Music

Music teachers in CREC schools believe that music education is essential to the development of the whole child.   While learning about music in general music classes and/or practicing their instrument in a performance-based class, students are also developing critical thinking skills,self-esteem, self-discipline, cooperation, creativity, and self-motivation necessary for success.


Please note:  At CREC, we follow the National Core Art Standards in the way that our music curriculum is written.  We utilize the four pillars:  Creating; Performing/Presenting/Producing; Responding; and Connecting.



General Music

Performance Classes

Elementary
PreK - Grade 5


In Pre-K students are introduced to music by learning chants, beat motions, simple songs, body percussion, classroom percussion instruments, moving to recorded music, duple and triple meter. By the end of 5th grade, students will be able to create, edit and perform a piece, justify creative decisions, evaluate using a collaboratively developed rubric, and give feedback based on criteria and expressive interpretation

Performance classes are offered at elementary CREC schools at different grade levels depending on the theme of the school.

Secondary
Grades 6-8


By the end of 8th grade, students will complete the following in general music classes: Using course-related notation, students will create an original composition representative of course objectives; Students will present a selection of music from varying styles, cultures, and/or genres; Students will make and share informed critiques of musical experiences

Students will connect personally to the styles, cultures, and/or genres of their musical experiences.





By the end of 8th grade, students will complete the following in performance-based classes: Students will perform a live concert for their community to include a wide variety of music from varying styles, cultures, and genres.

Students will demonstrate skill growth and mastery in musical elements resulting in expressive, meaningful performance.

Students will develop an assessment rubric to evaluate musical works and performances for their specific performance ensemble and apply their assessment rubric to the performance of their ensemble’s music. Students will make informed suggestions as to how the ensemble can improve. Students will present on the composers, historical connections, and cultural differences between multiple examples of their repertoire.


Secondary
Grades 9-12

By the end of 12th grade, students will complete the following in general music classes: Using course-related notation, students will create an original composition representative of course objectives. Students present a selection of music from varying styles, cultures, and/or genres. Students demonstrate skill acquisition in musical elements.

Students will make and share informed critiques of musical experiences. Students will connect personally to the styles, cultures, and/or genres of their musical experiences.

By the end of 12th grade, students will complete the following in performance-based classes: Compose for an instrumental/vocal small ensemble with suggested parameters.

Perform contrasting pieces of music with technical accuracy and expressive qualities characteristic to their culture, style and/or genre

Perform scales or rudiments as required by course, repertoire excerpts, and sight-reading examples.Develop a Written Warm Up Procedure for themselves, covering all ensemble-based expectations, but not limited to in-class routines.



How to Support Your Music Student at Home:  

You can best support your child’s love of music by asking questions about what they are learning in school, listening to a variety of music together with your child, creating a “music space” at home where your child can practice their instrument, encouraging your child to give “at home concerts” for family and friends.


Interesting Resources


For more information, please contact the Arts Curriculum Facilitator, Dr. Wallis Johnson, at wjohnson@crec.org
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