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: 3. Theory of Music

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

Concepts and skills students master:

1. Interpretation of notated of musical elements and ideas

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify musical elements in written form (DOK 1)
  2. Describe the uses of elements of music and expressive devices with appropriate musical vocabulary (DOK 1-2)

Inquiry Questions:

  1. Why is it important to understand the different transpositions for various instruments (such as Bb, Eb, C, etc.)?
  2. Why is it important to understand varied orchestrations in diverse repertoire?
  3. How can mathematical proofs be related to music?
  4. Why is it important to know the timbre of each voice and instrument?

Relevance & Application:

  1. Being able to transpose allows one to rehearse and perform with other instrumentations.
  2. Music technology, such as music notation and sequencing software or interactive music websites, can be used to analyze and produce music notation.
  3. Ability to compare and contrast aural examples from various cultures leads to discernment of the unique qualities of the culture.
  4. Utilizing accurate musical vocabulary allows people to communicate using the language of music.

Nature Of:

  1. Musical sound is organized through the use of musical symbols.
  2. Musical understanding requires gathering data through different senses.

Content Area: Music
Grade Level Expectations: High School - Generalist Pathway
Standard: 3. Theory of Music

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

Concepts and skills students master:

1. Discernment of musical elements

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe at a basic level aural examples of a varied repertoire of music by describing the uses of elements of music and expressive devices with appropriate musical vocabulary (DOK 1-2)
  2. Identify basic elements of written examples of music using appropriate musical vocabulary (DOK 1)

Inquiry Questions:

  1. How do musical elements differ in music from various cultures?
  2. Why is it important to be able to discriminate musical elements when listening to various repertoire?
  3. How can people learn to understand the use of the different elements of music?

Relevance & Application:

  1. The ability to compare and contrast the important musical elements from various cultures allows people to understand the importance music plays in a particular culture.
  2. Digital technology can be used to hear musical compositions and allow one to identify and describe the musical elements in the compositions.
  3. Understanding how the elements of music affect the musical message helps people to discern how music is used to influence society.
  4. Using accurate musical vocabulary allows people to communicate clearly about music.

Nature Of:

  1. All music uses the same elements but in different ways.
  2. Knowing the elements of music helps people to understand music.

Content Area: Music
Grade Level Expectations: Eighth Grade
Standard: 3. Theory of Music

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

Concepts and skills students master:

2. Notation of level 2 compositions

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Read notes on a staff including four or more ledger lines above or below the staff (DOK 1)
  2. Identify and notate I, IV, V, V7, I chord progressions in a given key signature (DOK 1-2)

Inquiry Questions:

  1. How can knowing the notes above and below the staff increase musicianship skills?
  2. How can the use of musical elements affect formal structure?
  3. What determines the levels of difficulty in a composition?
  4. How is music evolutionary?

Relevance & Application:

  1. Understanding the use of notes and clefs allows one to read increasingly difficult levels of music.
  2. Notation software assists one in understanding music notation.
  3. Understanding of the relevance of music notation in historical contexts provides background and appreciation for current and future notation practices.
  4. Form in music has a correlation to form in other disciplines (such as dance, visual arts and design, literature).

Nature Of:

  1. Notation is the language of music and may be more or less complex according to intent.

Content Area: Music
Grade Level Expectations: Seventh Grade
Standard: 3. Theory of Music

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

Concepts and skills students master:

1. Identification and rhythmic demonstration of multiple, changing meter signatures in music

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Transcribe or demonstrate rhythms within musical examples that incorporate triplet, eighth, and sixteenth rhythms and corresponding rests in 6/8 meter signatures (DOK 1-2)
  2. Transcribe or demonstrate rhythms within musical examples that incorporate triplet, eighth, and sixteenth rhythms and corresponding rests in cut time meter signatures (DOK 1-2)

Inquiry Questions:

  1. Why is it important to be able to differentiate between various styles of music and its use of meter?
  2. How can a composer's use of meter distinguish his/her works from other composers?
  3. How can the use of varied meter alter the function of the music?

Relevance & Application:

  1. Various genres reflect varied meter signatures.
  2. Digital sequencing software can assist one to hear the effects of using different rhythms.
  3. Meter signature changes vary in historical, American, and other cultural music.
  4. Development of criteria to critique music based on use of varied meter signatures builds critical thinking and reasoning skills that can be transferred to critique processes in other disciplines and vocations.

