New Colorado P-12 Academic Standards

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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:

2. Compose complex music in several distinct styles

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Compose music incorporating appropriate voicing and ranges (DOK 3-4)
  2. Use a variety of sounds, notational, and technological sources to compose music (DOK 3-4)
  3. Notate original musical ideas using traditional notation with a variety of clefs (DOK 1-3)
  4. Notate original musical ideas using nontraditional notation, as appropriate (DOK 1-3)

Inquiry Questions:

  1. Why is important to understand traditional notation when composing music?
  2. How does the element of style affect choices of sounds, voicings, etc.?

Relevance & Application:

  1. The ability to create music provides a medium for meaningful self-expression.
  2. Understanding the use of traditional notation allows the preservation of original musical ideas for others to use.
  3. Understanding how composers make their livelihood leads to respect for copyright laws.
  4. Understanding how music applies to a variety of careers enables students to consider nontraditional pathways.
  5. Using current technologies expands the possibilities for working with sound and making creative musical decisions.

Nature Of:

  1. Musical composition adds to the existing body of artistic works, provides for preservation of unique ideas, and may be used as a means of expression.

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

Concepts and skills students master:

3. Arrange selections for voices or instruments other than those for which they were written in ways that preserve and enhance the expressive effect of the music

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Arrange music incorporating appropriate voicing and ranges (DOK 1-3)
  2. Use a variety of sound, notational, and technological sources to arrange music (DOK 1-3)
  3. Notate arranged musical ideas using traditional notation with a variety of clefs (DOK 1-3)
  4. Notate arranged musical ideas using nontraditional notation, as appropriate (DOK 1-3)

Inquiry Questions:

  1. Why is it necessary to understand instrumentation and voicing when arranging music?
  2. How is an understanding of traditional notation important to arranging music?
  3. How can one devise their own means of notating sound for others to use?

Relevance & Application:

  1. Recognizing and manipulating timbre and combinations of sounds allows one to arrange music for a variety of settings and purposes.
  2. Comparing an arrangement with the original work develops awareness of how music is used to affect mood and action within society (advertising, patriotism, etc.).
  3. Using timbres and combinations of sounds that are used in the music of a specific culture leads to increased awareness of that culture and circumstances surrounding the development of its music.
  4. Changing musical elements within music by using various software programs provides a means by which one can manipulate the character or mood of the original work and demonstrate originality and inventiveness in work.

Nature Of:

  1. Musicians have an infinite number of choices with regard to combinations of musical elements, all of which have a perceivable affect on the resulting character of the musical product.

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:

2. Create original music, or arrange the music of others, using appropriate technology

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Create a musical product using original or borrowed musical material, electronic sounds or environmental sounds from one or more sources (DOK 2-4)
  2. Use one or more of the techniques of sequencing, mixing, overdubbing, and layering (DOK 1-2)

Inquiry Questions:

  1. Why is it important to understand the basic elements of music (rhythm, tone color) when composing using technology-assisted programs?
  2. How does a working knowledge of standard music notation enhance the ability to create original music when using technology as a tool?
  3. Should contemporary musicians be allowed to use new arrangements of existing music to sell their own music? Why or why not?

Relevance & Application:

  1. The use of appropriate technology allows opportunities for creative personal expression by all individuals regardless of musical skill and knowledge level.
  2. Technology that may be used as a tool for musical expression is widely available, is relatively simple to learn, and expands the opportunities for working with sound.
  3. Music created in this manner may be used to enhance the relevance and effectiveness of work in other disciplines (such as literature, visual art, and public speaking)
  4. The problem-solving and invention skills used to create original works or new arrangements can be transferred to other real-world applications such as but not limited to graphic design, highway engineering, software game design, and political initiatives.

Nature Of:

  1. Musical technology makes it possible for anyone to participate in musical expression without the necessity of involvement in formal performance activities.

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:

1. Create music using melodic and harmonic sequences

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Notate a melodic pattern in sequence, of at least 12 measures, adding tonal accompaniment; may utilize current technology (DOK 1-3)
  2. Notate a harmonic pattern in sequence, of at least 12 measures; may utilize current technology (DOK 1-3)

Inquiry Questions:

  1. How do patterns in music relate to similar patterns found in other disciplines such as literature and visual art?
  2. How does the presence or absence of tonal accompaniment affect choices made of melodic, harmonic, and rhythmic patterns?
  3. Why is it important to use some form of notation when creating musical ideas?

