New Colorado P-12 Academic Standards

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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.

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.

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:

2. Demonstrate informed participation in music-making activities

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Actively participate in music making by singing or playing instruments through the medium of a "garage band," cultural or religious musical group, family get-together, community ensemble, classroom inter-disciplinary group project, individual music-making effort, music-technology-based project or similar effort (DOK 1-3)
  2. Articulate the benefits of participation in music-related activities (DOK 1-3)

Inquiry Questions:

  1. When looking at the community, how, when, and why is music used?
  2. How does society benefit from individuals participating in musical activities?

Relevance & Application:

  1. Knowing how music affects human emotion, people can program appropriate musical genres for appropriate settings.
  2. Understanding how composers earn money for their compositions leads to respect for copyright laws.
  3. Exploring copyright alternatives for granting or receiving limited rights to share and/or adapt works gives solutions to copyright concerns.
  4. Describing how various art forms and cultural resources preserve cultural heritage and influence contemporary art illustrates the interdisciplinary connections between music and other art forms.
  5. Promoting technology-based projects can incorporate diversity of interests and musical abilities, and connect with the community at large.

Nature Of:

  1. Self-expression is embodied in personal musical choices and musical endeavors.
  2. Participating in musical activities develops the ability to gather input through all the senses.

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.

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:

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.

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:

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.

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:

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.

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.

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

Concepts and skills students master:

2. Perform simple rhythmic, melodic, and harmonic patterns

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Perform four- and eight-beat patterns that include do, re, mi, sol, la pitches (pentatonic scale) and half notes, whole notes, half rests, and whole rests (DOK 1-2)
  2. Play tonic chord accompaniments in simple keys (DOK 1-2)

Inquiry Questions:

  1. Are rests as important as notes in music?
  2. How do accompaniments change a song?

Relevance & Application:

  1. Mathematic patterns can be identified in music.
  2. There are cultural and historical styles and genres of music that can be identified by their similarities and differences in the simple patterns used in the music.
  3. Music software and audio devices can be used to demonstrate pentatonic scales and tonic chord accompaniments in simple keys.
  4. When performers respond to patterns and symbols of music, they are communicating a composer's message just as a reader is communicating an author's message.

Nature Of:

  1. Music communicates a message.

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.

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

Concepts and skills students master:

2. Perform basic rhythmic and melodic patterns

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Perform four-beat patterns that include sol-mi-la or mi-re-do pitches and quarter notes, eighth notes and quarter rests (DOK 1-2)
  2. Play simple patterns (DOK 1-2)

Inquiry Questions:

  1. How do the beats in music relate to counting in math?
  2. Why is it important to follow music symbols when performing?

Relevance & Application:

  1. Simple songs can be used to teach content such as counting, spelling, literature sequencing, and scientific topics.
  2. Tracking music on a page aids in developing skills needed in beginning reading.
  3. Audio devices and music software can be used to demonstrate simple four-beat patterns.

Nature Of:

  1. When performers respond to patterns and symbols of music, they are communicating a composer's message just as a reader is communicating an author's message.

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.

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

Concepts and skills students master:

2. Respond to music with movement

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Move to music, demonstrating awareness of beat, tempo, dynamics, and melodic direction, reflecting changes in mood or form (DOK 1-2)
  2. Move to music, differentiating between sound and silence (DOK 1-2)

Inquiry Questions:

  1. How does different music change the way you feel?
  2. How does music help to express the music you hear?
  3. Is silence a part of music?

Relevance & Application:

  1. Using developmentally appropriate movements to express music demonstrates ability to follow musical elements.
  2. Using movement to respond to music aids in long-term memory development.
  3. Gross motor skills are refined when responding to music through movement.
  4. Audio devices can be used to demonstrate varying types of music and the use of rests within simple songs.

Nature Of:

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

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.

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.