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is way a fun to see where The Radio Hour is being used. State standards will be updated with each new state using The Radio Hour |
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Your State follows the MENC National Standards
Grade Six:
1.0 Artistic Perception
1.1 Read, write, and perform intervals and triads.
1.2 Read, write, and perform rhythmic and melodic notation, using standard
symbols for pitch, meter, rhythm, dynamics, and tempo in duple and triple
meters.
1.5 Analyze and compare the use of musical elements representing various
genres and cultures, emphasizing meter and rhythm.
2.0 Creative Expression
2.1 Sing a repertoire of vocal literature representing various genres, styles,
and cultures with expression, technical accuracy, good posture, tone quality,
and vowel shape—written and memorized, by oneself and in ensembles
(level of difficulty: 1; scale; 1-6).
2.3 Perform on an instrument a repertoire of instrumental literature representing
various genres, styles, and cultures with expression, technical accuracy,
tone quality, and articulation, by oneself and in ensembles (level of difficulty:
1; scale: 1-6).
2.4 Compose short pieces in duple and triple meters
2.6 Improvise simple melodies.
3.0 Historical and Cultural Context
3.1 Compare music from two or more cultures of the world as to the functions
the music serves and the roles of musicians.
3.3 Describe distinguishing characteristics of representative musical genres
and styles from two or more cultures.
3.4 Listen to, describe, and perform music of various styles from a variety
of cultures.
3.5 Classify by style and genre a number of exemplary musical works and
explain the characteristics that make each work exemplary.
4.0 Aesthetic Valuing
4.1 Develop criteria for evaluating the quality and effectiveness of music
performances and compositions, including arrangements and improvisations,
and apply the criteria in personal listening and performing.
4.2 Explain how various aesthetic qualities convey images, feeling, or emotion.
4.3 Identify aesthetic qualities in a specific musical work.
5.0 Connections, Relationships, Applications
5.1 Describe how knowledge of music connects to learning in other subject
areas.
5.2 Identify career pathways in music.
Grade Seven:
1.0 Artistic Perception
1.1 Read, write, and perform intervals, chordal patterns, and harmonic progressions.
1.3 Transcribe simple aural examples into melodic notation.
1.5 Analyze and compare the use of musical elements representing various
genres, styles and cultures, emphasizing tonality and intervals.
1.6 Describe larger music forms (canon, fugue, suite, ballet, opera, and
oratorio).
2.0 Creative Expression
2.3 Perform on an instrument a repertoire of instrumental literature representing
various genres, styles, and cultures with expression, technical accuracy,
tone quality, and articulation, by oneself and in ensembles (level of difficulty:
2; scale: 1-6).
2.4 Compose short pieces in duple, triple, and mixed meters.
2.5 Compose and arrange simple pieces for voice and instruments, using traditional
and nontraditional sound sources, including digital/electronic media.
2.6 Improvise melodies and harmonic accompaniments.
2.7 Improvise melodic and rhythmic embellishments and variations on given
pentatonic melodies.
3.0 Historical and Cultural Context
3.1 Compare music from various cultures as to some of the functions music
serves and the roles of musicians.
3.3 Identify and describe distinguishing characteristics of musical genres
and styles from a variety of cultures.
3.4 Perform music from diverse genres and cultures.
3.5 Identify instruments from a variety of cultures visually and aurally.
3.6 Classify by style and genre exemplary musical works and explain the
characteristics that make each work exemplary.
4.0 Aesthetic Valuing
4.1 Use criteria to evaluate the quality and effectiveness of music performances
and composition.
4.2 Apply criteria appropriate for the style or genre of music to evaluate
the quality and effectiveness of performances, compositions, arrangements,
and improvisations by oneself and others.
4.3 Compare and contrast the differences between one performance of a specific
musical work and another performance of the same work.
5.0 Connections, Relationships, Applications
5.1 Identify similarities and differences in the meanings of common terms
used in various arts and other subject areas.
5.2 Identify and describe how music functions in the media and entertainment
industries.
