Knowledge
Structure: This category of knowledge refers to the organization of music, using knowledge of music theory and notation to identify how the elements of music (pitch, rhythm, harmony, dynamics, timbre, texture, form, and style/articulation) are used within a piece, including the difficulty or challenges of music being performed or created)
Context: This category of knowledge refers the historical, cultural and social context of the music as well as the impact of purpose and venue on our choices (selections) and presentation of music, including programing, etiquette and deportment.
Evaluation: This category of knowledge refers to our understanding of the criteria that are used to evaluate music and performances and how this knowledge impacts our ability to diagnose and solve problems and make musical decisions based on an awareness their own and others strengths, limitations and/or preferences.
Skills
Performing: This area of skills refers to the performance qualities that are expected at a specific grade or level (often found on audition and adjudication forms). These include areas such as technique, sound quality, technical accuracy, interpretation and expression and ensemble skills; as well as implementing effective approaches for selecting and programing appropriate work(s) for performance and refining work usingeffective practice strategies and work habits. In addition it includes the presentation or performance of work demonstrating appropriate etiquette and deportment (See context). These skills are expressed through singing, playing instruments, and movement.
Creating: This area of skills refers to the creating skills that are expected at a specific grade or level, in areas such as imagination, craftsmanship, and the ability to refine work by making effective choices for specific contexts and to express personal intent. These are expressed through improvising, arranging, and composing.
Listening, Reading, Notating: This area of skills refers to the aural and notational skills needed to hear, read, and notate, melodic, rhythmic, harmonic and expressive elements of music at specific grades of levels. These are expressed through listening (audiating), reading, and notating music.
Evaluating: This area of skills refers to the application of evaluative criteria to the processes of creating, performing and responding to music. It is expressed through self-assessments and critiques of music and performances.
Dispositions
Standards-based music education leads to developments that go beyond the accumulation of Skills and Knowledge. Among these developments are the gaining of Dispositions including Collaboration, Flexibility, Goal Setting, Inquisitiveness, Openness and respect for the ideas and work of others, Responsible risk-taking, Self-reflection, and Self-discipline and perseverance. Definitions are listed on the following page:
Definitions for Dispositions[i]
Collaboration - Working with others interdependently to perform a task and to achieve shared goals
Flexibility -Demonstrating the ability to see multiple perspectives and monitor and adjust work based on differing conditions.
Goal Setting -Establishing specific and timely goals for completion of work.
Inquisitiveness - Havingcuriosity anddriveto learn more about known and unknown strategies, techniques, concepts, ideas and phenomena.
Openness and respect for the ideas and work of others -Listening with understanding and empathy to others expressing differing ideas and/or cultural backgrounds
Responsible risk-taking -Willing to chance making mistakes while tackling challenging problems that do not have easy, obvious or conventional solutions - seeing these challenges as opportunities for learning rather than potentials for failure
Self-Reflection -Applying self-knowledge and objective evaluation to personal work through questioning and introspection
Self-discipline and Perseverance -Demonstrating independence and self-motivation, managing impulsivity, and being comfortable with delayed gratification as they strive for excellence.
The listings are for the strand/level as a whole. To guide your discussion, please note that the following processes, although not limited to, seem to have an affinity to the indicated dispositions:
Creating - Inquisitiveness, Responsible risk-taking,Self-discipline and perseverance
Performing - Collaboration, Goal-setting, Self-discipline and perseverance
Responding - Openness and respect for the ideas and work of others, Flexibility
[i] Derived from sources including Costa and Kallick,DeBono, Metiri Group, Marzano and Pickering