2020 Colorado Academic Standards Online
Use the options below to create customized views of the 2020 Colorado Academic Standards. For all standards resources, see the Office of Standards and Instructional Support.
Current selections are shown below (maximum of five)
clear Content Area: Music // Grade Level: Sixth Grade/Novice // Standard Category: All Standards Categories
clear Content Area: Music // Grade Level: Seventh Grade/Intermediate // Standard Category: All Standards Categories
clear Content Area: Music // Grade Level: Eighth Grade/Proficient // Standard Category: All Standards Categories
Music
Sixth Grade/Novice, Standard 1. Expression of Music
keyboard_arrow_down keyboard_arrow_up
- 1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.
1. Perform pieces of music, making interpretive and expressive choices.
Students Can:
- Perform music rhythmically correct at .5-1 level on the difficulty rating scale. (See levels .5-1 in Music Skills Appendix)
- Perform music with correct pitches and intonation at .5-1 level on the difficulty rating scale. (See levels .5-1 in Music Skills Appendix)
- Perform music with expressive qualities. (See levels .5-1 in Music Skills Appendix)
Academic Contexts and Connections:
- Performing music demonstrates a willingness to try new things. (Entrepreneurial: Informed Risk Taking)
- Performing music encourages musicians to recognize personal characteristics, preferences, thoughts, and feelings. (Personal: Adaptability/Flexibility)
- Students can synthesize information from multiple sources to demonstrate understanding of music. (Entrepreneurial: Critical Thinking/Problem Solving)
- How do the elements and expressive qualities of music express a composer's intent?
- How do expressive choices impact how performances are interpreted by an audience?
keyboard_arrow_down keyboard_arrow_up
- 2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.
2. Perform music in unison and two-parts accurately and with technique in order to convey intent.
Students Can:
- 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)
- Respond to written or visual cues for tempo, simple dynamics, and time signatures including 2/4, 3/4, and 4/4.
- Demonstrate the ability to adjust elements of music (pitch, rhythm, dynamics, timbre, texture, form). (See levels .5-1 in Music Skills Appendix)
Academic Contexts and Connections:
- 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)
- Performing music requires students to take responsibility for and pursue opportunities to create the highest quality music performance. (Personal: Initiative/Self-Direction)
- Discern differences of effective and ineffective processes and communication when performing music. (Personal: Personal Responsibility)
- How do musicians define a quality sound?
- Why is teamwork important when playing in an ensemble?
keyboard_arrow_down keyboard_arrow_up
- 3. Demonstrate practice and refinement processes to develop independent musicianship.
3. Apply teacher and peer critiques and self-reflection to refine individual and/or ensemble performances.
Students Can:
- Identify and apply teacher and peer feedback to rehearse, refine, and determine when a piece is ready to perform.
- Apply self-reflection process to refine musical performance
Academic Contexts and Connections:
- Accepting and applying feedback enables students to develop a clear sense of goals, and their abilities and needs. (Professional: Self-Advocacy)
- Applying teacher, self, and peer critiques to improve personal musical performance teaches students to regulate their reactions to different perspectives. (Personal: Adaptability/Flexibility)
- When is a musical work ready to share?
- How do musicians use feedback from others to improve performance?
Music
Sixth Grade/Novice, Standard 2. Creation of Music
keyboard_arrow_down keyboard_arrow_up
- 4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.
1. Compose, improvise, and arrange simple melodic and rhythmic phrases to convey intent.
Students Can:
- 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)
- Improvise basic (e.g., 2-4 measures) melodic or rhythmic phrases over accompaniment. (See levels .5-1 Music Skills Appendix)
- Arrange an existing piece by changing one musical element. (See levels .5-1 in Music Skills Appendix)
Academic Contexts and Connections:
- 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)
- Composing, improvising, and arranging music allow students an opportunity to demonstrate a willingness to try new things. (Entrepreneurial: Informed Risk Taking)
- Creating music requires the establishment of a goal for communication and a thoughtful step-by-step plan for that communication. (Civic/Interpersonal: Communication)
- How do musicians generate creative ideas?
- Why is it important for musicians to be able to improvise?
- What are some benefits of being able to adapt an existing piece of music for other uses?
- The process of creating music is similar to the creative writing process (clearly focused, well developed, effectively formatted).
