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National Core Arts Standards: A Conceptual Framework, is a narrative document that outlines the philosophy, primary goals, dynamic processes, structures, and outcomes that shape student learning and achievement in dance, media arts, music, theatre, and visual arts, as articulated in the National Core Arts Standards.
The National Core Music Standards are designed to guide music educators as they help their students achieve the goal of independent music literacy. The structure of the standards organizes outcomes by Artistic Process, thereby facilitating sequential instruction while also authentically reflecting the way musicians think and work.
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National Core Arts Standards: A Conceptual Framework for Arts Learning. This narrative document outlines the philosophy, primary goals, dynamic processes, structures, and outcomes that shape student learning and achievement in dance, media arts, music, theatre, and visual arts, as articulated in the National Core Arts Standards.
standards for five subdisciplines of music: General Music (grades K –8), Guitar, Keyboard, and Harmonizing Instruments, Traditional and Emerging Ensembles, Composition and Theory, and Music . 1 The knowledge and understanding required to participate authentically in the arts. An artistically
- 1MB
- 157
- The New Standards Driving New Curricula
- I. CREATING
- II. PERFORMING
- III. RESPONDING
- IV. CONNECTING
- Objectives
- Essential and Focus Questions
- Scope and Sequence
- Instructional/Teaching Strategies
- Assured and Suggested Learner Activities
- Technology Competency Standards
- 1. Tone quality-(National Standards #2, #6, #7)
- 2. Bowing and Rhythm (National Standards #5, #3)
- Essential Questions
- Focus Questions
- Scope and Sequence
- Instructional / Teaching Strategies
- Technology Competency Standards
- Evaluation / Assessment Methods
Because the new standards focus on conceptual understanding, new music curricula place more importance on creating, responding, and connecting. Students will continue to perform, but by creating music, responding to music, and making connections through music, they will gain a much deeper understanding, a more conceptual understanding. This is simi...
Imagine: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources. Plan and Make: Musicians’ creative choices are influenced by their expertise, context, and expressive intent. Evaluate and Refine: Musicians evaluate and refine their wok through openness to new ideas, persistence, and the applicatio...
Select: Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire. Analyze: Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance. Interpret: Performers make int...
Select: Individuals’ selection of musical works is influenced by their interests, experiences, understandings, and purposes. Analyze: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. Interpret: Through their use of elements and structures of music...
Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and responding. The Old: Kindergarten Music
1. Singing, alone and with others, a varied repertoire of music. Achievement Standard: The student will: -mimic high and low sounds -explore vocal and mouth sounds -produce high and low sounds -match pitches -simple songs Assessment: Sing alone, or in small groups, by rote. 2. Performing on instruments, alone and with others, a varied repertoire of...
Why does music have a beat? Why does music have rhythm? How is music different from other sounds around us?
Perform a steady beat through movement or on an instrument Notate a steady beat Create different beats using rhythmic notation Identify the aural, visual and kinesthetic differences between a beat and a rhythm Improvise a rhythm to a steady beat accompaniment Use rhythmic notation to create original and dictated rhythms Identify beats and rhythms i...
Demonstrate a steady beat and/or rhythms through movement such as walking, jumping, marching, dancing, imitating, passing an object, body percussion, and playing an instrument Create visual icons or standard notation to represent the beat or rhythm Model words and syllables to demonstrate beat and rhythm Create lists or charts to sort sounds with b...
Play classroom instruments Use dance or created movements to express a musical concept Be a conductor Sing songs related to the concept taught Use body percussion Read and write notation Listen to or watch live/pre-recorded performances and identify the related concept
1. Creativity and Innovation - Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues.
Achievement Standard, Beginner: The student will: Assessment: understand the care and maintenance of their instrument demonstrate correct bow hold demonstrate correct instrument posture demonstrate the ability to draw straight bow on the proper contact point with even bow speed Simple melodies from lesson book learned by rote first. Achievement Sta...
Achievement Standard, Beginner: The student will: Assessment: demonstrate types of bowing: detache (legato) two-note slur and tie bow lifts right hand pizzicato demonstrate rhythms using these note values by either reading the notation or echoing patterns played by teacher: quarter half dotted half whole notes eighth notes The student will produce ...
How do I do my best playing? When I listen to myself play, what do I listen for?
How do I take proper care of my instrument? How do I hold the instrument correctly? Which hand/finger do I pluck with? Which hand/fingers do I use on the fingerboard? How do I go about practicing at home? Why is it important to be able to sing the songs I play?
Proper care of instrument Correct way to hold the instrument How to pluck strings with right hand. (Pizzicato) How to place left fingers on fingerboard Play short songs by rote
Teacher models correct way to hold instrument Teacher leads students in clapping rhythms while counting or using syllables Teachers guides students to sing solfege syllables in rhythm Teacher monitors students as they sing note names or fingerings in rhythm Teachers leads students in singing note names or fingerings in rhythm while playing pizzicat...
1. Creativity and Innovation - Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: c. use models and simulations to explore complex systems and issues. 4. Critical Thinking, Problem Solving, and Decision Making - Students use critical thinking skills to plan and co...
Each student will perform Common Arts Assessment in the fall to establish a baseline reading. On a regular basis, teacher will give immediate verbal feedback to student about correct playing position, notes, and rhythms. Teacher will regularly hear student play selected pieces and indicate to student whether he/she has achieved sufficient mastery. ...
Mar 23, 2021 · The National Core Arts Standards are a statement of what every young American should gain in terms of arts literacy in five disciplines—dance, music, theatre, the visual arts, and media arts. The standards apply to grades K–12 and speak to both content and achievement.
Apr 7, 2020 · In 2019, the CPS arts department called on teachers to work with curriculum consultants to design a comprehensive, standards aligned curriculum for Dance, Fine Arts, Music, and Theater. Eight fellow music teachers and I were selected to develop the first stage of the process: scope and sequence.
