Core Curriculum Content Standards

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Visual and Performing Arts Learning Progressions

1.1 The Creative Process All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art.
B. Music
NOTE: By the end of grade 2, all students progress toward BASIC LITERACY in the following content knowledge and skills in MUSIC. NOTE: By the end of grade 5, all students demonstrate BASIC LITERACY in the following content knowledge and skills in MUSIC. NOTE: By the end of grade 8, those students choosing MUSIC as their required area of specialization demonstrate COMPETENCY in the following content knowledge and skills. NOTE: By the end of grade 12, those students choosing MUSIC as their required area of specialization demonstrate PROFICIENCY in the following content knowledge and skills.
Content: Ear training and listening skill are prerequisites for musical literacy.

1.1.2.B.1Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores.
Content: Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is related to ear training and listening skill, and temporal spatial reasoning ability is connected to listening skill.

1.1.5.B.1Identify the elements of music in response to aural prompts and printed music notational systems.
Content: Common, recognizable musical forms often have characteristics related to specific cultural traditions.

1.1.8.B.1Analyze the application of the elements of music in diverse Western and non-Western musical works from different historical eras using active listening and by reading and interpreting written scores.
Content: Understanding nuanced stylistic differences among various genres of music is a component of musical fluency. Meter, rhythm, tonality, and harmonics are determining factors in the categorization of musical genres.

1.1.12.B.1Examine how aspects of meter, rhythm, tonality, intervals, chords, and harmonic progressions are organized and manipulated to establish unity and variety in genres of musical compositions.
Content: The elements of music are foundational to basic music literacy.

1.1.2.B.2Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody.
Content: The elements of music are building blocks denoting meter, rhythmic concepts, tonality, intervals, chords, and melodic and harmonic progressions, all of which contribute to musical literacy.

1.1.5.B.2Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and melodic and harmonic progressions, and differentiate basic structures.
Content: Compositional techniques used in different styles and genres of music vary according to prescribed sets of rules.

1.1.8.B.2Compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles and genres of musical compositions.
Content: Musical proficiency is characterized by the ability to sight-read advanced notation. Musical fluency is also characterized by the ability to classify and replicate the stylistic differences in music of varying traditions.

1.1.12.B.2Synthesize knowledge of the elements of music in the deconstruction and performance of complex musical scores from diverse cultural contexts.
Content: Music is often defined as organized sound that is dependent on predictable properties of tone and pitch. Musical notation captures tonality, dynamic range, and rhythm.

1.1.2.B.3Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eighth notes and rests.
     
Content: Musical instruments have unique qualities of tonality and resonance. Conventional instruments are divided into musical families according to shared properties.

1.1.2.B.4Categorize families of instruments and identify their associated musical properties.