- The use of technology can expand choices and provide resources for musicians to create music.
- 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).
Music
Sixth Grade/Novice, Standard 3. Theory of Music
keyboard_arrow_down keyboard_arrow_up
- 5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.
1. Read, notate, and identify musical symbols by name or function for rhythm, pitch, articulation, and dynamics.
Students Can:
- Identify by name or function, and notate musical symbols. (See level 1 in Music Skills Appendix)
- Sight-read, observing all musical symbols, tempo indications, expressive indications, and technical indications. (See level .5 in the Music Skills Appendix)
- Notate melodic and/or rhythmic patterns of two to four measures. (See levels .5-1 in the Music Skills Appendix)
Academic Contexts and Connections:
- Sight-reading requires a high degree of risk taking. (Entrepreneurial: Informed Risk Taking)
- Sight-reading develops stamina for rigorous tasks. (Personal: Perseverance/Resilience)
- Why is it important to use some form of notation when creating musical ideas?
- How does accurate and expressive sight-reading impact performance?
keyboard_arrow_down keyboard_arrow_up
- 5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.
2. Analyze structure, use of musical elements, and expressive choices within musical compositions.
Students Can:
- Identify how the use of repetition, similarities and contrasts inform the response to music.
- Analyze a musical excerpt and describe the composer's application of musical structures and elements. (See levels .5-1 in Music Skills Appendix)
Academic Contexts and Connections:
- Analyzing music requires one to draw on prior knowledge and make connections. (Entrepreneurial: Critical Thinking/Problem Solving)
- How does analyzing the structure of music influence understanding of musical genres and styles?
- How do analysis skills influence musical choices?
keyboard_arrow_down keyboard_arrow_up
- 6. Aurally identify and differentiate musical elements to interpret and respond to music.
3. Aurally identify and differentiate elements of a piece of music.
Students Can:
- Listen to a simple rhythmic phrase of 1-2 measures and notate the correct rhythm.
- Aurally recall a simple melodic phrase and play or sing it back.
- Aurally compare and contrast different tonalities.
Academic Contexts and Connections:
- Exercising aural skills requires the recognition of patterns in music. (Entrepreneurial: Inquiry/Analysis)
- Pose and respond to questions or ideas and contribute to a discussion related to musical styles/genres. (Personal: Self-Awareness)
- How does rhythmic dictation improve sight-reading skills?
- How does aural identification of tonalities aid in interpretation of musical intent?
keyboard_arrow_down keyboard_arrow_up
- 6. Aurally identify and differentiate musical elements to interpret and respond to music.
4. Aurally identify musical styles/genres.
Students Can:
- 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.
Music
Sixth Grade/Novice, Standard 4. Aesthetic Valuation of Music
keyboard_arrow_down keyboard_arrow_up
- 7. Evaluate and respond to music using criteria to make informed musical decisions.
1. Evaluate musical performances using prescribed criteria.
Students Can:
- Identify criteria used in evaluating various kinds of musical performances.
- Employ basic specific music terminology related to elements of performance and evaluation to discuss a music performance.
- 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.
Academic Contexts and Connections:
- Evaluating musical works allows one to express opinions through one's own personal perspective. (Civic/Interpersonal: Communication)
- Evaluating performances by others allows one to develop ideas and apply critiques to one's own performance. (Personal: Self-Advocacy)
- How does using prescribed criteria inform one's definition of quality?
- How do music evaluators use knowledge and skills to make informed musical decisions?
- The ability to critically evaluate performances provides necessary information essential to improving performance skills.
- Discussions about the quality of a performance using criteria encourage collegial discourse and require one to articulately communicate an aesthetic valuation.
keyboard_arrow_down keyboard_arrow_up
- 8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.
2. Articulate and justify personal preferences as a music consumer.
Students Can:
- 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.
- Describe how personal preferences influence music consumerism.
Academic Contexts and Connections:
- Evaluating personal preferences allows one to identify how music influences their behavior. (Personal: Self-Awareness)
- Identifying key attributes from a variety of information products allows one to demonstrate personal preferences for music. (Professional: Information Literacy)
- How do individuals choose the music they listen to?
- How does musical knowledge influence personal choices in music listening?
keyboard_arrow_down keyboard_arrow_up
- 8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.
