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LOUISIANA MUSIC STANDARDS AND BENCHMARKS

MUSIC: CREATIVE EXPRESSION


FOCUS Creative expression opens an avenue for the application of individual ideas, feelings, and expressions. The use of a variety of media and techniques provides an opportunity for the individual to develop, organize, and interpret knowledge for communication. The skills of analysis, problem solving, cooperative involvement, and disciplined behavior contribute to a successful school environment and prepare the individual to become a productive member of society. STANDARD Students develop creative expression through the application of knowledge, ideas, communication skills, organizational abilities, and imagination. Note: The numbers in parentheses following each benchmark reflect the Foundation Skills which are found at the bottom of this document.

BENCHMARKS Grades K4
In grades K !, what students should know and be able to do includes to"

M-CE-E

!ecognize and imitate simple melodies and rh"thmic patterns using voice, musical instruments, or other sound sources# #$% !ecognize basic notational s"mbols and express vocabular" that conve"s precise musical meanings# #$, !% &mprovise or compose and perform simple musical ideas, such as echoing melod" or short rh"thmic patterns# #&, !% Explore and express basic elements of music through voice, musical instruments, electronic technolog", or available media# #$%

M-CE-E$

M-CE-E%

M-CE-E'

M-CE-E(

)articipate in organized musical activities including singing, pla"ing, and movement. #&, ', (%

BENCHMARKS Grades 58
In grades ( ), what students should know and be able to do includes to" M-CE-M !ecognize and perform melodic and rh"thmic patterns using voice, musical instruments, or other sound sources, both individuall" and in ensembles# #&, $, !% &nterpret notational s"mbols and vocabular" that conve" precise musical meanings# #', $, !% &mprovise or compose and perform written music# #&, !% !ecognize and demonstrate elements of music, using voice, musical instruments, electronic technolog", or other available media# #$, !% )erform in organized musical activities including singing, pla"ing, and movement. #&, (%

M-CE-M$

M-CE-M%

M-CE-M'

M-CE-M(

BENCHMARKS Grades 912


&n grades *+ $, what students should know and be able to do includes to, M-CE-Create and improvise advanced musical forms using voice, musical instruments, or other sound sources, both individuall" and in ensembles# #&, ', !% .ppl" with technical accurac" notational s"mbols and vocabular" that conve" precise musical meanings# #', $, !% &mprovise or compose and perform advanced compositions# #&, !% &nterpret and appl" elements of music using preferred medium of performance# #$, !, (% )erform in musical ensembles using preferred performance medium.

M-CE--$

M-CE--%

M-CE--'

M-CE--(

#&, (%

MUSIC: AESTHETIC PERCEPTION


FOCUS The study of aesthetics, or the philosophy of the arts, cultivates the direct experience of the senses and supplies the individual with a structure for perceiving and responding to the arts. * grasp of aesthetics empowers the individual to experience beauty in many forms, to appreciate artistic expression, and to develop insight into the creations and performances of others. +y questioning concepts, weighing evidence, and examining intuitive reactions, the individual becomes increasingly discriminating in formulating preferences and conclusions about the values inherent in art. *esthetic perception promotes creativity, flexible thinking, and the pursuit of excellence. STANDARD Students develop aesthetic perception through the knowledge of art forms and respect for their commonalities and differences.

BENCHMARKS K4
In grades K !, what students should know and be able to do includes to" M-.)-E /nderstand and appl" basic music vocabular" to describe aesthetic 0ualities of musical compositions# #&, !% !ecognize and respond to concepts of beaut" and taste in the ideas and creations of others through the stud" of music# #&, !, (% 1emonstrate awareness of where and how music is used in dail" life and within the communit"# #&, !, (% !ecognize that there are man" possibilities and choices available in the creative processes of music# #!%

M-.)-E$

M-.)-E%

M-.)-E'

M-.)-E(

)articipate in guided in0uir" into the basic 0uestion 23hat is music45 and share personal feelings or preferences about music# #&, (% !ecognize and demonstrate behavior appropriate for various musical environments. #!, (%

