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:

2. Evaluation of the quality and effectiveness of musical performances

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Apply specific criteria from similar or exemplary models in evaluating music by others or themselves (DOK 1-4)
  2. Read and understand professional critiques of musical works and performances (DOK 1-3)

Inquiry Questions:

  1. How will evaluating performances help someone become a better musician?
  2. What qualifies a specific performance as exemplary?
  3. What makes one performance effective over another?
  4. What is the relationship between musical criticism and composers/performers?

Relevance & Application:

  1. Using audio or video recordings to critique a musical performance and compare it with an existing professional review of the same performance builds understanding of artistic license and exemplary components of a performance.
  2. Reviewing individual progress in the preparation of a performance selection over the full course of the rehearsal cycle, using digital recording technology to make periodic recordings, and making reflective written review of each recording toward improvement of performance reinforce the cyclical nature of critique and evaluation.
  3. Participating in musical assessment exchanges, in which individuals partner with others to exchange reviews of music works in progress, to improve performance provides development of interpersonal skills required to make and accept criticism effectively.

Nature Of:

  1. Musical performance skills are improved through the ability to critically evaluate performances.
  2. Performing musicians progress and improve through reflective review.

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

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

Concepts and skills students master:

2. Knowledge of available musical opportunities for continued musical growth and professional development

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Articulate pathways to further musical education including but not limited to higher education, music production, music business, song-writing, community institutions, music-making with others (interpersonal/friends), personal music-making, and music in everyday life (DOK 1-2)
  2. Articulate career pathways that encourage musical and artistic qualities for success (DOK 1-2)

Inquiry Questions:

  1. When looking at the community, how, when, and why is music used?
  2. What kinds of opportunities are available for amateur music-making in American community life?
  3. What kinds of people are involved in various kinds of community music efforts?
  4. How does pirating music affect composers' lives?

Relevance & Application:

  1. Knowing how music affects human emotion, people can program appropriate musical genres for appropriate settings.
  2. Understanding how composers earn money for their compositions leads to respect for copyright laws.
  3. Examining the music industry and career pathways that support music performance, music media, and education provides an understanding of the variety of career opportunities available through music.

Nature Of:

  1. Music can provide lifelong learning experiences, enriching lives as an avocation.
  2. Music offers many nonperformance and non-instructional careers.

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 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.

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

Concepts and skills students master:

4. Informed judgments through participation, performance, and the creative process

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate an awareness of artistic choices involved in the musical process (DOK 1-3)
  2. Use specific criteria when judging the relative quality of musical performances (DOK 1-3)
  3. Describe characteristics that make a composition or performance a work of art (DOK 1-3)
  4. Make and articulate evaluations and aesthetic judgments of musical works and performances in the basic language of music criticism (DOK 1-4)
  5. Combine evaluation and personal preference in making informed individual choices about music selection and participation (DOK 1-3)

Inquiry Questions:

  1. What specific criteria are evaluated when judging a musical performance?
  2. What makes one performance of better quality than another?
  3. What would be the impact on music if judgments were not made?

Relevance & Application:

  1. Researching musical selections that have been identified as works of art provides insight to long-term selection criteria and the impact of societal norms.
  2. Examining a work that has been identified as significant in any genre will provide ways to describe the characteristics that contribute to its significance.
  3. The entertainment industry creates musical talent shows, music-based television shows, and broadcasts of performances based on select criteria that rely on broad-based audience appeal to improve viewership ratings, which can convey a narrow view of a society's musical culture.

Nature Of:

  1. Increased understanding of what constitutes artistic merit as well as characteristics of quality in music provide for better choices as a performer and consumer.

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:

1. Evaluation of musical performances and compositions using advanced criteria

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Develop and describe informed criteria for evaluating musical performances and compositions (DOK 1-3)
  2. Evaluate works from personal listening repertoire with an advanced vocabulary (DOK 1-4)

Inquiry Questions:

  1. How will evaluating performances help someone become a better musician?
  2. How does evaluative listening affect ed your listening skills and preferences?
  3. Which general criteria might be applied to music from all cultures and genre?
  4. What qualifies a specific performance as exemplary?

Relevance & Application:

  1. The use of predesigned rubrics or rating scales helps to evaluate a musical performance by an individual or group and provides rationale for determining the strengths and weaknesses of a performance.
  2. The ability to choose appropriate literature for an individual or group enhances the rehearsal and performance experience.
  3. Using appropriate musical vocabulary to describe a personal listening preference enhances a person's ability to communicate using a common language.