5.3 Identify various careers for musicians in the entertainment industry.
Grade Eight:
1.0 Artistic Perception
1.5 Analyze and compare the use of musical elements representing various
genres, styles, and cultures, with an emphasis on chords and harmonic progressions.
1.6 Describe larger musical forms (symphony, tone poem).
1.7 Explain how music elements are used to create specific music events
in given aural examples.
2.0 Creative Expression
2.5 Arrange simple pieces for voices or instruments other than those for
which the pieces were written, using traditional and nontraditional sound
sources, including digital/electronic media.
2.6 Improvise melodic and rhythmic embellishments and variations in major
keys.
2.7 Improvise short melodies to be performed with and without accompaniment.
3.0 Historical and Cultural Context
3.1 Compare and contrast the functions music serves and the place of musicians
in society in various cultures.
3.2 Identify and explain the influences of various cultures on music in
early United States history.
3.3 Explain how music has reflected social functions and changing ideas
and values.
3.4 Compare and contrast the distinguishing characteristics of musical genres
and styles from a variety of cultures.
3.5 Perform music from diverse genres, cultures, and time periods.
3.6 Classify exemplary musical works by style, genre, and historical period
and explain why each work is considered exemplary.
4.0 Aesthetic Valuing
4.1 Use detailed criteria for evaluating the quality and effectiveness of
musical performances and compositions and apply the criteria to personal
listening and performing.
4.2 Apply detailed criteria appropriate for the genre and style of the music
to evaluate the quality and effectiveness of performances, compositions,
arrangements, and improvisations, by oneself and others.
4.3 Explain how and why people use and respond to specific music from different
musical cultures found in the United States.
4.4 Compare the means used to create images or evoke feelings and emotions
in musical works form a minimum of two different musical cultures found
in the United States.
5.0 Connections, Relationships, Applications
5.1 Compare in two or more arts forms how the characteristic materials of
each art (sound in music, visual stimuli in visual arts, movement in dance,
human relationships in theatre) can be used to transform similar events,
scenes, emotion, or ideas into works of art.
5.2 Describe how music is composed and adapted for use in film, video, radio,
and television.
5.3 Describe the skills necessary for composing and adapting music for use
in film, video, radio, and television.
Grades Nine Through Twelve – Proficient
1.0 Artistic Perception
1.1 Read an instrumental or vocal score of up to four staves and explain
how the elements of music are used.
1.2 Transcribe simple songs when presented aurally into melodic and rhythmic
notation (level of difficulty: 1; scale: 1-6).
1.4 Analyze and describe the use of musical elements and expressive devices
(e.g., articulation, dynamic markings) in aural examples in a varied repertoire
of music representing diverse genres, styles, and cultures.
1.5 Identify and explain a variety of compositional devices and techniques
used to provide unity, variety, tension, and release in aural examples.
1.6 Analyze the use of form in a varied repertoire of music representing
diverse genres, styles, and cultures.
2.0 Creative Expression
2.4 Perform on an instrument a repertoire of instrumental literature representing
various genres, styles, and cultures with expression, technical accuracy,
tone quality, and articulation, by oneself and in ensembles (level of difficulty:
4; scale: 1-6).
2.5 Perform on an instrument in small ensembles, with one performer for
each part.
2.6 Compose music, using music elements for expressive effect.
2.9 Improvise harmonizing parts, using an appropriate style.
2.10 Improvise original melodies over given chord progressions.
3.0 Historical and Cultural Context
3.1 Identify the sources of musical genres of the United States, trace the
evolution of those genres, and cite well-known musicians associated with
them.
3.2 Explain the various roles that musicians perform, identify representative
individuals who have functioned in each role, and explain their activities
and achievements.
3.3 Describe the differences between styles in traditional folk genres within
the United States.
3.4 Perform music from various cultures and time periods.
3.5 Classify, by genre or style and historical period or culture, unfamiliar
but representative aural examples of music and explain the reasoning for
the classification.
