Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music.
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1 Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music. 1. The student will develop a technical vocabulary of music through essays and dialogue about the uses of elements of music in master compositions and contemporary works. 2. The student will compare the ways in which musical materials are used in a given example with the ways in which they are used in other works of the same genre or style. A. Can the student develop a technical vocabulary of music through essays and dialogue about the uses of elements of music in master compositions and contemporary works? A. Can the student compare the ways in which musical materials are used in a given example? Through listening to selected recordings and reading selected essays, the student will identify and discuss: form texture counterpoint phrasing structure When listening to selected recordings in the same genre, the student will compare the way musical materials are used. 1
2 Curriculum Standard Two: The student will read and notate music. 1. The student will sight-read music accurately and expressively. 2. The student will follow an instrumental score of up to four staves and describe how the elements of music and the standard notation symbols are used. A. Can the student sight-read music accurately and expressively, explaining the pitch variations in either bass or treble clef? A. Can the student read an instrumental score and describe how elements of music and standard notation symbols are interpreted? The student will sight read appropriate grade music accurately and expressively. The student will explain elements of music and standard notation symbols while reading music: major intervals minor intervals skips steps note names dynamics pitch rhythm tempo articulation expression clef recognition 2
3 Curriculum Standard Three: The student will sing or perform on instruments a varied repertoire of music. 1. The student will perform on an instrument, with expression and technical accuracy, a varied repertoire of instrumental literature, including songs performed from memory. 2. The student will perform on an instrument in small ensembles or solo, demonstrating a knowledge of a varied repertoire, expression, and technical accuracy. A. Can the student perform on an instrument a varied repertoire of instrumental literature including songs from memory? A. Can the student perform on an instrument a varied repertoire or instrumental literature including songs from memory? The student will perform a varied repertoire of instrumental music. The student will perform a varied repertoire of vocal or instrumental music. 3
4 Curriculum Standard Four: The student will improvise melodies, variations, and accompaniments. 1. The student will perform rhythmic and melodic variations on given melodies. 2. The student will perform original melodies in a variety of styles, over chord progressions, in a consistent style, meter, and tonality. A. Can the student perform rhythmic and melodic variations on given melodies? A. Can the student perform original melodies in a variety of styles, over chord progressions in a consistent style, meter, and tonality? The student will perform rhythmic and melodic variations on given melodies. The student will perform original melodies in a variety of styles, over chord progressions in a consistent style, meter, and tonality. 4
5 Curriculum Standard Five: The student will compose and arrange music. STANDARD NOT APPLICABLE. 5
6 Curriculum Standard Six: The student will develop knowledge and skills necessary to understand and perform music from all parts of the world. 1. The student will perform examples of a varied repertoire of music, representing diverse genres and cultures, and describe the uses of the elements of music, including expressive devices. 2. The student will perform a variety of musical forms based on cultural styles, both tonal and microtonal. A. Can the student perform examples of a varied repertoire of music, representing diverse cultures, and identify and discuss the uses of the elements of music including expressive devices? A. Can the student perform a variety of musical forms, based on cultural styles, both tonal and microtonal? The student will perform examples of music representing a diversity of cultures, and will identify and discuss the uses of the elements of music, including expressive devices. Given aural examples, the student will be able to perform a variety of musical forms based on cultural styles, both tonal and microtonal. 6
7 Curriculum Standard Seven: The student will develop knowledge and understanding of the relationship of music history and culture. 1. The student will perform with expression, technical accuracy, and knowledge of origins, a large repertoire of music from diverse cultural sources. A. Can the student perform with expression, technical accuracy, and knowledge of origins, a large repertoire of music from diverse cultural sources? Through participation in large or small ensembles and solo presentations, the student will perform with expression, technical accuracy, and knowledge, a large repertoire of music from diverse cultural sources. 7
8 Curriculum Standard Eight: The student will apply knowledge, skills, and understanding to make critical judgment about and determine the quality of music experiences and performances. 1. The student will evolve specific criteria for making informed, critical judgments about the quality and effectiveness of performances, compositions, and arrangements. 2. The student will compare formal classical criteria for evaluation with criteria developed for the evaluation of musical works from a variety of cultures. A. Can the student create a set of specific criteria for making informed, critical judgments about the quality of a performance, arrangement, and composition? A. Can the student compare formal classical criteria for evaluation with criteria developed for the evaluation of musical works from diverse cultures? The student, working cooperatively, will create a specific set of criteria to be used to make informed, critical judgments about the quality of a performance, arrangement, and composition. The student will write a paper that identifies and discusses the differences, commonalties, and inherent limitations of formal classical criteria versus ethno musicological criteria in evaluating music of diverse cultures. 8
Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music.
Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music. 1. The student will analyze an aural example of a varied repertoire of music
Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music.
Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music. 1. The student will develop a technical vocabulary of music. 2. The student
Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music.
Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music. 1. The student will develop a technical vocabulary of music through essays
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