Differentiation keeps all the students involved and gives them the ability to take pride in a work that one student alone could not accomplish. Using small ensemble music allows the music educator to use challenging music but give the student the part that is best for their ability. Progression of musical skills does not develop equally in all students. Students who experience ensemble playing from an early age tend to develop quickly and persevere when confronted with difficulty. Helping students understand the cultural dimensions and contributions of the arts is easily understood when the students can play music from around the world and music from all centuries and in all styles. The fourth standard will be very visible in the works that we will present today. The third standard that asks students to respond critically to a variety of works invokes their curiosity and imagination which fosters creativity. Knowing and using arts materials and resources and analyzing information using critical thinking skills are part of working in an ensemble.
The second New York standard for the arts agrees with the 21 st century skills list. One of the first standards that a music ensemble fulfills is the ability for students to perform and participate – collaboration, adaptability, and initiative – all very important characteristics that connects all of these standards. All of this can be overwhelming until we identify what we teach in an ensemble class.
Works published on the Internet, such as the article from the Illinois Music Educators Conference by Tom Foust (January 24, 2013) helps give insight into looking for key words that align musical instruction with the Common Core. NAfME suggests drawing on reference to music in the Common Core ELA Standards to connect music curriculums. Today’s music educator must be able to teach using the New York Standards for the Arts, 21 st Century Skills and understand the Common Core Curriculum.
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