<!-- Array
(
    [Music] => Array
        (
            [Sixth Grade/Novice] => Array
                (
                    [1. Expression of Music] => Array
                        (
                            [0] => 859
                            [1] => 867
                            [2] => 874
                        )

                    [2. Creation of Music] => Array
                        (
                            [0] => 888
                        )

                    [3. Theory of Music] => Array
                        (
                            [0] => 903
                            [1] => 904
                            [2] => 915
                            [3] => 916
                        )

                    [4. Aesthetic Valuation of Music] => Array
                        (
                            [0] => 929
                            [1] => 936
                            [2] => 937
                            [3] => 938
                        )

                )

        )

)
Array
(
    [859] => Array
        (
            [1. Perform pieces of music, making interpretive and expressive choices.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Perform music rhythmically correct at .5-1 level on the difficulty rating scale. (See levels .5-1 in Music Skills Appendix)
                            [1] => Perform music with correct pitches and intonation at .5-1 level on the difficulty rating scale. (See levels .5-1 in Music Skills Appendix)
                            [2] => Perform music with expressive qualities. (See levels .5-1 in Music Skills Appendix)
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Performing music demonstrates a willingness to try new things. (Entrepreneurial: Informed Risk Taking)
                            [1] => Performing music encourages musicians to recognize personal characteristics, preferences, thoughts, and feelings. (Personal: Adaptability/Flexibility)
                            [2] => Students can synthesize information from multiple sources to demonstrate understanding of music. (Entrepreneurial: Critical Thinking/Problem Solving)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => How do the elements and expressive qualities of music express a composer's intent?
                            [1] => How do expressive choices impact how performances are interpreted by an audience?
                        )

                    [Expand and Connect] => Array
                        (
                            [0] => Performing accurately and expressively requires musicians to access multiple skills simultaneously.
                            [1] => Musicians make expressive choices to communicate emotion.
                        )

                )

        )

    [867] => Array
        (
            [2. Perform music in unison and two-parts accurately and with technique in order to convey intent.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Sing and/or play with correct technique and consistent tone quality, intonation, balance, diction/articulation, and phrasing. (See levels .5-1 in  Music Skills Appendix)
                            [1] => Respond to written or visual cues for tempo, simple dynamics, and time signatures including 2/4, 3/4, and 4/4.
                            [2] => Demonstrate the ability to adjust elements of music (pitch, rhythm, dynamics, timbre, texture, form). (See levels .5-1 in  Music Skills Appendix)
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Singing and playing music requires students to consider purpose, formality of context and audience, and distinct cultural norms when planning and performing musical content, delivery, and expression. (Civic/Interpersonal: Communication)
                            [1] => Performing music requires students to take responsibility for and pursue opportunities to create the highest quality music performance. (Personal: Initiative/Self-Direction)
                            [2] => Discern differences of effective and ineffective processes and communication when performing music. (Personal: Personal Responsibility)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => How do musicians define a quality sound?
                            [1] => Why is teamwork important when playing in an ensemble?
                        )

                    [Expand and Connect] => Array
                        (
                            [0] => Musicians use fluency in the language of music to develop musical leadership.
                            [1] => Performing together helps musicians to build meaningful interpersonal relationships.
                        )

                )

        )

    [874] => Array
        (
            [3. Apply teacher and peer critiques and self-reflection to refine individual and/or ensemble performances.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Identify and apply teacher and peer feedback to rehearse, refine, and determine when a piece is ready to perform.
                            [1] => Apply self-reflection process to refine musical performance
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Accepting and applying feedback enables students to develop a clear sense of goals, and their abilities and needs. (Professional: Self-Advocacy)
                            [1] => Applying teacher, self, and peer critiques to improve personal musical performance teaches students to regulate their reactions to different perspectives. (Personal: Adaptability/Flexibility)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => When is a musical work ready to share?
                            [1] => How do musicians use feedback from others to improve performance?
                        )

                    [Expand and Connect] => Array
                        (
                            [0] => Musicians evaluate and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
                            [1] => Practicing and refinement develops perseverance, discipline, and an academic mindset.
                        )

                )

        )

    [888] => Array
        (
            [1. Compose, improvise, and arrange simple melodic and rhythmic phrases to convey intent.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Compose a combination of melodic and rhythmic phrases of basic length (e.g., 2-4 measures) within structured parameters using a variety of notation methods at a .5-1 level on the difficulty rating scale. (See levels .5-1 in Music Skills Appendix)
                            [1] => Improvise basic (e.g., 2-4 measures) melodic or rhythmic phrases over accompaniment. (See levels .5-1 Music Skills Appendix)
                            [2] => Arrange an existing piece by changing one musical element. (See levels .5-1 in Music Skills Appendix)
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Composing, improvising, and arranging sounds allow students to make connections between information gathered and personal experiences to create musical ideas. (Entrepreneurial: Critical Thinking/Problem Solving)
                            [1] => Composing, improvising, and arranging music allow students an opportunity to demonstrate a willingness to try new things. (Entrepreneurial: Informed Risk Taking)
                            [2] => Creating music requires the establishment of a goal for communication and a thoughtful step-by-step plan for that communication. (Civic/Interpersonal: Communication)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => How do musicians generate creative ideas?
                            [1] => Why is it important for musicians to be able to improvise?
                            [2] => What are some benefits of being able to adapt an existing piece of music for other uses?
                        )

                    [Expand and Connect] => Array
                        (
                            [0] => The process of creating music is similar to the creative writing process (clearly focused, well developed, effectively formatted).
                            [1] => The use of technology can expand choices and provide resources for musicians to create music.
                            [2] => It would be advantageous for students to explore the jobs in current culture that require composers (e.g., video game production; presentation at business; commercials; many other media presentations such as art show, movies, cartoons).
                        )

