Kindergarden K–4 Standards are reprinted The National Dance Standards for Arts Education from the National the permission of the National pages 23–25, with (NDA), an association of the Dance Association , for Health, Physical Education American Alliance Dance (AAHPERD). The K–12 Recreation and for Dance may be purchased National Standards at source in their entirety from their original the National Dance Association. National Dance Association (NDA) 20191-1599 VA 1900 Association Drive, Reston, (703) 476-3421 phone (793) 476-9527 fax www.aahperd.org/nda/nda-main.html Music K–4 are reprinted The National Music Standards Arts Education from the National Standards for for Music © 1994 The National Association National Arts Education (MENC). The complete relating to Standards and additional materials from MENC. the Music Standards are available (MENC) National Association for Music Education 20191 VA 1806 Robert Fulton Drive, Reston, (800) 336-3768 toll free (703) 860-4000 phone www.menc.org Dance and Movement Dance
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The National Theatre K–4 Standards The National Theatre K–4 Standards from the are reprinted with permission National Standards for Arts Education and Education. © American Alliance for Theatre Education (AATE) American Alliance for Theatre and of Theatre Arizona State University–Department AZ 85287-2002 PO Box 872002, Tempe, (480) 965-6064 phone faculty-web.at.northwestern. edu/theater/tya/aate.html Drama Visual Arts Visual Arts K–4 Standards The National Visual permission from the are reprinted with for Arts Education National Standards Art Education Association © 1994 National Association (NAEA) National Art Education 20191 Drive, Reston, VA 1916 Association phone (703) 860-8000 (703) 860-2960 fax 222.naea-reston.org National Standards for Arts Education for Standards National Kindergarten Through 4th Grade Grade 4th Through Kindergarten Copyright 2003, 2012 John F. Kennedy Center for the Performing Arts. May be reproduced for educational and classroom purposes the Performing only. educational and classroom for for Center Arts. Kennedy be reproduced May John F. 2003, 2012 Copyright Kindergarden VISU
National Standards for L A
Visual Arts Education AR GRADES K-4 TS These standards provide a framework for standards are structured to recognize that helping students learn the characteristics of many elements from this broad array can the *visual arts by using a wide range of be used to accomplish specific educational subject matter, symbols, meaningful objectives. For example, drawing can be images, and visual *expressions, to reflect used as the basis for creative activity, their *ideas, feelings, and emotions; and to historical and cultural investigation, or evaluate the merits of their efforts. The *analysis, as can any other fields within the standards address these objectives in ways visual arts. The standards present that promote acquisition of and fluency in educational goals. It is the responsibility of new ways of thinking, working, practitioners to choose appropriately from communicating, reasoning, and this rich array of content and processes to investigating. They emphasize student fulfill these goals in specific circumstances acquisition of the most important and and to develop the curriculum. enduring ideas, concepts, issues, dilemmas, To meet the standards, students must learn and knowledge offered by the visual arts. the vocabularies and concepts associated They develop new *techniques, approaches, with various types of work in the visual and habits for applying knowledge and arts and must exhibit their competence at skills in the visual arts to the world beyond various levels in visual, oral, and written school. form. The visual arts are extremely rich. They In Kindergarten – Grade 4, young children range from drawing, painting, sculpture, experiment enthusiastically with *art and design, to architecture, film, video, and materials and investigate the ideas folk arts. They involve a wide variety of presented to them through visual arts *tools, techniques, and processes. The 439 instruction. They exhibit a sense of joy
START WITH THE ARTS • VSA arts NATIONAL STANDARDS FOR VISUAL ARTS EDUCATION APPENDIX A TS and excitement as they make and share standards at grade 4. Determining the their artwork with others. Creation is at curriculum and the specific instructional
AR the heart of this instruction. Students activities necessary to achieve the standards learn to work with various tools, processes, is the responsibility of states, local school
