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: 2. Creation of Music

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

Concepts and skills students master:

1. Improvise a stylistically appropriate vocal or instrumental solo over a given pattern of harmonic progressions

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Play and/or sing individually or in ensembles, employing appropriate harmonic and non-harmonic tones in relationship to chords (DOK 1-3)
  2. Play in rhythmically appropriate style (such as swing eighth notes if playing bebop style) (DOK 1-3)
  3. Play extended cohesive musical ideas, not fragments, paced and shaped appropriately according to length of given solo (DOK 1-4)
  4. Vary musical material when re-approaching same harmonic progressions (improvises rather than composes) (DOK 2-4)

Inquiry Questions:

  1. What is the meaning of "stylistically appropriate"?
  2. How do jazz musicians learn to choose pitches that are integrated into harmonic configurations?
  3. How does a performer develop a sense of what is appropriate in terms of rhythm, pitch, and style?

Relevance & Application:

  1. Spontaneously creating music within various styles allows performers and composers to be relevant to a variety of audiences in a variety of settings.
  2. Understanding composers from different eras allows students to create music in multiple genres, thereby improving their understanding of relevant history.
  3. Composing in various genres allows students to realize the historical and cultural significance of music.
  4. Accessing recordings and Internet sources of historically authentic performances gives students a unique perspective and basis for comparison of today's culture.
  5. Using music software to support or enhance vocal and instrumental improvisation in various styles and harmonic progressions provides opportunities for musical experiences outside the classroom.
  6. Demonstrating adaptability by changing strategies when necessary to achieve success transfers to critical abilities in other disciplines and life pursuits.

Nature Of:

  1. Musical improvisation provides for increased freedom of expression, exploration in multiple genres of music, encourages creativity, and improves self-confidence.

Content Area: Music
Grade Level Expectations: High School - Generalist Pathway
Standard: 2. Creation of Music

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

Concepts and skills students master:

1. Extended improvisation over varied harmonic progressions

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Improvise a rudimentary instrumental solo over harmonic progressions. (DOK 2-3)
  2. Improvise a rudimentary vocal solo over a harmonic progressions (DOK 2-3)

Inquiry Questions:

  1. Why is the skill of improvisation desirable to a musician?
  2. How do musicians learn to choose pitches (and rhythms) that are appropriate for a given harmonic progression?

Relevance & Application:

  1. The ability to improvise a melody over a harmonic progression using technology as a tool allows one to experiment with their ideas in a non-performance setting.
  2. The freedom to experiment with improvisation provides for a wide variety of musical possibilities, making each experience unique and relevant to the user.
  3. Improvisation provides a means of musical expression and experimentation that is not dependent upon a requisite level of technical skill.
  4. Contemporary music relies on improvisation and manipulation of basic harmonic progressions to deliver a "fresh" sound to the consumer.
  5. Technology allows performers of all musical skill levels to improvise using voice or instrumental modalities to create original works as a means of personal or group expression.

Nature Of:

  1. Musical improvisation is relevant to other disciplines as well as in everyday life; a means of problem-solving.

Content Area: Music
Grade Level Expectations: Eighth Grade
Standard: 2. Creation of Music

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

Concepts and skills students master:

3. Improvise over simple harmonic progressions

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Improvise a 12-bar solo instrumentally over a three-chord pattern using varied rhythmic, melodic, or harmonic patterns (DOK 2-3)
  2. Improvise a 12-bar solo vocally over a three-chord pattern using varied rhythmic, melodic, or harmonic patterns (DOK 2-3)

Inquiry Questions:

  1. What are some instances in which improvisation may be used?
  2. Are there rules in improvisation?
  3. What other disciplines use improvisation and how?
  4. What are the different considerations when using improvisation as a soloist versus an ensemble?

Relevance & Application:

  1. The ability to improvise in a variety of styles and settings enables performers to be relevant to a wide variety of situations and audiences.
  2. Listening to recorded examples of improvisation assists one in developing a "sense" of what is effective and desirable.
  3. The use of technology to provide repeated accompaniment allows one to develop skill in improvisation.
  4. The ability to improvise is useful in a number of disciplines and real-world situations such as engineers who create a new alternative for designing buildings in an earthquake-prone environment, home decorators and fashion designers wanting to create a new trend, and talk show hosts adapting an interview based on the revelations their guests reveal.

Nature Of:

  1. Musical improvisation provides for increased freedom of expression and exploration in multiple genres of music, encourages creativity, and improves self-confidence.