                )

        )

    [903] => Array
        (
            [1. Read, notate, and identify musical symbols by name or function for rhythm, pitch, articulation, and dynamics.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Identify by name or function, and notate musical symbols. (See level 1 in Music Skills Appendix)
                            [1] => Sight-read, observing all musical symbols, tempo indications, expressive indications, and technical indications. (See level .5 in the Music Skills Appendix)
                            [2] => Notate melodic and/or rhythmic patterns of two to four measures. (See levels .5-1 in the Music Skills Appendix)
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Sight-reading requires a high degree of risk taking. (Entrepreneurial: Informed Risk Taking)
                            [1] => Sight-reading develops stamina for rigorous tasks. (Personal: Perseverance/Resilience)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => Why is it important to use some form of notation when creating musical ideas?
                            [1] => How does accurate and expressive sight-reading impact performance?
                        )

                    [Expand and Connect] => Array
                        (
                            [0] => Knowing how other disciplines use form increases a musician's understanding of how form is used in music.
                        )

                )

        )

    [904] => Array
        (
            [2. Analyze structure, use of musical elements, and expressive choices within musical compositions.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Identify how the use of repetition, similarities and contrasts inform the response to music.
                            [1] => Analyze a musical excerpt and describe the composer's application of musical structures and elements. (See levels .5-1 in Music Skills Appendix)
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Analyzing music requires one to draw on prior knowledge and make connections. (Entrepreneurial: Critical Thinking/Problem Solving)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => How does analyzing the structure of music influence understanding of musical genres and styles?
                            [1] => How do analysis skills influence musical choices?
                        )

                    [Expand and Connect] => Array
                        (
                            [0] => Sight-reading music and sight-reading words are similar cognitive skills.
                        )

                )

        )

    [915] => Array
        (
            [3. Aurally identify and differentiate elements of a piece of music.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Listen to a simple rhythmic phrase of 1-2 measures and notate the correct rhythm.
                            [1] => Aurally recall a simple melodic phrase and play or sing it back.
                            [2] => Aurally compare and contrast different tonalities.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Exercising aural skills requires the recognition of patterns in music. (Entrepreneurial: Inquiry/Analysis)
                            [1] => Pose and respond to questions or ideas and contribute to a discussion related to musical styles/genres. (Personal: Self-Awareness)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => How does rhythmic dictation improve sight-reading skills?
                            [1] => How does aural identification of tonalities aid in interpretation of musical intent?
                        )

                    [Expand and Connect] => Array
                        (
                            [0] => Aural skills are necessary in other disciplines, such as language arts.
                        )

                )

        )

    [916] => Array
        (
            [4. Aurally identify musical styles/genres.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Listen to a piece of music and identify the style/genre based on musical characteristics such as form, instrumentation, lyrical content, and vocal or instrumental nuances.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Participating in discussions to analyze unfamiliar music requires communication and collaboration skills. (Civic/Interpersonal: Communication)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => Why is it important to listen to and study music from different styles and genres?
                        )

                    [Expand and Connect] => Array
                        (
                            [0] => Listening to and analyzing music from a variety of genres expands one's musical palette and builds knowledge.
                        )

                )

        )

    [929] => Array
        (
            [1. Evaluate musical performances using prescribed criteria.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Identify criteria used in evaluating various kinds of musical performances.
                            [1] => Employ basic specific music terminology related to elements of performance and evaluation to discuss a music performance.
                            [2] => Interpret  a piece of work and explain how creators ' and performers' application of the elements of music and expressive qualities within genres, cultures, and historical periods convey expressive intent.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Evaluating musical works allows one to express opinions through one's own personal perspective. (Civic/Interpersonal: Communication)
                            [1] => Evaluating performances by others allows one to develop ideas and apply critiques to one's own performance. (Personal: Self-Advocacy)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => How does using prescribed criteria inform one's definition of quality?
                            [1] => How do music evaluators use knowledge and skills to make informed musical decisions?
                        )

                    [Expand and Connect] => Array
                        (
                            [0] => The ability to critically evaluate performances provides necessary information essential to improving performance skills.
                            [1] => Discussions about the quality of a performance using criteria encourage collegial discourse and require one to articulately communicate an aesthetic valuation.
                        )

                )

        )

    [936] => Array
        (
            [2. Articulate and justify personal preferences as a music consumer.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Create a program of music (such as a CD mix, playlist, or live performances) and demonstrate the connections to a personal interest or experience for a specific purpose.
                            [1] => Describe how personal preferences influence music consumerism.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Evaluating personal preferences allows one to identify how music influences their behavior. (Personal: Self-Awareness)
                            [1] => Identifying key attributes from a variety of information products allows one to demonstrate personal preferences for music. (Professional: Information Literacy)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => How do individuals choose the music they listen to?
                            [1] => How does musical knowledge influence personal choices in music listening?
                        )

                    [Expand and Connect] => Array
                        (
                            [0] => Examining one's personal choices in music reinforces metacognition.
                            [1] => The study of music develops informed consumers of music in society.
                        )

                )

        )

    [937] => Array
        (
            [3. Identify and describe uses for music in different world cultures.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Explain why particular pieces of music are important to one's family or cultural heritage.
                            [1] => Describe various ways music is used and enjoyed in different cultural traditions.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Examining music from different cultures allows one to evaluate their own attitudes and beliefs. (Civic/Interpersonal: Global/Cultural Awareness)
                            [1] => Studying music deepens the understanding of one's own cultural experience. (Entrepreneurial: Critical Thinking/Problem Solving)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => How does learning about music of one's own culture influence identity?
                            [1] => How is music a form of cultural transmission?
                        )

