- Singing, alone and with others, a varied repertoire of music
- Performing on instruments, alone and with others, a varied repertoire of music
- Improvising melodies, variations, and accompaniments
- Composing and arranging music within specified guidelines
- Reading and notating music
- Listening to, analyzing, and describing music
- Evaluating music and music performance
- Understanding relationships between music, the other arts, and disciplines outside the arts
- Understanding music in relation to history and culture
ASSERTION:
Every art form is a distinct body of knowledge and skills involving creation and performance, history, analysis, and the interaction among all of these in specific works of art or scholarship.
Yes! I think this a major key to education in general. With music specifically, though, you have to combine knowledge, skill, and creativity to create, perform and analyze it. Also, in order to be a music educator, you must believe in this assertion and implement it into your curriculum.
Laura,
ReplyDeleteI completely agree with you that this assertion can be carried over into education in general. It is difficult to separate the part from the whole, which unfortunately exists in all classrooms. As teachers we should not focus on compartmentalizing our subject matter into knowledge, creation, performance, history, and analysis. The interaction between these areas is vital to the existence of music in its entirety....
How would this assertion relate to the standards and Blooms Taxonomy? I think that they are all so closely related....it is hard to ignore!
Well done,
Dr. H.
Laura,
ReplyDeleteGreat response! How can you view this from a general classroom teacher's prospective? Do you believe that you need to have a basic understanding of art as a whole to meet the needs of your students and their learning styles? How does this assertion fit into the scheme of Blooms Taxonomy? Some things to think of!
Dr. H.