<!-- Array
(
    [Music] => Array
        (
            [Seventh Grade/Intermediate] => Array
                (
                    [1. Expression of Music] => Array
                        (
                            [0] => 860
                            [1] => 868
                            [2] => 875
                        )

                    [2. Creation of Music] => Array
                        (
                            [0] => 889
                        )

                    [3. Theory of Music] => Array
                        (
                            [0] => 905
                            [1] => 906
                            [2] => 917
                            [3] => 918
                        )

                    [4. Aesthetic Valuation of Music] => Array
                        (
                            [0] => 930
                            [1] => 939
                            [2] => 940
                            [3] => 941
                        )

                )

        )

)
Array
(
    [860] => Array
        (
            [1. Perform contrasting pieces of music, making interpretive and expressive choices.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Perform music rhythmically correct. (See levels 1-2 in  Music Skills Appendix)
                            [1] => Perform music with correct pitches and intonation. (See levels 1-2 in Music Skills Appendix)
                            [2] => Perform music with expressive qualities. (See levels 1-2 in Music Skills Appendix)
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Performing music demonstrates flexibility, imagination, and inventiveness in taking on tasks and activities. (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 a topic. (Entrepreneurial: Critical Thinking/Problem Solving)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => How do performers interpret musical works?
                            [1] => How do context and the manner in which music is presented influence audience response?
                        )

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

                )

        )

    [868] => Array
        (
            [2. Perform music in two or more parts accurately and with technique in order to convey intent.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => 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)
                            [1] => Respond to written or visual cues for tempo, dynamics, and time signatures including 6/8.
                            [2] => Demonstrate the ability to adjust elements of music (pitch, rhythm, dynamics, timbre, texture, form). (See levels 1-2 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 appropriately express one's own emotions, thoughts, and values and identify how they influence musical performances. (Personal: Self-Awareness)
                            [2] => Discern differences of effective and ineffective processes and communication when performing music. (Personal: Personal Responsibility)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => How does appropriate performance technique impact a performance and audience response?
                            [1] => How are skills and techniques applied differently when performing 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.
                        )

                )

        )

    [875] => Array
        (
            [3. Apply self-reflection to create criteria and refine the individual and/or ensemble performances.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Identify and apply self-reflection of criteria to rehearse, refine, and determine when the music is ready to perform.
                            [1] => Apply self-reflection process to refine musical performance
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => 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)
                            [1] => 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)
                            [2] => Practicing and refining music requires students to recognize and describe cause-and-effect relationships and patterns in personal musical performance. (Entrepreneurial: Inquiry/Analysis)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => How do individual musicians improve the quality of their 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 develop perseverance, discipline, and an academic mindset.
                        )

                )

        )

    [889] => Array
        (
            [1. Compose, improvise, and arrange melodic and rhythmic phrases and variations to convey intent.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => 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)
                            [1] => Improvise moderate length (e.g., 4-8 measures) melodies vocally and/or instrumentally over an accompaniment. (See levels 1-2 in Music Skills Appendix)
                            [2] => Arrange an existing piece with or without accompaniment. (See levels 1-2 in Music Skills Appendix)
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => 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)
                            [1] => Composing, improvising, and arranging music allow students to demonstrate flexibility, imagination, and inventiveness in taking on tasks and activities. (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 make creative decisions?
                            [1] => How do musicians learn to choose pitches (and rhythms) that are appropriate for a given harmonic progression when improvising?
                            [2] => Why is it important for musicians to be able to create/compose music?
                        )

                    [Expand and Connect] => Array
                        (
                            [0] => The process of creating music is similar to the creative writing process (clearly focused, well developed, effectively formatted, etc.).
                            [1] => The use of technology can expand choices and provide resources for musicians to create music.
                        )

                )

        )

    [905] => Array
        (
            [1. Read, notate, and identify by name or function standard symbols for rhythm, pitch articulation, dynamics, tempo, and form.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Identify by name or function, and notate musical symbols. (See level 2 in Music Skills Appendix)
                            [1] => Sight-read, observing all musical symbols, tempo indications, expressive indications, and technical indications. (See level 1 in the Music Skills Appendix)
                            [2] => Notate melodic and/or rhythmic patterns of two to four measures. (See levels 1-2 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] => How does a working knowledge of different types of music notation (including technology) assist in composing original 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.
                        )

