State Of New York Music Standards

New York State Standards For Music Education

1. Creating, performing, and participating in the arts Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.

2. Knowing and using arts materials and resources Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.

3. Responding to and analyzing works of art Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought.

4. Understanding the cultural dimensions and contributions of the arts Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.

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Standard 1 - Creating, Performing, and Participating in the Arts

Key idea: 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.

Elementary Students will:

• create short pieces consisting of sounds from a variety of traditional, electronic, and nontraditional sound sources

• sing songs and play instruments, maintaining tone quality, pitch, rhythm, tempo, and dynamics; perform the music expressively; and sing or play simple repeated patterns (ostinatos) with familiar songs, rounds, partner songs, and harmonizing parts

• read simple standard notation in performance, and follow vocal or keyboard scores in listening

• respond appropriately to the gestures of the conductor

• identify and use, in individual and group experiences, some of the roles, processes, and actions used in performing and composing music of their own and others

Junior High/Middle School Students will:

• compose simple pieces that reflect a knowledge of melodic, rhythmic, harmonic, timbrel, and dynamic elements

• sing and/or play, alone and in combination with other voice or instrument parts, a varied repertoire of folk, art, and contemporary songs, from notation, with a good tone, pitch, duration, and loudness

• improvise short musical compositions that exhibit cohesiveness and musical expression

• in performing ensembles, read moderately easy/ moderately difficult music and respond appropriately to the gestures of the conductor

• identify and use, in individual and group experiences, some of the roles, processes, and actions for performing

Standard 2 - Knowing and Using Arts Materials and Resources

Key idea: 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, industrial music ensembles, etc.). Students will know the vocations and avocations available to them in music.

Elementary Students will:

• use classroom and nontraditional instruments in performing and creating music • construct instruments out of material not commonly used for musical instruments

• use current technology to manipulate sound

• identify the various settings in which they hear music and the various resources that are used to produce music

• demonstrate appropriate audience behavior, including attentive listening, in a variety of musical settings in and out of school

• discuss ways that music is used by various members of the community

Junior High/Middle School Students will:

•use traditional or nontraditional sound sources, including electronic ones, in composing and performing simple pieces

• use school and community resources to develop information on music and musicians

• use current technology to create, produce and record/playback music

• identify a community-based musical interest or role and explain the skills, knowledge, and resources necessary to pursue the interest or adopt the role

• demonstrate appropriate listening and other participatory responses to music of a variety of genres and cultures

• investigate some career options related to their musical interests

Standard 3 - Responding To and Analyzing Works of Art

Key idea: 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.

Elementary Students will:

• through listening, identify the strengths and weaknesses of specific musical works and performances, including their own and others

• describe the music in terms related to basic elements such as melody, rhythm, harmony, dynamics, timbre, form, style, etc.

• discuss the basic means by which the voice and instruments can alter pitch, loudness, duration, and timbre

• describe the music’s context in terms related to its social and psychological functions and settings (e.g., roles of participants, effects of music, uses of music with other events or objects, etc.)

• describe their understandings of particular pieces of music and how they relate to their surroundings

Junior High/Middle School Students will:

• through listening, analyze and evaluate their own and others’ performances, improvisations, and compositions by identifying and comparing them with similar works and events

• use appropriate terms to reflect a working knowledge of the musical elements • demonstrate a basic awareness of the technical skills musicians must develop to produce an aesthetically acceptable performance

• use appropriate terms to reflect a working knowledge of social-musical functions and uses (appropriate choices of music for common ceremonies and other events)

• use basic scientific concepts to explain how music-related sound is produced, transmitted through air, and perceived

• use terminology from music and other arts to analyze and compare the structures of musical and other artistic and literary works

Standard 4 - Understanding The Cultural Dimensions and Contributions of The Arts

Key idea: 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.

Elementary Students will:

• identify when listening, and perform from memory, a basic repertoire of folk songs/dances and composed songs from the basic cultures that represent the peoples of the world

• identify the titles and composers of well-known examples of classical concert music and blues/jazz selections

• identify the primary cultural, geographical, and historical settings for the music they listen to and perform

Junior High/Middle School Students will:

• identify the cultural contexts of a performance or recording and perform (with movement, where culturally appropriate) a varied repertoire of folk, art, and contemporary selections from the basic cultures that represent the peoples of the world • identify from a performance or recording the titles and composers of well-known examples of classical concert music and blues/jazz selections

• discuss the current and past cultural, social, and political uses for the music they listen to and perform

• Instrument ensembles, (handbells, piano and percussion, percussion, mallet Instruments) read and perform repertoire in a culturally authentic manner