DUBUQUE COMMUNITY SCHOOLSVOCAL MUSIC CURRICULUM (K-12)

Overview

Rationale

Music provides a powerful form of expression for the human spirit, which can bring richness to every person's life. The unique combination of intellect, artistry, and introspective feeling required for musical expression distinguish it from other human endeavors, and ranks music among the highest of cultural accomplishments. Music has been an important part of education for centuries, and it continues to be a central subject in school curricula. In communities with growing diversity, such as Dubuque, the compelling need for music in schools, as in life, is widely recognized.  Music instruction stretches across each curricular area.  The research shows that students who are proficient in music tend to be more proficient in reading and math.

Music is a core subject in schools because it strengthens the instructional success of the other important school disciplines.

·        Music has its own, unique mode of thinking.  Psychologist Howard Gardner calls it an independent form of intelligence.

·        There is a widely recognized body of important musical works by Mozart, Ellington, Sondheim, and others with which every citizen ought to be familiar.

·        When students become literate in music notation,  they gain the proficiency and confidence that reinforces skills required to decode and process written language independently.

·        For musical and literary expression to be sophisticated, skills must be developed over time.

Our comprehensive program of music study begins with the aim of instilling in each student an acceptance of the value in daily life of appreciating and making music of many kinds. It presumes that quality music education leads students to become adults who sing and play instruments at home and in the community; who listen attentively to a variety of music with understanding and a critical ear; who support the efforts of others to make music; and who share their musical interests with family and friends.

Therefore, we endorse a program of study that is designed to provide students with the knowledge, skills, and attitudes that are necessary to make musical expression a meaningful part of everyday life. With proper support, this curriculum meets the requirements of the National Standards in Music, part of the Core Curriculum espoused in Goals 2000: Educate America.

Accordingly, to achieve this aim, students will learn to:

·        sing different genres of music accurately, expressively

·        perform different styles of music accurately and expressively on an instrument(s)

·        create music and improvise music

·        read and write music with accepted notation

·        listen to, and hear with understanding, music of many styles

·        evaluate musical works and musical performances by employing accepted musical standards

·        understand music theory

·        apply an understanding of the history, periods, and styles of music to music heard and performed

·        relate music to the other arts and to other disciplines outside the arts

·        value making music as a rewarding lifelong activity

·        value different genres of music and the music making of others

 

These are rigorous standards, worthy of the effort required to help students meet them. We advocate a two-part program of study:

·        a required curriculum for all students through grade eight aimed at providing every student with basic musical values, skills, and knowledge

·        an elective program for students in grades 4-12 with components in vocal (choral) performance and/or instrumental performance for students who choose to pursue further study.

 

In most cases the curriculum calls for students to "learn by doing," that is by making music. Since the subject includes both concepts to be learned and skills to be developed, a meaningful program of study will include frequent instruction with class time scheduled during the school day. Moreover, that program will be sustained throughout the school years in a way that encourages long-term student involvement, learning, and accomplishment.

 

Where We Are -- Where We Are Going

A successful music education program requires an adequate number of staff members with appropriate specialization to provide expert instruction in each of the areas.  We are proud that our district has chosen to provide a full-time specialist team of music, art and wellness teachers dedicated to each elementary school. 

We recognize the need for:

·         scheduling that makes access to music viable for each student,

·        encouragement from administrators, counselors, and other faculty that communicates to students that skillful musical expression is valued,

·        professional enrichment and in-service opportunities that contribute to the abilities of staff members,

·        an appreciation-based music class for those high school students who choose not to participate in a performance based music education opportunity,

·        students with special needs to receive adaptive instruction, such as music therapy provided by a certified music therapist, according to the stated requirements of the student’s IEP,

·        facilities, equipment, and supplies that provide the opportunities for students to learn and to perform.

 

The Dubuque Community School District K-12 Vocal Music Curriculum

At the initial September 13, 2005 meeting of the K-12 Vocal Music Curriculum Committee, the district's elementary, middle, and high school vocal music teachers, began its efforts to identify key strands which they, individually and collectively, most wanted to include in the Dubuque Community School District music curriculum.

The goal of the committee was to identify and specify what students should know and be able to do at the end of selected grade levels. Focusing initially on a description of basic musical skills, the resulting curriculum articulation describes a range of acceptable student accomplishments in grades K-8 (where music is a prescribed component of the school curriculum at those grades), and specific student achievements that can be expected of students in grades 9-12 who choose to pursue further musical experiences (through elective courses offered within each high school's Program of Studies).

Principal Guidelines and Sources for District Curriculum Development. The committee identified a number of foundation sources including the National Standards for Arts Education and Performance Standards for Music created as a part of Goals 2000: Educate America, the Dubuque Community Schools Standards and Benchmarks.

The committee also:

·        solicited exemplary music education curriculum documents from selected school districts nationally

·        obtained additional resource and/or reference materials from their own professional contacts.

The committee's purpose was to create standards for student learning while providing the resources necessary for music staff members to reach and exceed those standards.