M-.)-E6

BENCHMARKS 58
&n grades (+7, what students should know and be able to do includes to, M-.)-M /nderstand and appl" expanded music vocabular" to describe aesthetic 0ualities of musical compositions# #&, !% !ecognize that concepts of beaut" differ b" culture and that taste varies from person to person# #&, !, (% 1escribe the emotional and intellectual impact of music in various contexts# #&, !, (% 1emonstrate awareness of various traditional and technological options pertaining to creative processes in music# #&, !% 1iscuss the 0uestion 23hat is music45 and express intuitive reactions and personal responses to various works# #&, !% 1emonstrate and discuss behavior appropriate for various musical environments. #&, !, (%

M-.)-M$

M-.)-M%

M-.)-M'

M-.)-M(

M-.)-M6

BENCHMARKS 912
&n grades *+ $, what students should know and be able to do includes to, M-.)-/nderstand and appl" advanced music vocabular" to describe aesthetic 0ualities of musical compositions# #&, !% 1istinguish uni0ue characteristics of music as it reflects concepts of beaut" and 0ualit" of life in various cultures# #&, !, (% .nal"ze and express the impact of music on intellect and emotions# #&, !, (% Compare and contrast traditional and technological options available for artistic expression in music# #&, !% 8uestion9weigh evidence and information, examine intuitive reactions, and articulate personal attitudes toward musical works# #&, ', (% Evaluate and discuss appropriateness of behavior for different t"pes of musical environments. #', !, (%

M-.)--$

M-.)--%

M-.)--'

M-.)--(

M-.)--6

MUSIC: HISTORICAL AND CULTURAL PERSPECTIVE


FOCUS Historical and cultural perspective is the vehicle for understanding works of art in time and place. :he arts survive through times of interruption and neglect# the" outlive governments, creeds, societies, and even the civilizations that spawned them. :he artist is a harbinger of change, a translator of social thought, an anal"st of cultures, a poetic scientist, and a recorder of histor". :o understand creative output in the histor" of the arts is to understand histor" itself. STANDARD Students develop historical and cultural perspective b" recognizing and understanding that the arts throughout histor" are a record of human experience with a past, present, and future.

BENCHMARKS K4
&n grades ;+', what students should know and be able to do includes to, M--)-E M--)-E$ !ecognize musical st"les representative of various cultures# #!% !ecognize and discuss the function of music within historical and cultural contexts, including celebrations, ceremonies, and special occasions# #&, !% !ecognize families of musical instruments and instruments of various cultures# #!% !ecognize professions in music and identif" the roles of musicians in various cultures# #!% !ecognize great composers and their most significant musical works# #!% !ecognize universal themes in music and how music communicates a universal language. #&, !%

M--)-E%

M--)-E'

M--)-E(

M--)-E6

BENCHMARKS 58
&n grades (+7, what students should know and be able to do includes to,

M--)-M

&dentif" distinguishing characteristics of musical st"les representative of various historical periods and cultures# #&, ', !% Compare and contrast the function of music within historical and cultural contexts, such as celebrations, ceremonies, and events# #&, !, (% &dentif" specific t"pes and uses of musical instruments in various cultures# #!% 1escribe careers for musicians and compare the roles of musicians in various cultures# #&, !, (% &dentif" ma<or works of great composers and recognize achievements of prominent musicians# #!, (% &dentif" and discuss wa"s in which universal themes are revealed and developed in the music of diverse cultures and time periods. #&, !%

M--)-M$

M--)-M% M--)-M'

M--)-M(

M--)-M6

BENCHMARKS 912
&n grades *+ $, what students should know and be able to do includes to, M--)-Compare and contrast musical st"les representative of various historical periods and cultures# #&, ', !% .nal"ze the function of music as it fulfills societal needs within historical and cultural contexts# #&, !, (% Compare and contrast t"pes and uses of musical instruments in various cultures# ='> &nvestigate and assess roles, careers, and career opportunities for musicians# #$, !%

