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Creative Expression
Creative expression occurs when students perform, improvise, compose,
and arrange music. Their understanding of music grows out of frequent experi-
ences with music and sequential development of their musical skills. Singing is
one of the most natural, intimate ways for students to experience music.
Through regular instruction and practice, beginning in kindergarten, students
develop the skills to sing on pitch, in rhythm, and with expression. Group sing-
ing should include a wide repertoire of music from various styles and cultures.
Playing instruments, individually or in ensembles, from various parts of the
world provides students with a powerful medium for learning music. By using
melodic, harmonic, and rhythmic instruments, young students develop musical
concepts and the skills needed to perform accurately on pitch, in rhythm, and
with expression. Ensemble experiences should include a wide repertoire of ap-
propriate musical literature.
Musical skills should include performing from written music and partici-
pating in creative processes. Students need opportunities to learn to improvise
rhythms and melodies, harmonizing parts consistent with the style, meter, and
tonality of the music being studied. By composing and arranging their own
works, they can use music to communicate their ideas, feelings, and responses
to their cultural and natural environments.
Historical and Cultural Context
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Time and place influence music. The study of the history of music reveals a
rich resource of outstanding examples of the power of music to inspire and
reach the depths of human emotion. Because to a large degree an individual’s
artistic life is shaped by the surrounding culture, its history, and its traditions,
music can best be understood and appreciated when presented within its cul-
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tural context. By studying music from many cultures, students can enjoy the
music of the whole world and raise their cultural and social awareness.
Aesthetic Valuing
Aesthetic valuing extends beyond acquiring knowledge and skills to under-
standing the wide range of values in music. As students respond emotionally to
music and reflect on what they are performing, listening to, and composing,
they develop their affective and cognitive abilities. Aesthetic valuing begins
with artistic perception and extends to critical judgments about music, includ-
ing judging one’s own performances and compositions and those of others.
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Connections, Relationships, Applications
Learning is reinforced when music instruction is carefully connected with
other disciplines—likely a long-term effort. Those connections also allow for
the effective teaching of correlations between music and dance, theatre, and the
Chapter 4
Guidance
for Visual and
Performing Arts
Programs
Music
