Standards and Acknowledgements
National Core Arts Standards for Music
Common Anchor #1: Generate and conceptualize artistic ideas and work.
Common Anchor #2: Organize and develop artistic ideas and work.
Common Anchor #3: Refine and complete artistic work.
Common Anchor #4: Analyze, interpret, and select artistic work for presentation.
Common Anchor #5: Develop and refine artistic work for presentation.
Common Anchor #6: Convey meaning through the presentation of artistic work.
Common Anchor #7: Perceive and analyze artistic work.
Common Anchor #8: Interpret intent and meaning in artistic work.
Common Anchor #9: Apply criteria to evaluate artistic work.
Common Anchor #10: Synthesize and relate knowledge and personal experiences to make art.
Common Anchor #11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
New York City Department of Education Blueprint for Teaching and Learning in the Arts: Music
Strand 1 Music Making: By exploring, creating, replicating, and observing music, students build their technical and expressive skills, develop their artistry and a unique personal voice in music, and experience the power of music to communicate. They understand music as a universal language and a legacy of expression in every culture.
Strand 2 Developing Music Literacy: Students develop a working knowledge of music language and aesthetics, and apply it to analyzing, evaluating, documenting, creating, and performing music. They recognize their roles as articulate, literate musicians when communicating with their families, schools, and communities through music.
Strand 3 Making Connections: By investigating historical, social, and cultural contexts, and by exploring common themes and principles connecting music with other disciplines, students enrich their creative work and understand the significance of music in the evolution of human thought and expression.
Strand 4 Working With Community and Cultural Resources: Students broaden their perspective by working with professional artists and arts organizations that represent diverse cultural and personal approaches to music, and by seeing performances of widely varied music styles and genres. Active partnerships that combine school and local community resources with the full range of New York City’s music and cultural institutions create a fertile ground for students’ music learning and creativity.
Strand 5 Exploring Careers and Lifelong Learning: Students consider the range of music and music-related professions as they think about their goals and aspirations, and understand how the various professions support and connect with each other. They carry physical, social, and cognitive skills learned in music, and an ability to appreciate and enjoy participating in music throughout their lives.
Common Core State Standards Initiative
- demonstrate independence
- build strong content knowledge
- respond to the varying demands of audience, task, purpose, and discipline
- comprehend and critique
- value evidence
- use technology and digital media strategically and capably
- come to understand other perspectives and cultures
While the Link Up curriculum focuses primarily on music performance skills, content knowledge, and creativity, students also build core capacities in English and math. Through composition, active listening, describing and analyzing standard repertoire, and a focus on the historical context of orchestral music, Link Up provides students with the opportunity to put these core capacities to use in a new domain. Specific activities throughout the curriculum also address these English and math capacities directly, encouraging reading, writing, and quantitative thinking.
“Come to Play” music and lyrics by Thomas Cabaniss. Published by MusiCreate Publications. Performed by the Brooklyn Youth Chorus and Moran Katz.
The Blue Danube by Johann Strauss II, lyrics by Thomas Cabaniss. Performed by Wiener Philharmoniker conducted by Willi Boskovsky. Courtesy of Decca Music Limited under license from Universal Music Enterprises. Student performance tracks performed by Moran Katz, Amy Justman, and Shane Schag.
“Toreador” from Carmen by Georges Bizet. Performed by Alan Titus and Slovak Radio Symphony Orchestra, courtesy of Naxos of America. Student performance tracks performed by Amy Justman and Shane Schag.
“Cidade Maravilhosa” by André Filho and Nick Lamer. © 1936, renewed 1964 Robbins Music Corp. Rights assigned to EMI Catalog Partnership. All rights controlled and administered by EMI Robbins Catalog Inc. (Publishing) and Alfred Music Publishing Co., Inc. (Print). All rights reserved. Used by permission. Student performance arranged by Thomas Cabaniss, performed by Amy Justman, Shane Schag, and Justin Hines. Pronunciation guide spoken by Christian Figueroa.
Allegro con brio from Beethoven’s Symphony No. 5, performed by Eugen Jochum, Symphonieorchester des Bayerischen Rundfunks. Courtesy of Deutsche Grammophon GmbH, Hamburg under license from Universal Music Enterprises.
“Barcarolle” from The Tales of Hoffman, Op. 67, composed by Jacques Offenbach, performed by Richard Hayman Symphony Orchestra, Richard Hayman. Courtesy of Naxos of America, Inc. Student play-along performed by Tali Rubinstein, recorder, and John Chin, piano. Recorded at 2nd Story Sound.
Danzón No. 2, composed by Arturo Márquez, Peer International Corp. (BMI), performed by Singapore Symphony Orchestra, Lan Shui. Courtesy of Naxos of America, Inc.
The Marriage of Figaro Act I: Overture by Wolfgang Amadeus Mozart. Performed by Nicolaus Esterházy Sinfonia conducted by Michael Halász. Courtesy of Naxos of America. Excerpts and narration by Daniel Levy.
The Young Person’s Guide to the Orchestra by Benjamin Britten. © 1947 by Hawkes & Son (London) Ltd. Courtesy of Boosey & Hawkes. Instrument excerpts performed by The Fountain Ensemble and narrated by Hillarie O’Toole. Theme performed by London Symphony Orchestra and Steuart Bedford. Courtesy of Naxos of America.