AL and *media. They learn to coordinate their districts, and individual teachers. hands and minds in exploration of the visual world. They learn to make choices 1. Content Standard: Understanding VISU that enhance communication of their and applying media, techniques, ideas. Their natural inquisitiveness is and processes promoted, and they learn the value of perseverance. a. know the differences between materials, techniques, and processes As they move from kindergarten through the early grades, students develop skills of b. describe how different materials, observation, and they learn to examine the techniques, and processes cause objects and events of their lives. At the different responses same time, they grow in their ability to c. use different media, techniques, and describe, interpret, evaluate, and respond processes to communicate ideas, to work in the visual arts. Through experiences, and stories examination of their own work and that of d. use art materials and tools in a safe and other people, times, and places, students responsible manner learn to unravel the essence of artwork and to appraise its purpose and value. Through 2. Content Standard: Using knowl- these efforts, students begin to understand edge of *structures and functions the meaning and impact of the visual world in which they live. a. know the differences among visual characteristics and purposes of art in Terms identified by an asterisk (*) are order to convey ideas explained in the glossary. The standards in this section describe the cumulative skills b. describe how different *expressive and knowledge expected of all students features and *organized principles cause upon exiting grade 4. Students in the different responses 440 earlier grades should engage in develop- c. use visual structures and functions of art mentally appropriate learning experiences to communicate ideas designed to prepare them to achieve these
APPENDIX A NATIONAL STANDARDS FOR VISUAL ARTS EDUCATION START WITH THE ARTS • VSA arts VISU 3. Content Standard: Choosing and 5. Content Standard: Reflecting evaluating a range of subject upon and *assessing the
matter, symbols, and ideas characteristics and merits of their L A work and the work of others a. explore and understand prospective content for works of art a. understand there are various purposes AR for creating works of visual art b. select and use subject matter, symbols, TS and ideas to communicate meaning b. describe how people’s experiences influence the development of 4. Content Standard: Understanding specific artworks the visual arts in relation to c. understand there are different responses history and cultures to specific artworks a. know that the visual arts have both a history and specific relationships to 6. Content Standard: Making various cultures connections between visual arts and other disciplines b. identify specific works of art as belong- ing to particular cultures, times, and a. understand and use similarities and places differences between characteristics of c. demonstrate how history, culture, and the visual arts and other arts disciplines the visual arts can influence each other b. identify connections between the in making and studying works of art visual arts and other disciplines in the curriculum
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START WITH THE ARTS • VSA arts NATIONAL STANDARDS FOR VISUAL ARTS EDUCATION APPENDIX A TS Glossary Structures. Means of organizing the components of a work into a cohesive and Analysis. Identifying and examining AR meaningful whole, such as sensory separate parts as they function qualities, organizational principles, independently and together in creative AL expressive features, and functions of art works and studies of the visual arts. Techniques. Specific methods or Art materials. Resources used in the approaches used in a larger process; for VISU creation and study of visual art, such as example, graduation of value or hue in paint, clay, cardboard, canvas, film, painting or conveying linear perspective videotape, models, watercolors, wood, and through overlapping, shading, or varying plastic. size or color. Art media. Broad categories for grouping Tools. Instruments and equipment used works of visual art according to the *art by students to create and learn about art, materials used. such as brushes, scissors, brayers, easels, Assess. To analyze and determine the knives, kilns, and cameras. nature and quality of achievement through Visual Arts. A broad category that means appropriate to the subject. includes the traditional fine arts such as Expressive features. Elements evoking drawing, painting, printmaking, sculpture; affects such as joy, sadness, or anger. communication and design arts such as Expression. A process of conveying ideas, film, television, graphics, product design; feelings, and meanings through selective architecture and environmental arts such as use of communicative possibilities of the urban, interior, and landscape design; folk visual arts. arts; and works of art such as ceramics, fibers, jewelry, works in wood, paper and Ideas. A formulated thought, opinion, or other materials. concept that can be represented in visual or Reprinted with permission from the National Visual verbal form. Arts Standards Organizational principles. Underlying © 1994 National Art Education Association 1916 Association Drive characteristics in the visual arts, such as Reston, VA 20191 repetition, balance, emphasis, contrast, and www.naea-reston.org 442 unity.
