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:
- evaluate exemplary musical examples using technology and available live performances;
- analyze advanced musical textures while using a melodic reading system;
- analyze concepts of music notation, intervals, and chord structure using appropriate terminology;
- analyze concepts of rhythm and meter using appropriate terminology and counting system;
- analyze musical forms in music selected for performance and listening;
- analyze concepts of balance and blend using appropriate terminology;
- analyze musical styles and genres such as cantata, opera, zydeco, motet, hip-hop, symphony, anthem, march, beats, musical theatre, gospel jazz, and spirituals;
- analyze concepts of music such as rhythm, meter, melody, harmony, texture, key, expression markings, dynamics, and timbre using literature selected for performance; and
- analyze and apply health and wellness concepts related to music practice such as body mechanics, repetitive motion injury prevention, first-aid training, hearing protection, vocal health, hydration, and appropriate hygienic practices.
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Foundations: music literacy. The student reads and notates music using an appropriate notation system. |
The student is expected to:
- read and notate music that incorporates advanced melodies and rhythms; and
- interpret music symbols and expressive terms.
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Creative expression. The student demonstrates musical artistry by singing or playing an instrument individually and in groups. The student performs music in a variety of genres at an increasing level of difficulty. The student performs from notation and by memory as appropriate. The student develops cognitive, affective, and psychomotor skills. |
The student is expected to:
- demonstrate mature, characteristic sound appropriate for the genre;
- analyze and apply psychomotor and kinesthetic skills such as appropriate posture, breathing, text, diction, articulation, vibrato, bowings, fingerings, phrasing, independent manual dexterities, and percussion techniques;
- demonstrate rhythmic accuracy using complex patterns at an appropriate tempo;
- demonstrate observance of key signatures and modalities;
- demonstrate correct intonation, appropriate phrasing, and appropriate dynamics; and
- create and notate or record original musical phrases at an increasing level of difficulty.
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Creative expression. The student sight reads, individually and in groups, by singing or playing an instrument. The student reads from notation at an increasing level of difficulty in a variety of styles. |
The student is expected to:
- exhibit mature, characteristic sound appropriate for the genre while sight reading;
- refine and apply psychomotor and kinesthetic skills such as appropriate posture, breathing, text, diction, articulation, vibrato, bowings, fingerings, phrasing, independent manual dexterities, and percussion techniques while sight reading;
- demonstrate correct articulation and rhythmic accuracy while sight reading using a counting system within an appropriate tempo;
- demonstrate observance of multiple key signatures and changing modalities while sight reading;
- demonstrate use of a melodic reading system such as solfège, numbers, letter names, note names, or scale degrees while sight reading;
- demonstrate application of dynamics and phrasing while sight reading; and
- demonstrate accurate intonation while sight reading using concepts such as vowel shapes, ensemble blend, and just intonation.
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Historical and cultural relevance. The student relates music to history, culture, and the world. |
The student is expected to:
- discriminate representative examples of music by genre, style, culture, and historical period;
- evaluate the relevance of music to societies and cultures;
- define the relationships between music content and concepts and other academic disciplines;
- explain a variety of music and music-related career options;
- analyze and evaluate the impact of technologies, ethical issues, and economic factors on music, performers, and performances; and
- generate tools for college and career preparation such as curricula vitae, electronic portfolios, personal resource lists, performance recordings, social media applications, repertoire lists, and audition and interview techniques.
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Critical evaluation and response. The student responds to and evaluates written music and musical performance in formal and informal settings. |
The student is expected to:
- exhibit informed concert etiquette as a performer and an audience member during live and recorded performances in a variety of settings;
- create and apply specific criteria for evaluating performances of various musical styles;
- create and apply specific criteria for offering constructive feedback using a variety of musical performances;
- develop processes for self-evaluation and select tools for personal artistic improvement; and
- evaluate musical performances and compositions by comparing them to similar or exemplary models and offering constructive suggestions for improvement.
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