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Performance Attire

  Performances give the students a chance to showcase their hard work and they must be dressed appropriately for each event.

 
 
Gentlemen must wear a bright white long sleeved, button up collared shirt, tie preferred, black slacks, black socks and dress shoes - no jeans or tennis shoes.

 

Ladies will wear a black skirt and black tights or pants (skirts knee length or longer), a bright white dress shirt, and black dress shoes - no jeans or tennis shoes.
 

 **School dress code must be followed. Students not in proper attire may be asked not to perform or points may be taken off for inappropriate attire.

General Information

National Core Arts Standards

NATIONAL CORE ARTS STANDARDS(www.nationalartsstandards.org)

The new National Core Arts Standards were first published in 2014 and have been adopted by the National Association for Music Education and its state chapter, the California Music Educators Association. The standards have been developed as a re-imagining of the 1994 National Standards for Arts Education. The new standards, like those first published in 1994, are voluntary and are “designed to guide the delivery of arts education in the classroom with new ways of thinking, learning, and creating.” The 2014 National Core Arts Standards were also developed to align with – and were influenced by – the Common Core State Standards, although the two are independent projects.

The National Core Arts Standards are divided into four outcome-based Artistic Processes, which represent the cognitive and physical actions by which arts learning and making are realized. These Artistic Processes are shared across all artistic disciplines, unifying music, dance, theater, visual arts, and media arts. They are: Creating, Performing, Responding, and Connecting. Each of the four Artistic Processes contains Process Components, which are the sequential steps (or actions) that artists carry out as they complete each Artistic Process. Each of the four Artistic Processes also has its own set of Anchor Standards, Enduring Understandings, and Essential Questions that all parallel each other across all of the artistic disciplines. Across all four of the Artistic Processes, there are two levels of artistic literacy in Middle School Music: Novice and Intermediate.

 

CREATING: Conceiving and developing new artistic ideas and work.

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.

 

Essential Question: How do musicians generate creative ideas?

 

Anchor Standard 2: Organize and develop artistic ideas and work.

Enduring Understanding: Musicians’ creative choices are influenced by their expertise, context, and expressive intent.

 

Essential Question: How do musicians make creative decisions?

 

Anchor Standard 3: Refine and complete artistic work.

Enduring Understandings: - Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.

 

                                    - Musicians’ presentation of creative work is the culmination of a process of creation and communication.

 

Essential Questions: - How do musicians improve the quality of their creative work?

- When is creative work ready to share?

 

PERFORMING: Realizing artistic ideas and work through interpretation and presentation.

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Enduring Understandings: - Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.

 

                                    - Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.

 

                                    - Performers make interpretive decisions based on their understanding of context and expressive intent.

 

Essential Questions: - How do performers select repertoire?

- How does understanding the structure and context of musical works inform performance?

- How do performers interpret musical works?

 

 

 

 

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.

 

Essential Question: How do musicians improve the quality of their performance?

 

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures.

 

Essential Questions: - When is a performance judged ready to present?

- How do context and the manner in which musical work is presented influence the audience response?

 

RESPONDING: Understanding and evaluating how the arts convey meaning.

Anchor Standard 7: Perceive and analyze artistic work.

Enduring Understandings: - Their interests, experiences, understandings, and purposes influence individuals’ selection of musical works.

 

                                    - Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.

 

Essential Question: How do individuals choose music to experience?

 

Anchor Standard 8: Interpret intent and meaning in artistic work.

Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.

 

Essential Question: How do we discern the musical creators’ and performers’ expressive intent?

 

Anchor Standard 9: Apply criteria to evaluate artistic work.

Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria.

 

Essential Question: How do we judge the quality of musical work(s) and performance(s)?

 

CONNECTING: Relating artistic ideas and work with personal meaning and external context.

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding.

 

Essential Question: How do musicians make meaningful connections to creating, performing, and responding?

 

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Enduring Understanding: Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and responding.

 

Essential Question: How do other arts, other disciplines, contexts, and daily life inform creating, performing, and responding to music?

Where to get music supplies

There are several music store close by who provide excellent quality instruments and music supplies:

 

Danville Music

115 E Town & Country Dr

Danville, CA 94526
(925) 743-0898

 

House of Woodwinds

2205 San Ramon Valley Blvd,

San Ramon, CA 94583
(925) 831-8341

 

Ifshin Violins

6420 Fairmount Ave,

El Cerrito, CA 94530
(510) 843-5466

California State Standards in Music, Middle School Level

** Each Ensemble performs a variety of music styles that are age appropriate. The pieces selected will represent the California State Board of Education Content Standards in Music, and will vary in difficulty in order to challenge all students and encourage musical growth. The California Board of Education Content Standards for Music in the Junior High are as follows: (for a more detailed list, please click here)

 

1.0 ARTISTIC PERCEPTION Processing, analyzing, and responding to sensory information through the language and skills unique to music

Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music.

 

2.0 CREATIVE EXPRESSION Creating, performing, and participating in music

Students apply vocal and instrumental musical skills in performing a varied repertoire of music. They compose and arrange music and improvise melodies, variations, and accompaniments, using digital/electronic technology when appropriate.

 

3.0 HISTORICAL AND CULTURAL CONTEXT Understanding the historical contributions and cultural dimensions of music

Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.

 

4.0 AESTHETIC VALUING Responding to, analyzing, and making judgments about works of music

Students critically assess and derive meaning from works of music and the performance of musicians in a cultural context according to the elements of music, aesthetic qualities, and human responses.

 

5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS Connecting and applying what is learned in music to learning in other art forms and subject areas and to careers

Students apply what they learn in music across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to music.