APPENDIX A START WITH THE ARTS • VSA arts NATIONAL STANDARDS FOR VISUAL ARTS EDUCATION DRAMA 443 APPENDIX A TIONAL STANDARDS FOR THEATRE EDUCATION ms identified by an asterisk (*) are erms identified by an asterisk NA the study of theatre, the standards call for the study of theatre, integrates the several instruction that art form: script writing, aspects of the directing, researching, acting, designing, forms, analyzing and comparing art understanding contexts. critiquing, and In the kindergarten through fourth grade, involved in the teacher will be actively and the students’ planning, playing, be guided evaluating, but students will more to develop group skills so that content independence is possible. The students’ of the drama will develop the of their understanding abilities to express broaden their their immediate world and knowledge of other cultures. T The standards in explained in the glossary. skills this section describe the cumulative all students and knowledge expected of in the upon exiting grade 4. Students in earlier grades should engage developmentally appropriate learning experiences designed to prepare them to at grade 4. achieve these standards Determining the curriculum and the ds VSA arts • THE ARTS y skills as playwrights, actors, WITH National Standards for Standards National Education Theatre T AR assume that theatre education will start education assume that theatre on emphasis with and have a strong basis of social *improvisation, which is the pretend play. to create a seamless transition In an effort from the natural skills of pretend play to Theatre, the imagined and enacted world Theatre, the imagined is one of the primaryof human beings, learn about life – about ways children about customs actions and consequences, others and themselves. and beliefs, about their *social pretend They learn through television play and from hours of viewing use and film. For instance, children sense pretend play as a means of making situations to with the world; they create interact with play and assume *roles; they to bring peers and arrange *environments one another their stories to life; they direct and they to their *drama; to bring order dramas. In other respond to one another’s words, children arrive with at school rudimentar and audience designers, directors, build education should members; theatre standar on this solid foundation. These ST GRADES K-4 GRADES specific instructional activities necessary to 3. Content Standard: Designing achieve the standards is the responsibility by visualizing and arranging of states, local school districts, and environments for classroom individual teachers. dramatizations
1. Content Standard: Script writing a. visualize environments and construct by planning and recording designs to communicate locale and mood using visual elements (such as DRAMA improvisations based on personal experience and space, color, line, shape, texture) and heritage, imagination, literature, aural aspects using a variety of sound and history sources b. collaborate to establish playing spaces a. collaborate to select interrelated for classroom dramatizations and to characters, environments, and situations select and safely organize available for *classroom dramatizations materials that suggest scenery, b. improvise dialogue to tell stories, and properties, lighting, sound, formalize improvisations by writing or costumes, and makeup recording the dialogue 4. Content Standard: Directing 2. Content Standard: Acting by by planning classroom assuming roles and interacting in dramatizations improvisations a. collaboratively plan and prepare a. imagine and clearly describe characters, improvisations and demonstrate their relationships, and their various ways of staging classroom environments dramatizations b. use variations of locomotor and non- locomotor movement and vocal pitch, 5. Content Standard: Researching tempo, and tone for different characters by finding information to support c. assume roles that exhibit concentration classroom dramatizations and contribute to the *action of class- a. communicate information to peers room dramatizations based on personal about people, events, time, and place 444 experience and heritage, imagination, related to classroom dramatizations literature, and history
APPENDIX A NATIONAL STANDARDS FOR THEATRE EDUCATION START WITH THE ARTS • VSA arts DRAMA 6. Content Standard: Comparing c. articulate emotional responses to and and connecting art forms by explain personal preferences about the describing theatre, dramatic whole as well as the parts of dramatic media (such as film, television, performances and *electronic media), and d. analyze classroom dramatizations other art forms and, using appropriate terminology, a. describe visual, aural, oral, and kinetic constructively suggest alternative elements in theatre, dramatic media, ideas for dramatizing roles, arranging dance, music and visual arts environments, and developing situations along with means of b. compare how ideas and emotions are improving the collaborative processes expressed in theatre, dramatic media, of planning, playing, responding, and dance, music, and visual arts evaluating c. select movement, music, or visual elements to enhance the mood of a 8. Content Standard: Understanding classroom dramatization context by recognizing the role of theatre, film, television, and 7. Content Standard: Analyzing and electronic media in daily life explaining personal preferences and *constructing meanings from a. identify and compare similar characters classroom dramatizations and and situations in stories and dramas from theatre, film, television, and from and about various cultures, electronic media productions illustrate with classroom dramatizations, and discuss how theatre reflects life a. identify and describe the visual, oral, b. identify and compare the various and kinetic elements of classroom settings and reasons for creating dramas dramatizations and dramatic and attending theatre, film, television, performances and electronic media productions b. explain how the wants and needs of characters are similar to and different from their own 445
