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: 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:

3. Identification of musical elements in a level 2 (difficulty rating scale)composition or performance

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe, using a minimum of four markings (articulation, dynamic and tempo), when analyzing a musical example (DOK 1-2)
  2. Given prescribed criteria, identify the form of a composition (DOK 1-2)

Inquiry Questions:

  1. How do musical elements form the structure of a music composition?
  2. Why is it important to analyze compositions based on the use of musical elements?
  3. Why is it important to have leveled compositions?

Relevance & Application:

  1. The ability to read various articulation symbols allows one to understand a musical idea.
  2. Musical elements can be compared with other disciplines in written, oral presentations, and multimedia projects.
  3. Different musical elements can be easily experimented with when using notation and sequencing software.
  4. An understanding of differences in criteria in composition levels provides guidance in choosing appropriate literature.

Nature Of:

  1. Unique combinations of musical elements create form, complexity, effect, etc.

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.

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.

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:

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:

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.