Documents
Resources
Learning Center
Upload
Plans & pricing Sign in
Sign Out
Get this document free

Music

VIEWS: 115 PAGES: 9

									                                                                              CHORAL
                                                      MUSIC:                  GENERAL
                                                                              INSTRUMENTAL



                 A. PROGRAM RATIONALE AND PHILOSOPHY

RATIONALE FOR FINE ARTS                               The sense of meaning in music can be developed
                                                      by the student as:
The fine arts embrace music, art and drama
without obscuring their uniqueness. Each has a        Performer:
body of content, partly derived from tradition and
partly developed from the insights and interests of   Performance is an active process involving the
those involved. Each has its own mode of              development and application of musical skills,
expression and makes its own contribution to          knowledge and perceptions.
society, necessitating the inclusion of the arts as
separate subject areas in the school program.         Listener, evaluator, consumer, historian:

There are fundamental principles that apply to all    These experiences develop an understanding of
three. Specifically, the student is involved as a     music and musicians of the past and present.
creator, a performer, a historian, a critic and a
consumer. Throughout the grades, an articulated       Composer:
fine arts program should enhance the depth and
breadth of expression and intuitive response. The     The organization of the elements of music into an
maturing student learns to appreciate, to             intrinsically satisfying composition generates
understand, to create and to criticize with           aesthetic creativity and perception.
discrimination products of the mind, the voice, the
hand, and the body.                                   Music is accessible to all, and as students become
                                                      sensitive to its expressive elements, they may
PHILOSOPHY FOR MUSIC EDUCATION                        develop insight into human feelings. Music
                                                      education should begin at an early age and
The systematic development of musical skills,         continue to encourage creative expression through
knowledge and perception contributes to the total     performance, listening and composition.
development of the individual.




                                                                               Music A.1 (Junior High)
                                                                                        (Revised 1988)
                              B. GOALS AND OBJECTIVES

GOALS OF THE SECONDARY MUSIC                          VALUING
PROGRAM                                               To become aware of the history of music and the
                                                      implications of music in our society with respect
−   To develop skills in listening, performing and    to music careers, its avocational and leisure uses,
    using notational systems.                         and to grow in the appreciation, understanding,
−   To encourage students to strive for musical       and enjoyment of music as a source of personal
    excellence, individually and as members of        fulfillment.
    groups.
−   To enable students to understand, evaluate and    PLAYING
    appreciate a variety of music.                    To develop functional instrumental skills as an aid
−   To provide experiences that will foster the       to individualized vocal practice.
    development of self-expression, creativity and
    communication through music.                      GOALS OF           THE     GENERAL         MUSIC
−   To make students aware of the history of          PROGRAM
    music and the implications of music in our
    society.                                          The General Music Program will help students
                                                      to develop competencies and to strive for
GOALS OF           THE      CHORAL        MUSIC       excellence within the limits of their individual
PROGRAM                                               capabilities, in the following areas:

The Choral Music Program will help students           SINGING/PLAYING
to develop competencies and to strive for             To explore and develop musical skills, using a
excellence within the limits of their individual      wide variety of traditional and contemporary
capabilities, in the following areas:                 music.

SINGING                                               LISTENING
To discover, develop and evaluate their talents and   To develop the ability to make aesthetic
abilities relative to singing, and to establish and   judgments based on critical listening and analysis
reinforce correct vocal techniques and skills.        of music.

READING                                               CREATING
To interpret rhythm, melody, harmony, form and        To learn how music is organized through
expression as they appear in musical notation         improvising, arranging and composing for a
through both cognitive and psychomotor                personal musical experience.
responses.
                                                      VALUING
LISTENING                                             To make students aware of the implications of
To develop the ability to make aesthetic              music in our society with respect to music careers;
judgments based on critical listening and analysis    its avocational and leisure uses; and to grow in the
of music.                                             appreciation, understanding and enjoyment of
                                                      music as a source of personal fulfillment.
CREATING
To develop an additional avenue of self-
expression by composing, improvising and
interpreting music.




                                                                                Music B.1 (Junior High)
                                                                                         (Revised 1988)
GOALS OF THE INSTRUMENTAL MUSIC                       CREATING
PROGRAM                                               To develop an additional avenue of self-
                                                      expression by composing, improvising and
The Instrumental Music Program will help              interpreting music.
students to develop competencies and to strive
for excellence within the limits of their             VALUING
individual capabilities, in the following areas:      To make students aware of the implications of
                                                      music in our society with respect to music careers,
PLAYING                                               its avocational and leisure uses, and to grow in the
To discover, develop and evaluate their talents and   appreciation, understanding and enjoyment of
abilities relative to playing a musical instrument,   music as a source of personal fulfillment.
and to establish and reinforce correct techniques
and skills.                                           A summary of the content of the Junior High
                                                      Choral Music Program, the Junior High
LISTENING                                             Instrumental Music Program and the Junior
To develop the ability to make aesthetic              High General Music Program follows. For a
judgments based on critical listening and analysis    description of specific objectives and learner
of music.                                             outcomes, refer to the curriculum guide
                                                      developed for each of the three programs.
READING
To interpret rhythm, melody, harmony, form and
expression as they appear in musical notation
through both cognitive and psychomotor
responses.