                    [Expand and Connect] => Array
                        (
                            [0] => Examining the cultural influences in popular music influences the development of multiple perspectives.
                        )

                )

        )

    [938] => Array
        (
            [4. Identify how music has been used in different historical periods.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Listen to and analyze music from an historical period and describe how the music reflects the context of the period.
                            [1] => Identify and describe how historical context can inform a performance.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Considering historical perspectives in music-making requires access to information for a specific purpose. (Professional: Information Literacy)
                            [1] => Describing cause and effect patterns illuminates correlations between music and history. (Entrepreneurial: Inquiry/Analysis)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => How does music serve as a form of historical record?
                            [1] => How does historical context influence the way we might perform a particular musical work?
                        )

                    [Expand and Connect] => Array
                        (
                            [0] => We can learn about the human experience during a historical period by examining its music.
                            [1] => Musicians often consider historic perspectives when making creative decisions.
                        )

                )

        )

)
Array
(
    [859] => Array
        (
            [0] => 1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.
        )

    [867] => Array
        (
            [0] => 2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.
        )

    [874] => Array
        (
            [0] => 3. Demonstrate practice and refinement processes to develop independent musicianship.
        )

    [888] => Array
        (
            [0] => 4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.
        )

    [903] => Array
        (
            [0] => 5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.
        )

    [904] => Array
        (
            [0] => 5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.
        )

    [915] => Array
        (
            [0] => 6. Aurally identify and differentiate musical elements to interpret and respond to music.
        )

    [916] => Array
        (
            [0] => 6. Aurally identify and differentiate musical elements to interpret and respond to music.
        )

    [929] => Array
        (
            [0] => 7. Evaluate and respond to music using criteria to make informed musical decisions.
        )

    [936] => Array
        (
            [0] => 8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.
        )

    [937] => Array
        (
            [0] => 8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.
        )

    [938] => Array
        (
            [0] => 8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.
        )

)
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      <div id="maincontent">
        
<h1>2020 Colorado Academic Standards Online</h1>

	<p>Use the options below to create customized views of the 2020 Colorado Academic Standards. For all standards resources, see the <a href="/standardsandinstruction">Office of Standards and Instructional Support</a>.</p>

<div class="card" style="background-color: #ececec; margin-bottom: 40px;">
	<div class="card-body">
		<form name="searchForm" id="searchForm" method="post" action="/apps/standards/" class="form-inline" onsubmit="return buildSearchSet();">