Nature Of:

  1. The ability to critically evaluate performances provides necessary information essential to improving performance skills.

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:

1. Analysis, through compare and contrast, of music performances and compositions according to detailed criteria, utilizing an informed music vocabulary

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Apply prescribed criteria for evaluating musical performances and compositions (DOK 1-4)
  2. Compare two performances of the same work and discuss the comparison (DOK 1-3)

Inquiry Questions:

  1. How are music and literature linked in history?
  2. How are personal choices in music enhanced by an informed depth of knowledge?
  3. What makes one performance more effective than another?
  4. What kinds of changes to original works or performances do arrangers and performers apply?

Relevance & Application:

  1. An arrangement or "cover" version of the same work offer comparison opportunities to the contextual differences of an original musical work or original performance of that work.
  2. Mass media and the entertainment industry use "covers" of recognizable music to appeal to a larger audience.
  3. Copyright laws evolve to match technological advancements in the sharing and/or copying of digital music.

Nature Of:

  1. The ability to critically evaluate performances provides necessary information essential to improving performance skills.
  2. Musical perception skills are sharpened through comparison of different versions of the same work.

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:

1. Determination of strengths and weaknesses in musical performances according to specific criteria

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify criteria used in evaluating various kinds of musical performances (DOK 1-2)
  2. Employ basic specific music terminology related to elements of performance and evaluation to discuss a music performance (DOK 1-4)

Inquiry Questions:

  1. What criteria are important in evaluating a performance?
  2. How are these criteria applied to the listening experience?
  3. How does the quality of a live performance differ from that of a recording?
  4. Has the use of technology improved the quality of musical performance?
  5. How has recorded music affected people's expectations of quality?

Relevance & Application:

  1. Advancements in technology have changed the availability and accessibility of music.
  2. Current trends in musical styles and the role of technology in each offer opportunities to explore their connections.
  3. A personal set of criteria for evaluating the quality of musical performances in the music that someone listens to helps to objectify preferences, a skill that is transferable to other disciplines and life pursuits.
  4. Recording technology has altered the public perception of quality.

Nature Of:

  1. Musical performances, whether live or recorded, may be qualitatively evaluated according to established criteria.

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:

1. Explain and defend personal preferences for specific music

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Develop and apply appropriate musical and nonmusical criteria to support personal preferences for specific musical styles and works (DOK 1-4)
  2. Discuss the difference between preference for and quality of musical works (DOK 1-3)

Inquiry Questions:

  1. Does an individual preference for a musical work or performance make it good or bad?
  2. What is the correlation between liking a work and the importance of a work?
  3. Why are many classical works, jazz works and performances, and Broadway songs considered to be exceptional examples of American and Western music even though they do not share the popularity of contemporary "top 40" or other contemporary styles?

Relevance & Application:

  1. Developing a series of questions regarding musical preferences allows individuals to discern why they prefer certain styles of music and test their effectiveness.
  2. Surveying the listening preferences of consumers provide a basis of musical and nonmusical information, and the use of music terminology in a local community.
  3. Comparing musical works that are specific to a given culture provides insight into the evaluation of musical elements and extra-musical aspects used within a culture.

Nature Of:

  1. Musical preferences are developed through individual experiences and are also subject to personality traits.
  2. A broad musical experience and comprehensive music vocabulary strengthen one's ability to objectively consider and articulate ideas about music.

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:

1. Explain personal preferences for specific music

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Use appropriate music terminology to explain preferences (DOK 1-3)
  2. Describe and demonstrate characteristics of effective personal participation in ensembles (DOK 1-2)
  3. Discriminate between musical and nonmusical factors in individual music preference (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 are preferences better communicated when appropriate music terminology is used?

Relevance & Application:

  1. Collaboration in determining musical preferences highlights the similarities and differences among people with individual musical tastes.
  2. Ensemble participation develops collaboration and self-direction skills through the demands of discrimination of sound and pitch, following conductor's cues and listening and adjusting to others.

Nature Of:

  1. Experiences with a variety of musical styles develop an expanded range of personal preferences.
  2. Music preferences are sometimes affected by nonmusical but significant factors such as the social meaning of a work at a particular time or for a particular purpose.