START WITH THE ARTS • VSA arts NATIONAL STANDARDS FOR THEATRE EDUCATION APPENDIX A Glossary Environment. Physical surroundings that establish place, time, and Action. The core of a theatre piece; the atmosphere/mood; the physical conditions sense of forward movement created by the that reflect and affect the emotions, sense of time and/or physical and thoughts, and actions of characters. psychological motivations of characters. Improvisation. The spontaneous use of Classroom dramatizations. The act of movement and speech to create a character DRAMA creating character, dialogue, action, and or object in a particular situation. environment for the purpose of exploration, experimentation, and study in Role. The characteristic and expected a setting where there is no formal audience social behavior of an individual in a given observation except for that of fellow position (e.g., mother, employer). Role students and teachers. portrayal is likely to be more predictable and one-dimensional than character Constructed meaning. The personal portrayal. understanding of dramatic/artistic intentions and *actions and their social and Social pretend play. When two or more personal significance, selected and children engage in unsupervised organized from the aural, oral, and visual enactments; participants use the play to symbols of a dramatic production. explore social knowledge and skills. Drama. The art of composing, writing, Reprinted with permission from the National Standards acting or producing plays; a literary for Arts Education composition intended to portray life or Copyright © 1994 American Alliance for Theatre and Education character or to tell a story usually involving Arizona State University-Department of Theatre conflicts and emotions exhibited through P. O. Box 872002 action and dialogue, designed for theatrical Tempe, AZ 85287-2002 performance. www.aate.com Electronic media. Means of communication characterized by the use of technology, e.g., radio, computers, e.g., virtual reality. 446
APPENDIX A NATIONAL STANDARDS FOR THEATRE EDUCATION START WITH THE ARTS • VSA arts D MO ANCE
National Standards for Dance VEMENT
and Movement Education AND GRADES K-4 Children in grades K-4 love to move and Experiences in perceiving and responding learn through engagement of the whole to dance expand students’ vocabularies, self. They need to become literate in the enhance their listening and viewing skills, language of dance in order to use this and enable them to being thinking natural facility as a means of critically about dance. They investigate communication and self-expression, and as questions such as “What is it? How does it a way of responding to the expression of work? Why is it important?” Practicing others. Dancing and creating dances attentive audience behavior for their peers provide them with skills and knowledge leads to describing movement *elements necessary for all future learning in dance and identifying expressive movement and give them a way to celebrate their choices. Students learn to compare works humanity. in terms of the elements of space, time, and force/energy and to experience the Dance education begins with an awareness similarities and differences between dance of the movement of the body and its and other disciplines. creative potential. At this level, students become engaged in body awareness and Through dance education, students can movement exploration that promote a also come to an understanding of their recognition and appreciation of self and own culture and begin to respect dance as a others. Students learn basic movement and part of the heritage of many cultures. As *choreographic skills in musical/rhythmic they learn and share dances from around contexts. The skills and knowledge the globe, as well as from their own acquired allow them to being working communities, children gain skills and independently and with a partner in knowledge that will help them participate creating and performing dances. in a diverse society. 447
START WITH THE ARTS • VSA arts NATIONAL STANDARDS FOR DANCE AND MOVEMENT EDUCATION APPENDIX A 1. Content Standard: Identifying 2. Content Standard: Understanding and demonstrating movement choreographic principles, AND elements and skills in performing processes, and structures dance a. create a sequence with a beginning,
VEMENT a. accurately demonstrate nonlocomo- middle, and end, both with and without tor/*axial movements (such as bend, a rhythmic accompaniment; identify ANCE
MO twist, stretch, swing) each of these parts of the sequence D b. accurately demonstrate eight basic b. improvise, create, and perform dances *locomotor movements (such as walk, based on their own ideas and concepts run, hop, jump, leap, gallop, slide, and from other sources skip), traveling forward, backward, c. use *improvisation to discover and sideward, diagonally, and turning invent movement and to solve move- c. create shapes at low, middle, and high ment problems *levels d. create a dance *phrase, accurately repeat d. demonstrate the ability to define and it, and then vary it (making changes in maintain *personal space the time, space, and/or force/energy) e. demonstrate movements in straight and e. demonstrate the ability to work curved pathways effectively alone and with a partner f. demonstrate accuracy in moving to a f. demonstrate the following partner musical beat and responding to changes skills: copying, leading and following, in tempo mirroring g. demonstrate *kinesthetic awareness, concentration, and focus in performing 3. Content Standard: Understanding movement skills dance as a way to create and communicate meaning h. attentively observe and accurately describe the *action (such as skip, gal- a. observe and *discuss how dance is lop) and movement elements (such as different from other forms of human *levels, directions) in a brief movement movement (such as sports, everyday 448 study gestures)
APPENDIX A NATIONAL STANDARDS FOR DANCE AND MOVEMENT EDUCATION START WITH THE ARTS • VSA arts D MO b. take an active role in class discussion c. accurately answer questions about ANCE about interpretations of, and reactions dance in a particular culture and time to, a dance period (for example: In colonial VEMENT c. present their own dances to peers and America, why and in what settings did people dance? What did the dances discuss their meanings with competence AND and confidence look like?)
