New Colorado P-12 Academic Standards

Current Display Filter: Music - All - by Specific Prepared Graduate Competency - (Remove PGC Filter)

Content Area: Music
Grade Level Expectations: High School - Performance Pathway
Standard: 1. Expression of Music

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Perform music accurately and expressively demonstrating self-evaluation and personal interpretation at the minimal level of 3 on the difficulty rating scale

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Incorporate all musical symbols, tempo indications, expressive indications, and technical indications, while maintaining consistent tone quality, intonation, balance, blend, diction (vocal), and phrasing (DOK 1-3)
  2. Demonstrate advanced techniques (DOK 1-2)
  3. Interpret nontraditional notation symbols (DOK 1-2)
  4. Select appropriate literature for performance (for solo or small ensemble) (DOK 1-3)
  5. Describe and defend interpretive judgments (DOK 1-4)
  6. Explain how self-evaluation has strengthened the performance during the course of preparation (DOK 3)

Inquiry Questions:

  1. Does musical expression have a language?
  2. Why is it important to perform in all genres of music?
  3. How would an event in history impact use of expressive musical elements of the time?
  4. Why do Asian, African, Native American, Middle Eastern, calypso, and American folk songs have different expressive qualities?
  5. Why do performers need to evaluate themselves?

Relevance & Application:

  1. Synthesizing several expressive musical elements into one performance gives listeners a rich, memorable, and unique experience.
  2. Using music software, musicians can isolate, emphasize, and blend expressive elements in varying ways to change the message of the music to be interpreted in accordance with the musical expressions of varying cultures.
  3. Using musical elements helps to interpret the message of the composer.
  4. A musician conveys music using emotions and senses as a storyteller conveys a story.
  5. Current technologies can be used to support and assist with performance, practice, and evaluation (such as recording performances for evaluating expression and technique).

Nature Of:

  1. Musicians believe the craft of music is enhanced through accuracy and expression, which aid in the emotional and intellectual link between the performer and the listener.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Perform accurately and expressively at the first reading at the minimal level of 2 on the difficulty rating scale

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Sight-read, observing all musical symbols, tempo indications, expressive indications, and technical indications, while maintaining consistent tone quality, intonation, balance, blend, and phrasing (vocalists, pitches only) (DOK 1-2)
  2. Interpret nontraditional notation symbols (DOK 1-2)

Inquiry Questions:

  1. Why is sight reading important?
  2. How does strong intonation, balance, blend, and phrasing enhance sight reading?
  3. Why do nontraditional notation symbols exist?

Relevance & Application:

  1. Sight reading enables musicians to access varying types of music without having to hear it first.
  2. Sight reading allows musicians from all backgrounds to play together in impromptu acts of expression.
  3. Music software enables a novice musician to sight-read more difficult arrangements of music through playing notes aloud for ear training.
  4. When musicians read music from sight, they are using patterns just as mathematicians; scientists, and historians locate patterns to solve problems.

Nature Of:

  1. Musicians with the ability to sight-read are given diverse performing opportunities.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

3. Participate appropriately as an ensemble member while performing music at the minimal level of 3 on the difficulty rating scale

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Adjust tempo, dynamics, and expression, according to the conductor (DOK 1-3)
  2. Adjust tempo, dynamics, and expression according to other members of the ensemble (DOK 1-3)

Inquiry Questions:

  1. Why is it important for musicians to adjust their individual performance to aid in the success of an ensemble performance?
  2. How does an ensemble communicate?
  3. Does it require more or less musicianship to perform in an ensemble?
  4. How does culture play a role in the type of ensembles that are prevalent in society?

Relevance & Application:

  1. Engagement in collaboration through ensembles enhances perception and requires persistence in self-monitoring and decision making to work for the benefit of a common, societal goal.
  2. Use of ensembles varies depending on the era and culture.
  3. Software companies have begun to develop programs that adjust musical elements in real time as the performer adjusts in live performance.
  4. Performers access a variety of instrumentations electronically versus hiring and practicing with many instrumentalists.

Nature Of:

  1. Ensembles foster collaboration as well as interdependent thought.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

4. Demonstrate requisite performance skill sets appropriate for postsecondary pursuits

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify all major and relative minor scales and arpeggios (DOK 1)
  2. Identify augmented or diminished triads, starting on any given pitch (DOK 1)
  3. Produce a characteristic tone (DOK 1-2)
  4. Demonstrate ability to identify music in other languages (vocal) (DOK 1)

Inquiry Questions:

  1. Why does each voice and instrument have its own timbre?
  2. How does music communicate?
  3. How does a general knowledge of tone and form apply to postsecondary pursuits?

