New Colorado P-12 Academic Standards

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Content Area: Music
Grade Level Expectations: High School - Performance Pathway
Standard: 4. Aesthetic Valuation of Music

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

Concepts and skills students master:

3. Development of criteria-based aesthetic judgment of the artistic process and products in music

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Develop criteria for making informed aesthetic (personal) judgments about music (DOK 1-3)
  2. Make and defend informed aesthetic (personal) judgments based on the criteria developed (DOK 1-4)
  3. Discuss, with some understanding, the ideas of aesthetic qualities and aesthetic appreciation (DOK 1-3)

Inquiry Questions:

  1. Why is it important to cite specific musical details when making judgments about a piece of music?
  2. What kind of personal viewpoints or concerns might prevent an objective aesthetic evaluation of a musical work or performance?
  3. Art philosophers argue the difference between the qualities and value of original works of visual art and forgeries or the same works. What issues might be similar in music?
  4. Is all music (and art) beautiful?

Relevance & Application:

  1. The ability to aesthetically critique music provides a more in-depth understanding of cultural traditions and exemplary works.
  2. Reviewing and discussing the ideas that early philosophers like Plato and Aristotle had about the aesthetics of music provide historical and philosophical perspectives on the aesthetics of music.
  3. Exploring the place of process, product, and aesthetic content in music creation and performance enhances people's understanding of the meaning of music and its relationship to meaning in life.

Nature Of:

  1. Musicians possess the ability to develop and defend opinions about personal musical choices because it is essential to success in musical careers.
  2. While many of the basic arguments about the nature of art and beauty began many centuries ago and are still unresolved, it still expands people's understanding of music and the arts to think about these issues.

Content Area: Music
Grade Level Expectations: High School - Generalist Pathway
Standard: 4. Aesthetic Valuation of Music

Students Can:

  1. Develop criteria for making informed aesthetic (personal) judgments about music (DOK 1-3)
  2. Make and defend informed aesthetic (personal) judgments based on the criteria developed (DOK 1-4)
  3. Discuss, with some basic understanding, the ideas of aesthetic qualities and aesthetic appreciation (DOK 1-3)

Inquiry Questions:

  1. Why is it important to cite specific musical details when making judgments about a piece of music?
  2. How can using specific criteria when making music choices improve the listening experience?
  3. How has music impacted the course of events in history?
  4. What are the criteria for qualifying as a work of musical art?
  5. What elements of visual art might be correlated to musical qualities of form, texture, voicing/instrumentation, emotional intensity, and mode?

Relevance & Application:

  1. Informed judgments of music preserve cultural tradition and exemplary works.
  2. Discussing and thinking about the concepts of beauty in the object versus beauty in the eye of the beholder leads to a basic understanding of the meaning of aesthetics.
  3. Attending a live performance and comparing it with a recorded version of the performance provide an understanding of the differences in musical elements between a digitized musical experience and a live musical experience.

Nature Of:

  1. Musicians possess the ability to develop and defend opinions about personal musical choices because it is essential to success in musical careers.
  2. While many of the basic arguments about the nature of art and beauty began many centuries ago and are still unresolved, it still expands people's understanding of music and the arts to think about these issues.

Content Area: Music
Grade Level Expectations: Eighth Grade
Standard: 4. Aesthetic Valuation of Music

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

Concepts and skills students master:

2. Articulation of music's role and cultural tradition in American history and society

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe various ways music is used and enjoyed in different societal backgrounds and cultural traditions (DOK 1-2)
  2. Create and defend a personal listening repertoire representing various styles and cultures from a span of musical eras and time periods (DOK 1-4)
  3. Discuss the instrumental composition of various kinds of American musical ensembles and their functions within the ensembles (DOK 1-2)
  4. Discuss the vocal composition of various kinds of American musical ensembles and the function of the voices within the ensembles (DOK 1-2)

Inquiry Questions:

  1. How is music an integral aspect of various cultural activities and traditions?
  2. How are personal listening choices strong indicators of cultural and ethnic backgrounds?
  3. What happens to popular music over time?

Relevance & Application:

  1. The Internet is a valuable resource in investigating the functions of music and commonalities in those functions in various cultures.
  2. The music of today's American culture compared to that of past cultural traditions shows how technology may or may not have been a factor.
  3. Discussion of popular music with people from a previous generation gives firsthand understanding of what their music meant to them, and reciprocal understanding by articulating similarities and differences of what music means to the current generation.
  4. Audio or video recordings of performance or live performances are equally valuable in observing and discussing the use of voices and instruments and their functions within the ensemble in such varied genre as bluegrass, rock, jazz, mariachi, rap, church, and culturally specific music.