4.0 Aesthetic Valuing
4.1 Develop specific criteria for making informed critical evaluations of
the quality and effectiveness of performances, compositions, arrangements,
and improvisations and apply those criteria in personal participation in
music.
4.2 Evaluate a performance, composition, arrangement, or improvisation by
comparing each with an exemplary model.
4.3 Explain how people in a particular culture use and respond to specific
music works from that culture.
4.4 Describe the means used to create images or evoke feeling and emotions
in musical works from various cultures.
5.0 Connections, Relationships, Applications
5.1 Explain how elements, artistic processes, and organizational principles
are used in similar and distinctive ways in the various arts.
5.2 Analyze the role and function of music in radio, television, and advertising.
5.3 Research musical careers in radio, television, and advertising.
Grades Nine Through Twelve – Advanced
1.0 Artistic Perception
1.1 Read a full instrument or vocal score and describe how the elements
of music are used.
1.2 Transcribe simple songs into melodic and rhythmic notation when presented
aurally (level of difficulty: 2; scale: 1-6).
1.3 Sight-read music accurately and expressively (level of difficulty: 4;
scale: 1-6).
1.4 Analyze and describe significant musical events perceived and remembered
in a given aural example.
1.5 Analyze and describe the use of musical elements in a given work that
makes it unique, interesting, and expressive.
1.6 Compare and contrast the use of form, both past and present, in a varied
repertoire of music from diverse genres, styles, and cultures.
2.0 Creative Expression
2.1 Sing a repertoire of vocal literature representing various genres, styles,
and cultures with expression, technical accuracy, good posture, tone quality,
and vowel shape and articulation—written and memorized, by oneself
and in ensembles (level of difficulty: 5; scale; 1-6).
2.2 Sing music written in four parts with and without accompaniment (level
of difficulty: 5; scale: 1-6).
2.3 Sing in small ensembles, with one performer for each part.
2.4 Perform on an instrument a repertoire of instrumental literature representing
various genres, styles, and cultures with expression, technical accuracy,
tone quality, and articulation, by oneself and in ensembles (level of difficulty:
5; scale: 1-6).
2.5 Perform on an instrument in small ensembles, with one performer for
each part (level of difficulty 5; scale: 1-6).
2.6 Compose music in distinct styles.
2.7 Compose and arrange music for various combinations of voices and acoustic
and digital/electronic instruments, using appropriate ranges and traditional
and untraditional sources of sound.
2.8 Create melodic and rhythmic improvisations in a style or genre within
a musical culture (e.g. gamelan, jazz, and mariachi).
3.0 Historical and Cultural Context
3.1 Analyze how the roles of musicians and composers have changed or remained
the same throughout history.
3.2 Identify uses of music elements in nontraditional art music (e.g., atonal,
twelve-tone, serial).
3.3 Compare and contrast the social function of a variety of music forms
in various cultures and time periods.
3.4 Perform music from a variety of cultures and historical periods
3.5 Compare and contrast instruments from a variety of cultures and historical
periods.
3.6 Compare and contrast musical styles within various popular genres in
North America and South America
3.7 Analyze the stylistic features of a given music work that define its
aesthetic traditions and its historical or cultural context.
3.8 Compare and contrast musical genres or styles that show the influence
of two or more cultural traditions.
4.0 Aesthetic Valuing
4.1 Compare and contrast how a composer’s intentions result in a work
of music and how that music is used.
4.2 Analyze and explain how and why people in a particular culture use and
respond to specific music works from their own culture.
4.3 Compare and contrast the musical means used to create images or evoke
feelings and emotions in works of music from various cultures.
5.0 Connections, Relationships, Applications
5.1 Explain ways in which the principles and subject matter of music and
various disciplines outside the arts are interrelated.
5.2 Analyze the process for arranging, underscoring, and composing music
for film and video productions.
5.3 Identify and explain the various factors involved in pursuing careers
in music.
