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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. Evaluate application of the elements of music and characteristics of musical sounds as they are used in a variety of genres and styles representative of world cultures
Objectives
- Categorize sources of musical sound according to the Western Traditional Instrument Classification System (families of instruments) and the Hornbostel-Sachs Instrument Classification System
- Identify and define standard music notation symbols for dynamics and tempo
- Listen to and distinguish among forms of music, including ABA, call-and-response, theme and variation, rondo, and fugue
- Describe aural musical examples representing diverse genres and world cultures, using musical terms
- Listen to music representing diverse genres and world cultures and analyze its elements and structure
- Listen to and compare instruments from various world cultures, such as the steel drum, pan pipes, conga drum, gong, tabla, sitar, and guitar
Indicator
- 2. Develop the skills needed in the performance of music in general, vocal, and instrumental settings
Objectives
- Demonstrate accuracy and independence in playing in ensembles on a variety of classroom instruments (16 measures)
- Perform vocal or instrumental music representing diverse genres and world cultures with tone color and blend characteristic of the work being performed
- Sing with expression and technical accuracy a stylistically varied repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6, including some songs performed from memory (for students enrolled in vocal performance ensembles)
- Play with expression and technical accuracy a stylistically varied repertoire of instrumental literature with a difficulty of 2, on a scale of 1 to 6, including some solos performed from memory (for students enrolled in instrumental performance ensembles)
- Sight-read, accurately and expressively, music with a level of difficulty of sub-1, on a scale of 1 to 6 (for students enrolled in instrumental performance ensembles). For students enrolled in vocal performance ensembles, sight-read music with a level of difficulty of 2, on a scale of 1 to 6
Indicator
- 3. Respond to music through movement
Objective
- Respond to music expressively through improvised movement
Indicator
- 4. Read standard notation and apply it to the performance of music
Objectives
- Read and perform music that includes four sixteenth notes grouped, in duple, triple, quadruple, and mixed meters
- Read and perform a variety of homophonic music, including music in two or three parts and some with descants, sung or played on classroom instruments
- Use standard notation to record short dictated melodic phrases and rhythmic patterns (not more than four measures in duple, triple, or quadruple meters; not more than a one-octave diatonic range; rhythms no more complex than whole, half, and quarter notes and rests, two connected eighth notes, and four sixteenth notes grouped)
- Define transposition in music
- Identify similar musical ideas in aural and notated examples
- Read and perform a variety of polyphonic and homophonic music on classroom instruments
- Play simple melodies in treble and bass clefs at sight on classroom instruments (4 measures)
- Read and perform a variety of polyphonic and homophonic music at a difficulty level of 2, on a scale of 1 to 6 (for students in vocal and instrumental ensembles)
- Sight-read individually the melody and rhythm of selected four-measure passages from music at a difficulty level of 1, on a scale of 1 to 6 (for students enrolled in vocal and instrumental ensembles)
August 6, 2008
