Music
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1. KEY IDEA - Creating, Performing, and Participating
Students will compose original music and perform music written by others. They will understand and use the basic elements of music in their performances and compositions. Students will engage in individual and group musical and music-related tasks, and will describe the various roles and means of creating, performing, recording, and producing music.
PERFORMANCE INDICATORS
- Compose a collection of works for wind, string, percussion, vocal, keyboard, or electronic media that demonstrates an understanding and application of the musical elements and music related technology.
- Monitor and adjust their performance and compositional techniques, identifying strengths and areas for improvement.
- Improvise and arrange extended musical compositions that exhibit cohesiveness and musical expression.
- In choral and instrumental ensembles, read difficult/very difficult music (NYSSMA level V or VI); exhibit independent control over tone quality, intonation, rhythm, dynamics, balance, blend, expression, and articulation; and respond appropriately to the gestures of the conductor.
- Adopt at least two of the roles they identify as needed (composer, arranger, copyist, conductor, performer, announcer, instrument maker or provider, program annotator, recordist) to produce the performance of a musical composition in the classroom.
- In performing groups, produce musical performances by peer-led small ensembles and sections of larger ensembles.
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2. KEY IDEA - Knowing and Using Arts Materials and Resources
Students will use traditional instruments, electronic instruments, and a variety of nontraditional sound sources to create and perform music. They will use various resources to expand their knowledge of listening experiences, performance opportunities, and/or information about music. Students will identify opportunities to contribute to their communities’ music institutions, including those embedded in other institutions (church choirs, ensembles, etc.). Students will know the vocation and avocations available to them in music.
PERFORMANCE INDICATORS
- Develop a classified and annotated directory of nearby music-related establishments such as instrument and music retailers, instrument makers and repair persons, recording studios, union representatives, etc.
- Identify ways that they have contributed to the support of the musical groups of which they are members.
- Explain opportunities available to them for further musical growth and professional development in higher education and community institutions.
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3. KEY IDEA - Responding to and Analyzing Works of Art
Students will demonstrate the capacity to listen to and comment on music. They will relate their critical assertions about music to its aesthetic, structural, acoustic, and psychological qualities. Students will use concepts based on the structure of music’s content and context to relate music to other broad areas of knowledge. They will use concepts from other disciplines to
enhance their understanding of music.- Assess, describe, and evaluate the development of their personal contributions to their own, their school’s, and their community’s musical life by appropriately using musical and socio-cultural terms and concepts (contributions and skills of musicians, functions of music in society, etc.).
- Demonstrate a practical knowledge of sound production and architectural acoustics to predict the general effects on sound of room shapes, building construction practices, and common absorbers.
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4. KEY IDEA - Understanding the Cultural Dimensions and Contributions of the Arts
Students will develop a performing and listening repertoire of music of various genres, styles, and cultures that represent the peoples of the world and their manifestations in the United States. Students will recognize the cultural features of a variety of musical compositions and performances and understand the functions of music within the culture.
PERFORMANCE INDICATORS
- Analyze music from various cultures on the basis of its functions, giving examples and describing uses to which music is put in those cultures.
- In performing ensembles, read and perform repertoire in a culturally authentic manner and use culture-based criteria for assessing performances, their own and others’.
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