3. Identify and describe uses for music in different world cultures.
Students Can:
- Explain why particular pieces of music are important to one's family or cultural heritage.
- Describe various ways music is used and enjoyed in different cultural traditions.
Academic Contexts and Connections:
- Examining music from different cultures allows one to evaluate their own attitudes and beliefs. (Civic/Interpersonal: Global/Cultural Awareness)
- Studying music deepens the understanding of one's own cultural experience. (Entrepreneurial: Critical Thinking/Problem Solving)
- How does learning about music of one's own culture influence identity?
- How is music a form of cultural transmission?
keyboard_arrow_down keyboard_arrow_up
- 8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.
4. Identify how music has been used in different historical periods.
Students Can:
- Listen to and analyze music from an historical period and describe how the music reflects the context of the period.
- Identify and describe how historical context can inform a performance.
Academic Contexts and Connections:
- Considering historical perspectives in music-making requires access to information for a specific purpose. (Professional: Information Literacy)
- Describing cause and effect patterns illuminates correlations between music and history. (Entrepreneurial: Inquiry/Analysis)
- How does music serve as a form of historical record?
- How does historical context influence the way we might perform a particular musical work?
Music
Seventh Grade/Intermediate, Standard 1. Expression of Music
keyboard_arrow_down keyboard_arrow_up
- 1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.
1. Perform contrasting pieces of music, making interpretive and expressive choices.
Students Can:
- Perform music rhythmically correct. (See levels 1-2 in Music Skills Appendix)
- Perform music with correct pitches and intonation. (See levels 1-2 in Music Skills Appendix)
- Perform music with expressive qualities. (See levels 1-2 in Music Skills Appendix)
Academic Contexts and Connections:
- Performing music demonstrates flexibility, imagination, and inventiveness in taking on tasks and activities. (Entrepreneurial: Informed Risk Taking)
- Performing music encourages musicians to recognize personal characteristics, preferences, thoughts, and feelings. (Personal: Adaptability/Flexibility)
- Students can synthesize information from multiple sources to demonstrate understanding of a topic. (Entrepreneurial: Critical Thinking/Problem Solving)
- How do performers interpret musical works?
- How do context and the manner in which music is presented influence audience response?
keyboard_arrow_down keyboard_arrow_up
- 2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.
2. Perform music in two or more parts accurately and with technique in order to convey intent.
Students Can:
- Sing and/or play with correct technique with consistent tone quality, intonation, balance, diction/articulation and phrasing. (See levels 1-2 in Music Skills Appendix)
- Respond to written or visual cues for tempo, dynamics, and time signatures including 6/8.
- Demonstrate the ability to adjust elements of music (pitch, rhythm, dynamics, timbre, texture, form). (See levels 1-2 in Music Skills Appendix)
Academic Contexts and Connections:
- 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)
- Performing music requires students to appropriately express one's own emotions, thoughts, and values and identify how they influence musical performances. (Personal: Self-Awareness)
- Discern differences of effective and ineffective processes and communication when performing music. (Personal: Personal Responsibility)
- How does appropriate performance technique impact a performance and audience response?
- How are skills and techniques applied differently when performing in an ensemble?
keyboard_arrow_down keyboard_arrow_up
- 3. Demonstrate practice and refinement processes to develop independent musicianship.
3. Apply self-reflection to create criteria and refine the individual and/or ensemble performances.
Students Can:
- Identify and apply self-reflection of criteria to rehearse, refine, and determine when the music is ready to perform.
- Apply self-reflection process to refine musical performance
Academic Contexts and Connections:
- Practicing music requires students to demonstrate ways to adapt and reach workable solutions in order to refine musical performances and pieces to the best of their abilities. (Personal: Adaptability/Flexibility)
- Applying teacher, self, and peer critiques to improve personal musical performance teaches students to focus on learning goals by employing motivation and familiar strategies for engagement and evaluate progress, making necessary changes to stay the course. (Personal: Perseverance/Resilience)
- Practicing and refining music requires students to recognize and describe cause-and-effect relationships and patterns in personal musical performance. (Entrepreneurial: Inquiry/Analysis)
Music
Seventh Grade/Intermediate, Standard 2. Creation of Music
keyboard_arrow_down keyboard_arrow_up
- 4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.