New Jersey (NJMEA)
By the end of Grade 8, students will:
STANDARD 1.1 (AESTHETICS)
All students will use aesthetic knowledge in the creation of and in response
to dance, music, theater, and visual art.
:
A. Knowledge
Examine works of art that communicate significant cultural beliefs or set
of values.
Use domain-specific vocabulary relating to symbolism, genre, and performance
technique in all arts areas.
Analyze how art is often defined by its originality.
B. Skills
Differentiate between the unique and common properties in all of the arts.
Distinguish among artistic styles, trends, and movements in various art
forms.
Express how art is inspired by an individual's imagination.
Describe changes in meaning over time in the perception of a known work
of art.
The Radio Hour:
Era units give overviews of artists and representative styles
Each unit has specific vocabulary which are tested in review crossword puzzles
and online quizzes
Era units identify the individual contributions of each artist and their
contributions to their style
Comparison of different musicians and the transitions to each new era
Students explore different styles through hands on projects
Students are required to write reflective essays about key musicians.
STANDARD 1.2 (CREATION AND PERFORMANCE)
All students will utilize those skills, media, and technologies appropriate
to each art form in the creation, performance, and presentation of dance,
music, theater, and visual art.
Perform compositions containing progressively complex notation and use standard
notation to record musical ideas.
Perform independently and in groups a repertoire of diverse genres and cultures
with appropriate expressive qualities.
Improvise original melodies and/or rhythms over given chordal progressions
or rhythmic accompaniments in a consistent style, meter, and tonality.
Identify careers and lifelong opportunities for making music.
The Radio Hour:
Students compose and perform songs on harmonica in tab and standard notation.
Students are required to perform individual compositions for the class as
well as ensemble materials in the Harmonica unit.
Students learn to imporvise on a diatonic harmonica in crossharp style.
Students learn about performance ettiquette, and radio (broadcast) techniques.
STANDARD 1.3 (ELEMENTS AND PRINCIPLES)
All students will demonstrate an understanding of the elements and principles
of dance, music, theater, and visual art.
Analyze the application of the elements of music in a diversity of musical
works.
Examine how aspects of meter, rhythm, tonality, intervals, chords, and harmonic
progressions are organized and manipulated to establish unity and variety
in musical compositions.
Describe various roles that musicians perform and identify representative
individuals and their achievements that have functioned in each role.
The Radio Hour:
Students analyze 30 or more songs of varied styles in each curriculum.
Students are asked to identify aspects of each song using unit vocabulary.
Students are quizzed on vocabulary relevent to each selection
Student research the lives of key musicians and create an “interview”
for their radio broadcast.
STANDARD 1.4 (CRITIQUE)
All students will develop, apply and reflect upon knowledge of the process
of critique.
A. Knowledge
Explain the process of critique using the progression of description, analysis,
interpretation, and evaluation.
Compare artistic content among contrasting art works in the same domain.
B. Skills
Evaluate the judgment of others based on the process of critique.
Compare and contrast the technical proficiency of artists.
The Radio Hour:
Students are given multiple opportunities to evaluate their own and peers
work using ready-made rubrics
Students compare the styles of form, composition, and improvisation between
different artists and groups through musical debates and comparative essays.
STANDARD 1.5 (HISTORY/CULTURE)
All students will understand and analyze the role, development, and continuing
influence of the arts in relation to world cultures, history, and society.
A. Knowledge
Analyze how technological changes have influenced the development of the
arts.
Examine how the social and political environment influences artists in various
social/historical/political contexts.
B. Skills
Identify the common artistic elements that help define a given historical
period.
Discuss how cultural influences add to the understanding of works of art.
The Radio Hour:
Students will identify through Individual Projects
Movement – Dances of different eras
Call Charts - Identify improvements in technology for musical instruments
and the recording industry.
Improvisation – Analysis of different songs of different eras.
Research – Personal research and listening to peer research presentations.
Visual representation on unit covers.
Open theme compositions of songs and poems.
Radio broadcasts for a study of advertising, and historical events.