M--)--$

M--)--%

M--)--'

M--)--(

&dentif" prominent musicians of various cultures and compare their lives, careers, works, and influence# #&, !% .nal"ze the universalit" of musical themes across cultures and time periods. #&, !%

M--)--6

MUSIC: CRITICAL ANALYSIS


FOCUS Critical analysis is the process of in0uir" associated with an individual?s knowledge of the arts. Communication about the arts in a structured wa" provides the individual with means to describe, anal"ze, interpret, and make critical, reasoned <udgments about the form and content of the arts. STANDARD Students make informed verbal and written observations about the arts b" developing skills for critical anal"sis through the stud" of and exposure to the arts.

BENCHMARKS K4
&n grades ;+', what students should know and be able to do includes to, M-C.-E &dentif" the music form =e.g., .@, .@.> and describe in simple terms how the elements of music are used in various works# #&, !% &dentif" simple music events =e.g., d"namic change, meter change, same9different sections> while listening to a work# #', !% !ecognize characteristics of music that make a musical selection appropriate for a particular purpose# #!% &dentif" relationships among music, other arts, and disciplines outside the arts# #&, !% 1evise criteria for evaluating music and music performances, and express opinions using basic music vocabular". #&, ', !%

M-C.-E$

M-C.-E%

M-C.-E'

M-C.-E(

+,-./0*1K2 ( )
&n grades (+7, what students should know and be able to do includes to, M-C.-M &dentif" the music form =e.g., round, canon> and explain how the elements of music are used in works representing various genres9st"les# #!% &dentif" and describe music events =e.g., entr" of an instrument, meter change, return of refrain> while listening to a work#

M-C.-M$

#', !% M-C.-M% 1escribe or explain characteristics of music in regard to suitabilit" of musical selections for specific purposes# #&, !% 1escribe relationships among music, other arts, and disciplines outside the arts# #&, !% /se appropriate criteria and expanded music vocabular" to evaluate the 0ualit" of music and performances. #&, ', !%

M-C.-M'

M-C.-M(

BENCHMARKS 912
&n grades *+ $, what students should know and be able to do includes to, M-C.-1istinguish and anal"ze elements of music and expressive devices as used in musical works representing diverse genres9st"les# #&, ', !% &dentif" and explain compositional devices and techni0ues used to provide unit" and variet" and tension and release in a musical work# #&, ', !% .nal"ze the appropriateness of music choices as the" relate to purpose# #', !, (% Explain commonalities and differences among music, other arts, and disciplines outside the arts# #&, ', !% /se appropriate criteria and advanced music vocabular" to criti0ue the 0ualit" of music and performances. #&, ', !%

M-C.--$

M-C.--%

M-C.--'

M-C.--(

MUSIC CREATIVE EXPRESSION


Standard: Students develop creative expression through the application of knowledge, ideas, communication skills, organizational abilities, and imagination.

GRA ! "#$S%!R +enchmark &

&'( 1ecognize and imitate simple melodies and rhythmic patterns using voice, musical instruments, or other sound sources
=%>

)'* 1ecognize and perform melodic and rhythmic patterns using voice, musical instruments, or other sound sources, both individually and in ensembles #&, $, !%

+',.reate and improvise advanced musical forms using voice, musical instruments, or other sound sources, both individually and in ensembles #&, ', !%

+enchmark '

!ecognize basic notational s"mbols and express vocabular" that conve"s precise musical meanings =%, '>

Interpret notational symbols *pply with technical and vocabulary that convey accuracy notational precise musical meanings symbols and vocabulary that convey precise #', $, !% musical meanings #', $, !%

+enchmark $

Improvise or compose and perform simple musical ideas, such as echoing melody or short rhythmic patterns #&, !%

Improvise or compose and perform written music #&, !%

Improvise or compose and perform advanced compositions #&, !%

@enchmark '

,xplore and express basic elements of music through voice, musical instruments, electronic technology, or available media

1ecognize and demonstrate elements of music, using voice, musical instruments, electronic technology, or other available media

Interpret and apply elements of music using preferred medium of performance #$, !, (%

GRA ! "#$S%!R #$%

&'( #$, !%

)'*

+',-

@enchmark (

3articipate in organized musical activities including singing, playing, and movement #&, ', (%

3erform in organized musical activities including singing, playing, and movement #&, (%

3erform in musical ensembles using preferred performance medium #&, (%

MUSIC AESTHETIC PERCEPTION


Standard: Students develop aesthetic perception through the knowledge of art forms and respect for their commonalities and differences.

