Mission and Curriculum
Below you will find the Edina Music Department Mission, our Belief Statements, a brief curriculum statement, the Standards in Music, and the scoring rubric we use.
Our K-5 curriculum is taught using the following techniques: Improvisation, Creating, Composing, Performing, Listening, Describing, Singing, Playing, and Moving. Each grade level is taught the Musical Elements: Pitch/Melody, Rhythm, Form, Texture/Harmony, Timbre and Expressive Elements according to their grade level ability. Each skill is built upon previous years' learning and is sequenced for best comprehension.
The mission of the Edina Public Schools Music Department, working in partnership with families and community, is to provide an opportunity as an integral part of the curriculum for all students to discover, learn, develop, and refine their knowledge and skills through comprehensive musical experiences so that students gain a greater understanding of music, the deeper meaning it communicates, and its lifelong value.
- Music is a lifelong and essential part of the human experience.
- Active participation in music promotes personal expression, cooperation, and creative growth.
- Positive early childhood musical experiences enhance the brain’s capacity for learning.
- Music promotes cognitive as well as emotional and social development.
- Music encourages self-discipline and self-efficacy.
- Every person deserves the opportunity to experience and participate in music.
- Music is a vital and integral part of a comprehensive curricular education.
- Music education is enhanced with relevant use of technology.
- Our community values music education.
- Creating music with others promotes self-discipline, cooperation, and communication.
- Music is a medium for personal expression, creative growth, and building a positive self image.
- Music inherently presents the opportunity for people to identify and bridge cultural differences.
- Music is an essential part of the human experience.
- Music transforms and exalts the human spirit.
The National Music standards were edited and published in 2014. The Minnesota State Music standards are being edited to align with them. We are waiting for the final version of the Minnesota State Standards to be published then a description will be posted here. In the meantime, we follow the National Music Standards which are explained below:
The 2014 Music Standards are all about Music Literacy. The standards emphasize conceptual understanding in areas that reflect the actual processes in which musicians engage. The standards cultivate a student’s ability to carry out the three Artistic Processes* of
- Performing, and
These are the processes that musicians have followed for generations, even as they connect through music to their selves and their societies. And isn’t competence in Creating, Performing, and Responding what we really want for our students?
Students need to have experience in creating, to be successful musicians and to be successful 21st century citizens.
Students need to perform – as singers, as instrumentalists, and in their lives and careers.
Students need to respond to music, as well as to their culture, their community, and their colleagues.
Music Classroom Assessment Rubric Score Description
4: Consistently exceeds criteria independently—Demonstrates advanced use of the skill
3: Consistently meets criteria independently—Securely demonstrates the skill
2: Meets criteria with ongoing support and guidance—Developing the skill
1: Does not meet criteria—Beginning to learn and demonstrate the skill
4's are a rare occurrence. They are reserved for the truly exceptional student whose skills and behavior are above and beyond grade level expectations. Not only are these children independent learners, they strive for the next level of difficulty and musicianship. Children who receive a "4" in behavior have gone out of their way to demonstrate the Countryside Pride Values: Respect, Responsibility, Trustworthiness, Fairness, Caring, and Good Citizenship.
3's in skill and behavior are common and indicate meeting grade level expectations. A "3" means that a child has an understanding of concepts and can successfully demonstrate a skill or that he or she is behaving as a child that age is expected to behave.
2’s also indicate grade level expectation in SKILL because they denote progress. A "2" means that a child is still in the process of learning a skill or concept--he or she is making progress but still needs ongoing teacher assistance or support (as well as practice in the case of recorders) in order to complete a task successfully. In participation, a "2" means that a child often needs to be redirected and reminded of appropriate behavior choices.
1’s indicate performance below grade level expectations. A "1" means that a child is struggling to understand concepts, complete tasks or demonstrate skills—he or she has not progressed past the beginning of the learning process. A "1" in participation means a child is very disruptive and is interfering with other students' right to learn.