Stylistic elements are identified for each unit
Elements are compared with previous units to identify cultural, historical
and social changes with respect ot impact on the music.
Visual representation of cultural, historical and social changes on unit
covers
Open theme compositions of songs and poems
Radio broadcasts for a study of national and international events
New York (NYSSMA)
By the end of Grade 8, students will:
Standard 4 – Understanding the Cultural Dimensions
and Contributions of the Arts (1,2,3)
1) Identify the cultural context of a performance.
2) Identify the titles and composers of well known examples of Blues/Jazz
selections.
3) Discuss the current and past cultural, social, and political uses for
the music that was performed and listened to.
Pennsylvania (PMEA)
By the end of Grade 8, students will:
9.1. Production, Performance and Exhibition of Dance, Music, Theatre
and Visual Arts
A. Know and use the elements and principles of each art form to create works
in the arts and humanities.
The Radio Hour:
o Presenting puppet shows to create a production of a selection from the
contemporary Era
o Presenting a self choreographed dance in Classical, Jazz, or Rock style
o Collaboration of ideas for radio broadcast
o Script development for radio broadcast and puppet show
o Create a variety of visual projects to represent the musical and historical
elements related to an era in history
B. Recognize, know, use and demonstrate a variety of appropriate arts elements
and principles to produce, review and revise original works in the arts.
The Radio Hour:
o Demonstrate the form of a selection of music by creating a choreographed
dance
o Play harmonica to demonstrate a knowledge of notation, and theory.
o Create a song based on blues elements of Jazz and Rock musicians in history
o Interpret the roles of the staff of a radio show. (Production manager,
reporter, disc jockey, advertising)
o Identify and use comprehensive vocabulary within each era of each curriculum.
o Identify multiple styles and musical trends within each curriculum through
listening and analyzing of representative works.
o Communicate a unifying theme or point of view of works in the arts.
o Explain works of others within each art form through performance or exhibition.
o Explain the function and benefits of rehearsal and practice sessions.
C. Incorporate specific uses of traditional and contemporary technologies
in furthering knowledge and understanding in the humanities.
The Radio Hour: using the website www.theradiohour.net
o Students will use the internet to research the life of representative
musicians
o Students will use the internet to research the political issues based
on the timeline of music eras
o Students will use the internet to research the use of music and its effect
on advertising
9.2. Historical and Cultural Contexts
Explain the historical, cultural and social context of an individual work
in the arts.
The Radio Hour:
o Listen to at least 30 different works representative of the many eras
within the genres of Classical, Jazz and Rock
o Relate styles within eras and compare the development of styles within
the genre of Classical, Jazz and Rock
o Analyze the musical significance of a selection with the social, political,
and scientific contributions within that period in music history.
o Know terms and composers/musicians relevant to each era are reviewed through
unit crossword puzzles and online tests
o Discuss trends in music history through dance (Waltz, Charleston, Swing,
Twist)
o Identify, explain and analyze common themes, forms and techniques from
works in the arts (e.g., Copland and Graham’s Appalachian Spring and
Millet’s The Gleaners).
9.3. Critical Response
Know and use the critical process of the examination of works in the arts
and humanities.
The Radio Hour:
o Individual projects include Venn Diagrams for comparative essays and as
a springboard for musical debates.
o Students use Call Charts to visually guide them though music analysis
o Students use Call Charts to identify trends in form, improvisation, and
verse
o Students review related vocabulary within each Call Chart
o Students are asked to make comparisons about the musical elements of music
analyzed in Call Charts with the music they purchase today
9.4. Aesthetic Response
Compare and contrast examples of group and individual philosophical meanings
of works in the arts and humanities
The Radio Hour:
o Students keep personal connections with songs from the curriculum in their
portfolio
o Students experience a variety of performance venues through Video/DVD
o Students discuss audience etiquette during Call Chart analysis
o Students discuss the intrinsic value of a variety of musical styles from
Classical through Contemporary music and their effect on society throughout
history.