Vocal, Band, and Orchestra
Philosophy
Music is a CORE subject.
As designated in the No Child Left Behind Act and as such should be valued for fundamental literacy goals presented in a sequential, developmental, process-oriented music program. Music has both intrinsic and fundamental value; it has worth in and of itself and can also be used to achieve a multitude of purposes (e.g. to present issues and ideas, to teach or persuade, to entertain, to design, to plan, and beautify). Music plays a valued role in creating cultures and building civilizations. It is a tool for helping students develop an awareness of the world around them; past and present.
All children should have the opportunity to participate in and have a feeling of aesthetic satisfaction from music education.
Musical experiences add enrichment to everyday life and help foster an appreciation for beauty and order; so that all students can participate in a meaningful way.
Music education and performance are essential for developing a well-rounded individual.
Music education provides and promotes the development of self expression and self esteem. It promotes critical and analytical thinking skills.
Music provides a form of nonverbal communication that can strengthen the presentation of ideas and emotions. Attributes such as self discipline, the collaborative effort, and perseverance, are necessary to music participation. These transfer to the rest of life.
Performance is an important component to the music-learning process.
Performing provides opportunities for application of knowledge, self esteem enhancement, individual growth assessment, self expression, and critical analysis skill development. Exposure or experience is more meaningful to children when they are involved in the process of music-making.
Music literacy provides a foundation for lifelong music participation.
Music provides experiences in creating, performing, listening to, dancing to, and analyzing as a lifelong activity. Literacy leads to informed evaluations of musical performances and develops music consumers with a personal standard of music appreciation.
Content Standards
Historical, Cultural and Social Contexts:
Students demonstrate knowledge and understanding of a variety for music styles and cultures and the context of musical expression or events, both past and present. Students identify significant contributions of composers and performers to music heritage. Students analyze the historical, social and political forces that have influenced the function and role of music in the lives of people.
Creative Expression and Communication:
Students sing, play instruments, improvise, compose, read and notate music.
Analyzing and Responding:
Students listen to a varied repertoire of music and respond by analyzing and describing music using correct terminology. Students evaluate the creating and performing of music by using appropriate criteria.
Valuing Music/Aesthetic Reflection:
Students demonstrate an understanding of reasons why people value music and a respect for diverse opinions regarding music preferences. Students articulate the significance of music in their lives.
Connections, Relationships and Applications:
Students identify similarities and differences between music and other arts disciplines. Students recognize the relationship between concepts and skills learned through music with knowledge learned in other curricular subjects, life experiences and potential careers in and outside the arts. Students develop a desire for lifelong learning in music.