Content Area: Music
Grade Level Expectations: Seventh Grade
Standard: 2. Creation of Music

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

Concepts and skills students master:

2. Improvise short melodic phrases over accompaniment

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Improvise melodies instrumentally of 4-8 measures while accompanied by a two-chord progression (DOK 2-3)
  2. Improvise melodies vocally of 4-8 measures while accompanied by a two-chord progression (DOK 2-3)

Inquiry Questions:

  1. When has improvisation been used in music historically?
  2. What guidelines are used in improvisation?
  3. What other disciplines use improvisation and how?

Relevance & Application:

  1. Finding, listening to, emulating, and discussing recorded examples of musical improvisation assists one in developing improvisational skill.
  2. Using technology provides accompaniment for one to practice improvisational technique.
  3. Improvising is used by contemporary musicians to develop new music that will appeal to consumers.
  4. Relying on improvisation allows actors and comedians to make a performance authentic to the viewer.

Nature Of:

  1. Musical improvisation provides for increased freedom of expression and exploration in multiple genres of music, encourages creativity, and improves self-confidence.

Content Area: Music
Grade Level Expectations: Sixth Grade
Standard: 2. Creation of Music

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

Concepts and skills students master:

2. Improvise call-and-response patterns

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate preparatory improvisations using a two- to four-note call and response rhythmically (DOK 1-2)
  2. Demonstrate preparatory improvisations using a two- to four-note call and response melodically. (DOK 1-2)

Inquiry Questions:

  1. What is the origin of call and response?
  2. How does this historical practice relate to improvisation, both earlier and later in time?
  3. How are the two components similar and different?

Relevance & Application:

  1. Gaining an understanding of historical practices in call and response music provides insights into cultures of the past.
  2. Evaluating and discussing historical recordings enables one to improve and refine improvisational skills.
  3. Call and response is closely related to syntax and context in literature.
  4. Call and response techniques are used in many real-world applications such as at athletic events to build crowd support, public speakers to emphasize a critical point, and storytellers to interact with their audience.

Nature Of:

  1. Musical improvisation provides for increased freedom of expression and exploration in multiple genres of music, encourages creativity, and improves self-confidence.

Content Area: Music
Grade Level Expectations: Fifth Grade
Standard: 2. Creation of Music

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

Concepts and skills students master:

1. Improvise question and answer and basic musical phrases

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Improvise completion of a given rhythmic or melodic phrase, giving attention to similarities of question and answer in length of phrase, meter, mood, etc. (DOK 2-3)
  2. Improvise instrumentally and vocally using I-IV-V chords in 12 bar blues form (DOK 2-3)

Inquiry Questions:

  1. How does improvising music help students to create and express ideas?
  2. What are the elements of a good improvisation?
  3. When should a musician improvise?

Relevance & Application:

  1. Discussion of contemporary examples of music that contain improvisational elements gives insight to the practical importance of this skill.
  2. Audio and/or video devices are used to play call-and-response improvisational pieces to demonstrate technique and variables musicians use.
  3. An understanding of the origins of the blues form gives insight to its impact on American history.
  4. Music software and electronic keyboards can be used for improvising or accompanying improvisations.

Nature Of:

  1. Musical improvisation allows people to create a vision that is enacted upon through motivation and curiosity.

Content Area: Music
Grade Level Expectations: Fourth Grade
Standard: 2. Creation of Music

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

Concepts and skills students master:

1. Improvise simple musical phrases

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Improvise completion of a given rhythmic or melodic phrase (DOK 2-3)
  2. Improvise short phrases using the pitches of the diatonic scale (DOK 2-3)

Inquiry Questions:

  1. How does improvising music create a unique sound?
  2. Is it easier to improvise with an instrument or with a voice? Give a rationale for the belief.
  3. Why is improvisation important?

Relevance & Application:

  1. Application of select criteria builds the ability to judge the quality of improvisation.
  2. Software and other tools of technology aid in improvising music.
  3. Explanation of the importance of the mathematical pattern in a diatonic scale demonstrates the depth of understanding in how a diatonic scale is constructed.

Nature Of:

  1. Creating music is a form of self-expression.

Content Area: Music
Grade Level Expectations: Third Grade
Standard: 2. Creation of Music

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

Concepts and skills students master:

1. Create short musical phrases and patterns

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Improvise four measures within a musical selection (DOK 2-3)
  2. Create short rhythmic and melodic ostinati in question-and-answer form (DOK 2-4)

Inquiry Questions:

  1. How is question and answer form used in various styles of music?
  2. How is improvisation used in other disciplines?
  3. How is creating a new musical phrase similar to or different from creating a new solution in science?