Relevance & Application:

  1. Experiences in creating music may lead one to consider further participation and career opportunities in music.
  2. The ability to use music notation and current technology provides a means for experimentation and self-expression while hearing, seeing, and preserving original ideas.
  3. Using notation to communicate a musical message builds an understanding of the connection of musical notation and the written word.

Nature Of:

  1. Music composition and notation of melodies, rhythms, and harmonies demonstrates one's understanding of the elements of music.

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

Concepts and skills students master:

2. Arrange a simple existing composition

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Create a new arrangement of an existing vocal composition using different voices (DOK 2-3)
  2. Create a new arrangement of an existing instrumental composition (DOK 2-3)

Inquiry Questions:

  1. What are some benefits of being able to adapt an existing piece of music to other uses?
  2. What are some differences between arranging and composing?
  3. How do copyright laws affect choices that are made in altering the original composition?
  4. Why is it important to know how to arrange music when someone can just purchase it?

Relevance & Application:

  1. The ability to arrange favorite songs from a variety of cultures, genres, or styles for their instrument or voice part allows one to adapt music for their own purposes.
  2. Using music technology enables one to make immediate changes to arrangements and then describe the effect they have on the composition.
  3. The process and outcome of making changes to various components of an object without altering its fundamental character may be observed in numerous other disciplines and vocations (such as creating varying levels of strength of steel or concrete or use of color contrasts when creating art)
  4. Using music software and musicians, advertisers alter original arrangement of familiar music to have potential customers favor new products.

Nature Of:

  1. Musicians have an infinite number of choices with regard to combinations of musical elements, all of which have a perceivable effect on the resulting character of the musical product.
  2. Musicians create new sounds and new rhythms with original pieces of music.

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:

1. Create four to eight measures of music melodically and rhythmically

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Notate a combination of melodic and rhythmic patterns of four to eight measures; may utilize current technology with or without tonal accompaniment (DOK 1-3)
  2. Create new music in a given genre or style with melodic phrases or sentences of moderate length (DOK 2-4)

Inquiry Questions:

  1. How does a working knowledge of standard notation assist in preserving musical ideas and thoughts?
  2. How do composers go about imagining and creating musical works?
  3. What is meant by the term "style"?

Relevance & Application:

  1. Using music technology enables students to hear original musical ideas for purposes of evaluation and further refinement.
  2. Using notation allows one to preserve their original musical ideas.
  3. Imagining and creating an observable product has numerous applications in a variety of arts and non-arts disciplines (invention of new consumer products, designing new software applications, or creating a new recipe),
  4. Current technologies expand possibilities for working with sound and capturing or notating original ideas (recording live through digital audio a melody that has been notated).

Nature Of:

  1. Musical composition and notation of melodies, rhythms, and harmonies demonstrates one's understanding of the elements of music.

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:

1. Create melodic and rhythmic patterns

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Notate a combination of simple melodic patterns with structured parameters using current technology with or without tonal accompaniment (DOK 1-3)
  2. Notate a combination of simple rhythmic patterns with structured parameters using current technology with or without tonal accompaniment (DOK 1-3)

Inquiry Questions:

  1. How does a working knowledge of notation assist in composing original musical ideas?
  2. How could the process of composition be described or explained?
  3. How are patterns used in creating original musical works?

Relevance & Application:

  1. Technology provides a more expanded resource by which performers may create and perform original compositions and preserve musical ideas.
  2. Experiences in composing music provide insights into the career of a musician.
  3. Simultaneously seeing, hearing, and using notation provides a more complete musical experience through critical thinking and synthesis.

Nature Of:

  1. Musical composition and notation of melodies, rhythms, and harmonies demonstrate one's understanding of the elements of music.

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:

2. Notate simple compositions

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Create an eight-measure melody using the treble staff (DOK 2-4)
  2. Reproduce notated 8-measure melody provided by the teacher, using the treble staff (DOK 1-2)

Inquiry Questions:

  1. Why is it important to learn how to notate melodies or rhythms that are played?
  2. Are there rules in composing?
  3. Do compositions have patterns?
  4. What jobs require composing skill?

