This course is open to students who wish to work individually and/or in small groups in all instrumental or vocal capacities.
| STANDARDS MET | CONTENT/SKILLS/ACTIVITIES | |||
|---|---|---|---|---|
| A | B | C | D | |
| Performing and Creating | ||||
| 1-4 | a. Gain a working knowledge of voice/instrument through individual performance. | |||
| 1-4 | b. Demonstrate proper solo practice techniques/concentration skills and well-developed ensemble skills. | |||
| 1-4 | c. Perform a large and varied repertoire of literature with expression and technical accuracy at a difficulty level of 4 on a scale of 1-6, including pieces performed from memory. | |||
| 1-5 | d. Perform music written for both solo and ensemble presentation with and without accompaniments. | |||
| 1-4 | e. Improvise stylistically appropriate harmonic, rhythmic, and melodic variations. | |||
| 1-4 | f. Compose and arrange music in different styles and instrumentation/voicing, demonstrating understanding of elements of music. | |||
| 1-4 | g. Demonstrate ability to read a vocal score (up to four staves), instrumental score, and sight read accurately and expressively at a difficulty level of 4, on a scale of 1-6. | |||
| 7 | 9 | 6 | 8 | h. Investigate careers in music fields. |
| History and Culture | ||||
| a. Explore music from various historical periods. | ||||
| 3 | 1-3 | b. Classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain their classifications. | ||
| 1,2,4 | c. Identify sources of American music genres, trace their evolution, and cite well-known musicians associated with them. | |||
| 1,2,4,6 | d. Identify various roles musicians perform and describe those musicians’ activities and achievements. | |||
| Evaluation and Analysis | ||||
| a. Set personal goals. | ||||
| 2,3 | b. Develop individual discipline. | |||
| 2,3 | 1,2 | c. Learn the fundamentals of music notation: note and rest values, articulations, simple and compound meters, rhythms, dynamics, tempos, note names, time and key signatures, intervals and chord structures. | ||
| 3,4 | 1,2,4 | d. Analyze aural examples of a varied repertoire of music representing diverse genres and cultures by describing the uses of music and expressive devices. | ||
| 1-3 | 1 | e. Demonstrate extensive knowledge of the technical vocabulary of music. | ||
| 3 | 1,2 | f. Identify and explain compositional devices and techniques used to provide unity, variety, tension, and release in a musical work, and give examples of other works that make similar use of those devices and techniques. | ||
| 3,4 | 1-3 | g. Develop specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations. | ||
| 3,4 | 1-2 | h. Evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. | ||
| Aesthetic Perception | ||||
| a. Recognize aesthetic values of the eras: Renaissance, Baroque, Classical, Romantic, Impressionistic, and Contemporary. | ||||
| 3,6 | 6 | 1,2 | 2 | |
| 6 | 1-3, 6-8 | 1,2 | 2 | c. Compare characteristics of two or more of the arts within a historical/cultural period or style and cite examples from various cultures. |
ASSESSMENTS
- Comparison of progress relative to set personal goals
- Progress reports
- Self-evaluation
- Skill evaluation by instructor
*Prerequisite: Permission of instructor