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				<label for="srchFltrCa" aria-label="Previous">
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					<span class="sr-only">Content Area</span>	
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				<select name="srchFltrCa" id="srchFltrCa" class="form-control-sm" onchange="$('#srchFltrGl, #srchFltrSt').val('0');resetGradeSelect();resetCategorySelect();updateSearch();">
					<option value="0"> - Select Content Area - </option>
										<option value="3" data-caclass="caCH">Comprehensive Health</option>
										<option value="12" data-caclass="caCS">Computer Science</option>
										<option value="1" data-caclass="caDAN">Dance</option>
										<option value="2" data-caclass="caDTA">Drama and Theatre Arts</option>
										<option value="4" data-caclass="caMAT">Mathematics</option>
										<option value="5" data-caclass="caMUS">Music</option>
										<option value="11" data-caclass="caPE">Physical Education</option>
										<option value="6" data-caclass="caRWC">Reading, Writing and Communicating</option>
										<option value="7" data-caclass="caSCI">Science</option>
										<option value="8" data-caclass="caSS">Social Studies</option>
										<option value="9" data-caclass="caVA">Visual Arts</option>
										<option value="10" data-caclass="caWL">World Languages</option>
									</select>
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			<div class="form-group" id="srchFltr01">
				<label for="srchFltrGl" aria-label="Previous">
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					<span class="sr-only">Grade Level</span>	
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				<select name="srchFltrGl" id="srchFltrGl" class="form-control-sm" onchange="$('#srchFltrSt').val('0');resetCategorySelect();updateSearch();" disabled="disabled">
					<option value="0" class="filterDefault"> - Select Grade Level - </option>
										<option value="1" class="caCH caDAN caDTA caMAT caMUS caPE caRWC caSCI caSS caVA caWL notactive">Preschool</option>
										<option value="2" class="caCH caDAN caDTA caMAT caMUS caPE caRWC caSCI caSS caVA notactive">Kindergarten</option>
										<option value="3" class="caCH caDAN caDTA caMAT caMUS caPE caRWC caSCI caSS caVA notactive">First Grade</option>
										<option value="4" class="caCH caDAN caDTA caMAT caMUS caPE caRWC caSCI caSS caVA notactive">Second Grade</option>
										<option value="5" class="caCH caDAN caDTA caMAT caMUS caPE caRWC caSCI caSS caVA notactive">Third Grade</option>
										<option value="6" class="caCH caDAN caDTA caMAT caMUS caPE caRWC caSCI caSS caVA notactive">Fourth Grade</option>
										<option value="7" class="caCH caDAN caDTA caMAT caMUS caPE caRWC caSCI caSS caVA notactive">Fifth Grade</option>
										<option value="38" class="caSCI notactive">Middle School</option>
										<option value="8" class="caCH caDAN caDTA caMAT caPE caRWC caSS caVA notactive">Sixth Grade</option>
										<option value="9" class="caCH caDAN caDTA caMAT caPE caRWC caSS caVA notactive">Seventh Grade</option>
										<option value="10" class="caCH caDAN caDTA caMAT caPE caRWC caSS caVA notactive">Eighth Grade</option>
										<option value="30" class="caRWC notactive">Ninth / Tenth Grade Band</option>
										<option value="29" class="caRWC notactive">Eleventh / Twelfth Grade Band</option>
										<option value="15" class="caCH caCS caMAT caPE caSCI caSS caVA notactive">High School</option>
										<option value="17" class="caDAN caDTA notactive">High School - Fundamental Pathway</option>
										<option value="27" class="caDTA notactive">High School - Advanced Pathway</option>
										<option value="16" class="caDAN notactive">High School - Extended Pathway</option>
										<option value="21" class="caWL notactive">Novice-Low</option>
										<option value="22" class="caWL notactive">Novice-Mid</option>
										<option value="20" class="caWL notactive">Novice-High</option>
										<option value="23" class="caWL notactive">Intermediate-Low</option>
										<option value="24" class="caWL notactive">Intermediate-Mid</option>
										<option value="31" class="caMUS notactive">Sixth Grade/Novice</option>
										<option value="32" class="caMUS notactive">Seventh Grade/Intermediate</option>
										<option value="33" class="caMUS notactive">Eighth Grade/Proficient</option>
										<option value="34" class="caMUS notactive">High School/Accomplished</option>
										<option value="35" class="caMUS notactive">High School/Advanced</option>
										<option value="36" class="caWL notactive">Intermediate-High</option>
										<option value="37" class="caWL notactive">Advanced-Low</option>
										<option value="39" class="caDTA notactive">High School - Professional Pathway</option>
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				</label>
				<select name="srchFltrSt" id="srchFltrSt" class="form-control-sm" onchange="updateSearch();" disabled="disabled">
					<option value="0" class="filterDefault">All Standards Categories</option>
										<option value="0" class="ca notactive">All Standards Categories</option>
										<option value="26" class="caDAN notactive">1. Movement, Technique, and Performance</option>
										<option value="27" class="caDAN notactive">2. Create, Compose, and Choreograph</option>
										<option value="28" class="caDAN notactive">3. Historical and Cultural Context</option>
										<option value="29" class="caDAN notactive">4. Reflect, Connect, and Respond</option>
										<option value="30" class="caDTA notactive">1. Create</option>
										<option value="31" class="caDTA notactive">2. Perform</option>
										<option value="32" class="caDTA notactive">3. Critically Respond</option>
										<option value="1" class="caCH notactive">2. Physical and Personal Wellness</option>
										<option value="2" class="caCH notactive">3. Social and Emotional Wellness</option>
										<option value="3" class="caCH notactive">4. Prevention and Risk Management</option>
										<option value="8" class="caMAT notactive">1. Number and Quantity</option>
										<option value="9" class="caMAT notactive">2. Algebra and Functions</option>
										<option value="10" class="caMAT notactive">3. Data, Statistics and Probability</option>
										<option value="11" class="caMAT notactive">4. Geometry</option>
										<option value="4" class="caMUS notactive">1. Expression of Music</option>
										<option value="5" class="caMUS notactive">2. Creation of Music</option>
										<option value="6" class="caMUS notactive">3. Theory of Music</option>
										<option value="7" class="caMUS notactive">4. Aesthetic Valuation of Music</option>
										<option value="18" class="caRWC notactive">1. Oral Expression and Listening</option>
										<option value="19" class="caRWC notactive">2. Reading for All Purposes</option>
										<option value="20" class="caRWC notactive">3. Writing and Composition</option>
										<option value="21" class="caRWC notactive">4. Research Inquiry and Design</option>
										<option value="15" class="caSCI notactive">1. Physical Science</option>
										<option value="16" class="caSCI notactive">2. Life Science</option>
										<option value="17" class="caSCI notactive">3. Earth and Space Science</option>
										<option value="37" class="caSS notactive">1. History</option>
										<option value="38" class="caSS notactive">2. Geography</option>
										<option value="39" class="caSS notactive">3. Economics</option>
										<option value="40" class="caSS notactive">4. Civics</option>
										<option value="33" class="caVA notactive">1. Observe and Learn to Comprehend</option>
										<option value="34" class="caVA notactive">2. Envision and Critique to Reflect</option>
										<option value="35" class="caVA notactive">3. Invent and Discover to Create</option>
										<option value="36" class="caVA notactive">4. Relate and Connect to Transfer</option>
										<option value="22" class="caWL notactive">1. Communication</option>
										<option value="23" class="caWL notactive">2. Cultures/Intercultural Communication</option>
										<option value="24" class="caWL notactive">3. Connections</option>
										<option value="25" class="caWL notactive">4. Comparisons</option>
										<option value="41" class="caPE notactive">1. Movement Competence and Understanding</option>
										<option value="42" class="caPE notactive">2. Physical and Personal Wellness</option>
										<option value="43" class="caPE notactive">3. Social Emotional Wellness</option>
										<option value="44" class="caPE notactive">4. Prevention and Risk Management</option>
										<option value="12" class="caCS notactive">1. Computational Thinking</option>
										<option value="13" class="caCS notactive">2. Computing Systems and Networks</option>
										<option value="14" class="caCS notactive">3. Computer Programming</option>
									</select>
			</div>

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				<div id="filterBlock">
			<p><strong>Current selections are shown below <em>(maximum of five)</em></strong></p>
										<p>
				<span><a href="#" onclick="removeFilter(0);return false;"><i class="material-icons" style="color:red;vertical-align:middle;">clear</i></a></span>
				<span><em>Content Area:</em> Music
					// <em>Grade Level:</em> Sixth Grade/Novice
					// <em>Standard Category:</em> All Standards Categories</span>
				</p>
									</div>
			</div>
</div>

