California History

"A discussion about the arts is a discussion about people. It is about how people communicate their perceptions, responses, and understandings of the world to themselves and to others. The story of the arts began more than 35,000 years ago and has been evolving ever since, exhibiting the ability of humans to intuit, symbolize, think, and express themselves through dance, music, theatre, and the visual arts. Each of the arts contains a distinct body of knowledge and skills that characterize the power of each to expand the perceptual, intellectual, cultural, and spiritual dimensions of human experience.

This capacity of human beings to create and appreciate the arts is just one of many reasons to teach the arts in the schools. Study and practice in the arts refine students’ abilities to perceive aesthetically, to make connections between works of art and the lives people live, and to discuss visual, kinesthetic, and auditory relationships. Students learn to locate works of art in time and place, make reasoned judgments about them, and investigate how artworks create meaning."

California Pre-kindergarten Standards for Music

Prekindergarten Standards - http://www.cde.ca.gov/be/st/ss/muprekindergarten.asp

1.0 ARTISTIC PERCEPTION

Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Music

Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music.

Read and Notate Music
1.1 Use icons or invented symbols to represent musical sounds and ideas.

Listen to, Analyze, and Describe Music
1.2 Identify the sources of a wide variety of sounds.
1.3 Use body movement to respond to dynamics and tempo.

2.0 CREATIVE EXPRESSION

Creating, Performing, and Participating in Music

Students apply vocal and instrumental musical skills in performing a varied repertoire of music. They compose and arrange music and improvise melodies, variations, and accompaniments, using digital/electronic technology when appropriate.

Apply Vocal and Instrumental Skills
2.1 Move or use body percussion to demonstrate awareness of beat and tempo.
2.2 Use the voice to speak, chant, and sing.

Compose, Arrange, and Improvise
2.3 Improvise simple instrumental accompaniments to songs, recorded selections, stories, and poems.

3.0 HISTORICAL AND CULTURAL CONTEXT

Understanding the Historical Contributions and Cultural Dimensions of Music

Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.

Diversity of Music
3.1 Use a personal vocabulary to describe music from diverse cultures.
3.2 Use developmentally appropriate movements in responding to music from various genres and periods (rhythm).

4.0 AESTHETIC VALUING

Responding to, Analyzing, and Making Judgments About Works of Music

Students critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aesthetic qualities, and human responses.

Derive Meaning
4.1 Create movements in response to music.
4.2 Participate freely in musical activities.

5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS

Connecting and Applying What Is Learned in Music to Learning in Other Art Forms and Subject Areas and to Careers

Students apply what they learn in music across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They learn about careers in and related to music.

Connections and Applications
5.1 Improvise songs to accompany games and playtime activities.

Careers and Career-Related Skills
5.2 Demonstrate an awareness of music as a part of daily life.

Locate the subject matter content standards for your grade level. Some will be Adobe Reader pdf files and others will be web html files. You will need to include a specific content standard you feel could be met in your multiple intelligences lesson plan.

Goals and Curriculum Strands - Proficient and Advanced Levels

From the California Standards Introduction - "Dance, music, theatre, and the visual arts have endured in all cultures throughout the ages as a universal basic language. The arts convey knowledge and meaning not learned through the study of other subjects. Study in and through the arts employs a form of thinking and a way of knowing based on human judgment, invention, and imagination. Arts education offers students the opportunity to envision, set goals, determine a method to reach a goal and try it out, identify alternatives, evaluate, revise, solve problems, imagine, work collaboratively, and apply self-discipline. As they study and create in the arts, students use the potential of the human mind to its full and unique capacity. The visual and performing arts are a vital part of a well-rounded educational program for all students.

For each arts discipline the content standards are grouped under five visual and performing arts strands: artistic perception; creative expression; historical and cultural context; aesthetic valuing; and connections, relations, and applications. At each grade level, prekindergarten through grade eight, content standards are specified for each strand. For students in grades nine through twelve, the proficient level of achievement can be attained at the end of one year of high school study within an arts discipline after the student has attained the level of achievement required of all students in grade eight. Many students also elect to take additional arts courses at the advanced level. That level can be attained at the end of a second year of high school study within an arts discipline after the proficient level of achievement has been attained. These standards are written to apply to all students and at each grade level build on the knowledge and skills the student has gained in the earlier grades. When reading the standards at a particular grade level, one must know the standards for all previous grade levels to understand how expectations are based on prior learning. An examination of the standards for any of the art forms at a given grade level will reveal overlaps and points of connection across the strands because the strands and the standards are intrinsically interrelated."

"For students in grades nine through twelve, the proficient level of achievement can be attained at the end of one year of high school study within an arts discipline after the student has attained the level of achievement required of all students in grade eight. Many students also elect to take additional arts courses at the advanced level. That level can be attained at the end of a second year of high school study within an arts discipline after the proficient level of achievement has been attained. These standards are written to apply to all students and at each grade level build on the knowledge and skills the student has gained in the earlier grades. When reading the standards at a particular grade level, one must know the standards for all previous grade levels to understand how expectations are based on prior learning. An examination of the standards for any of the art forms at a given grade level will reveal overlaps and points of connection across the strands because the strands and the standards are intrinsically interrelated."