Relevance & Application:

  1. Everyone can perform and respond to music in meaningful ways such as speeches, electronic presentations, and live presentations.
  2. Mastery of music performance skills can lead to success in other academic disciplines, social activities, mass media pursuits, and several other career pursuits.
  3. The persistent study of music develops discipline and resiliency that extends into everyday life.
  4. People can use electronic instruments as well as electronic and/or digital audio and video devices to create performances that entertain and communicate with an audience (such as using electronic keyboards or synthesizers, playing or singing with digital audio software to record performance).

Nature Of:

  1. Creating and performing music are forms of self-expression.

Content Area: Music
Grade Level Expectations: High School - Generalist Pathway
Standard: 1. Expression of Music

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Present music expressively using appropriate technology

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Present a musical project based on the use of original or borrowed musical material, or environmental sounds from one or more sources, using one or more of the techniques of sequencing, mixing, overdubbing, and layering (DOK 1-4)
  2. Articulate further learning opportunities for the above skills (DOK 1-2)

Inquiry Questions:

  1. How does pirating music effect composers' lives?
  2. Why would one perform music from cultures other than their own?
  3. What is the importance of performing music from different historical periods, cultures, and traditions?

Relevance & Application:

  1. Understanding multiple career pathways through music allows for one to apply their creative skills to many future vocations in the 21st century workforce.
  2. The use of appropriate technology provides opportunities for meaningful musical experiences and expression by individuals who may not be skilled performers in a more traditional manner.
  3. Using available technology methods such as music software, computer assisted learning, and/or long distance allow ones' learning to go beyond basic classroom mastery of skills to explore and expand one's expression of musicality and potential career opportunities.

Nature Of:

  1. Engaging in the study of music develops one's ability to think and work interdependently.

Content Area: Music
Grade Level Expectations: Eighth Grade
Standard: 1. Expression of Music

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Perform music in four or more parts accurately and expressively at the minimal level of 2 to 3 on the difficulty rating scale

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Sing or play in three, four, or more parts (level 2) (DOK 1-3)
  2. Respond to conductor's cues of balance and blend while singing or playing (DOK 1-3)
  3. Incorporate all musical symbols, tempo indications, expressive indications, and technical indications while maintaining consistent tone quality, intonation, balance, blend, diction (vocal), and phrasing (DOK 1-3)
  4. Demonstrate the ability to adjust elements of music (pitch, rhythm, dynamics, timbre, texture, form) during ensemble performances (DOK 1-3)

Inquiry Questions:

  1. Why is it important to hear balance between other parts in an ensemble?
  2. Could ensembles perform without conductors?
  3. How does voicing of music change the characteristic of the musical performance?

Relevance & Application:

  1. The expressive terminology in music gives relation to expressive terminology in visual art, theatre, dance, and oratory.
  2. Mass media uses varying performances to deliver specific moods to impact consumer choices.
  3. Music performances frequently convey messages and stories about important historical events.
  4. Expression is needed to perform effectively in various societal musical endeavors such as festivals, competitions, and performances.

Nature Of:

  1. Ensembles reflect a musical community.

Content Area: Music
Grade Level Expectations: Seventh Grade
Standard: 1. Expression of Music

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Perform music in three or more parts accurately and expressively at the minimal level of 1 to 2 on the difficulty rating scale

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Sing or play in three or more parts (level 1) (DOK 1-3)
  2. Respond to conductor's cues of tempo, phrasing, and expression (DOK 1-3)
  3. Sing or play a vocal or instrumental line with accompaniment and one additional harmonic or melodic line (DOK 1-3)
  4. Incorporate all musical symbols, tempo indications, expressive indications, and technical indications while maintaining consistent tone quality, intonation, balance, blend, diction (vocal), and phrasing (DOK 1-3)

Inquiry Questions:

  1. What makes the conductor's cues important?
  2. Why is teamwork important when performing harmonic performance?
  3. How can an accompanist enhance a musical performance?

