2-4 | 1-4 | d. Analyze aural examples of a varied repertoire of music representing diverse genres and cultures, by describing the uses of music elements and expressive devices. | ||
| 1-3 | e. Demonstrate fundamental knowledge of technical music vocabulary. | |||
| 1,3 | 1,4 | f. Identify and explain compositional devices and techniques used to provide unity, variety, tension, and release. | ||
| 1-4 | g. Develop specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, and arrangements. | |||
| 1-4 | h. Evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. | |||
| Aesthetic Perception | ||||
| 1,2 | a. Recognize music as an art form. | |||
| 1-5 | b. Develop a listening style. | |||
| 1,3 | 4,7 | 1,2 | c. Explain how elements, artistic processes, and organizational principles are used in similar ways in the various arts and cite examples. | |
| 1,3,6 | 1-3 | 1,2 | d. Compare two or more arts within a particular historical period or style and cite examples from various cultures. | |
| 1-7 | e. Explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music. | |||
ASSESSMENTS
- Classroom activity participation
- Identify listening examples
- Progress reports
- Written exams