Visual & Performing Arts

  • Philosophy of Music Education

    “Music education in the public schools exists for the purpose of awakening and refining the aesthetic sensitivities of all children. The music program should develop music skills, understandings, and attitudes that will enable students to enjoy a richer life through listening to or participating in music experiences.” Since the uniqueness of the aesthetic experience is inherent in all humans, the pursuit of learning in music is an essential and vital opportunity that should be available to all students, not only those with special talents.

    The Christina School District recognizes the importance of the aesthetic experience in the total educational development of the child. The music educators of the Christina School District are committed to providing a rich learning environment in which each student may achieve his or her full potential.

We Believe...

    • that all students have musical aptitude and should have opportunities to develop their individual abilities
    • that all students can develop individual and collaborative expression through musicianship
    • that all students should have opportunities to create and perform music, as well as respond to music and make connections with creative concepts
    • that all students can appreciate historical and global cultures through music
    • that the processes of learning music require problem-solving and critical thought
    • that all styles of music have validity within the music curriculum
Shannon Smith, 12th grade, Newark High School (2018-2019 School Year)
  • 10 Lessons the Arts Teach

Guiding Principles of Music Education

  • During the course of their 1-12 musical education, all students should:

    1. Demonstrate understanding and independent use of the materials, techniques, vocabulary, literature/repertoire and diverse cultural and historical contexts/connections through the three artistic process:
      • Creating: imagining, experimenting, planning, making, evaluating, refining, presenting, and exhibiting music works that express their own creative concepts, ideas, and feelings (composing, arranging, improvising.)
      • Performing: selecting, analyzing, interpreting, rehearsing, evaluating, refining, and presenting diverse music works through performance (singing or playing an instrument, establishing a physical steady tempo, performing rhythms.)
      • Responding: selecting, describing, analyzing, interpreting, and evaluating music works and performance based on critical perception (as listener/audience or consumer.)
    2. Develop musical skills sufficient to:
      • continue lifelong involvement not only as a responder, but also as a creator and performer
      • pursue further study, if they choose, in preparation for a career
    3. Demonstrate understanding of the relationship of music to the other arts and other disciplines
    4. Seek music experiences and participate in the musical life of the school and community

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