Relevance & Application:

  1. Performing in a variety of ensembles develops an ability to communicate.
  2. Many expressive music elements parallel reading conventions (such as diction, articulation, rhythm, and intonation).
  3. Expressive qualities of music capture unique cultural characteristics and provide awareness geography and culture.
  4. Multipart expression is needed to effectively perform in various musical endeavors such as festivals, competitions, and performances.
  5. Current technologies can be used to support, enhance, and evaluate musical practice and performance.

Nature Of:

  1. Individual and ensemble practice leads to accuracy and precision of musical performance.

Content Area: Music
Grade Level Expectations: Sixth Grade
Standard: 1. Expression of Music

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Perform music in unison and two parts accurately and expressively at the minimal level of 1 on the difficulty rating scale

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Sing or play in unison and two parts (level 1) with correct body/instrument position (DOK 1-3)
  2. Respond to conductor's cues of tempo; dynamics; and 2/4, 3/4, and 4/4 time (DOK 1-3)

Inquiry Questions:

  1. Why is it important to play or sing with expression?
  2. Why is it important to observe the conductor, sing/play, and listen at the same time?
  3. How would music be different if there were no changes in expression?

Relevance & Application:

  1. Performing in a variety of ensembles allows development of collaboration skills to accomplish a mutual goal.
  2. Singing or playing with expressive elements is like adding voice to a literary work.
  3. Singing or playing in unison emphasizes key components in the musical message like exclamation points, commas, and other literary components do for text.
  4. Using music and its importance in expression of stories, cultural characteristics, and significant life milestones emphasize the commonalities and celebrate the differences between people.
  5. Current technologies provide many options for experiencing, practicing, and performing in two-part harmony. (Electronic keyboards play with partner, use rhythm feature to play in meters, use audio or video devices to record practices and use self-evaluation.)

Nature Of:

  1. Ensembles reflect a musical community.

Content Area: Music
Grade Level Expectations: Fifth Grade
Standard: 1. Expression of Music

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Perform using enhanced musical techniques

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Perform four-part vocal and/or instrumental rounds, using movement, and speech (DOK 1-3)
  2. Respond to the conductor for phrasing and dynamics (DOK 1-3)
  3. Demonstrate proper care of voice and instruments (DOK 1-2)

Inquiry Questions:

  1. How does performance in an ensemble encourage teamwork?
  2. How do you produce a good singing voice or sound on your instrument?
  3. What is the role of a conductor?

Relevance & Application:

  1. Relating music used in historical and societal events to cultural genre and style using different musical techniques can give insight to music's role in society and how cultures choose to express the same things differently. (Funeral music varies from culture to culture.)
  2. Demonstration of proper care of voice and instruments, and response to the conductor aids in the understanding of music ensemble protocol.
  3. Computer music software increasingly occupies a place in performance as well as composition.

Nature Of:

  1. Musicality is the ability to perform and respond to music in meaningful ways.

Content Area: Music
Grade Level Expectations: Fourth Grade
Standard: 1. Expression of Music

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Perform using accurate production techniques

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Perform three-part vocal and/or instrumental rounds, using movement, and speech (DOK 1-3)
  2. Watch the conductor and follow meter patterns, tempo, and dynamic changes (DOK 1-3)
  3. Perform using correct posture, breathing, and diction (DOK 1-2)

Inquiry Questions:

  1. How does performance in an ensemble encourage teamwork?
  2. How does correct posture, breathing, and diction affect a performance?
  3. Why is it important for the performer to watch the conductor?

Relevance & Application:

  1. Concepts in mathematics, reading, and other contents can be taught through simple musical compositions.
  2. Understanding similarities and differences between music prevalent in Colorado and other regions of the United States gives insight to Colorado history.
  3. Demonstration of responsible personal and social behaviors in musical settings can be used to assess a fundamental understanding of societal norms in performance.

Nature Of:

  1. Musicality is the ability to perform and respond to music in meaningful ways.

Content Area: Music
Grade Level Expectations: Third Grade
Standard: 1. Expression of Music

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Perform from memory and use simple traditional notation

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Use correct vocal and instrumental techniques when singing and playing instruments (DOK 1-2)
  2. Recognize and follow conductor's beat patterns and gestures (DOK 1-3)
  3. Perform expressively for peers in a large or small group setting (DOK 1-3)
  4. Play and sing simple notated melodies (DOK 1-2)

Inquiry Questions:

  1. Why is it important for ensembles to work as a team?
  2. Why is it important to understand conducting patterns?
  3. How does identifying patterns help with memorization?