4. Content Standard: Applying 6. Content Standard: Making and demonstrating critical and connections between dance creative thinking skills in dance and healthful living a. explore, discover, and realize multiple a. identify at least three personal goals to solutions to a given movement prob- improve themselves as dancers lem; choose their favorite solution and b. explain how healthy practices (such as discuss the reasons for that choice nutrition, safety) enhance their ability b. observe two dances and discuss how to dance, citing multiple examples they are similar and different in terms of one of the *elements of dance (such 7. Content Standard: Making as space) by observing body shapes, lev- connections between dance els, pathways and other disciplines a. create a dance project that reveals 5. Content Standard: Demonstrating understanding of a concept or idea from and understanding dance in another discipline (such as a pattern in various cultures and historical dance and science) periods b. respond to a dance using another art a. perform *folk dances from various cul- form; explain the connections between tures with competence and confidence the dance and the response to it (such b. learn and effectively share a dance from as stating how their paintings reflect the a resource in their own community; dance they saw) describe the cultural and/or historical context 449
START WITH THE ARTS • VSA arts NATIONAL STANDARDS FOR DANCE AND MOVEMENT EDUCATION APPENDIX A Glossary Kinesthetic. Refers to the ability of the body’s sensory organs in the muscles,
AND Action. A movement event. tendons, and joints to respond to stimuli Axial movement. Any movement that is while dancing or viewing a dance. anchored to one spot by a body part using VEMENT only the available space in any direction Levels. The height of the dancer in relation to the floor.
ANCE without losing the initial body contact. MO D Movement is organized around the axis of Locomotor movement. Movement that the body rather than designed for travel travels from place to place, usually from one location to another; also known identified by weight transference on the as nonlocomotor movement. feet. Basic locomotor steps are the walk, Choreographic. Describes a dance run, leap, hop, and jump, and the irregular sequence that has been created with rhythmic combinations of the skip (walk specific intent. and hop), slide (walk and leap) and gallop (walk and leap). Discuss. To engage in oral, written, or any other appropriate form of presentation. Personal space. The “space bubble” or Elements. The use of the body moving in the kinesphere that one occupies; it space and time with force/energy. includes all levels, planes, and directions both near and far from the body’s center. Folk. Dances that are usually created and performed by a specific group within a Phrase. A brief sequence of related culture. Generally these dances originated movements that has a sense of rhythmic outside the courts or circle of power within completion. a society. These National Standards for Dance are reprinted from Improvisation. Movement that is the National Standards for Arts Education pp. 23-25, with the permission of the National Dance Association created spontaneously, ranging from (NDA), an association of the American Alliance for free-form to highly structured Health, Physical Education, Recreation and Dance. environments, but always with an element The original source may be purchased from: National of chance. Provides the dancer with the Dance Association, 1900 Association Drive, Reston, VA opportunity to bring together elements 20191-1599; or phone (703) 476-3421. quickly, and requires focus and 450 concentration. Improvisation is instant and simultaneous choreography and performance. APPENDIX A NATIONAL STANDARDS FOR DANCE AND MOVEMENT EDUCATION START WITH THE ARTS • VSA arts MUSIC National Standards for Music Education and knowledge expected of all students GRADES K-4 upon exiting grade 4. Students in Performing, creating, and responding to the earlier grades should engage in music are the fundamental music processes developmentally appropriate learning in which humans engage. Students, experiences designed to prepare them to particularly in grades K-4, learn by doing. achieve these standards at grade 4. Singing, playing instruments, moving to Determining the curriculum and the music, and creating music enable them to specific instructional activities necessary to acquire musical skills and knowledge that achieve the standards is the responsibility can be developed in no other way. of states, local school districts, and Learning to read and notate music gives individual teachers. them a skill with which to explore music independently and with others. Listening 1. Content Standard: Singing, alone to, analyzing, and evaluating music are and with others, a varied important building