                )

        )

    [906] => Array
        (
            [2. Analyze structure, use of musical elements, and expressive choices within musical compositions.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Describe the way in which elements of music and form are manipulated and how it informs the response to music.
                            [1] => Analyze a musical excerpt and describe the composer's application of musical structures and elements. (See levels 1-2 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 do musicians use analysis to discern the composer's and performer's intent?
                            [1] => How do analysis skills influence musical choices?
                        )

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

                )

        )

    [917] => Array
        (
            [3. Aurally identify and differentiate elements of music including simple tonal and/or rhythmic relationships.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Listen to a rhythmic phrase of 2-4 measures and notate the correct rhythm.
                            [1] => Listen to two diatonic tones and identify the interval from a given starting pitch.
                            [2] => Aurally identify a variety of tonalities.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Aurally differentiating between musical elements requires one to make connections and draw conclusions. (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 aurally differentiating between tones improve intonation in performance?
                        )

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

                )

        )

    [918] => Array
        (
            [4. Aurally identify and differentiate characteristics of musical styles/genres.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => 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.
                        )

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

                    [Inquiry Questions] => Array
                        (
                            [0] => How is comparing and contrasting music similar to analyzing genres in literature?
                        )

                    [Expand and Connect] => Array
                        (
                            [0] => Listening to and recognizing characteristics of different genres and styles of music builds skills necessary to analyze and understand characteristics of different genres and styles of other disciplines such as literature.
                        )

                )

        )

    [930] => Array
        (
            [1. Evaluate, through compare and contrast, two or more musical performances or compositions using prescribed criteria.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Apply prescribed criteria used in evaluating various kinds of musical performances.
                            [1] => Compare two performances of the same work and discuss the comparison.
                            [2] => 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.
                        )

                    [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. (Professional: Self-Advocacy)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => What criteria are important  in comparing two or more musical performances?
                            [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 comparing performances using criteria encourage collegial discourse and require one to articulately communicate an aesthetic valuation.
                        )

                )

        )

    [939] => Array
        (
            [2. Identify and describe the ways in which music is consumed in society.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Explain, citing evidence, how musical concepts, design, and contexts affect the way social groups respond to music.
                            [1] => Describe the social influences on personal music preferences.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Evaluating the social influences on music preference strengthens one's flexibility in valuing different perspectives. (Personal: Self-Awareness)
                            [1] => Evaluating music's economic impact requires one to investigate, make observations, and draw conclusions. (Entrepreneurial: Inquiry/Analysis)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => Who and/or what influences our personal choices of music?
                            [1] => How do the contributions of music industry impact the economy?
                        )

                    [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.
                        )

                )

        )

    [940] => Array
        (
            [3. Compare and contrast uses for music in different world cultures.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Reflect on and discuss the roles and impact various musics plays in one's life and the lives of others.
                            [1] => Create a playlist of music that describes family and cultural identity.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Examining music from different cultures encourages the use of multiple perspectives. (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 creates opportunities to understand similarities between cultures.
                        )

                )

        )

    [941] => Array
        (
            [4. Identify and describe the ways in which music is used as historical record.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Analyze  music from a historical period. Describe how accurately or inaccurately it depicts or reflects upon the events of the period.
                            [1] => Identify how different historical contexts can result in different music performances and interpretations.
                        )

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

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

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

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

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

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

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

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

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

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

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

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

)
--><!doctype html>
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    <title>Colorado Academic Standards Online</title>
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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();">

			<div class="form-group">
				<label for="srchFltrCa" aria-label="Previous">
					<span aria-hidden="true"><i class="material-icons cdeblue2">looks_one</i></span>
					<span class="sr-only">Content Area</span>	
				</label>
				<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>
			</div>