Relevance & Application:

  1. Following a conductor's beat leads to a synthesis of visual and auditory stimuli.
  2. Understanding the physiological aspects of correct posture, breathing, and technique leads to an understanding of the biological aspects of good music production.
  3. Music software can be used to assist in memorization.
  4. Performance skill can be isolated and adjusted using audio and/or video devices to record, compare, and/or evaluate the result of different techniques.

Nature Of:

  1. Musicality is the ability to perform and respond to music in meaningful ways.

Content Area: Music
Grade Level Expectations: Second Grade
Standard: 1. Expression of Music

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Expressively perform simple songs in small groups or independently

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Perform two-part rounds using speech, body percussion, singing, movement, and instruments (DOK 1-3)
  2. Follow conductor's cues demonstrating dynamic changes, tempo changes, and fermata (DOK 1-3)

Inquiry Questions:

  1. What is a good singing voice?
  2. How does music make you feel different?
  3. Why do performing groups have conductors?

Relevance & Application:

  1. Counting songs, spelling songs, celebration songs, holiday songs, and patriotic songs can be used to deliver content knowledge in musical ways.
  2. Singing songs focused on phonemic awareness and using cross body movements aids in reading and writing skill.
  3. Music software and audio devices can be used to demonstrate dynamic changes, tempo changes, and fermatas.
  4. Learning to sing along productively with others demonstrates teamwork.

Nature Of:

  1. Musicality is the ability to perform and respond to music in meaningful ways.

Content Area: Music
Grade Level Expectations: First Grade
Standard: 1. Expression of Music

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Expressively perform using simple techniques in groups and independently

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Use the head voice to produce a light, clear sound (DOK 1-2)
  2. Maintain steady beat (DOK 1-2)
  3. Respond to cues of a conductor for stopping and starting (DOK 1-2)

Inquiry Questions:

  1. Why is it important to keep a steady beat?
  2. How is singing similar to speaking?
  3. What is the role of the conductor?

Relevance & Application:

  1. Use of nursery rhymes, counting songs, spelling songs, celebration songs, holiday songs, and patriotic songs enables varying ways to teach content skills.
  2. Singing songs focusing on phonemic awareness and songs that use cross body movements aid in the physiological needs of beginning reading skills.
  3. Understanding responsible personal and social behaviors in musical settings gives insights to societal expectations in similar group settings.

Nature Of:

  1. Musicality is the ability to perform and respond to music in meaningful ways.

Content Area: Music
Grade Level Expectations: Kindergarten
Standard: 1. Expression of Music

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Perform independently

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Distinguish between speaking and singing voice (DOK 1)
  2. Sing a variety of simple songs and singing games (DOK 1-2)
  3. Echo and perform simple melodic and rhythmic patterns (DOK 1-2)
  4. Demonstrate basic performance skills and behaviors (DOK 1-2)

Inquiry Questions:

  1. What is the difference between speaking and singing?
  2. How does performing songs help you learn?

Relevance & Application:

  1. Using music together with dance, theatre, and the visual arts aids in early reading skills such as storytelling and sequencing skills.
  2. Music software and audio and/or video devices can be used to demonstrate speaking and singing voices, simple songs, and patterns.
  3. Electronic keyboards can be used to echo and perform simple melodic and rhythmic patterns.

Nature Of:

  1. Musicality is the ability to perform and respond to music in meaningful ways.

Content Area: Music
Grade Level Expectations: Preschool
Standard: 1. Expression of Music

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Perform expressively

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Use voices expressively when speaking, chanting, and singing (DOK 1-3)
  2. Sing a variety of simple songs and singing games (DOK 1-2)
  3. Demonstrate fundamental performance skills such as correct posture and behavior (DOK 1-2)

Inquiry Questions:

  1. Why is music sung using different types of voices?
  2. Does everyone feel the same way when they hear different kinds of music?

Relevance & Application:

  1. Performing nursery rhymes, counting songs, letter songs, holiday songs, patriotic songs, and other songs leads to engagement and building early skills and sequencing ability.
  2. Using songs, singing games, and dances from various cultures, genres, and styles aids in cultural awareness.
  3. Audio devices can be used to play various types of music for a variety of purposes.

Nature Of:

  1. Musicality is the ability to perform and respond to music in meaningful ways.