Nature Of:

  1. Rhythm communicates an idea, emotion, or mood.

Content Area: Music
Grade Level Expectations: Sixth Grade
Standard: 3. Theory of Music

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

Concepts and skills students master:

1. Identification of rhythmic and melodic patterns in musical examples

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify and demonstrate rhythms within musical examples that incorporate eighth notes and corresponding rests in 2/4, 3/4, and 4/4 meter signatures (DOK 1-2)
  2. Demonstrate alteration of written rhythms within musical examples, using pp/ff, largo/allegro, legato/staccato and application of accents as found in a beginning level composition (DOK 1-2)

Inquiry Questions:

  1. Why is it important to sing/play correct rhythms?
  2. How do meter changes shape a song?
  3. Why create a rhythmic listening map?
  4. Why are notation and sequencing software products important to composers?

Relevance & Application:

  1. Rhythmic characteristics are distinguishable when comparing historical, American, and cultural music.
  2. Rhythmic listening maps provide guidance in music as timelines in the study of history.
  3. Mass media video and audio clips demonstrate the use of dynamics to market a product.

Nature Of:

  1. Rhythmic and melodic patterns are distinguishable characteristics of music.

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

Concepts and skills students master:

3. Analysis of a beginning level composition or performance using musical elements

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe, using a minimum of two markings (dynamic and tempo) when analyzing a musical example (DOK 1-2)
  2. Analyze articulation, dynamics and tempo during performances (DOK 1-3)
  3. Using current classroom repertoire, identify I, IV, V chords (DOK 1-2)

Inquiry Questions:

  1. Why is it important to know musical symbols and terms?
  2. How do musical symbols help one analyze a performance or develop as a musician?
  3. Why is it important to know how musical symbols and terms are used?

Relevance & Application:

  1. Making informed choices in music reflects personal involvement in the process, which strengthens self-direction and personal decision making.
  2. The skills needed in identification of musical symbols parallel the skills used in identification of literary symbols, historical symbols, and symbols/logos used in society.

Nature Of:

  1. Understanding musical elements creates a more informed listener.

Content Area: Music
Grade Level Expectations: Fifth Grade
Standard: 3. Theory of Music

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

Concepts and skills students master:

1. Analyze and apply dynamics, tempo, meter, and articulation using appropriate music vocabulary

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Apply vocabulary for largo, moderato, diminuendo, and slur when describing music (DOK 1-2)
  2. Demonstrate largo, moderato, diminuendo, and slur using movement, voice, and instruments (DOK 1-2)

Inquiry Questions:

  1. Do tempo and mood have a close connection?
  2. How does mass media rely on tempo or dynamics to send a message?
  3. Should composers give precise expressive elements within their compositions or leave expression decisions up to the performer? Give a rationale.

Relevance & Application:

  1. Identification of similarities and differences in expressive elements of music from various cultures, historical eras, genres, and styles gives insight to discerning the fundamental characteristics of each.
  2. The ability to interpret tempo markings in music can be compared to the use of adverbs in literature.
  3. Ways instruments produce changes in dynamics can be explained through the physics of sound production.
  4. Using music software to isolate and apply largo, moderato, diminuendo, and slur within compositions demonstrates the importance of these elements.

Nature Of:

  1. Expressive elements enhance musical performance.
  2. The flow of music in time relies on meter and tempo.

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

Concepts and skills students master:

2. Analyze, aurally and visually, notation and form in music

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Visually identify line and space notes and notate pitches on the bass clef staff (DOK 1)
  2. Aurally identify 12-bar blues form (DOK 1-2)

Inquiry Questions:

  1. What makes a composition interesting?
  2. How does the ability to identify notes improve musical ability?
  3. What significance does the blues form play in American history?

Relevance & Application:

  1. Articulating forms in music gives insight to how they are evident in dance and visual arts.
  2. Comparing the differences of use of the terms line and space in music versus art, dance, or theatre gives a contextual basis for how many art forms interpret these elements.
  3. Using music software to create variations of the blues form allows listeners to aurally discern the distinct blues sound and the derivatives of contemporary music that use this form.

Nature Of:

  1. Notation is the language of music.

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

Concepts and skills students master:

4. Comprehension and application of melodic, rhythmic, and harmonic patterns

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify and notate, using sixteenth/sixteenth-eighth, eighth-sixteenth/sixteenth, eighth-quarter-eighth notes and ties (DOK 1-2)
  2. Notate eight-beat rhythmic patterns and four-beat melodic patterns dictated by the teacher (DOK 1-3)
  3. Aurally and visually identify I, IV, V chords in the keys of C, F, and G (DOK 1-3)
  4. Identify the position of whole and half steps in a major scale (DOK 1)
  5. Identify and demonstrate the use of accidentals (sharp, flat, and natural signs) (DOK 1-2)

Inquiry Questions:

  1. How will identifying melodic and rhythmic patterns improve knowledge and performance skills?
  2. What does harmony add to music?
  3. How does syncopation affect the feel of music?
  4. How are ratios and intervals related?