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:

1. Identify personal preferences for specific music

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Use simple terms to describe preferences (DOK 1-2)
  2. Demonstrate how music communicates meaning of text, feelings, personal preferences, etc. (DOK 1-3)
  3. Demonstrate respect for the music preferences and opinions of others (DOK 1-2)

Inquiry Questions:

  1. Why do individuals prefer certain styles of music?
  2. What is the correlation between liking a work and the importance of a work?
  3. What is involved in respecting the opinions of others about music preferences?

Relevance & Application:

  1. The ability to verbalize individual preferences in music can be used to assess the success of music education in developing musically literate students.
  2. Respect for others' opinions and preferences exemplify a fundamental respect for others and provides context on how varying cultures and societies come to view the importance of music.

Nature Of:

  1. Individual experiences and personality traits play an important role in developing personal preferences for music.
  2. Experiences with a variety of musical styles can develop a broader appreciation for music and an expanded range of personal preferences.

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:

1. Demonstrate respect for individual, group, and self-contributions in a musical setting

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Recognize and demonstrate appropriate audience behavior in a live performance (DOK 1-2)
  2. Contribute to a group effort by of listening to and discussing music (DOK 1-3)
  3. Contribute to a group effort by of making music and reflecting on the performance (DOK 1-3)
  4. Articulate ideas about holding and respecting musical preferences (DOK 1-2)

Inquiry Questions:

  1. When is it appropriate or not appropriate to talk while music is being heard?
  2. Why is it important to listen respectfully to live performances?
  3. How does an individual contribute to effective music-making?

Relevance & Application:

  1. Understanding situations where music is the focus of attention and contrasting it with situations where music is a secondary element is one example of how music is adjusted to its role in the texture of an overall project.
  2. Reactions of listeners during a presentation of live music as opposed to recorded music vary because of the societal expectations of each situation.
  3. Individuals make choices about musical preferences based on many reasons, such as family preferences, popular media, and a wide or limited exposure to diverse forms of music.

Nature Of:

  1. Music is an art that deals specifically with sound, so it is important to assist in providing an environment that is conducive to focused listening.
  2. Musical choices may be made on the basis of both musical and nonmusical criteria.

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:

2. Comprehension of the basic components of music and musical performances at a beginning level

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Create movements to music that reflect focused listening (DOK 2-4)
  2. Describe how ideas or moods are communicated through music (DOK 1-2)

Inquiry Questions:

  1. How can certain movements be more appropriate for one type of music than another?
  2. What are some specific elements of music that can change the feelings that are communicated?
  3. How do the basic elements of music communicate thoughts or emotions?

Relevance & Application:

  1. Considering how the use of various instruments and/or voices changes the feelings that music conveys provides a fundamental understanding of how music communicates.
  2. Ideas and moods expressed through music are conveyed in other areas of the arts (books, movies, theatre, dance performances, commercials).

Nature Of:

  1. Music, like other art forms, exists to express thoughts and emotions as well as communicate how people perceive the world.
  2. When people listen to music, they can perceive some of the thoughts and feelings of the musician who created it.

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:

1. Demonstrate respect for the contributions of others in a musical setting

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe appropriate audience behavior at a live or recorded musical performance (DOK 1-2)
  2. Describe musical preferences in their own words and at an appropriate level (DOK 1-3)

Inquiry Questions:

  1. What happens when an audience does not use strong listening skills at a performance?
  2. Why is it important for listeners to be respectful of one another?
  3. Why is music special to some people?

Relevance & Application:

  1. Explaining or drawing pictures that show personal preferences to music provides an initial way for articulating how music makes people feel or how they value or appreciate varying styles of music.
  2. Discussing what type of music specific storybook characters might like builds an initial ability to give meaning and context to various types of music.

Nature Of:

  1. Musical preferences can be as unique as individuals themselves.

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:

2. Express feeling responses to music

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Create movements in response to music (DOK 1-2)
  2. Participate freely in music activities (DOK 1-2)
  3. Talk about expressing feeling in music (DOK 1-3)

Inquiry Questions:

  1. What are some specific elements of music that can change the feelings that are communicated?
  2. How do people decide what movements to make to music?
  3. Why is experiencing music fun?

Relevance & Application:

  1. Establishing a fundamental understanding of the connection of feelings and music builds foundational skills to apply to emotion and mood created through music.
  2. Discussing how and where music is heard establishes a connection to music in everyday life.

Nature Of:

  1. People express their feelings through music.