1. Compose, improvise, and arrange melodic and rhythmic phrases and variations to convey intent.
Students Can:
- Compose new music in a given genre or style with melodic phrases or sentences of moderate length (4-8 measures) using a variety of notation including use of technology. (See levels 1-2 in Music Skills Appendix)
- Improvise moderate length (e.g., 4-8 measures) melodies vocally and/or instrumentally over an accompaniment. (See levels 1-2 in Music Skills Appendix)
- Arrange an existing piece with or without accompaniment. (See levels 1-2 in Music Skills Appendix)
Academic Contexts and Connections:
- Composing, improvising, and arranging sounds require that students interpret and analyze a variety of musical information/sounds and draw conclusions in order to best convey a purposeful intent. (Entrepreneurial: Critical Thinking/Problem Solving)
- Composing, improvising, and arranging music allow students to demonstrate flexibility, imagination, and inventiveness in taking on tasks and activities. (Entrepreneurial: Informed Risk Taking)
- Creating music requires the establishment of a goal for communication and a thoughtful step by step plan for that communication. (Civic/Interpersonal: Communication)
- How do musicians make creative decisions?
- How do musicians learn to choose pitches (and rhythms) that are appropriate for a given harmonic progression when improvising?
- Why is it important for musicians to be able to create/compose music?
Music
Seventh Grade/Intermediate, Standard 3. Theory of Music
keyboard_arrow_down keyboard_arrow_up
- 5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.
1. Read, notate, and identify by name or function standard symbols for rhythm, pitch articulation, dynamics, tempo, and form.
Students Can:
- Identify by name or function, and notate musical symbols. (See level 2 in Music Skills Appendix)
- Sight-read, observing all musical symbols, tempo indications, expressive indications, and technical indications. (See level 1 in the Music Skills Appendix)
- Notate melodic and/or rhythmic patterns of two to four measures. (See levels 1-2 in the Music Skills Appendix)
Academic Contexts and Connections:
- Sight-reading requires a high degree of risk taking. (Entrepreneurial: Informed Risk Taking)
- Sight-reading develops stamina for rigorous tasks. (Personal: Perseverance/Resilience)
- How does a working knowledge of different types of music notation (including technology) assist in composing original musical ideas?
- How does accurate and expressive sight-reading impact performance?
keyboard_arrow_down keyboard_arrow_up
- 5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.
2. Analyze structure, use of musical elements, and expressive choices within musical compositions.
Students Can:
- Describe the way in which elements of music and form are manipulated and how it informs the response to music.
- Analyze a musical excerpt and describe the composer's application of musical structures and elements. (See levels 1-2 in Music Skills Appendix)
keyboard_arrow_down keyboard_arrow_up
- 6. Aurally identify and differentiate musical elements to interpret and respond to music.
3. Aurally identify and differentiate elements of music including simple tonal and/or rhythmic relationships.
Students Can:
- Listen to a rhythmic phrase of 2-4 measures and notate the correct rhythm.
- Listen to two diatonic tones and identify the interval from a given starting pitch.
- Aurally identify a variety of tonalities.
Academic Contexts and Connections:
- Aurally differentiating between musical elements requires one to make connections and draw conclusions. (Entrepreneurial: Inquiry/Analysis)
- Pose and respond to questions or ideas and contribute to a discussion related to musical styles/genres. (Personal: Self-Awareness)
- How does rhythmic dictation improve sight-reading skills?
- How does aurally differentiating between tones improve intonation in performance?
keyboard_arrow_down keyboard_arrow_up
- 6. Aurally identify and differentiate musical elements to interpret and respond to music.
4. Aurally identify and differentiate characteristics of musical styles/genres.
Students Can:
- Listen to several pieces of music. Describe each genre based on multiple musical characteristics such as form, instrumentation, lyrical content, and vocal or instrumental nuances.
Music
Seventh Grade/Intermediate, Standard 4. Aesthetic Valuation of Music
keyboard_arrow_down keyboard_arrow_up
- 7. Evaluate and respond to music using criteria to make informed musical decisions.
1. Evaluate, through compare and contrast, two or more musical performances or compositions using prescribed criteria.
Students Can:
- Apply prescribed criteria used in evaluating various kinds of musical performances.
- Compare two performances of the same work and discuss the comparison.
- Interpret contrasting works and explain how creators' and performers' application of the elements of music and expressive qualities within genres, cultures, and historical periods convey expressive intent.