Music B.2 (Junior High)
(Revised 1988)
                                          C. CONTENT

JUNIOR  HIGH             CHORAL         MUSIC
PROGRAM

The components of the Junior High Choral
Music Program consist of vocal, aural,
theoretical, interpretive and synthesis skills.
These skills are divided into three levels.
Levels I, II and III correspond to the first,
second and third years of the program; typically
Grades 7, 8 and 9. Designed as complementary
courses (75 hours per year minimum), it is
expected that Level III will be achieved by the
end of three years in the program. This
constitutes the expected competency entry level
for Music 10.

It should be noted that the Junior High Choral
Music Program goes much beyond the rehearsal
of music for performance. It is intended to
develop skills that will prepare students for the
Senior High Choral Music Program.

                       SECONDARY MUSIC ORGANIZATIONAL CHART


                                                    Level I    Beginning Ensembles



                                                Level II       Intermediate Ensembles



                                                Level III

                                                Music 10
                                                               Advanced Ensembles
                                                Music 20

                                                Music 30




                                                              Music C.1 (Junior High)
                                                                       (Revised 1988)
                           CURRICULAR COMPONENTS OF THE
                         JUNIOR HIGH CHORAL MUSIC PROGRAM

The goals of the Junior High Choral Music Program are achieved through the use of the following
curricular components:

                                    AURAL SKILLS
                  VOCAL           EAR          SIGHT        THEORETICAL        INTERPRETIVE       SYNTHESIS
                  SKILLS        TRAINING      SINGING          SKILLS             SKILLS            SKILLS
SINGING                                                                                           
LISTENING                                                                                          
READING                                                                                           
CREATING                                                                            
VALUING                                                                                              
PLAYING                                                           
                                                                             Indicates areas of emphasis.

JUNIOR  HIGH             GENERAL         MUSIC       Modules concentrating on performance emphasize:
PROGRAM
                                                     •      limited sound production and manipulation
The Junior High General Music Program                •      performance concentration in areas not included
consists of individual modules within a three-              in the choral or instrumental program (e.g.,
level program.      Each module represents a                guitar, ukulele).
minimum of 15 hours of classroom instruction.
A minimum of three modules should be taught          Modules concentrating            on    elements/structure
at each level. The curriculum is purposely           emphasize:
flexible in order to meet the needs of teachers
and students within a variety of facilities and         •   rudiments of music
school timetable structures.                            •   organization of the structural elements of
                                                            music.
Many of the modules are self-contained and may
be used independently of other modules. Some         (NOTE: Teachers are strongly advised to include an
could be taught concurrently with other              elements/structure module in the early part of a
modules, while others must be taught in              course of study; the module may be accelerated if
sequence.                                            student background indicates a prior grasp of
                                                     content.)
The modules concentrate on performance,
elements/structure and perspective and are           Modules concentrating on perspective emphasize:
identified as most suitable for either Level I, II
and/or III. These are suggested designations and        •   the role of music in our lives
teachers may use the modules in a variety of            •   national and ethnic music
sequences dependent upon teacher ability and            •   historical/stylistic perspective.
interest, student ability and interest, and
constraints of facilities, equipment and time.       The chart that follow provides assistance in making
                                                     selections from the modules when designing a
                                                     course of study.



Music C.2 (Junior High)
(Revised 1988)
              MODULES OF THE JUNIOR HIGH GENERAL MUSIC PROGRAM


              MODULES               AREAS OF CONCENTRATION TIME ALLOTMENT
                                                 ELEMENTS/
LEVEL I                            PERFORMANCE                   PERSPECTIVE
                                                 STRUCTURE
The Beginnings of Rock Music                                           
Black Music                                                            
Elements of Music (Introductory)                     
Exploring Vocal Sounds                 
Handbells (Introductory)               
Recorder (Introductory)                
Sources of Musical Sounds                                              
Ukulele (Introductory)                 

LEVEL II
Careers in Music                                                       
Composing Music                                      
Elements of Music (Intermediate)                     
Guitar and String Bass                 
Handbells (Intermediate)               
Music of Canada                                                        
Music of Latin America                                                 
Musical Notation (Introductory)        
Recorder (Intermediate)                
Ukulele (Intermediate)                 

Level III
Artistic Expression                                                    
Electronic Music                                     
Elements of Music (Advanced)                                          
Handbells (Advanced)                   
Music of the Orient                                                    
Music of the United States                                             
Musical Notation (Intermediate)                      
Musical Theatre                                     
Program Music                                                          




