Arts Standards: Music across Schooling

               Music standards incorporate EARL 1, understanding concepts and vocabulary, development of skills and techniques, understands genres and styles of various artists/cultures/times, and implements audience conventions in a variety of settings and performances. The music integration is a very gradual process that begins with simple responses, copying the sounds, and learning the fundamentals of music. During the elementary years the focus is on music “play” where students listen to and sing familiar songs and explore through games. By 4^th grade the focus shifts to learning about diverse cultural genres and music from various historical time periods. By middle school students begin to perform, compose, examine, and interpret music and begin making musical choices based on their abilities and experience. During middle school and high school the focus shifts to applying music to student experiences and finding ways to incorporate it in life.

               I was pleased to see that most of the standards were what I believed was important for integrating music in the classroom. I was glad to see that integration began with fun exploration of familiar materials to get kids really interested and engaged. I also agree that it’s essential to build the fundamental vocabulary and concepts of music early on, which I believe is a great gateway for learning how to read (pitch, rhythm, tempo, beats). I was also pleased to see that the integration of music gradually lead to individual exploration and finding ways to make it relatable.

               I was surprised to see, yet excited that this included a focus on exploring a variety of artists, cultures, and historical time periods! With music there are so many genres, especially once voices are included, which need to be explored! I was also very surprised to see that performing, composing, examining and interpreting music was not included until middle school. I think students naturally begin writing their own songs and are able to start thinking about what music means at a much younger age. I was also happily surprised to see the “high school advanced” category that indicated students will use their skills and knowledge in a career setting.

               EALR 1.2 and 1.1 incorporate concepts that are solely learned for music. Students must understand and apply the specific concepts and vocabulary of music in order to perform it. The development of skills and techniques in music is also something that can only occur with the practice and performance of music. On the other hand, EALR 1.3 and 1.4 would be great compliments to other content areas. The inclusion of various artists, cultures and historical time periods makes a fluid connection with social studies. Being able to understand audience conventions in a variety of setting and performances will nicely compliment writing and reading in language arts.

               I think that music integration is a fantastic way to get kids engaged, creatively thinking, and helps develop reading, writing, and social studies skills. Music can also be used for memorization (such as my “order of operations” song) and for assessing students’ learning. I want my students to begin composing their own music early on because it involves critical thinking, writing, reading, appealing to an audience, and finding ways to creatively express yourself. I also want to make sure my students have plenty of opportunities to listen to a variety of music genres/styles and will ask for their feedback on whether they liked it or not and why.