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:

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.

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:

2. Perform music accurately and expressively at the minimal level of 1 to 2 on the difficulty rating scale at the first reading

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Sight-read, observing all musical symbols, tempo indications, expressive indications, and technical indications (DOK 1-2)
  2. Maintain a consistent tone quality, intonation, balance, blend, and phrasing (DOK 1-3)

Inquiry Questions:

  1. Why is the ability to sight-read important?
  2. How does sight reading at a performance level impact career and higher level performing opportunities?

Relevance & Application:

  1. Observing musical symbols correlates to comprehending literary symbols such as punctuation.
  2. Mass media uses varying tone qualities to set a specific mood for their message.
  3. Sight reading and appropriate application of the music elements in performance provide opportunities for ensemble leadership.
  4. Music software allows direct assessment of reading and accuracy ability.

Nature Of:

  1. Musicians use performance fluency as an indicator of musical leadership.

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:

2. Perform music accurately and expressively at the minimal difficulty level of 1 on the difficulty rating scale at the first reading individually and as an ensemble member

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Sight-read, observing all musical symbols, tempo indications, expressive indications, and technical indications (DOK 1-2)
  2. Maintain consistent tone quality, intonation, balance, blend, and phrasing while sight reading (DOK 1-3)

Inquiry Questions:

  1. Why is it important to know and read the expressive elements of music?
  2. How does accurate and expressive sight reading impact performance?

Relevance & Application:

  1. The use of sight-reading skills creates a literate and independent musician.
  2. The voice of language correlates with the voice of music (phrasing, balance, meter).
  3. Music software and audio or video devices can be used to assist in the practice of learning how to sight-read.

Nature Of:

  1. Musicians use performance fluency as an indicator of musical leadership.

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:

2. Perform music accurately and expressively at the minimal level of 0.5 on the difficulty rating scale at the first reading

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Sight-read, observing all musical symbols, tempo indications, expressive indications, and technical indications (DOK 1-2)
  2. Maintain consistent tone quality, intonation, balance, blend, and phrasing when sight reading (DOK 1-3)

Inquiry Questions:

  1. How does sight-reading aid in expressive performances?
  2. What would be the most prominent difference to the listener if music did not possess consistent tone quality, intonation, balance, blend, and phrasing?

Relevance & Application:

  1. The use of sight-reading skills builds a foundation for musical literacy just as decoding a story for the first time builds fluent readers.
  2. Sight reading new music assesses a musician's ability to apply foundational knowledge about musical symbols and tempo indications.
  3. Use of varying tone in music transfers to use of voice in speech and theatre presentations.
  4. Music software can be used to adjust tone quality, phrasing, and tempo to compare and contrast various styles.

Nature Of:

  1. Musicians use sight-reading fluency as indicators of musical leadership.

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:

2. Perform more complex rhythmic, melodic, and harmonic patterns

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Perform patterns that include the following rhythms: sixteenth/sixteenth-eighth, eighth-sixteenth/sixteenth, eighth-quarter-eighth, and ties (DOK 1-2)
  2. Perform patterns that include the pitches of the major scale (DOK 1-2)
  3. Perform I-IV-V chords in the keys of C, F, and G (DOK 1-2)

Inquiry Questions:

  1. What does harmony add to music?
  2. How does syncopation affect the feel of music?
  3. How does music stimulate visual ideas, feelings, and perception?

Relevance & Application:

  1. Performance of rhythmic patterns in music can be related to patterns found in mathematics.
  2. Performance of basic chord structures shows how basic harmony follows a distinct, repeatable pattern.
  3. Electronic keyboards allow students to understand chord structure kinesthetically, aurally, and visually.

Nature Of:

  1. Basic music reading skills are necessary to become a literate musician.

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:

2. Perform a variety of rhythmic, melodic, and harmonic patterns

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Perform patterns that include do, re, mi, fa, sol, la, ti, high do, low sol, low la pitches and dotted quarter-eighth, triplet rhythms (DOK 1-2)
  2. Perform I-IV-V accompaniments in simple keys (DOK 1-2)
  3. Perform melodic and rhythmic ostinati individually (DOK 1-2)

Inquiry Questions:

  1. How do changes in rhythm change a message in music?
  2. How do accompaniments affect music?

Relevance & Application:

  1. Patterns in rhythm changes can be related to fractions in mathematics.
  2. Music from various cultures, historical periods, genres, and styles vary in their use of melodic and rhythmic patterns.
  3. Mass media uses melodic and rhythmic patterns to make music memorable to serve purposes such as selling a product (jingles); create easy auditory recall (theme songs for commercials, news casts, sitcoms, and film); and deliver a message (musical montage of patriotism).
  4. Music software, electronic keyboards, and audio devices can be used to play accompaniments, ostinati, and a variety of rhythmic and melodic patterns.

Nature Of:

  1. Musicianship is built upon pattern recognition.

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:

2. Perform extended rhythmic, melodic, and harmonic patterns

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Perform more complex patterns that include do, re, mi, sol, la, high do, low sol, and low la (extended pentatonic scale) and sixteenth and dotted half notes (DOK 1-2)
  2. Perform rhythmic and melodic ostinati in small groups (DOK 1-3)
  3. Perform a steady beat while contrasting rhythms are being played (DOK 1-2)
  4. Perform I-V accompaniments in simple keys (DOK 1-2)

Inquiry Questions:

  1. How are beat and rhythm different?
  2. Why is repetition and/or pattern important in music?

Relevance & Application:

  1. Recognizing that patterns occur in music as in other parts of life builds the ability to find connections in the world.
  2. Identifying patterns in music from various cultures, historical periods, genres, and styles enables listeners to find similarities and differences in each.
  3. Music software companies develop programs and electronic keyboards that allow a solo, novice performer to create more complex rhythmic and harmonic musical phrases and compositions.

Nature Of:

  1. Basic music reading skills are necessary to become a literate musician.

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:

2. Respond to rhythmic patterns and elements of music using expressive movement

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Move to music of various tempos, meters, dynamics, modes, genres, and styles (DOK 1-2)
  2. Move or use body percussion to demonstrate awareness of beat and tempo (DOK 1-2)
  3. Match movement to rhythmic patterns (DOK 1-2)

Inquiry Questions:

  1. Why do people move to music?
  2. Is there a right way to move to music? Why or why not?

Relevance & Application:

  1. Using developmentally appropriate movements in responding to music from various cultures, genres, and styles aids in cultural awareness.
  2. Music software and electronic keyboards can be used to adjust tempo, meter, and styles for student response and movement.

Nature Of:

  1. Responding to music through movement and dance is an important part of all cultures.