Standard 5: music. As a musician’s aural background of new piece, just by calling to mind that
Reading and glyph1197otating Music grows through listening and learning to Mozart created it. Understanding Mozart’s
This one seems fairly obvious, but what is it evaluate (either self or others) they will be time and place, reading an unfamiliar work
really saying? Reading and notating music able to make their own decisions about what by him for the first time can also
requires many skills. Complete a task they perceive as high (or low) quality music incorporate style and technique required for
analysis to determine the first necessary and/or performance. Evaluating a appropriate interpretation. Another example
concept is in the “reading” part of this performance is necessary, especially on the is understanding where a popular musical
standard. Could it be steady beat? That is a first go round. If music educators teach composition fits culturally and in musical
concept that begins in Pre-Kindergarten or serious evaluation, instead of moving on development. This can lend information for
Kindergarten and remains an important part with “Okay, that was fine,” students will reading and interpretation. When students
of all musicians’ professions, from novice gain evaluative skills and make understand how to use history, they know
to expert. This is where teachers begin improvements based on self and other’s that a song by the Beatles would not be
helping students turn their aural evaluations. This is a skill that is necessary performed the same as an excerpt from one
understanding of music into symbolic for reading music. Most often what is of Mozart’s masses.
representation, turning sounds into notation. played or sung is notated (of course there is
All of the information they have gained an exception for folk music). Seriously Concluding Thoughts
through the previous four and the next four evaluating a performance can lead students When the community of music educators
standards is used to help students connect to hear discrepancies between the score and joined to create the National Standards for
symbolic information (staff notation) to the sound that can improve their own the Arts (1994), those pioneers set forth a
aural and performance information. reading and performance. way to teach music comprehensively that
would incorporate all of the many areas in
Standards 6: Standard 8: music that exist. Music reading is one part,
Listening to, Analyzing, and Describing Understanding Relationships Between but it, like all of the standards is dependent
Music Music, the Other Arts and Disciplines upon each one of the other standards.
Listening to and analyzing music is an Outside the Arts Teachers using the national standards as a
excellent way to expose students to Meeting standard eight requires students to guide most likely teach comprehensively
melodies and harmonies they need to think about music in a new way, for and have students who are musically skilled
internalize for successful music reading. It example comparing a musical style with a with the knowledge and background
is this internalization that can help a student similar style in art (like Impressionism) for necessary for future participation in music.
see notation for a I chord in C Major, a fuller understanding overall. When Before we can expect students to read
understand that it is a Major triad, and hear students explore music as a part of the music, we first have to teach them music.
it internally just by thinking about it. If world as a whole, rather than a singular As teachers, we must open our minds to the
students have never heard musical element, they gain perspective. So how does possibility that this “thing” we call music is
cadences, or thought about the purpose of a this relate to music reading? Using really many concepts and skills all expertly
cadence, they will have a difficult time Impressionism as an example again, if woven together and the ability to read it is
anticipating and singing or playing the teachers use this alternate way of showing dependent upon knowledge, understanding,
correct pitches when a cadence comes. If style visually as well as aurally, students and skills in all areas of music.
they have heard suspensions in different would then have a visual idea of
recordings, then those whose parts generally Impressionism that can be transferred to REFEREglyph1197CES
perform the suspensions (often altos and performance practice. Another example is Mandel, J., Bergman, A. and Bergman, M.
tenors in choral music) can see it visually as small as using mathematical fractions to (1987). Where do you start? [Recorded by
and make sense of it aurally because they teach time signatures, something that music Michael Fienstein]. On Isn’t it romantic?
know what a suspension sounds like. educators often do, since there are [CD]. New York: Electra Asylum.
Understanding that music has a structural mathematical elements in music, from MENC (1994). National Standards for Arts
form can inform both a listener and rhythm structure to acoustics. Education. Reston: MENC, 1994.
performer. Knowing that ABA means the
first part returns and will be close to the Standard 9:
same, if not exactly the same, is important. Understanding Music in Relation to
Music readers who understand form, even History and Culture Jane M. Kuehne is Assistant Professor of
on the most basic level, know to expect the Since music is not a stagnant or unchanging Music Education at Auburn University.
same information when the A section comes medium, students must be aware of its place
around again. in their own and other cultures and they Contact Information:
must understand how a piece of music fits Dr. Jane M. Kuehne
Standard 7: in the musical history, even those works that 5040 Haley Center
Evaluating Music and Music are considered “popular” in nature. How Auburn University, AL 36849-5212
Performances does this relate to music reading?
This standard integrates well with the other Understanding history can lend a better Phone: (334) 844-6852
nine standards. Evaluating music and music understanding of how and why certain E-mail: kuehnjm@auburn.edu
performances is necessary for students to music was created. Thinking historically,
learn to make their own judgments about students could have a clearer understanding
ala breve 43
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