GRA ! "#$S%!R +enchmark &

&'( 4nderstand and apply basic music vocabulary to describe aesthetic qualities of musical compositions #&, !%

)'* 4nderstand and apply expanded music vocabulary to describe aesthetic qualities of musical compositions #&, !%

+',4nderstand and apply advanced music vocabulary to describe aesthetic qualities of musical compositions
= , '>

+enchmark '

1ecognize and respond to 1ecognize that concepts of concepts of beauty and taste beauty differ by culture and in the ideas and creations of that taste varies from others through the study of

5istinguish unique characteristics of music as it reflects concepts of beauty and quality of

GRA ! "#$S%!R music #&, !, (% +enchmark $

&'(

)'* person to person #&, !, (%

+',life in various cultures #&, !, (% *nalyze and express the impact of music on intellect and emotions #&, !, (% .ompare and contrast traditional and technological options available for artistic expression in music #&, !% :uestion;weigh evidence and information, examine intuitive reactions, and articulate personal attitudes toward musical works #&, ', (%

5emonstrate awareness of 5escribe the emotional and where and how music is intellectual impact of music used in daily life and within in various contexts the community #&, !, (% #&, !, (% 1ecognize that there are many possibilities and choices available in the creative processes of music #!% 5emonstrate awareness of various traditional and technological options pertaining to creative processes in music #&, !%

+enchmark !

+enchmark (

3articipate in guided inquiry into the basic question 67hat is music89 and share personal feelings or preferences about music #&, (%

5iscuss the question 67hat is music89 and express intuitive reactions and personal responses to various works #&, !%

@enchmark 6

1ecognize and demonstrate behavior appropriate for various musical environments #!, (%

5emonstrate and discuss behavior appropriate for various musical environments #&, !, (%

,valuate and discuss appropriateness of behavior for different types of musical environments #', !, (%

MUSIC HISTORICAL AND CULTURAL PERSPECTIVE


Standard: Students develo !"stor"#al and #ultural ers e#t"ve $% re#o&n"'"n& and understand"n& t!at t!e arts t!rou&!out !"stor% are a re#ord o( !u)an e* er"en#e +"t! a ast, resent, and (uture-

GRA ! "#$S%!R +enchmark &

&'( 1ecognize musical styles representative of various cultures #!%

)'* Identify distinguishing characteristics of musical styles representative of various historical periods and cultures #&, ', !%

+',.ompare and contrast musical styles representative of various historical periods and cultures #&, ', !% *nalyze the function of music as it fulfills societal needs within historical and cultural contexts #&, !, (% .ompare and contrast types and uses of musical instruments in various cultures #!%

Benchmar !

1ecognize and discuss the function of music within historical and cultural contexts, including celebrations, ceremonies, and special occasions #&, !%

.ompare and contrast the function of music within historical and cultural contexts, such as celebrations, ceremonies, and events #&, !, (% Identify specific types and uses of musical instruments in various cultures #!% 5escribe careers for musicians and compare the roles of musicians in various cultures #&, !, (%

+enchmark $

1ecognize families of musical instruments and instruments of various cultures #!%

+enchmark !