Relevance & Application:

  1. Software and other tools of technology are used to create music.
  2. Understanding how other disciplines create something new builds the ability to transfer musical skills into other activities.
  3. Identifying the similarities and differences between composers in two different historical eras provides an understanding of how prominent composition styles in music history evolved.

Nature Of:

  1. Musicians rely on knowing and understanding various notations and terms to write and create music.

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:

2. Notate simple musical selections

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Create 4- to 8-measures using known rhythms and pitches on a treble clef staff (DOK 2-4)
  2. Follow prescribed criteria when notating (DOK 1)

Inquiry Questions:

  1. How is writing music related to writing stories?
  2. Why is knowing prescribed criteria important when writing music?
  3. Do different cultures notate music differently?

Relevance & Application:

  1. Understanding the basic structural elements used to write short musical phrases provides a foundation to understanding the structural elements of more complex musical compositions.
  2. Musical notation can be compared with notation of other disciplines (such as theatre stage directions, mathematical notation, vocal diction notation (IPA), dance notation)
  3. Discussing the common criteria used to notate music in at least one historical era (classical, baroque, etc.) provides insight into key differences in varying styles and genres of music.

Nature Of:

  1. Musicians rely on knowing and understanding various notations and terms to write and create music.

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.

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

Concepts and skills students master:

2. Notate music using basic notation structure

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Create phrases using learned rhythms and pitches on a treble clef staff (DOK 2-4)
  2. Apply teacher-defined criteria to determine accuracy of notation (DOK 1-2)

Inquiry Questions:

  1. Why is it important to use specific criteria when notating?
  2. How is specific criteria in notation similar to specific criteria in writing?

Relevance & Application:

  1. Using software and other technology tools to create treble clef phrases provides assistance to novice learners to successfully notate music.
  2. Comparing elements of rhythm and pitch in existing treble clef phrases leads to a fundamental understanding of basic structure in music.
  3. Recognizing basic notation structure in music can be transferred to one's ability to write a structured sentence in literature, which provides the understanding that music is a language.

Nature Of:

  1. Musicians rely on knowing and understanding various notations and terms to write and create music.

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.

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

Concepts and skills students master:

2. Identify rhythmic and melodic notation patterns

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Create patterns using learned rhythms on a treble clef staff (DOK 1-3)
  2. Create patterns using learned pitches in a treble clef staff (DOK 1-3)

Inquiry Questions:

  1. Does music have pattern?
  2. Where else can you find patterns?
  3. Why are patterns important in music?

Relevance & Application:

  1. Software and other technology tools aid in finding patterns in music.
  2. The ability to find patterns in other disciplines (such as mathematics, visual art, dance, spelling) provides a connection to a deeper understanding of patterns in society.
  3. Describing how patterns change in various songs from different cultures, historical eras, styles, and genres provides insight to how various styles and genres of music are similar and different.
  4. Discussing how simple songs are used in commercials or other mass media creates a connection to how music is used in society.

Nature Of:

  1. Music has many patterns.

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.

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

Concepts and skills students master:

2. Identify musical patterns

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Create patterns using known rhythms and pitches (DOK 1-3)
  2. Use iconic notation within the treble staff (DOK 1-2)

Inquiry Questions:

  1. How does constructing something new help you create and express ideas?
  2. Why is it important that you learn the notation of music that is performed?
  3. Where else can you find patterns?
  4. Why are patterns important in music?

Relevance & Application:

  1. Young minds rely on patterns to interact with and understand the world around them.
  2. Demonstrating how patterns change in various songs from different cultures, historical eras, styles, and genres builds a fundamental respect for differences.
  3. Using iconic notation for what is heard in music is the first step in developing an understanding of the musical language just as invented spelling is used to identify what is heard in spoken language.

Nature Of:

  1. Music has many patterns.

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.

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

Concepts and skills students master:

2. Identify simple musical patterns

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Use icons or invented symbols to represent beat (DOK 1-2)

Inquiry Questions:

  1. Why is it important to use symbols to identify what is heard?
  2. Where else can you find patterns?
  3. Why are patterns important in music?

Relevance & Application:

  1. Using simple software and other technology tools to create sounds provides a diverse array of auditory examples of sounds heard in society.
  2. The ability to identify repeated patterns in simple songs provides a developmentally appropriate foundation to understanding patterns in society.

Nature Of:

  1. Music has many patterns.

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.