                                                             Music C.3 (Junior High)
                                                                      (Revised 1988)
JUNIOR HIGH INSTRUMENTAL MUSIC                       The strings program consists of aural-spatial skills,
PROGRAM                                              technical skills, theoretical skills, history of string
                                                     development, and interpretive skills (musicianship).
The Junior High Instrumental Music Program is        These components are divided into six levels.
designed as a sequential and developmental
approach to music instruction. Each level grows      It is expected that by the end of Level III, the
from those experiences previously presented.         students will have the necessary aural skills that will
The program should be flexible, providing for        enable them to play with good tone and intonation, a
several levels of student ability and                technique that will give them sufficient versatility to
achievement.                                         interpret and apply the various bowing styles and
                                                     scale patterns to the literature and a good basic
The Junior High Instrumental Music Program           understanding of the higher positions as well as a
may consist of either a wind-percussion program      working knowledge of vibrato.
or strings program.
                                                     By the end of Level VI, all of the above mentioned
The goals of the wind-percussion program are         skills should be at a much higher level of
achieved through the development of aural            proficiency and understanding. It is also expected
skills, technical/theoretical skills, interpretive   that the student will be able to perform more
skills and synthesis skills. These skills are        advanced techniques in Levels IV through VI.
divided into three levels: Levels I, II and III
correspond to the first, second and third years of
the program; typically Grades 7, 8 and 9.
Designed as complementary courses (75 hours
per year minimum), it is expected that by the
end of three years in the program, Level III will
be achieved. This constitutes the expected
competency entry level for Music 11 in senior
high.

                         CURRICULAR COMPONENTS OF THE
                    JUNIOR HIGH INSTRUMENTAL MUSIC PROGRAM

The goals of the Junior High Instrumental Music Program are achieved through the use of the
following curricular components:

                                     TECHNICAL/THEORETICAL
                                             SKILLS
                  AURAL                                                  INTERPRETIVE          SYNTHESIS
                  SKILLS          TECHNICAL          THEORETICAL            SKILLS               SKILLS
PLAYING                                                                                         
LISTENING                                                                                        
READING                                                                                          
CREATING                                                                       
VALUING                                                                                           
                                                                Implies emphasis in that particular area.


Music C.4 (Junior High)
(Revised 1988)
REQUIRED/ELECTIVE COMPONENTS                                        elective component provides for enrichment and
                                                                    for additional assistance to individual students
The required component encompasses the                              as necessary.
knowledge, skills and attitudes that all students
in the program should be expected to acquire.                       The maximum time allotment for the elective
                                                                    component of the Junior High Music Program
The elective component is designed to provide                       shall be 30 per cent of the instructional time.
opportunities to adapt and enhance the required
portion of the program to meet the diverse needs                    The following list of strategies may be
and capabilities of individual students.        It                  employed in order to address the elective
encourages the adaptation of content, teaching                      component of the curriculum. These strategies
strategies, instructional time, evaluation                          are recognized as an integral part of a successful
activities and learning resources to meet specific                  music program.
individual student and/or group needs. The



The Elective Component


ENRICHMENT


•   Explore Required     •   Explore                •   Provide More        •   Have Students         •   Encourage Cross-
    Concepts More            Alternative                Cognitively             Define Their Own          age Tutoring
    Deeply                   Topics                     Demanding               Issues
                                                        Activities

    −   repertoire           −   repertoire             −   arranging/          −   project               −   section leaders
                                                            composing               (research)
    −   solos                −   sight reading                                                            −   small
                                                        −   improvising         −   private lessons           ensembles
    −   small                −   doubling parts
        ensembles                                       −   researching         −   concert               −   student
                             −   library research                                   attendance                conductors
    −   research                                        −   critiquing                                    −   student
        projects             −   jazz                       (records,           −   videos                    demonstrators
                                                            performances,
    −   master class         −   orchestra                  etc.)                                         −   peer coaching

    −   using                −   computer
        recordings for
        extension and        −   keyboard
        analysis of
        studied pieces       −   electronic
                                 music
    −   computer
        (theory, MIDI        −   avant-
        tutors)                  garde/aleatoric
                                 music
    −   guest artists




                                                                                                 Music C.5 (Junior High)
                                                                                                          (Revised 1988)
REMEDIATION

•   Enhance Self-         •   Provide Concrete       •   Use More Highly        •   Provide Less          •   Have Students
    Confidence                Examples/Visual            Structured                 Cognitively               Define Their Own
                              Aids                       Teaching                   Demanding                 Issues
                                                         Procedures                 Activities

    −   repertoire            −   listening              −   alternative            −   repertoire            −   student set
                                  exercises                  resource                   selection                 goals
    −   clinics                                              materials
                              −   videos                                            −   instrument part
    −   music field                                      −   études                     assignment
        trips                 −   filmstrips/films
                                                         −   vocalizing             −   review known
    −   concert tours         −   teacher                                               repertoire
                                  demonstration          −   eurythmics
    −   switch sections                                                             −   reduce tempo
                              −   student
    −   solos                     demonstration

    −   small
        ensembles

    −   workshops



•   Use Varied            •   Provide Feedback       •   Encourage
    Modes of                  Loops                      Practice
    Communication

    −   visual/image          −   peer evaluation        −   private practice
        (picture)/
        gesture               −   teacher                −   practice
        (action)                  evaluation                 techniques

    −   aural                 −   audio-                 −   repetition
                                  recording
    −   written                   analysis

    −   movement              −   video-
                                  recording
                                  analysis




Music C.6 (Junior High)
(Revised 1988)

								
To top