Relevance & Application:

  1. Recognizing the patterns that occur in music provides discernment skills that can be applied to other disciplines.
  2. Music from various cultures, historical periods, genres, and styles can be used to aurally and visually identify I, IV, V chords in C, F, and G keys.
  3. Music software can aid in identification of the components of a major scale and use of accidentals.
  4. Knowing how an instrument gets out of tune can be explained using scientific principles.

Nature Of:

  1. Music notation is a visual representation of organized sound and silence occurring in discernable patterns.

Content Area: Music
Grade Level Expectations: Fourth Grade
Standard: 3. Theory of Music

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

Concepts and skills students master:

2. Identification of aural and visual notations of basic musical forms

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Aurally identify theme and Variations form (DOK 1-2)
  2. Aurally identify interlude (DOK 1-2)
  3. Visually identify and apply D.C. al Fine, D.S. al Coda (DOK 1-2)

Inquiry Questions:

  1. Why do composers rely on theme?
  2. What is the purpose of a theme or variation?
  3. Why are interludes important?
  4. What part of a song is usually the most catchy or most important?

Relevance & Application:

  1. Music from various cultures, historical periods, genres, and styles have specific and identifiable themes and variations.
  2. Mass media uses identifiable themes and variations when determining theme songs for commercials, television shows, etc.
  3. Theme and variation are used throughout the arts and among many disciplines and vocations (such as visual art, dance, literature, interior design).

Nature Of:

  1. Musical compositions have a specific structure that is defined by the use of elements.

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

Concepts and skills students master:

3. Analyze vocal and instrumental examples

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Aurally and visually identify specific instruments of the band and orchestra (DOK 1)
  2. Aurally identify music performed in two or more parts (DOK 1-2)
  3. Aurally identify music from various periods in history (DOK 1-2)

Inquiry Questions:

  1. Why does each voice and instrument have its own timbre?
  2. How have historical events influenced musical styles?
  3. How has the impact of technology and mass media affected band and orchestral music?
  4. How do different styles of music affect audience response?

Relevance & Application:

  1. Choices made in instrumentation reflect the composer's emotions, ideas, imagination, and cultural context.
  2. Video and audio clips assist in isolating instruments in a band or orchestra to identify the instrument's unique sound.
  3. Marketing companies make choices on music to use in marketing campaigns based on instrumentations that would appeal to their target audience. (Orchestral instrumentation sends a message of high quality, jazz instrumentation sends a sultry or moody message, and popular music appeals to a youthful audience.)

Nature Of:

  1. Unique tone qualities are found in varying styles and genres of music.

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

Concepts and skills students master:

4. Identify and aurally recognize melodic, rhythmic, and harmonic patterns

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify and use do, re, mi, fa, sol, la, ti, high do, low sol, and low la pitches (diatonic scale) (DOK 1-2)
  2. Identify and use dotted quarter-eighth and triplet notes (DOK 1-2)
  3. Notate four-beat rhythmic patterns and four-beat melodic patterns dictated by the teacher (DOK 1-3)
  4. Aurally recognize IV chord in a I-IV-V pattern (DOK 1-3)
  5. Aurally distinguish between major and minor tonalities (DOK 1-2)

Inquiry Questions:

  1. How will identifying melodic and rhythmic patterns improve individual and ensemble performance?
  2. What does harmony add to music?
  3. How does tonality affect the feeling of a piece of music?
  4. Why would a composer use both major and minor tonalities in a composition?

Relevance & Application:

  1. Four-beat musical patterns gives insight to poetry patterns in literature, simple contemporary songs, and nursery rhymes.
  2. Music from various cultures, historical periods, genres, and styles can be compared based on the use of diatonic scale and four-beat rhythmic patterns.
  3. Mass media predominantly employs diatonic scales and four-beat rhythmic and melodic components because they are easily recognizable.

Nature Of:

  1. Music notation is a visual representation of organized sound and silence occurring in discernable patterns.

Content Area: Music
Grade Level Expectations: Third Grade
Standard: 3. Theory of Music

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

Concepts and skills students master:

4. Identify and aurally recognize simple melodic, rhythmic, and harmonic patterns

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify and demonstrate do, re, mi, sol, la, high do, low sol, and low la pitches (extended pentatonic scale) (DOK 1-2)
  2. Identify and notate using sixteenth and dotted half notes (DOK 1-2)
  3. Aurally and visually recognize I-V chords (DOK 1-3)

Inquiry Questions:

  1. How does identifying melodic and rhythmic patterns improve performance skills?
  2. What does harmony add to music?

Relevance & Application:

  1. The ability to recognize the patterns that occur in music relates to the patterns that can be found in many disciplines and vocations (such as mathematics, history, visual art and design, architecture, science).
  2. Music from various cultures is identified through its unique and specific melodic, rhythmic, and harmonic patterns
  3. Mass media chooses examples of music from various genres and styles to achieve desired melodic, rhythmic, and harmonic patterns.
  4. There are definite mathematical components of 16th notes and dotted half notes that represent a fundamental understanding of fractions.