Academic Contexts and Connections:
- Evaluating musical works allows one to express opinions through one's own personal perspective. (Civic/Interpersonal: Communication)
- Evaluating performances by others allows one to develop ideas and apply critiques to one's own performance. (Professional: Self-Advocacy)
- What criteria are important in comparing two or more musical performances?
- How do music evaluators use knowledge and skills to make informed musical decisions?
keyboard_arrow_down keyboard_arrow_up
- 8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.
2. Identify and describe the ways in which music is consumed in society.
Students Can:
- Explain, citing evidence, how musical concepts, design, and contexts affect the way social groups respond to music.
- Describe the social influences on personal music preferences.
Academic Contexts and Connections:
- Evaluating the social influences on music preference strengthens one's flexibility in valuing different perspectives. (Personal: Self-Awareness)
- Evaluating music's economic impact requires one to investigate, make observations, and draw conclusions. (Entrepreneurial: Inquiry/Analysis)
- Who and/or what influences our personal choices of music?
- How do the contributions of music industry impact the economy?
keyboard_arrow_down keyboard_arrow_up
- 8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.
3. Compare and contrast uses for music in different world cultures.
Students Can:
- Reflect on and discuss the roles and impact various musics plays in one's life and the lives of others.
- Create a playlist of music that describes family and cultural identity.
Academic Contexts and Connections:
- Examining music from different cultures encourages the use of multiple perspectives. (Civic/Interpersonal: Global/Cultural Awareness)
- Studying music deepens the understanding of one's own cultural experience. (Entrepreneurial: Critical Thinking/Problem Solving)
- How does learning about music of one's own culture influence identity?
- How is music a form of cultural transmission?
keyboard_arrow_down keyboard_arrow_up
- 8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.
4. Identify and describe the ways in which music is used as historical record.
Students Can:
- Analyze music from a historical period. Describe how accurately or inaccurately it depicts or reflects upon the events of the period.
- Identify how different historical contexts can result in different music performances and interpretations.
Academic Contexts and Connections:
- Considering historical perspectives in music-making requires access to information for a specific purpose. (Professional: Information Literacy)
- Describing cause-and-effect patterns illuminates correlations between music and history. (Entrepreneurial: Inquiry/Analysis)
- How does music serve as a form of historical record?
- How does historical context influence the way we might perform a particular musical work?
Music
Eighth Grade/Proficient, Standard 1. Expression of Music
keyboard_arrow_down keyboard_arrow_up
- 1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.
1. Perform contrasting pieces of music, making interpretive and expressive choices.
Students Can:
- Perform music rhythmically correct. (See levels 2-3 in Music Skills Appendix)
- Perform music with correct pitches and intonation. (See levels 2-3 in Music Skills Appendix)
- Perform music with expressive qualities. (See levels 2-3 in Music Skills Appendix.)
Academic Contexts and Connections:
- Performing music requires musicians to innovate from failure, connect learning across domains, and recognize new opportunities. (Entrepreneurial: Informed Risk Taking)
- Performing music requires musicians to regulate one's emotions, thoughts, and behaviors in different situations. (Personal: Personal Responsibility)
- Students can synthesize information from multiple sources to demonstrate understanding of a topic. (Entrepreneurial: Critical Thinking/Problem Solving)
- How does understanding the structure and context of musical works inform performance?
- How do musicians select repertoire?
keyboard_arrow_down keyboard_arrow_up
- 2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.
2. Perform music in three or more parts accurately and with technique in order to convey intent.
Students Can:
- Sing and/or play with correct technique and consistent tone quality, intonation, balance, diction/articulation and phrasing. (See levels 2-3 in Music Skills Appendix)
- Respond to conductor's cues of balance and blend while singing or playing in an ensemble.
- Demonstrate the ability to adjust elements of music (pitch, rhythm, dynamics, timbre, texture, form). (See levels 3-4 in Music Skills Appendix)
Academic Contexts and Connections:
- 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)
- Performing music requires students to appropriately express one's own emotions, thoughts, and values and identify how they influence musical performances. (Personal: Self-Awareness)
- Consider purpose, formality of context and audience, and distinct cultural norms when planning content, mode, delivery, and expression. (Civic/Intrapersonal: Communication)
- How does appropriate performance technique impact a performance and audience response?
