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Perceiving and Responding: Aesthetic Education:
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Perceiving and Responding: Aesthetic Education |
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Standard 1.0 Perceiving and Responding: Aesthetic Education
Students will demonstrate the ability to perceive, perform, and respond to music.
Indicator
- 1. Develop awareness of the characteristics of musical sounds and the diversity of sounds in the environment
Objectives
- Identify a variety of instruments by sight and sound, including the flute, clarinet, saxophone, trumpet, trombone, tuba, violin, cello, tympani, bass drum, snare drum, cymbals, and xylophone
- Identify rondo form in music when presented aurally
- Read music notation including dynamics (p, f, mp, mf, pp, and ff), tempo (allegro, adagio, moderato, and andante), and meter (2/2, 2/4, 4/4, 3/4, 6/8, 5/4, and 12/8)
- Describe environmental sounds heard, with attention to tone color and intervals (same, step, skip)
- Listen to and identify adult voices as soprano, alto, tenor, or bass
- Listen to and identify instruments from various world cultures, such as the steel drum, pan pipes, conga drum, gong, tabla, sitar, and guitar
Indicator
- 2. Experience performance through singing and playing instruments in general, vocal, and instrumental settings, and listening to performances of others
Objectives
- Perform accurately simple rhythms at sight from standard notation: four sixteenth notes, eighth rests
- Sing and play a varied repertoire of music representing diverse genres, styles, and world cultures, adhering to given expression markings
- Sing songs accurately in simple two-part harmony using two-staff systems
- Perform accurately and independently instrumental parts while other students sing or play contrasting parts
- Sing or play in groups, blending timbres, matching dynamic levels, and responding to the conducting cues of the teacher
Indicator
- 3. Respond to music through movement
Objectives
- Perform improvised movement to communicate meaning or feeling in music
- Conduct music in three meter
Indicator
- 4. Experiment with standard and individually created symbols to represent sounds
Objectives
- Read standard chord symbols and play the represented chords on classroom instruments (I, IV, and V chords)
- Write simple melodic patterns from dictation using quarter, eighth, half, whole, dotted half, four sixteenth notes, and corresponding rests (melodic range of five notes, 2 measures)
- Create and notate melodies on the treble staff using standard notation (4 measures)
- Read and perform simple pitch and rhythm notation on the treble staff in the keys of F and G major, using solfeggio or a comparable system
August 6, 2008