Grades 9-12

Proficient

Grades 9-12

Advanced

1.0 ARTISTIC PERCEPTION

Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Music

Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music.

Read and Notate Music

1.1 Read an instrumental or vocal score of up to four staves and explain how the elements of music are used.

1.2 Transcribe simple songs when presented aurally into melodic and rhythmic notation (level of difficulty: 1; scale: 1–6).

1.3 Sight-read music accurately and expressively (level of difficulty: 3; scale: 1–6).

Listen to, Analyze, and Describe Music

1.4 Analyze and describe the use of musical elements and expressive devices (e.g., articulation, dynamic markings) in aural examples in a varied repertoire of music representing diverse genres, styles, and cultures.

1.5 Identify and explain a variety of compositional devices and techniques used to provide unity, variety, tension, and release in aural examples.

1.6 Analyze the use of form in a varied repertoire of music representing diverse genres, styles, and cultures.

Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music.

Read and Notate Music

1.1 Read a full instrument or vocal score and describe how the elements of music are used.

1.2 Transcribe simple songs into melodic and rhythmic notation when presented aurally (level of difficulty: 2; scale: 1–6).

1.3 Sight-read music accurately and expressively (level of difficulty: 4; scale: 1–6).

Listen to, Analyze, and Describe Music

1.4 Analyze and describe significant musical events perceived and remembered in a given aural example.

1.5 Analyze and describe the use of musical elements in a given work that makes it unique, interesting, and expressive.

1.6 Compare and contrast the use of form, both past and present, in a varied repertoire of music from diverse genres, styles, and cultures.

2.0 CREATIVE EXPRESSION

Creating, Performing, and Participating in Music

Apply Vocal or Instrumental Skills

2.1 Sing a repertoire of vocal literature representing various genres, styles, and cultures with expression, technical accuracy, tone quality, vowel shape, and articulation—written and memorized, by oneself and in ensembles (level of difficulty: 4; scale: 1–6).

2.2 Sing music written in three or four parts with and without accompaniment.

2.3 Sing in small ensembles, with one performer for each part.

2.4 Perform on an instrument a repertoire of instrumental literature representing various genres, styles, and cultures with expression, technical accuracy, tone quality, and articulation, by oneself and in ensembles (level of difficulty: 4; scale: 1–6).

2.5 Perform on an instrument in small ensembles, with one performer for each part.

Compose, Arrange, and Improvise

2.6 Compose music, using musical elements for expressive effect.

2.7 Compose and arrange music for voices or various acoustic or digital/electronic instruments, using appropriate ranges for traditional sources of sound.

2.8 Arrange pieces for voices and instruments other than those for which the pieces were originally written.

2.9 Improvise harmonizing parts, using an appropriate style.

2.10 Improvise original melodies over given chord progressions.

Apply Vocal or Instrumental Skills

2.1 Sing a repertoire of vocal literature representing various genres, styles, and cultures with expression, technical accuracy, tone quality, vowel shape, and articulation—written and memorized, by oneself and in ensembles (level of difficulty: 5; scale: 1–6).

2.2 Sing music written in four parts with and without accompaniment.

2.3 Sing in small ensembles, with one performer for each part (level of difficulty: 5; scale: 1–6).

2.4 Perform on an instrument a repertoire of instrumental literature representing various genres, styles, and cultures with expression, technical accuracy, tone quality, and articulation, by oneself and in ensembles (level of difficulty: 5; scale: 1–6).

2.5 Perform in small instrumental ensembles with one performer for each part (level of difficulty: 5; scale: 1–6).

Compose, Arrange, and Improvise

2.6 Compose music in distinct styles.

2.7 Compose and arrange music for various combinations of voice and acoustic and digital/ electronic instruments, using appropriate ranges and traditional and nontraditional sound sources.

2.8 Create melodic and rhythmic improvisations in a style or genre within a musical culture (e.g., gamelan, jazz, and mariachi).

3.0 HISTORICAL AND CULTURAL CONTEXT

Understanding the Historical Contributions and Cultural Dimensions of Music

Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.

Role of Music

3.1 Analyze how the roles of musicians and composers have changed or remained the same throughout history.

3.2 Identify uses of music elements in nontraditional art music (e.g., atonal, twelve-tone, serial).

3.3 Compare and contrast the social function of a variety of music forms in various cultures and time periods.

Diversity of Music

3.4 Perform music from a variety of cultures and historical periods.

3.5 Compare and contrast instruments from a variety of cultures and historical periods.

3.6 Compare and contrast musical styles within various popular genres in North America and South America.

3.7 Analyze the stylistic features of a given musical work that define its aesthetic traditions and its historical or cultural context.

3.8 Compare and contrast musical genres or styles that show the influence of two or more cultural traditions.

Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.