- How are skills and techniques applied differently when performing in an ensemble?
keyboard_arrow_down keyboard_arrow_up
- 3. Demonstrate practice and refinement processes to develop independent musicianship.
3. Apply personal and prescribed criteria to develop a practice cycle.
Students Can:
- Identify and apply personally developed criteria to rehearse, refine, and determine when the music is ready to perform.
- Apply self-reflection process to refine musical performance
Academic Contexts and Connections:
- Evaluating and refining personal music-making skills allows students to apply knowledge to set goals, make informed decisions and transfer to new contexts. (Personal: Initiative/Self-Direction)
- Applying teacher, self, and peer critiques to improve personal musical performance teaches students to focus on learning goals by employing motivation and familiar strategies for engagement and evaluate progress, making necessary changes to stay the course. (Personal: Perseverance/Resilience)
- Practice and refinement of musical performance requires students to investigate their own playing skills and form hypotheses and draw conclusions of how best to improve personal musicianship. (Entrepreneurial: Inquiry/Analysis)
- When is a judged performance ready to present?
- How does a personal reflection and refinement process improve the overall ensemble performance?
Music
Eighth Grade/Proficient, Standard 2. Creation of Music
keyboard_arrow_down keyboard_arrow_up
- 4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.
1. Compose, improvise, and arrange increasingly complex melodic and rhythmic phrases with variations to convey intent.
Students Can:
- Compose a melody of at least 12-measures using patterns and sequencing adding tonal accompaniment utilizing a variety of notation methods including the use of technology. (See levels 2-3 in Music Skills Appendix)
- Improvise a solo vocally and/or instrumentally over a three-chord pattern using varied rhythmic and melodic patterns. (See levels 2-3 in Music Skills Appendix)
- Arrange an existing vocal or instrumental composition. (See levels 2-3 in Music Skills Appendix)
Academic Contexts and Connections:
- Composing, improvising, and arranging sounds require that students interpret and analyze a variety of musical information/sounds and draw conclusions in order to best convey a purposeful intent. (Entrepreneurial: Critical Thinking/Problem Solving)
- Composing, improvising and arranging cause one to innovate from failure, connect learning across domains, and recognize new opportunities. (Entrepreneurial: Informed Risk Taking)
- Creating music requires the demonstration of confidence in sharing ideas/feelings. (Professional: Self-Advocacy)
- How do musicians use different sources to generate creative ideas?
- What are the contexts/clues that a musician should consider when making improvisational decisions?
- What are some differences between arranging and composing music and why do you think both are important?
Music
Eighth Grade/Proficient, Standard 3. Theory of Music
keyboard_arrow_down keyboard_arrow_up
- 5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.
1. Read, notate, and identify by name or function complex standard symbols for rhythm, pitch articulation, dynamics, tempo, and form.
Students Can:
- Identify by name or function and notate musical symbols. (See level 3 in Music Skills Appendix)
- Sight-read, observing all musical symbols, tempo indications, expressive indications, and technical indications. (See level 2 in the Music Skills Appendix)
- Notate melodic and/or rhythmic patterns of two to four measures. (See levels 2-3 in the Music Skills Appendix)
Academic Contexts and Connections:
- Sight-reading requires one to learn from failure and develop confidence to try again. (Entrepreneurial: Informed Risk Taking)
- Building sight-reading skills develops the habit of setting goals. (Personal: Perseverance/Resilience)
- How do different types of notation relate to different musical cultures, genres, styles, or instrumentation?
- How do sight-reading skills accelerate learning of music?
keyboard_arrow_down keyboard_arrow_up
- 5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.
2. Analyze structure, use of musical elements, and expressive choices within musical compositions.
Students Can:
- Describe the way in which elements of music and form are manipulated and how it informs the response to music.
- Analyze a musical excerpt and describe the composer's application of musical structures and elements. (See levels 2-3 in Music Skills Appendix)
Academic Contexts and Connections:
- Analyzing music requires one to draw on prior knowledge and make connections. (Entrepreneurial: Critical Thinking/Problem Solving)
- How do musicians extrapolate the structure of music from a single part?
- How are the skills used to analyze music similar to the skills used to analyze literature?
keyboard_arrow_down keyboard_arrow_up
- 6. Aurally identify and differentiate musical elements to interpret and respond to music.