<div class="row">
	<div class="col">
								<div class="caBlock Music">
			<div class="row ">
				<div class="col">
					<div class="standardhead">
						<div class="row">
							<div class="col-3"><p><strong>Music</strong></p></div>
							<div class="col-9"><p style="text-align: right;"><strong>Sixth Grade/Novice, Standard 1. Expression of Music</strong></p></div>
						</div>
					</div>
				</div>
			</div>
			<div class="row">
				<div class="col">
					<p style="text-align: right;">


	<a href="/coarts/music" target="_blank">Learn More About Music in Colorado</a>


						| <a href="/standardsandinstruction/essentialskills" target="_blank">Read the Colorado Essential Skills</a>
						| <a href="#" onclick="$(this).closest('.caBlock').find('.gleDetail').removeClass( 'notvisible' );$(this).closest('.caBlock').find('.expanderDown').addClass('notvisible');return false;">Expand Set of GLEs Below</a>
					</p>
				</div>
			</div>
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
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						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">1. Perform pieces of music, making interpretive and expressive choices.</p>
						<div class="gleDetail notvisible">
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Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Perform music rhythmically correct at .5-1 level on the difficulty rating scale. (See levels .5-1 in Music Skills Appendix)</li>
																			<li>Perform music with correct pitches and intonation at .5-1 level on the difficulty rating scale. (See levels .5-1 in Music Skills Appendix)</li>
																			<li>Perform music with expressive qualities. (See levels .5-1 in Music Skills Appendix)</li>
								
										</ol>
									</div>
																																																				
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Performing music demonstrates a willingness to try new things. (Entrepreneurial: Informed Risk Taking)</li>
																			<li>Performing music encourages musicians to recognize personal characteristics, preferences, thoughts, and feelings. (Personal: Adaptability/Flexibility)</li>
																			<li>Students can synthesize information from multiple sources to demonstrate understanding of music. (Entrepreneurial: Critical Thinking/Problem Solving)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>How do the elements and expressive qualities of music express a composer's intent?</li>
																			<li>How do expressive choices impact how performances are interpreted by an audience?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsExpandandConnect"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Expand and Connect:

							
									</em></p>

										<ol type="1">

																			<li>Performing accurately and expressively requires musicians to access multiple skills simultaneously.</li>
																			<li>Musicians make expressive choices to communicate emotion.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">2. Perform music in unison and two-parts accurately and with technique in order to convey intent.</p>
						<div class="gleDetail notvisible">
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								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Sing and/or play with correct technique and consistent tone quality, intonation, balance, diction/articulation, and phrasing. (See levels .5-1 in  Music Skills Appendix)</li>
																			<li>Respond to written or visual cues for tempo, simple dynamics, and time signatures including 2/4, 3/4, and 4/4.</li>
																			<li>Demonstrate the ability to adjust elements of music (pitch, rhythm, dynamics, timbre, texture, form). (See levels .5-1 in  Music Skills Appendix)</li>
								
										</ol>
									</div>
																																																				
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Singing and playing music requires students to consider purpose, formality of context and audience, and distinct cultural norms when planning and performing musical content, delivery, and expression. (Civic/Interpersonal: Communication)</li>
																			<li>Performing music requires students to take responsibility for and pursue opportunities to create the highest quality music performance. (Personal: Initiative/Self-Direction)</li>
																			<li>Discern differences of effective and ineffective processes and communication when performing music. (Personal: Personal Responsibility)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>How do musicians define a quality sound?</li>
																			<li>Why is teamwork important when playing in an ensemble?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsExpandandConnect"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Expand and Connect:

							
									</em></p>

										<ol type="1">

																			<li>Musicians use fluency in the language of music to develop musical leadership.</li>
																			<li>Performing together helps musicians to build meaningful interpersonal relationships.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>3. Demonstrate practice and refinement processes to develop independent musicianship.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">3. Apply teacher and peer critiques and self-reflection to refine individual and/or ensemble performances.</p>
						<div class="gleDetail notvisible">
							<div class="row eorow">
								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Identify and apply teacher and peer feedback to rehearse, refine, and determine when a piece is ready to perform.</li>
																			<li>Apply self-reflection process to refine musical performance</li>
								
										</ol>
									</div>
																																																				
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Accepting and applying feedback enables students to develop a clear sense of goals, and their abilities and needs. (Professional: Self-Advocacy)</li>
																			<li>Applying teacher, self, and peer critiques to improve personal musical performance teaches students to regulate their reactions to different perspectives. (Personal: Adaptability/Flexibility)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>When is a musical work ready to share?</li>
																			<li>How do musicians use feedback from others to improve performance?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsExpandandConnect"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Expand and Connect:

							
									</em></p>

										<ol type="1">

																			<li>Musicians evaluate and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.</li>
																			<li>Practicing and refinement develops perseverance, discipline, and an academic mindset.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
		</div>

					<div class="caBlock Music">
			<div class="row ">
				<div class="col">
					<div class="standardhead">
						<div class="row">
							<div class="col-3"><p><strong>Music</strong></p></div>
							<div class="col-9"><p style="text-align: right;"><strong>Sixth Grade/Novice, Standard 2. Creation of Music</strong></p></div>
						</div>
					</div>
				</div>
			</div>
			<div class="row">
				<div class="col">
					<p style="text-align: right;">