1ecognize professions in music and identify the roles of musicians in various cultures #!%

Investigate and assess roles, careers, and career opportunities for musicians #$, !% Identify prominent musicians of various cultures and compare their lives, careers, works, and influence #&, !%

+enchmark (

1ecognize great Identify ma<or works of composers and their most great composers and significant musical works recognize achievements of prominent musicians #!%
=', (>

@enchmark 6

1ecognize universal themes in music and how music communicates a universal language

Identify and discuss ways in *nalyze the universality which universal themes are of musical themes across revealed and developed in cultures and time periods the music of diverse cultures

GRA ! "#$S%!R #&, !%

&'(

)'* and time periods #&, !% #&, !%

+',-

MUSIC CRITICAL ANALYSIS


Standard: Students make informed verbal and written observations about the arts b. developing skills for critical anal.sis through the stud. of and exposure to the arts.

GRA ! "#$S%!R +enchmark &

&'( Identify the music form #e.g., *+, *+*% and describe in simple terms how the elements of music are used in various works
= , '>

)'* Identify the music form #e.g., round, canon% and explain how the elements of music are used in works representing various genres;styles #!%

+',5istinguish and analyze elements of music and expressive devices as used in musical works representing diverse genres;styles #&, ', !%

+enchmark '

Identify simple music events #e.g., dynamic change, meter change, same;different sections% while listening to a work #', !%

Identify and describe music events #e.g., entry of an instrument, meter change, return of refrain% while listening to a work #', !%

Identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work #&, ', !%

+enchmark $

1ecognize characteristics of music that make a musical selection appropriate for a particular purpose #!%

5escribe or explain characteristics of music in regard to suitability of musical selections for specific purposes #&, !%

*nalyze the appropriateness of music choices as they relate to purpose #', !, (%

+enchmark

Identify relationships

5escribe relationships

,xplain commonalities

GRA ! "#$S%!R !

&'( among music, other arts, and disciplines outside the arts #&, !%

)'* among music, other arts, and disciplines outside the arts #&, !%

+',and differences among music, other arts, and disciplines outside the arts #&, ', !%

+enchmark (

5evise criteria for evaluating music and music performances, and express opinions using basic music vocabulary #&, ', !%

4se appropriate criteria and expanded music vocabulary to evaluate the quality of music and performances #&, ', !%

4se appropriate criteria and advanced music vocabulary to critique the quality of music and performances #&, ', !%

FOUNDATION SKILLS
:he Aouisiana Content Standards :ask Borce developed the following foundation skills that should appl" to all students in all disciplines.
/ote: These foundation skills are listed numerically in parentheses after each benchmark.

&.

.ommunication" * process by which information is exchanged and a concept of 6meaning9 is created and shared between individuals through a common system of symbols, signs, or behavior. 2tudents should be able to communicate clearly, fluently, strategically, technologically, critically, and creatively in society and in a variety of workplaces. This process can best be accomplished through use of the following skills" reading, writing, speaking, listening, viewing, and visually representing. 3roblem 2olving" The identification of an obstacle or challenge and the subsequent application of knowledge and thinking processes, which include reasoning, decision making, and inquiry in order to reach a solution using multiple pathways, even when no routine path is apparent. 1esource *ccess and 4tilization" The process of identifying, locating, selecting, and using resource tools to help in analyzing, synthesizing, and communicating

'.

$.

information. The identification and employment of appropriate tools, techniques, and technologies are essential to all learning processes. These resource tools include pen, pencil, and paper= audio;video materials, word processors, computers, interactive devices, telecommunication, and other emerging technologies. !. >inking and ?enerating Knowledge" The effective use of cognitive processes to generate and link knowledge across the disciplines and in a variety of contexts. In order to engage in the principles of continual improvement, students must be able to transfer and elaborate on these processes. Transfer refers to the ability to apply a strategy or content knowledge effectively in a setting or context other than that in which it was originally learned. Elaboration refers to monitoring, ad<usting, and expanding strategies into other contexts. .itizenship" The application of the understanding of the ideals, rights, and responsibilities of active participation in a democratic republic that includes working respectfully and productively together for the benefit of the individual and the community= being accountable for one@s own choices and actions and understanding their impact on oneself and others= knowing one@s civil, constitutional, and statutory rights= and mentoring others to become productive citizens and lifelong learners.

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