MUSIC

MUSIC

Basis for Music

Music has always been part of our lives. It is deeply imbedded in our existence, adding depth and dimension to our environment, exalting the human spirit, and contributing in important ways to our quality of life. Music is one of the primary ways we learn about ourselves, others, actions and consequences, and traditions and beliefs. Music is one of the fundamental ways human beings create and communicate meanings. All students, regardless of age, cultural heritage, ability, or financial circumstances, should participate fully in the highest quality musical experiences possible.

Music program

The music program is designed as a comprehensive, standards-based course of study that will allow students to become musically literate. Music education helps students express and interpret meaning. Through music, students increase their awareness of rich and diverse cultures, beliefs, and societies of humankind. As students examine the role of music throughout history and in different cultures, they develop respect for diversity.

A quality K-12 music program addresses the learning needs of the whole child. Studies in music address the physical, emotional, social, intellectual, and aesthetic development of children. Music engages students by providing an experiential approach to the learning experience. Music study allows learners to be successful by addressing various learning styles and intelligences.

Learning needs

The processes of learning, creating, and understanding music are the primary goals of the music program. While performance is an important aspect of music study, it does not substitute for students' development of creative processes and of broader integrated experiences and understandings. Through creating, students are able to be imaginative, think critically, and approach tasks in new or different ways. Students develop aesthetic awareness and learn to evaluate and validate their work and the choices they make. Students also look outside themselves, discovering and demonstrating respect for the efforts and work of others.

Content Integration

Content integration is a natural component of the music program. Students synthesize and apply knowledge of music in relation to other content areas. Students recognize inter-relationships and differences between music and other arts areas as well as areas outside the arts. Through music study, students also develop and refine skills in reading, writing, and mathematics. They explore music as a science and from a cultural/historical perspective. By making appropriate connections with other areas of the curriculum, students are able to strengthen their understanding of both music and other content areas.

Technology

Students use technology in a variety of ways as a tool for exploring music. Compact disc, cassette, and video recordings help bring the world of music into the classroom, allowing students to see and hear the wide scope of music literature that exists, and introduce students to people and events that have shaped music history. Video and audio recordings are used to help students note their own development and evaluate their progress. The internet, electronic musical instruments, and computer software and hardware provide students with the opportunity to study music in many ways including researching, practicing skills, composing, arranging, orchestrating, and publishing musical works.

Assessment

Assessment is an integral part of instruction. A combination of teacher, peer, and self-assessment should be employed. The method of assessment used will depend on the purpose of the assessment. Appropriate assessment must be authentic and linked to learning targets that are identified in the North Carolina Standard Course of Study. Student assessment will take place in many forms including observation, questioning, discussion, rubrics, checklists, written products, and performance assessments. Students may keep written, audio and/or video portfolios as part of their study in music. The assessment process is an ongoing part of the teaching and learning cycle, and should be used to diagnose, monitor, and summarize student learning.

Course of Study

The North Carolina Standard Course of Study (SCS) provides a comprehensive framework for music in the public schools. The SCS communicates what students should know and be able to do as a result of instruction at each grade level or from a course. Content and skills are not limited to particular materials or methodology, and can be delivered through multiple approaches and materials. Specific teaching strategies, materials, and other information will be addressed in support documents.

The competency goals for the Music SCS parallel the National Standards for Arts Education, developed by the Consortium of National Arts Education Associations. The curriculum for each grade level and course includes a heading, foci, strands, competency goals, and objectives.

Every aspect of music study, including courses such as Band, Chorus, or Orchestra, should provide instruction in the components of creating, performing, listening to, and analyzing music, in addition to focusing on specific course subject matter. The degree of emphasis placed on each component may vary, depending upon the specific objectives of the course curriculum.

This SCS is organized in a grade-by-grade (K-8) and course-by-course (9-12) format. Because of the broad base of knowledge and skills involved in creating, performing, responding to, and understanding music, all experiences and learning must occur in a comprehensive, sequential, and standards-based manner. This SCS describes a thirteen-year program (K-12). Because students may enter studies in music at various points along this continuum, teachers may use this program of study to determine students' individual instructional levels and adapt objectives accordingly. Students at the high school level will have the option of studying music as an area of interest, or specializing in studies to prepare them for a career in music.

Strands

The strands define the major elements of music that are relevant across grade levels and provide unifying threads of understanding supported by the goals and objectives of the SCS. Creating, Performing, Responding, and Understanding are the strands in which all aspects of music can be defined:

• Creating: Refers to expressing ideas and feelings through improvising, composing, or arranging music.
• Performing: Refers to presenting or demonstrating an existing work, informally or formally; a process that calls upon the technical, expressive, and interpretive skills of the learner.
• Responding: Refers to listening, analyzing, critiquing, describing, evaluating, and moving to musical works.
• Understanding: Refers to synthesizing knowledge of music in relation to history, culture, heritage, other content areas, ideas, and life-long learning.

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