	<a href="/coarts/music" target="_blank">Learn More About Music in Colorado</a>


						| <a href="/standardsandinstruction/essentialskills" target="_blank">Read the Colorado Essential Skills</a>
						| <a href="#" onclick="$(this).closest('.caBlock').find('.gleDetail').removeClass( 'notvisible' );$(this).closest('.caBlock').find('.expanderDown').addClass('notvisible');return false;">Expand Set of GLEs Below</a>
					</p>
				</div>
			</div>
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">1. Compose, improvise, and arrange simple melodic and rhythmic phrases to convey intent.</p>
						<div class="gleDetail notvisible">
							<div class="row eorow">
								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Compose a combination of melodic and rhythmic phrases of basic length (e.g., 2-4 measures) within structured parameters using a variety of notation methods at a .5-1 level on the difficulty rating scale. (See levels .5-1 in Music Skills Appendix)</li>
																			<li>Improvise basic (e.g., 2-4 measures) melodic or rhythmic phrases over accompaniment. (See levels .5-1 Music Skills Appendix)</li>
																			<li>Arrange an existing piece by changing one musical element. (See levels .5-1 in Music Skills Appendix)</li>
								
										</ol>
									</div>
																																																				
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Composing, improvising, and arranging sounds allow students to make connections between information gathered and personal experiences to create musical ideas. (Entrepreneurial: Critical Thinking/Problem Solving)</li>
																			<li>Composing, improvising, and arranging music allow students an opportunity to demonstrate a willingness to try new things. (Entrepreneurial: Informed Risk Taking)</li>
																			<li>Creating music requires the establishment of a goal for communication and a thoughtful step-by-step plan for that communication. (Civic/Interpersonal: Communication)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>How do musicians generate creative ideas?</li>
																			<li>Why is it important for musicians to be able to improvise?</li>
																			<li>What are some benefits of being able to adapt an existing piece of music for other uses?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsExpandandConnect"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Expand and Connect:

							
									</em></p>

										<ol type="1">

																			<li>The process of creating music is similar to the creative writing process (clearly focused, well developed, effectively formatted).</li>
																			<li>The use of technology can expand choices and provide resources for musicians to create music.</li>
																			<li>It would be advantageous for students to explore the jobs in current culture that require composers (e.g., video game production; presentation at business; commercials; many other media presentations such as art show, movies, cartoons).</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
		</div>

					<div class="caBlock Music">
			<div class="row ">
				<div class="col">
					<div class="standardhead">
						<div class="row">
							<div class="col-3"><p><strong>Music</strong></p></div>
							<div class="col-9"><p style="text-align: right;"><strong>Sixth Grade/Novice, Standard 3. Theory of Music</strong></p></div>
						</div>
					</div>
				</div>
			</div>
			<div class="row">
				<div class="col">
					<p style="text-align: right;">


	<a href="/coarts/music" target="_blank">Learn More About Music in Colorado</a>


						| <a href="/standardsandinstruction/essentialskills" target="_blank">Read the Colorado Essential Skills</a>
						| <a href="#" onclick="$(this).closest('.caBlock').find('.gleDetail').removeClass( 'notvisible' );$(this).closest('.caBlock').find('.expanderDown').addClass('notvisible');return false;">Expand Set of GLEs Below</a>
					</p>
				</div>
			</div>
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">1. Read, notate, and identify musical symbols by name or function for rhythm, pitch, articulation, and dynamics.</p>
						<div class="gleDetail notvisible">
							<div class="row eorow">
								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Identify by name or function, and notate musical symbols. (See level 1 in Music Skills Appendix)</li>
																			<li>Sight-read, observing all musical symbols, tempo indications, expressive indications, and technical indications. (See level .5 in the Music Skills Appendix)</li>
																			<li>Notate melodic and/or rhythmic patterns of two to four measures. (See levels .5-1 in the Music Skills Appendix)</li>
								
										</ol>
									</div>
																																																				
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Sight-reading requires a high degree of risk taking. (Entrepreneurial: Informed Risk Taking)</li>
																			<li>Sight-reading develops stamina for rigorous tasks. (Personal: Perseverance/Resilience)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>Why is it important to use some form of notation when creating musical ideas?</li>
																			<li>How does accurate and expressive sight-reading impact performance?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsExpandandConnect"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Expand and Connect:

							
									</em></p>

										<ol type="1">

																			<li>Knowing how other disciplines use form increases a musician's understanding of how form is used in music.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">2. Analyze structure, use of musical elements, and expressive choices within musical compositions.</p>
						<div class="gleDetail notvisible">
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									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Identify how the use of repetition, similarities and contrasts inform the response to music.</li>
																			<li>Analyze a musical excerpt and describe the composer's application of musical structures and elements. (See levels .5-1 in Music Skills Appendix)</li>
								
										</ol>
									</div>
																																																				
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Analyzing music requires one to draw on prior knowledge and make connections. (Entrepreneurial: Critical Thinking/Problem Solving)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>How does analyzing the structure of music influence understanding of musical genres and styles?</li>
																			<li>How do analysis skills influence musical choices?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsExpandandConnect"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Expand and Connect:

							
									</em></p>

										<ol type="1">

																			<li>Sight-reading music and sight-reading words are similar cognitive skills.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>6. Aurally identify and differentiate musical elements to interpret and respond to music.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">3. Aurally identify and differentiate elements of a piece of music.</p>
						<div class="gleDetail notvisible">
							<div class="row eorow">
								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Listen to a simple rhythmic phrase of 1-2 measures and notate the correct rhythm.</li>
																			<li>Aurally recall a simple melodic phrase and play or sing it back.</li>
																			<li>Aurally compare and contrast different tonalities.</li>
								