Nature Of:

  1. Music is a reflection of the culture, traditions, and circumstances in which it is produced.

Content Area: Music
Grade Level Expectations: Seventh Grade
Standard: 4. Aesthetic Valuation of Music

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

Concepts and skills students master:

2. Articulation and analysis of individual experiences in music

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Construct a personal listening repertoire that represents various styles and cultures (DOK 1-4)
  2. Articulate personal selection criteria (DOK 1-2)
  3. Using a prescribed list of musical selections, consider and describe in what ways the selections are important (DOK 1-3)
  4. Describe customary techniques of performance on guitar common to the traditional American musical experience (DOK 1-2)
  5. Describe the use, performance techniques, and cultural significance of instruments specific to local or regional culture (DOK 1-3)

Inquiry Questions:

  1. How does music affect different people in different ways?
  2. Why do people make specific personal choices in music?
  3. What factors determine the importance of a piece of music, both immediately and over time?
  4. In what ways have unique and expanded techniques been applied to the use of various instruments?

Relevance & Application:

  1. Live demonstrations by musicians of differing genres offer firsthand examples of special techniques and electronic enhancement potential used respective to their instrument or voice.
  2. Live performances by musicians offer firsthand experiences demonstrating the use, techniques, and cultural significance of instruments or voice specific to a local or regional culture.
  3. Many sectors in society rely on selection of music for varying purposes to provide diverse experiences (such as opening ceremonies, jingles for products, patriotic events, weddings, funerals).

Nature Of:

  1. Music has numerous uses, all of which reflect some aspect of the human experience.

Content Area: Music
Grade Level Expectations: Sixth Grade
Standard: 4. Aesthetic Valuation of Music

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

Concepts and skills students master:

2. Description of music's role in the human experience and ways music is used and enjoyed in society

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Relate and discuss how various aesthetic qualities communicate images, feelings, or emotions in specific musical works (DOK 1-4)
  2. Discuss potential influence of music on emotions and behavior (DOK 1-3)
  3. Categorize a listening library of music literature and repertoire that represents various styles and cultures from a span of musical eras (DOK 1-2)

Inquiry Questions:

  1. What are ways music is used in the rituals of society?
  2. In what situations is enjoyment a secondary purpose?
  3. Can music convey a positive or negative message?
  4. Can music be a positive or negative influence on human behavior?

Relevance & Application:

  1. An informal survey of personal listening preferences defines listening habits.
  2. The impact of movie soundtracks is evident through emotional connections made through the music.
  3. The popularity of music is apparent through the investigation of various websites for most popular or most downloaded pieces of music.
  4. Commercials and other interests use the effects of music on people to sell products or convey messages.
  5. The Internet offers opportunities to investigate instances of behavior affected by music.

Nature Of:

  1. Articulating choices for personal repertoire from informed musical criteria promotes more informed consumers.
  2. Music forms links in people's memories to the situations in which it was originally perceived or associated.

Content Area: Music
Grade Level Expectations: Fifth Grade
Standard: 4. Aesthetic Valuation of Music

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

Concepts and skills students master:

2. Articulate the meaning in music according to elements, aesthetic qualities, and human responses

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify and analyze differences in tempo and dynamics in contrasting music selections (DOK 1-3)
  2. Explain how people in a particular culture use and respond to specific musical works from that culture (DOK 1-3)
  3. Describe the means used to describe images or evoke feelings and emotions in musical works from various cultures (DOK 1-3)
  4. Discuss criteria used to make evaluations of musical works and performances (DOK 1-3)
  5. Discuss elements of performance in observational and evaluative way, using appropriate music terminology (DOK 1-3)

Inquiry Questions:

  1. What role does music play in various cultures?
  2. How does music affect emotions and feelings in general?
  3. How do the elements of music affect the way music is classified into various styles?
  4. In what general ways do people evaluate music works and performances?

Relevance & Application:

  1. The number of radio stations in an area broadcasting a particular style of music can give insight to the demographic information of the area and its musical preferences.
  2. Identifying musical works that are specific to a given culture in comparison to those of another builds a fundamental respect for the differences of others.

Nature Of:

  1. Music is an art that expresses general thoughts and feelings; various musical examples will evoke varying general individual responses.
  2. The success of a musical work or performance can be evaluated according to its effectiveness in its formal properties, content, and context.

