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:

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.

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

Concepts and skills students master:

3. Demonstrate contrasting modalities through performance

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Play or sing four major and three minor scales at least one octave in keys relative to their instrument/voice and understand relationships between major and minor (DOK 1-2)
  2. Perform music literature that contains contrasting modes (DOK 1-2)

Inquiry Questions:

  1. Why is it important to correlate modalities with different cultures?
  2. How do modalities shape musical expression?

Relevance & Application:

  1. Comparing and contrasting modal characteristics of historical, American, and cultural music examples lead to an understanding of similarities and differences among cultures.
  2. Identifying major/minor modalities improves components of listening skills.
  3. Developing fluency in scale performance broadens one's ability to expand instrumental and vocal range, opening more opportunities for musical expression.
  4. Music software can be used to change the modalities of a composition to compare and contrast the differences.

Nature Of:

  1. Modalities are used to demonstrate musical diversity.

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:

3. Demonstrate understanding of modalities

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Play or sing at least three major and two minor scales in keys appropriate for their instrument or voice (DOK 1-2)
  2. Perform music literature that contain major and minor keys (DOK 1-2)

Inquiry Questions:

  1. How does performance in minor modalities differ from major modalities?
  2. How will the demonstration of a minor scale performance lead to advancement?
  3. Why does changing the mode change the emotional expression?

Relevance & Application:

  1. Scales in minor modes have a different mathematical pattern.
  2. Culturally significant music is most easily recognized through the most prominent modality used (Eastern versus Western music).
  3. Playing and singing in minor modalities increase effectiveness to communicate diverse musical messages.
  4. Music technology can be used to transpose music to different modalities.

Nature Of:

  1. Musicians rely on flexible thinking to enhance their craft.

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.

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

Concepts and skills students master:

3. Demonstrate understanding of major and minor scales

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Sing or play two major scales in keys appropriate for their instrument or voice (DOK 1-2)
  2. Sing or play one minor scale in keys appropriate for their instrument or voice (DOK 1-2)

Inquiry Questions:

  1. Why is it important to play or sing scales?
  2. How is music built upon patterns found in major and minor scales?
  3. How did prolific composers in history adjust the use of scale structure to develop new genres and styles of music?

Relevance & Application:

  1. Music is built upon patterns found in the major and minor scales and can be compared to the base 10 system in mathematics.
  2. Modalities of music are foundational to creating an emotional quality in music used in mass media and society.
  3. Identifying modalities improves listening skills.

Nature Of:

  1. Musicians rely upon the flexible thinking needed to identify the many patterns music uses within the major and minor modes.

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.

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

Concepts and skills students master:

3. Perform melodies using traditional notation

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Play and sing notated melodies (12 to 16 measures) with attention to pitch, rhythm, and expressive qualities (DOK 1-3)
  2. Play and sing simple melodic notation in treble clef in major and minor keys (DOK 1-2)

Inquiry Questions:

  1. What knowledge is needed to read and perform music?
  2. How is music like a language?

Relevance & Application:

  1. Most music contains a theme just as a story contains a main idea.
  2. Music software, audio devices, and keyboards can be used to learn and perform melodies.
  3. Knowledge of how melody is used, depending on culture, style, and genre, gives insight and predictability to the inherent musical structure of various music literatures.

Nature Of:

  1. Melody is the core of a musical message.

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:

3. Perform extended melodies from the treble staff using traditional notation

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Play and sing simple notated melodies (8 to 12 measures) with attention to pitch, rhythm, and expressive qualities (DOK 1-3)
  2. Play and sing simple songs in major keys (DOK 1-2)

Inquiry Questions:

  1. What knowledge is needed to read and perform music?
  2. How is music like a language that helps people communicate?

Relevance & Application:

  1. Math songs, works songs, celebration songs, holiday songs, and patriotic songs can be used to teach a wide variety of content knowledge for easy recall of facts, sequence, and process.
  2. Music software and audio devices can be used to isolate particular measures in songs to highlight unique qualities in pitch, rhythm, and expressive qualities.

Nature Of:

  1. Musical compositions often demonstrate the main idea of a message through the melody.

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:

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:

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:

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.