										</ol>
									</div>
																																																				
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Exercising aural skills requires the recognition of patterns in music. (Entrepreneurial: Inquiry/Analysis)</li>
																			<li>Pose and respond to questions or ideas and contribute to a discussion related to musical styles/genres. (Personal: Self-Awareness)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>How does rhythmic dictation improve sight-reading skills?</li>
																			<li>How does aural identification of tonalities aid in interpretation of musical intent?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsExpandandConnect"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Expand and Connect:

							
									</em></p>

										<ol type="1">

																			<li>Aural skills are necessary in other disciplines, such as language arts.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>6. Aurally identify and differentiate musical elements to interpret and respond to music.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">4. Aurally identify musical styles/genres.</p>
						<div class="gleDetail notvisible">
							<div class="row eorow">
								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Listen to a piece of music and identify the style/genre based on musical characteristics such as form, instrumentation, lyrical content, and vocal or instrumental nuances.</li>
								
										</ol>
									</div>
																																																				
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Participating in discussions to analyze unfamiliar music requires communication and collaboration skills. (Civic/Interpersonal: Communication)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>Why is it important to listen to and study music from different styles and genres?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsExpandandConnect"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Expand and Connect:

							
									</em></p>

										<ol type="1">

																			<li>Listening to and analyzing music from a variety of genres expands one's musical palette and builds knowledge.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
		</div>

					<div class="caBlock Music">
			<div class="row ">
				<div class="col">
					<div class="standardhead">
						<div class="row">
							<div class="col-3"><p><strong>Music</strong></p></div>
							<div class="col-9"><p style="text-align: right;"><strong>Sixth Grade/Novice, Standard 4. Aesthetic Valuation of Music</strong></p></div>
						</div>
					</div>
				</div>
			</div>
			<div class="row">
				<div class="col">
					<p style="text-align: right;">


	<a href="/coarts/music" target="_blank">Learn More About Music in Colorado</a>


						| <a href="/standardsandinstruction/essentialskills" target="_blank">Read the Colorado Essential Skills</a>
						| <a href="#" onclick="$(this).closest('.caBlock').find('.gleDetail').removeClass( 'notvisible' );$(this).closest('.caBlock').find('.expanderDown').addClass('notvisible');return false;">Expand Set of GLEs Below</a>
					</p>
				</div>
			</div>
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>7. Evaluate and respond to music using criteria to make informed musical decisions.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">1. Evaluate musical performances using prescribed criteria.</p>
						<div class="gleDetail notvisible">
							<div class="row eorow">
								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Identify criteria used in evaluating various kinds of musical performances.</li>
																			<li>Employ basic specific music terminology related to elements of performance and evaluation to discuss a music performance.</li>
																			<li>Interpret  a piece of work and explain how creators ' and performers' application of the elements of music and expressive qualities within genres, cultures, and historical periods convey expressive intent.</li>
								
										</ol>
									</div>
																																																				
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Evaluating musical works allows one to express opinions through one's own personal perspective. (Civic/Interpersonal: Communication)</li>
																			<li>Evaluating performances by others allows one to develop ideas and apply critiques to one's own performance. (Personal: Self-Advocacy)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>How does using prescribed criteria inform one's definition of quality?</li>
																			<li>How do music evaluators use knowledge and skills to make informed musical decisions?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsExpandandConnect"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Expand and Connect:

							
									</em></p>

										<ol type="1">

																			<li>The ability to critically evaluate performances provides necessary information essential to improving performance skills.</li>
																			<li>Discussions about the quality of a performance using criteria encourage collegial discourse and require one to articulately communicate an aesthetic valuation.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">2. Articulate and justify personal preferences as a music consumer.</p>
						<div class="gleDetail notvisible">
							<div class="row eorow">
								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Create a program of music (such as a CD mix, playlist, or live performances) and demonstrate the connections to a personal interest or experience for a specific purpose.</li>
																			<li>Describe how personal preferences influence music consumerism.</li>
								
										</ol>
									</div>
																																																				
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Evaluating personal preferences allows one to identify how music influences their behavior. (Personal: Self-Awareness)</li>
																			<li>Identifying key attributes from a variety of information products allows one to demonstrate personal preferences for music. (Professional: Information Literacy)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>How do individuals choose the music they listen to?</li>
																			<li>How does musical knowledge influence personal choices in music listening?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsExpandandConnect"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Expand and Connect:

							
									</em></p>

										<ol type="1">

																			<li>Examining one's personal choices in music reinforces metacognition.</li>
																			<li>The study of music develops informed consumers of music in society.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">3. Identify and describe uses for music in different world cultures.</p>
						<div class="gleDetail notvisible">
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Evidence Outcomes:


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			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Explain why particular pieces of music are important to one's family or cultural heritage.</li>
																			<li>Describe various ways music is used and enjoyed in different cultural traditions.</li>
								
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Academic Contexts and Connections:


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Colorado Essential Skills:

							
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										<ol type="1">

																			<li>Examining music from different cultures allows one to evaluate their own attitudes and beliefs. (Civic/Interpersonal: Global/Cultural Awareness)</li>
																			<li>Studying music deepens the understanding of one's own cultural experience. (Entrepreneurial: Critical Thinking/Problem Solving)</li>
								
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Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>How does learning about music of one's own culture influence identity?</li>
																			<li>How is music a form of cultural transmission?</li>
								
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Expand and Connect:

							
									</em></p>

										<ol type="1">

																			<li>Examining the cultural influences in popular music influences the development of multiple perspectives.</li>
								
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														<li>8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.</li>
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Grade Level Expectation:


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						<p style="padding-left:40px;">4. Identify how music has been used in different historical periods.</p>
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Evidence Outcomes:


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			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Listen to and analyze music from an historical period and describe how the music reflects the context of the period.</li>
																			<li>Identify and describe how historical context can inform a performance.</li>
								
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Academic Contexts and Connections:


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Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Considering historical perspectives in music-making requires access to information for a specific purpose. (Professional: Information Literacy)</li>
																			<li>Describing cause and effect patterns illuminates correlations between music and history. (Entrepreneurial: Inquiry/Analysis)</li>
								
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Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>How does music serve as a form of historical record?</li>
																			<li>How does historical context influence the way we might perform a particular musical work?</li>
								
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Expand and Connect:

							
									</em></p>

										<ol type="1">

																			<li>We can learn about the human experience during a historical period by examining its music.</li>
																			<li>Musicians often consider historic perspectives when making creative decisions.</li>
								
										</ol>
									</div>
													
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	      			<p><strong>Prepared Graduates:</strong></p>
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	      					<p>The P-12 concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.</p>
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	      			<p><strong>Grade Level Expectation:</strong></p>
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	      					<p><em>What do students need to know?</em></p>
	      					<p><strong>Grade Level Expectation: High Schools</strong>:<br>
	      					The articulation of the concepts and skills of a standard that indicates a student is making progress toward being a prepared graduate.</p>
	      					<p><strong>Grade Level Expectations</strong>:<br>
	      					The articulation, at each grade level, the concepts and skills of a standard that indicates a student is making progress toward being ready for high school.</p>

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	      			<p><strong>Evidence Outcomes:</strong></p>
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	      					<p><em>How do we know that a student can do it?</em></p>
	      					<p>The indication that a student is meeting an expectation at the mastery level.</p>
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					<p>Academic context and connections are the subject-specific elements needed to create context for learning. This right side section highlights essential skills, practices and other important connections necessary for students to understand, apply and transfer the knowledge and skills within the Grade Level Expectation.</p>
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	      					<p>Sample questions intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectation.</p>
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	      					<p>Examples of how the grade level expectation is applied at home, on the job or in a real-world, relevant context.</p>
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					<p>The critical skills needed to prepare students to successfully enter the workforce or educational opportunities beyond high school embedded within statute (C.R.S. 22-7-1005) and identified by the Colorado Workforce Development Committee.</p>
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					<p>This section describes ways students engage with the mathematical content using mathematical practices and essential skills needed to prepare students to successfully enter the workforce or educational opportunities beyond high school pursuant to Colorado Revised Statute 22-7-1005 and identified by the Colorado Workforce Development Committee.</p>
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					<p>The sample questions that are intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectation.</p>
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					<p>This section describes how the content described by the Grade Level Expectation and Evidence Outcomes builds from content learned in prior grades, connects to content in the same grade, and supports student learning in later grades.</p>
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					<p>Skills and major practices that scientists employ as they investigate and build models and theories about the world.  These terms are used to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. </p>
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					<p>The crosscutting concepts have application across all domains of science. As such, they provide one way of linking across the domains through core ideas.</p>
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				<p><strong>Essential Questions</strong></p>
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					<p>These "big picture" questions ask students to more deeply explore the concepts and skills expressed in the GLE.</p>
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					<p>These skills develop critical thinking, building awareness to multiple perspectives, and engage students in "thinking about their thinking" and to consider their own attitudes, beliefs, and biases on issues.</p>
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					<p>The critical skills needed to prepare students to successfully enter the workforce or educational opportunities beyond high school embedded within statute (C.R.S. 22-7-1005) and identified by the Colorado Workforce Development Committee. Connections to how these skills relate to lifelong learning have been provided.</p>
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					<p>Ideas that can be used to expand student thinking around the concepts, connect to other musical concepts, or connect to other content areas outside of music. </p>
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				<p><strong>Colorado Essential Skills and Meaning Making</strong></p>
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					<p>Ways in which students demonstrate the ability to form, grapple with, and convey concepts and ideas through visual art and design with real-world application.</p>
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					<p>Ideas that can be used to expand student thinking, encourage conceptual curiosity, and connect multiple disciplines and literacies.</p>
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				<p><strong>Nature and Skills of History</strong></p>
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					<p>The characteristics and viewpoint one keeps as a result of mastering the grade level expectation.</p>
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				<p><strong>Nature and Skills of Geography</strong></p>
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					<p>The characteristics and viewpoint one keeps as a result of mastering the grade level expectation.</p>
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				<p><strong>Nature and Skills of Economics</strong></p>
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					<p>The characteristics and viewpoint one keeps as a result of mastering the grade level expectation.</p>
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				<p><strong>Nature and Skills of Civics</strong></p>
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	      					<p>The characteristics and viewpoint one keeps as a result of mastering the grade level expectation.</p>
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					<p>The disciplinary, information, and media literacy skills necessary to demonstrate mastery of the Evidence Outcomes. </p>
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				<p><strong>Nature of Dance</strong></p>
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					<p>The characteristics and viewpoint one keeps as a  result of mastering the grade level expectation</p>
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					<p>This section connects and focuses on the key health specific skills connected to this grade level expectation.</p>
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				<p><strong>Components of a Physically Literate Individual</strong></p>
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					<p>Connects the GLE to physical literacy and how it supports students ability to move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person. </p>
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        <p style="text-align:center;font-size:.90em;margin-top:50px;"><strong>Need Help?</strong> Submit questions or requests for assistance to <a href="mailto:bruno_j@cde.state.co.us">bruno_j@cde.state.co.us</a></p>
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