blocks of musical repertoire of music learning. Further, to participate fully in a diverse, global society, students must a. sing independently, on pitch and in understand their own historical and rhythm, with appropriate timbre, cultural heritage and that of others within diction, and posture, and maintain a their communities and beyond. Because steady tempo music is a basic expression of human b. sing *expressively, with appropriate culture, every student should have access dynamics, phrasing, and interpretation to a balanced, comprehensive, and c. sing from memory a varied repertoire of sequential program of study in music. songs representing *genres and *styles Terms identified by an asterisk (*) are from diverse cultures explained in the glossary. The standards in d. sing ostinatos, partner songs, and 451 this section describe the cumulative skills rounds
START WITH THE ARTS • VSA arts NATIONAL STANDARDS FOR MUSIC EDUCATION APPENDIX A e. sing in groups, blending vocal timbres, 3. Content Standard: Improvising matching dynamic levels, and melodies, variations, and responding to the cues of a conductor accompaniments a. improvise “answers” in the same style to 2. Content Standard: Performing given rhythmic and melodic phrases on instruments, alone and with others, a varied repertoire b. improvise simple rhythmic and melodic MUSIC of music ostinato accompaniments c. improvise simple rhythmic variations a. perform on pitch, in rhythm, with and simple melodic embellishments on appropriate dynamics and timbre, and familiar melodies maintain a steady tempo d. improvise short songs and instrumental b. perform easy rhythmic, melodic, pieces, using a variety of sound and chordal patterns accurately and sources, including traditional sounds, independently on rhythmic, melodic, nontraditional sounds available in the and harmonic *classroom instruments classroom, body sounds, and sounds c. perform expressively a varied repertoire produced by electronic means2 of music representing diverse genres and styles 4. Content Standard: Composing d. echo short rhythms and melodic and arranging music within patterns specified guidelines e. perform in groups, blending a. create and arrange music to accompany instrumental timbres, matching readings or dramatizations dynamic levels, and responding to the b. create and arrange short songs and cues of a conductor instrumental pieces within specified f. perform independent instrumental guidelines parts1 while other students sing or play c. use a variety of sound sources when contrasting parts composing3
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APPENDIX A NATIONAL STANDARDS FOR MUSIC EDUCATION START WITH THE ARTS • VSA arts MUSIC 5. Content Standard: Reading and d. identify the sounds of a variety of notating music instruments, including many orchestra and band instruments, and instruments a. read whole, half, dotted half, quarter, from various cultures, as well as and eighth notes and rests in 2/4 , 3/4 , children’s voices and male and female and 4/4 meter signatures adult voices b. use a system (that is, syllables, numbers, e. respond through purposeful or letters) to read simple pitch notation movement4 to selected prominent in the treble clef in major keys music characteristics5 or to specific c. identify symbols and traditional terms music events6 while listening to music referring to dynamics, tempo, and articulation and interpret them correctly 7. Content Standard: Evaluating when performing music and music performances d. use standard symbols to notate meter, a. devise criteria for evaluating rhythm, pitch, and dynamics in simple performances and compositions patterns presented by the teacher b. explain, using appropriate music 6. Content Standard: Listening to, terminology, their personal preferences analyzing, and describing music for specific musical works and styles a. identify simple music *forms when 8. Content Standard: presented aurally Understanding relationships b. demonstrate perceptual skills by between music, the other arts , moving, by answering questions about, and disciplines outside the arts and by describing aural examples of a. identify similarities and differences in music of various styles representing the meanings of common terms7 used diverse cultures in the various arts c. use appropriate terminology in explain- b. identify ways in which the principles ing music, music notation, music and subject matter of other disciplines instruments and voices, and music taught in the school are interrelated performances with those of music8 453
START WITH THE ARTS • VSA arts NATIONAL STANDARDS FOR MUSIC EDUCATION APPENDIX A 9. Content Standard: Understanding synthesizers, and drum machines. music in relation to history and 3. E.g., a particular style, form, culture instrumentation, compositional a. identify by genre or style aural examples technique of music from various historical periods 4. E.g., swaying, skipping, dramatic and cultures play
