wmea music standards
“
..to revive and have courage.” Christine C. Hayes, WMEA Music Standards Committee Chair
This summer I ex- perienced two be- loved artists in a way that blew my mind! The presentations were creative and effective, and more memorable than any arts experience I re- member long before
COVID-19. The first was a drive-through adaptation of Wagner’s Götterdäm- merung, Twilight: Gods, presented by Chicago Lyric Opera,
lyricopera.org/ twilightgods, featuring Christine Goerke as Brünnhilde. Presented in 70 minutes instead of the original 5 hours, I drove from scene to scene in Chicago’s Millen- nium Parking Garage. I was captivated by street poetry narration, international opera stars singing 8 feet from my windshield, a southern preacher sermon on Social Justice, booming out in his larger than life presence, “Siegfried never should have died with a knife to the back,” and follow- ing a classic white hearse to the final scene where Brünnhilde rides off singing in a red convertible Mustang. Orchestrations were equally engaging, ranging from electric bass, accordion, harp, to vibraphone, synthesizer, horn.
Beyond Van Gogh: An Immersive Ex- perience,
vangoghexpo.com, consumed my very being into paintings I had loved since childhood. Surrounded by four walls and floor and center pillars of projections, the brilliant mind of the artist penetrated the cerebral through constantly evolving visuals and music, allowing the viewer to step into Van Gogh’s café in France, feel at home in his bedroom where he put his mind to rest, swirl through the galaxy into Starry Night, and examine come alive portraits of fascinating personalities that you wanted to know better – no longer just dead people from 150 years ago. I swayed, twirled, jumped up and down with joy, felt a few tears fall and had my breath taken away. A Van Gogh quote from the exhibit
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inspired me tremendously for the year and provided the title of this article – “…to revive and have courage.”
THIS is where each music student needs to be – immersed in the relevant breathtak- ing art form of music! Able to relive the cognitive and emotional connections that they study and come alive with the musi- cal experiences they create and explore. How do you get there? On what can you base these learning opportunities in order to be true to the curricular foundation set in your district?
A golden foundation on which to start is in the WMEA Standards – the collection of Anchor Standards which support the four Artistic Processes of Creating, Perform- ing, Responding and Connecting. The 11 anchors are broad objectives that are common across all arts forms.
Brianne Gidcumb states in her article, “Unpacking the Core Arts Standards in Music,” January 2015 Institute for Arts Integration and STEAM, https://artsinte-
gration.com/2015/01/16/unpacking-the- core-arts-standards-for-music/, “Anchor standards are essential for unifying the standards across arts contents, as well as for unifying standards from one grade level to the next within a particular arts content. Just as in the ELA Common Core Standards at
corestandards.org/ ELA-Literacy, there is an upward spiral of complexity that allows students to ex- perience each anchor standard from year to year, with increasing complexity and rigor each year.” As stated in the NAfME Standards, “Anchor Standards describe the general knowledge and skill that teachers expect students to demonstrate throughout their education in the arts.” On a side note, if you as a music educator have not read the English Language Arts Standards, you will find them full of correlations to what you do in the music classroom with many common standards processes and lan- guage. This can lead to great conversations
Go to the online, digital version of WSM for easy access to links.
with colleagues as well as connections for the students in music class.
As I read through the 11 Anchor Stan- dards, I reflect on keeping lesson experi- ences relevant to the student and student driven, connecting with students’ Social/ Emotional learning, and a part of the world surrounding the students culturally and through social justice. I examine these experiences with the Anchor Standards and with the curriculum at hand. Like a Venn diagram, when all converge, the creative juices start flowing.
1. Generate and conceptualize artistic ideas and work
2. Organize and develop artistic ideas and work
3. Refine and complete artistic ideas and work
4. Select, analyze, and interpret artistic work for presentation
5. Develop and refine artistic tech- nique and work for presentation
6. Convey meaning through the presentation of artistic work
7. Perceive and analyze artistic work
8. Interpret intent and meaning in artistic work
9. Apply criteria to evaluate artistic work
10. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
11. Synthesize and relate knowledge and personal experiences to make art
September 2021
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