Content Area: Music
Grade Level Expectations: Fourth Grade
Standard: 4. Aesthetic Valuation of Music

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

Concepts and skills students master:

2. Comprehend and respect the musical values of others considering cultural context as an element of musical evaluation and meaning

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate respect for diverse local and regional opinions regarding music preferences (DOK 1-2)
  2. Identify prominent Colorado styles and musicians (DOK 1)
  3. Compare differences in sources of meaning and standards of evaluation within the contexts of local and regional musical styles (DOK 1-3)

Inquiry Questions:

  1. What historical factors contributed to the development of a "western" style of American music?
  2. Who are important past and present musicians of Colorado?
  3. Where in Colorado are particular styles of music most prevalent?
  4. Is any one kind of music better than any another?

Relevance & Application:

  1. Examining and listening to music that is unique to Colorado gives historical context to how culture in Colorado evolved and was reinforced by the music predominantly performed, and provides a comparison to other states in the West.
  2. The Internet can be used to investigate the active presence of local or regional live music, identifying musicians' websites, performance venues, and ticket availability, which provides a more direct link to local and regional music trends and influences.

Nature Of:

  1. Music represents diverse experiences, thoughts, and emotions, and is unique to each individual with regard to values and opinions.
  2. Local and regional music groups of all kinds are meaningful sources of culture.

Content Area: Music
Grade Level Expectations: Third Grade
Standard: 4. Aesthetic Valuation 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 and make informed judgments about music through participation, performance, and the creative process

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Select and use specific criteria in making judgments about the quality of a musical performance (DOK 1-3)
  2. Create developmentally appropriate movements to express pitch, tempo, form, and dynamics (DOK 2-4)
  3. Describe how specific musical elements communicate particular ideas or moods in music (DOK 1-3)
  4. Explain the function of a music synthesizer and some of its capabilities (DOK 1-2)

Inquiry Questions:

  1. Why is it beneficial to experience a wide variety of musical styles as a listener and a performer?
  2. Why is it important to have a variety and diversity of musical styles available to society?
  3. How can appropriate music vocabulary help in discussing musical evaluation with others?

Relevance & Application:

  1. The information literacy skills required to access and evaluate various musical performances include research, source discernment, and verification of authenticity.
  2. Assisting others in developing a wider musical vocabulary and library builds deeper conviction and rational for personal preferences.
  3. Comparing two audio or video recordings of performances of the same musical work by the same performer builds skill in articulating general perceptions in musical terms.

Nature Of:

  1. The ability to create sounds through synthesis without traditional instruments widens the possibilities for music creation and production.
  2. No two live performances are ever exactly the same, either in technical or aesthetic aspects.

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

Concepts and skills students master:

3. Articulate music's significance within an individual musical experience

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Explain how music speaks to every person in unique ways (DOK 1-3)
  2. Develop and articulate an understanding of the aesthetic qualities of music performed or heard (DOK 1-4)
  3. Identify differences and commonalities in music from various cultures (DOK 1-3)
  4. Discuss reasons that different kinds of music are important to people (DOK 1-2)
  5. Explain the purpose of an amplifier, microphone, and speakers and how they work together to reinforce acoustic sounds in music performance (DOK 1-2)

Inquiry Questions:

  1. What do people look for when choosing music for enjoyment?
  2. What cultural music would be considered most appealing?

Relevance & Application:

  1. Determining the sources of live music in the community creates informed consumers and gives insight into the musical preferences of a local culture.
  2. Articulating the importance of music in a family or cultural heritage creates an appreciation for how individuals contribute to local communities and influence the availability of musical experiences within the community.
  3. Understanding the use of technology in performances by local live groups or video recordings of performances provides insight into the influence of technology on the musical culture in local communities.

Nature Of:

  1. Music's place in the lives of individuals is unique because it depends on personal background, preference, and experience.

Content Area: Music
Grade Level Expectations: Second Grade
Standard: 4. Aesthetic Valuation of Music

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

Concepts and skills students master:

2. Articulate reactions to the elements and aesthetic qualities of musical performance using musical terminology and movement

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Use specific music terminology in discussing individual preferences for music (DOK 1-2)
  2. Create developmentally appropriate movements to express pitch, tempo, form, and dynamics in music (DOK 2-4)
  3. Identify how musical elements communicate ideas or moods (DOK 1-2)

Inquiry Questions:

  1. How can movement reflect the expressive qualities of music?
  2. How does music affect emotions and feelings in general?
  3. How are passive and active listening different?

