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NEW YORK CITY 2020–2021

Standards

National Core Arts Standards for Music

Jazz: 1, 2, 3, 4, 6, 7, 10, 11
Zimbabwean Mbira Music: 1, 4, 5, 6, 7, 8, 11
Haitian Music: 1, 2, 3, 4, 5, 7, 8, 10, 11
Bomba and Plena: 1, 2, 3, 4, 5, 6, 10, 11
Freedom Songs: 1, 2, 4, 5, 6, 10, 11
Indian Classical: 1, 2, 3, 4, 5, 7, 9, 10, 11

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.

Common Core Capacities

Through hands-on classroom activities and two culminating interactive performances, Musical Explorers helps to address Common Core Capacities for College and Career Readiness, empowering students through learning activities in which they

  1. demonstrate independence
  2. build strong content knowledge
  3. respond to the varying demands of audience, task, purpose, and discipline
  4. comprehend, as well as critique
  5. value evidence
  6. come to understand other perspectives and cultures

The Musical Explorers curriculum focuses on building music performance skills, content knowledge, and creativity, while developing core capacities in English language arts and mathematics. Through active listening, describing and analyzing repertoire, writing activities, and a focus on the perspectives of other cultures and communities, Musical Explorers provides students with the opportunity to put these core capacities to use in a musical domain.

New York City Department of Education Blueprint for Teaching and Learning in Music

Jazz: 1, 2, 3, 4
Zimbabwean Mbira Music: 1, 2, 3, 4
Haitian Music: 1, 2, 3, 4
Bomba and Plena: 1, 2, 3, 4
Freedom Songs: 1, 2, 3, 4
Indian Classical: 1, 2, 3, 4

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.

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