Relevance & Application:

  1. Using software and other tools of technology to improvise short musical segments within existing tunes provides opportunities to experience success in creating basic musical phrases.
  2. Using developmentally appropriate movements to improvise with music helps illustrate the expressive elements in music
  3. Creating new music or improvising within music requires risk taking and critical-thinking abilities.

Nature Of:

  1. Creating music is a form of self-expression.

Content Area: Music
Grade Level Expectations: Second Grade
Standard: 2. Creation of Music

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

Concepts and skills students master:

1. Create musical phrases in the form of simple question-and-answer alone and in small groups

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Improvise short instrumental phrases using the l-s-m-r-d tone-set (DOK 2-3)
  2. Improvise question-and-answer phrases (DOK 2-3)
  3. Create movements to express pitch, tempo, form and dynamics in music (DOK 2-4)
  4. Improvise instrumentally and/or vocally over the I chord in simple keys (DOK 2-3)

Inquiry Questions:

  1. How does movement demonstrate what we hear?
  2. Do people only improvise in music?

Relevance & Application:

  1. Using developmentally appropriate movement to respond to music identifies a listeners reaction to the elements used in music.
  2. Using discernment between an existing piece of music and one that has been improvised provides the ability to focus on detail aurally, which strengthens auditory abilities to follow directions, hear phonemic differences, and identify aural patterns in numeracy.
  3. Recognizing the mathematical pattern in simple chords develops strong mathematical sequencing helpful in understanding number lines, simple fractions, and skip counting.

Nature Of:

  1. Creating and responding to music through movement are forms of self-expression.

Content Area: Music
Grade Level Expectations: First Grade
Standard: 2. Creation of Music

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

Concepts and skills students master:

1. Demonstrate creation of short, independent musical phrases and sounds alone and with others

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Create instrumental and vocal sounds to accompany poems, rhymes, and stories (DOK 1-3)
  2. Improvise short phrases using the l-s-m or m-r-d tone-set (DOK 2-3)
  3. Use movement to demonstrate grade-level concepts such as changes in dynamics, AB form, etc. (DOK 1-3)

Inquiry Questions:

  1. Why do some melodies sound better than others?
  2. How does movement demonstrate what people hear?
  3. How does music tell a story?

Relevance & Application:

  1. Using software and other technology to create music aids in helping the beginning musician successfully create music.
  2. The ability to explain why one type of music matches a story better than another type of music builds an understanding of the connection of how literature tells a story and how music tells a story.
  3. Improvising to simple phrases and reacting to dynamics and form in music are the foundation to understanding the fundamental structures of music.

Nature Of:

  1. Music tells a story.

Content Area: Music
Grade Level Expectations: Kindergarten
Standard: 2. Creation of Music

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

Concepts and skills students master:

1. Create music through a variety of experiences

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Improvise sound effects and simple songs to stories or poems (DOK 2-3)
  2. Use movement to demonstrate loud/soft, fast/slow, high/low, sound/silence, and beat/no beat (DOK 1-2)

Inquiry Questions:

  1. Why do some melodies sound better than others?
  2. How does movement demonstrate what people hear?
  3. How does music tell a story?

Relevance & Application:

  1. Using software and other technology to demonstrate musical opposites of loud/soft, fast/slow, high/low, sound/silence, and beat/no beat provides an opportunity to give a multitude of global, musical examples.
  2. Using developmentally appropriate movement when responding to musical opposites aids in assessing understanding of opposites in language.
  3. Explaining where opposites can be found in other disciplines (reading, mathematic symbols +/-, visual art) provides an opportunity for transfer of knowledge, building long-term memory.
  4. Explaining why certain sounds can be matched with certain characters (loud and low = Papa Bear, soft and high = Baby Bear) gives a multisensory opportunity to experience literature or drama.

Nature Of:

  1. Music tells a story.

Content Area: Music
Grade Level Expectations: Preschool
Standard: 2. Creation of Music

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

Concepts and skills students master:

1. Improvise movement and sound responses to music

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Improvise sound effects to accompany play activities (DOK 2)
  2. Use improvised movement to demonstrate musical awareness (DOK 2-3)

Inquiry Questions:

  1. Why does movement change when music changes?
  2. Can music tell a story?

Relevance & Application:

  1. Using video devices to demonstrate how people respond to music with movement can provide a more global connection to music and movement
  2. Demonstrating ways movement changes when music changes gives young people an opportunity to express what they are feeling without words.
  3. Creating an original piece of artwork based off of music (such as short/fast strokes for short/fast music; long, wavy strokes for smooth musical phrases) provides an assessment of musical awareness.

Nature Of:

  1. Music can move us.