Nature Of:

  1. Music notation is a visual representation of organized sound and silence.
  2. Patterns occur in music and in the world.

Content Area: Music
Grade Level Expectations: Second Grade
Standard: 3. Theory of Music

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

Concepts and skills students master:

2. Comprehend beginning notational elements and form in music

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Aurally identify ABA form and verse/refrain (DOK 1-2)
  2. Identify notated examples of bar lines, double bar lines, and measures (DOK 1)
  3. Aurally identify coda (DOK 1-2)

Inquiry Questions:

  1. What makes a composition interesting?
  2. How will being able to identify notational elements help in music?
  3. How do patterns in math help with patterns in music?
  4. How do bar lines in music compare to punctuation in writing?

Relevance & Application:

  1. Various musical styles (American folk music, marches, lullabies, holidays) use verse and refrain.
  2. Examples of the ABA and verse and refrain patterns can be found in other disciplines (visual art and design, dance, theatre, poetry).
  3. Identification of the differences and similarities between the alphabet and the musical alphabet provides insight to the understanding that music notation is a distinct language.

Nature Of:

  1. Most musical compositions have a specific structure.

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

Concepts and skills students master:

3. Comprehension of vocal and instrumental tone colors

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify vocal sound groupings (high voices, low voices) (DOK 1)
  2. Identify instrumental sound groupings (woodwinds, percussion, strings) (DOK 1)

Inquiry Questions:

  1. Why do voices and instruments sound different?
  2. Why do others have different music preferences?
  3. How is music used in community events and celebrations?

Relevance & Application:

  1. Recognizing how the vibration of strings, drum heads, or air columns generates sounds provides insight to how sounds in the world are made.
  2. Video clip examples of how tone color is associated with characters in movies, cartoons, etc., help to illustrate what is meant by tone color.
  3. Electronic keyboards contain features that isolate differences in timbres and timbral groupings to provide examples of each for the listener.

Nature Of:

  1. Unique tone qualities are found in varying styles and genres of music.

Content Area: Music
Grade Level Expectations: First Grade
Standard: 3. Theory of Music

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

Concepts and skills students master:

2. Aurally identify simple components of musical form

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Aurally identify introduction (DOK 1-2)
  2. Aurally identify phrase (DOK 1-2)
  3. Aurally and visually identify AB form (DOK 1-2)
  4. Visually identify staff and repeat signs (DOK 1)

Inquiry Questions:

  1. What makes music interesting to listen to?
  2. How will being able to identify notational elements help in music-making?
  3. How are musical phrases and sentences similar or different?
  4. Why is using a repeat important when you can just copy the same section out?

Relevance & Application:

  1. Various musical styles (American folk music, marches, lullabies, holidays) use an AB pattern and/or introduction or phrases.
  2. Describing other disciplines that could have an AB patterns provides a connection to what a pattern is, how it in constructed, and where it can be found.

Nature Of:

  1. Most musical compositions have a specific structure.

Content Area: Music
Grade Level Expectations: Kindergarten
Standard: 3. Theory of Music

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

Concepts and skills students master:

4. Identify simple rhythmic patterns

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Move to demonstrate steady beat (DOK 1-2)
  2. Identify short/long and strong/weak beats (DOK 1-2)
  3. Use icons or invented symbols to represent beat (DOK 1-2)

Inquiry Questions:

  1. Why is it important to keep a steady beat?
  2. How is a steady beat or pulse used in music?

Relevance & Application:

  1. Recognizing that patterns occur in music and other subjects is preliminary to pattern identification, pattern matching, and understanding the function of patterns.
  2. Identifying similar themes, patterns, and textures in stories, songs, and art forms provides practice and exploration in how themes/patterns and textures are used in the world.

Nature Of:

  1. Music notation is a visual representation of organized sound and silence.
  2. Patterns occur in music and in the world.

Content Area: Music
Grade Level Expectations: Preschool
Standard: 3. Theory of Music

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

Concepts and skills students master:

2. Recognition of a wide variety of sounds and sound sources

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Use personal vocabulary to describe sources of sound (DOK 1-2)
  2. Use invented symbols to represent musical sounds and ideas (DOK 1-2)

Inquiry Questions:

  1. Why do instruments and voices sound different?

Relevance & Application:

  1. Exploration of what kind of sound comes from what sources builds a foundational understanding of the relationship between the nature of sources and the product that results.
  2. Allowing the use of invented symbols to represent sounds gives developmentally appropriate, preparatory practice to understanding the structure of musical notation.

Nature Of:

  1. Unique tone qualities are found in varying styles and genres of music.