MUSIC b. describe in simple terms how *elements 5. E.g., meter, dynamics, tempo of music are used in music examples 6. E.g., meter changes, dynamic from various cultures of the world9 changes, same/different sections c. identify various uses of music in their 7. E.g., form, line, contrast 10 daily experiences and describe 8. E.g., foreign languages: singing songs characteristics that make certain music in various languages; language arts: suitable for each use using the expressive elements of d. identify and describe roles of music in interpretive readings; musicians11 in various music settings mathematics: mathematical basis of and cultures values of notes, rests, and meter e. demonstrate audience behavior signatures; science: vibration of appropriate for the context and style of strings, drum heads, or air columns music performed generating sounds used in music; geography: songs associated with Notes: various countries or regions 1. E.g., simple rhythmic or melodic 9. E.g., Navajo, Arabic, Latin American ostinatos, contrasting rhythmic lines, 10. E.g., celebration of special occasions, harmonic progressions and chords. background music for television, 2. E.g., traditional sounds: voices, worship instruments; nontraditional sounds: 11. E.g., orchestra conductor, folksinger, paper tearing, pencil tapping; body church organist sounds: hands clapping, fingers snapping; sounds produced by electronic means: personal 454 computers and basic *MIDI devices, including keyboards, sequencers,
APPENDIX A NATIONAL STANDARDS FOR MUSIC EDUCATION START WITH THE ARTS • VSA arts MUSIC GLOSSARY * Level 2-Easy. May include changes of tempo, key, and meter; modest ranges. Classroom instruments. Instruments typically used in the general music * Level 3-Moderately easy. Contains classroom, including, for example, moderate technical demands, expanded recorder-type instruments, chorded zithers, ranges, and varied interpretive mallet instruments, simple percussion requirements. instruments, fretted instruments, keyboard * Level 4-Moderately difficult. Requires instruments, and electronic instruments. well-developed *technical skills, attention to phrasing and Elements of music. Pitch, rhythm, interpretation, and ability to perform harmony, dynamics, timbre, texture, *form. various meters and rhythms in a variety Expression, expressive, expressively. of keys. With appropriate dynamics, phrasing, * Level 5-Difficult. Requires advanced *style, and interpretation and appropriate technical and interpretive skills; variations in dynamics and tempo. contains key signatures with numerous sharps or flats, unusual meters, complex Form. The overall structural organization rhythms, subtle dynamic requirements. of a music composition (e.g., AB, ABA, call and response, rondo, theme and variations, * Level 6-Very difficult. Suitable for sonata-allegro) and the interrelationships musically mature students of of music events within the overall exceptional competence. structure. (Adapted with permission from NYSSMA Manual, Edition XXIII, published by the New York State School Genre. A type or category of music (e.g., Music Association, 1991.) sonata, opera, oratorio, art song, gospel, suite, jazz, madrigal, march, work song, MIDI (Musical Instrument Digital lullaby, barbershop, Dixieland). Interface). Standard specifications that enable electronic instruments such as the Level of difficulty. For purposes of synthesizer, sampler, sequencer, and drum these standards, music is classified into six machine from any manufacturer to levels of difficulty: communicate with one another and with * Level 1-Very easy. Easy keys, meters, and computers. rhythms; limited ranges. 455
START WITH THE ARTS • VSA arts NATIONAL STANDARDS FOR MUSIC EDUCATION APPENDIX A GLOSSARY (continued) Style. The distinctive or characteristic manner in which the *elements of music are treated. In practice, the term may be applied to, for example, composers (the style of Copland), periods (Baroque style), media (keyboard style), nations (French MUSIC style), *form or type of composition (fugal style, contrapuntal style), or *genre (operatic style, bluegrass style). Technical accuracy, technical skills. The ability to perform with appropriate timbre, intonation, and diction and to play or sing the correct pitches and rhythms. The grades K-4 music standards are reprinted from the National Standards for Arts Education with permission from MENC—The National Association for Music Education. Copyright © 1994. The complete National Arts Standards and additional materials relating to the Standards are available from MENC, 1806 Robert Fulton Drive, Reston, VA 20191 (telephone: 800-336-3768).
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APPENDIX A NATIONAL STANDARDS FOR MUSIC EDUCATION START WITH THE ARTS • VSA arts