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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
- Compare traditional sources of musical sound with non-traditional sources such as modified instruments, new instruments, and environmental sounds
- Identify and define standard music notation symbols for articulation and expression
- Identify and describe musical form using aural examples
- Analyze aural music examples representing diverse genres and world cultures, using musical terms
- Compare motivic or thematic development in aural examples of musical styles and diverse genres representative of world cultures
- Listen to and demonstrate characteristic sounds on instruments of 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 solos and ensembles on a variety of classroom instruments
- Perform vocal and instrumental music representing diverse genres and world cultures with expression 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 3, on a scale of 1 to 6, including some songs 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 3, 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 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 3, on a scale of 1 to 6
Indicator
- 3. Respond to music through movement
Objective
- Describe musical structure using original movement patterns while preserving rhythmic and expressive intent.
Indicator
- 4. Read standard notation and apply it to the performance of music
Objectives
- Read and perform music that includes sixteenth notes and rests in duple, triple, and mixed meters including four sixteenth notes grouped, dotted half notes and rests followed by quarter notes and rests, dotted quarter notes and rests followed by eighth notes and rests
- Read and perform a variety of polyphonic and homophonic music on classroom instruments
- Use standard notation to record short dictated melodic phrases and rhythmic patterns (not more than eight measures in duple, triple, or quadruple meters: not more than a one-octave diatonic range; rhythms no more complex than four sixteenth notes grouped, dotted half notes and rests followed by quarter notes and rests, dotted quarter notes and rests followed by eighth notes and rests)
- Identify and describe the uses of transposition in music
- Describe similar and contrasting musical ideas in aural and notated examples
- Read and perform a variety of polyphonic and homophonic music on classroom instruments
- Sight-read on classroom instruments simple melodies in treble and bass clef (8 measures)
- Read and perform a variety of polyphonic and homophonic music at a difficulty level of 3, on a scale of 1 to 6 (for students in vocal and instrumental ensembles)
- Sight-read individually the melody and rhythm of selected eight-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