Role of Music

3.1 Analyze how the roles of musicians and composers have changed or remained the same throughout history.

3.2 Identify uses of music elements in nontraditional art music (e.g., atonal, twelve-tone, serial).

3.3 Compare and contrast the social function of a variety of music forms in various cultures and time periods.

Diversity of Music

3.4 Perform music from a variety of cultures and historical periods.

3.5 Compare and contrast instruments from a variety of cultures and historical periods.

3.6 Compare and contrast musical styles within various popular genres in North America and South America.

3.7 Analyze the stylistic features of a given musical work that define its aesthetic traditions and its historical or cultural context.

3.8 Compare and contrast musical genres or styles that show the influence of two or more cultural traditions.

4.0 AESTHETIC VALUING

Responding to, Analyzing, and Making Judgments About Works of Music

Students critically assess and derive meaning from works of music and the performance of musicians in a cultural context according to the elements of music, aesthetic qualities, and human responses.

Analyze and Critically Assess

4.1 Develop specific criteria for making informed critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply those criteria in personal participation in music.

4.2 Evaluate a performance, composition, arrangement, or improvisation by comparing each with an exemplary model.

Derive Meaning

4.3 Explain how people in a particular culture use and respond to specific musical works from that culture.

4.4 Describe the means used to create images or evoke feelings and emotions in musical works from various cultures.

Students critically assess and derive meaning from works of music and the performance of musicians in a cultural context according to the elements of music, aesthetic qualities and human responses.

Analyze and Critically Assess

4.1 Compare and contrast how a composer’s intentions result in a work of music and how that music is used.

Derive Meaning

4.2 Analyze and explain how and why people in a particular culture use and respond to specific musical works from their own culture.

4.3 Compare and contrast the musical means used to create images or evoke feelings and emotions in works of music from various cultures.

5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS

Connecting and Applying What Is Learned in Music to Learning in Other Art Forms and Subject Areas and to Careers

Connections and Applications

5.1 Explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts.

5.2 Analyze the role and function of music in radio, television, and advertising.

Careers and Career-Related Skills

5.3 Research musical careers in radio, television, and advertising.

Connections and Applications

5.1 Explain ways in which the principles and subject matter of music and various disciplines outside the arts are interrelated.

5.2 Analyze the process for arranging, underscoring, and composing music for film and video productions.

Careers and Career-Related Skills

5.3 Identify and explain the various factors involved in pursuing careers in music.

Credentials for music teachers are K-12. For each arts discipline the content standards are grouped under five visual and performing arts strands: artistic perception; creative expression; historical and cultural context; aesthetic valuing; and connections, relations, and applications. At each grade level, prekindergarten through grade eight, content standards are specified for each strand.

These standards are written to apply to all students and at each grade level build on the knowledge and skills the student has gained in the earlier grades. When reading the standards at a particular grade level, one must know the standards for all previous grade levels to understand how expectations are based on prior learning. An examination of the standards for any of the art forms at a given grade level will reveal overlaps and points of connection across the strands because the strands and the standards are intrinsically interrelated. For example, when working with a partner or small group in creating a dance sequence, the student is applying his or her skills and perceptions (Strand 1), is demonstrating proficiency in creative expression (Strand 2), and is reflecting on knowledge of the work of other dancers (Strand 3). In the same task the student is also participating in the critique process as he or she evaluates the dance sequence (Strand 4), is demonstrating skills in working with others, and is perhaps incorporating themes from other disciplines and reflecting on what a choreographer must know and be able to do (Strand 5). (From the California Music Standards Introduction).

Essential guiding principles for arts education programs are contained in the Visual and Performing Arts Framework for California Public Schools, Kindergarten Through Grade Twelve and are reflected throughout these content standards. First, the arts are core subjects, each containing a distinct body of knowledge and skills. Academic rigor is a basic characteristic of a comprehensive education in the arts, including the following:

The standards identify what all students in California public schools should know and be able to do at each grade level. Nevertheless, local flexibility is maintained with these standards. Topics may be introduced and taught at one or two grade levels before mastery is expected. Decisions about how best to teach the standards are left to teachers and to school district staff. Although the standards do not specify how the curriculum should be delivered, they do inspire the use of a variety of teaching strategies, both teacher-directed and student-centered. Various grouping strategies (individuals, pairs, small groups, and large groups) provide opportunities for all students to succeed. All students should participate in dance, music, theatre, and the visual arts as performers and creators. A comprehensive arts education program is composed of three modes of instruction:

English Language Development Standards for California Public Schools

Listening and Speaking

State law (Education Code sections 313.60810, and 60812) requires the development of a state test that school districts must give to students whose home language is not English. This test is called the California English Language Development Test (CELDT). Federal law, No Child Left Behind, Title III, requires an annual English proficiency assessment.

An English Learner is a student with a home language other than English, who is not yet proficient in English.

The Music Curriculum in California

Reading Assignment - California Standards and Frameworks

1.0 ARTISTIC PERCEPTION

2.0 CREATIVE EXPRESSION

3.0 HISTORICAL AND CULTURAL CONTEXT

4.0 AESTHETIC VALUING

5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS

Goals and Curriculum Strands - Proficient and Advanced Levels

English Language Development Standards for California Public Schools

Listening and Speaking