Relevance & Application:

  1. Appropriate audience behavior relies on an individual's self-direction ability, the ability to discern the role of an audience (e.g. some performances encourage audience participation, some performances require active listening), and the willingness to submit individual desires to the need for consideration of the experience of others.
  2. Audiences have varying purposes throughout society. (Athletic events encourage audience noise. Political audiences express their agreement or disagreement in various ways. Formal presentations expect restraint and applause.)
  3. A common and specific musical vocabulary is important when discussing the evaluation of music works and performances or in defending individual musical preferences.

Nature Of:

  1. Music may be experienced passively or actively as a listener.

Content Area: Music
Grade Level Expectations: First Grade
Standard: 4. Aesthetic Valuation of Music

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

Concepts and skills students master:

3. Identify music as an integral part of everyday life

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify, discuss, and respond to music written for specific purposes (such as holiday, march, lullaby) (DOK 1-2)
  2. Use a personal vocabulary to describe kinds of voices and instruments and their uses in diverse cultures, applying some specific labels and some specific cultural or geographical associations (DOK 1-2)
  3. Use developmentally appropriate movements in responding to music from various genres, periods, and styles (rhythm, melody, form) (DOK 1-2)

Inquiry Questions:

  1. How does music that is composed for various purposes contribute to a specific experience?
  2. What causes various instruments and voices to sound different from each other?
  3. How does movement to music differ from one culture to another?

Relevance & Application:

  1. Observing and imitating movement to a variety of musical styles including cultural and historical excerpts provide an understanding of the variety of ways people can express themselves through music and movement.
  2. Using pictures and books to recognize various instruments used in different types of music develops an initial ability to identify the various shapes and sizes of instruments.
  3. Using a common music vocabulary to describe instruments, voices, and musical styles helps people understand one another.

Nature Of:

  1. Music has many uses and functions in people's lives.
  2. Different kinds of music are appropriate for different functions and events.

Content Area: Music
Grade Level Expectations: Kindergarten
Standard: 4. Aesthetic Valuation 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 musical performance at a basic level

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Create movements that correspond to specific musical moods and styles (DOK 2-4)
  2. Identify, listen to, and discuss music written for specific purposes (work song, lullaby, etc.) (DOK 1-2)

Inquiry Questions:

  1. Why do people choose certain movements for certain styles of music and not for others?
  2. What are some aspects of music that can change the feelings that are communicated and how do they work to make music?
  3. How do the basic elements of music communicate thoughts or emotions?

Relevance & Application:

  1. Providing a developmentally appropriate opportunity for young learners to respond to music builds a foundational understanding that music promotes a reaction through feeling or preference of sounds.

Nature Of:

  1. Music is an art form and exists to express thoughts and emotions as well as communicate how people perceive the world.

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

Concepts and skills students master:

3. Recognize and discuss music and celebrations in daily life

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Explain the use of music in sources such as cartoons, computer games, community, and home events (DOK 1-2)
  2. Listen and respond to various musical styles (such as marches and lullabies) (DOK 1-2)
  3. Use a personal vocabulary to describe kinds of voices and instruments and their uses in diverse cultures, applying some specific labels and general cultural associations (DOK 1-2)
  4. Use developmentally appropriate movements in responding to music from various genres, styles, and periods (rhythm and melody) (DOK 1-2)

Inquiry Questions:

  1. How does music that is composed for various purposes contribute to a specific experience?
  2. What causes various instruments and voices to sound different from each other?
  3. How does movement to music differ from one culture to another?
  4. What makes differences in musical style?

Relevance & Application:

  1. Providing diverse examples and experiences of the use of music in society builds a beginning understanding of the role music plays in individual experiences, family events, and community events.

Nature Of:

  1. Music has many uses and functions in people's lives.
  2. People describe music in their own words, and the descriptions of others may be different, but equally valid.

Content Area: Music
Grade Level Expectations: Preschool
Standard: 4. Aesthetic Valuation of Music

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

Concepts and skills students master:

1. Demonstrate respect for music contributions

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe appropriate listening during a musical selection, live or recorded (DOK 1-2)

Inquiry Questions:

  1. When is it appropriate or not appropriate to talk while music is being heard?
  2. What does it mean to be respectful of others?

Relevance & Application:

  1. Discussing ways to listen to music (headphones, in an audience, on the computer, or on an audio device) provides a connection to the many purposes and functions music serves in daily life.

Nature Of:

  1. The role of the audience in a musical performance includes being respectful of others.