3. Aurally identify and differentiate elements of a piece including chords and harmonic progression.
Students Can:
- Listen to a rhythmic phrase of four or more measures and notate the correct rhythm.
- Listen to and identify chord changes in harmonic progression.
- Listen to and notate a simple, diatonic melody with stepwise motion.
Academic Contexts and Connections:
- Aurally differentiating between musical elements requires one to make connections and draw conclusions. (Entrepreneurial: Inquiry/Analysis)
- Pose and respond to questions or ideas and contribute to a discussion related to musical styles/genres. (Personal: Self-Awareness)
- How does rhythmic dictation improve sight-reading skills?
- How does identification of chord changes reinforce the understanding of mathematical relationships in music?
keyboard_arrow_down keyboard_arrow_up
- 6. Aurally identify and differentiate musical elements to interpret and respond to music.
4. Aurally identify and differentiate characteristics and expressive elements of different musical styles/genres.
Students Can:
- Listen to several pieces of music. Create a listening map describing each genre based on multiple musical characteristics such as form, instrumentation, lyrical content, vocal or instrumental nuances, and application of dynamics.
Music
Eighth Grade/Proficient, Standard 4. Aesthetic Valuation of Music
keyboard_arrow_down keyboard_arrow_up
- 7. Evaluate and respond to music using criteria to make informed musical decisions.
1. Evaluate and assess the quality of musical performances or compositions using student-created criteria.
Students Can:
- Develop and describe personal criteria for evaluating musical performances.
- Listen to a performance and assign a quality rating based on student-created criteria. Explain and justify the rating.
- Justify personal interpretations of contrasting pieces of music and explain how creators or performers apply the elements of music and expressive qualities within genres, cultures, and historical periods to convey expressive intent.
Academic Contexts and Connections:
- Creating personal criteria for evaluation of music requires one to form a hypothesis about what defines quality. (Entrepreneurial: Inquiry/Analysis)
- Evaluating performances by others allows one to develop ideas and apply critiques to one's own performance. (Professional: Self Advocacy)
- How do we judge the quality of musical work(s) and performances using our own criteria?
- How do music evaluators use knowledge and skills to make informed musical decisions?
keyboard_arrow_down keyboard_arrow_up
- 8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.
2. Identify and describe ways in which music is selected for use in society.
Students Can:
- Apply personally developed criteria for selecting music of contrasting styles for a specific social event.
- Describe how entertainment and social media impact personal music preferences.
Academic Contexts and Connections:
- Selecting music for consumption by others requires one to act on creative ideas to make a tangible and useful product. (Entrepreneurial: Informed Risk Taking)
- Selecting music for an audience requires one to consider purpose, formality of context, and distinct cultural norms. (Civic/Interpersonal: Communication)
- What criteria do we use when choosing music for others?
- How does the ease of global communication influence musical choices?
keyboard_arrow_down keyboard_arrow_up
- 8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.
3. Identify and describe musical characteristics and performance styles of different world cultures.
Students Can:
- Describe the use, performance technique, and cultural significance of instruments and vocal techniques specific to local or regional culture.
- Construct a personal listening repertoire that represents various styles and cultures.
Academic Contexts and Connections:
- Examining music from different cultures encourages the use of multiple perspectives. (Civic/Interpersonal: Global/Cultural Awareness)
- Studying music of world cultures encourages one to make observations and draw conclusions. (Entrepreneurial: Inquiry/Analysis)
- How does learning about a culture's music promote understanding and acceptance of that culture?
- How is music a form of cultural transmission?
keyboard_arrow_down keyboard_arrow_up
- 8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.
4. Compare and contrast uses for music in historical events.
Students Can:
- Select musical works from two or more historical periods and compare the various roles the music played (e.g., historical record, propaganda, patriotism).
- Identify how different historical contexts inform performance and results in different musical effects.
Academic Contexts and Connections:
- Analyzing media messages in popular music from a time period allows one to assess the influence of music on the outcome of specific historical events. (Professional: Information Literacy)
- Analyzing music from historical periods requires the listener to make hypotheses and draw conclusions. (Entrepreneurial: Inquiry/Analysis)
- What role does music play in historical events?
- How does historical context influence the way we might perform a particular musical work?
Need Help? Submit questions or requests for assistance to bruno_j@cde.state.co.us