			<div class="form-group" id="srchFltr01">
				<label for="srchFltrGl" aria-label="Previous">
					<span aria-hidden="true"><i class="material-icons cdeblue2">looks_two</i></span>
					<span class="sr-only">Grade Level</span>	
				</label>
				<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>
									</select>
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			<div class="form-group" id="srchFltr02">
				<label for="srchFltrSt" aria-label="Previous">
					<span aria-hidden="true"><i class="material-icons cdeblue2">looks_3</i></span>
					<span class="sr-only">Standards Categories</span>	
				</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>
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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> Seventh Grade/Intermediate
					// <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>Seventh Grade/Intermediate, 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>
							</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>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 contrasting pieces of music, making interpretive and expressive choices.</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>Perform music rhythmically correct. (See levels 1-2 in  Music Skills Appendix)</li>
																			<li>Perform music with correct pitches and intonation. (See levels 1-2 in Music Skills Appendix)</li>
																			<li>Perform music with expressive qualities. (See levels 1-2 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 flexibility, imagination, and inventiveness in taking on tasks and activities. (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 a topic. (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 performers interpret musical works?</li>
																			<li>How do context and the manner in which music is presented influence audience response?</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 connect with listeners.</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 two or more parts accurately and with technique in order 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>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)</li>
																			<li>Respond to written or visual cues for tempo, dynamics, and time signatures including 6/8.</li>
																			<li>Demonstrate the ability to adjust elements of music (pitch, rhythm, dynamics, timbre, texture, form). (See levels 1-2 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 appropriately express one's own emotions, thoughts, and values and identify how they influence musical performances. (Personal: Self-Awareness)</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 does appropriate performance technique impact a performance and audience response?</li>
																			<li>How are skills and techniques applied differently when performing 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 self-reflection to create criteria and refine the 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 self-reflection of criteria to rehearse, refine, and determine when the music 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>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)</li>
																			<li>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)</li>
																			<li>Practicing and refining music requires students to recognize and describe cause-and-effect relationships and patterns in personal musical performance. (Entrepreneurial: Inquiry/Analysis)</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 individual musicians improve the quality of their 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 develop 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>Seventh Grade/Intermediate, 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 melodic and rhythmic phrases and variations 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 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)</li>
																			<li>Improvise moderate length (e.g., 4-8 measures) melodies vocally and/or instrumentally over an accompaniment. (See levels 1-2 in Music Skills Appendix)</li>
																			<li>Arrange an existing piece with or without accompaniment. (See levels 1-2 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 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)</li>
																			<li>Composing, improvising, and arranging music allow students to demonstrate flexibility, imagination, and inventiveness in taking on tasks and activities. (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 make creative decisions?</li>
																			<li>How do musicians learn to choose pitches (and rhythms) that are appropriate for a given harmonic progression when improvising?</li>
																			<li>Why is it important for musicians to be able to create/compose music?</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, etc.).</li>
																			<li>The use of technology can expand choices and provide resources for musicians to create music.</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>Seventh Grade/Intermediate, 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 by name or function standard symbols for rhythm, pitch articulation, dynamics, tempo, and form.</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 2 in Music Skills Appendix)</li>
																			<li>Sight-read, observing all musical symbols, tempo indications, expressive indications, and technical indications. (See level 1 in the Music Skills Appendix)</li>
																			<li>Notate melodic and/or rhythmic patterns of two to four measures. (See levels 1-2 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>How does a working knowledge of different types of music notation (including technology) assist in composing original 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">
							<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>Describe the way in which elements of music and form are manipulated and how it informs the response to music.</li>
																			<li>Analyze a musical excerpt and describe the composer's application of musical structures and elements. (See levels 1-2 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 do musicians use analysis to discern the composer's and performer's intent?</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 music including simple tonal and/or rhythmic relationships.</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 rhythmic phrase of 2-4 measures and notate the correct rhythm.</li>
																			<li>Listen to two diatonic tones and identify the interval from a given starting pitch.</li>
																			<li>Aurally identify a variety of 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>Aurally differentiating between musical elements requires one to make connections and draw conclusions. (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 aurally differentiating between tones improve intonation in 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>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 and differentiate characteristics of 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 several pieces of music. Describe each genre based on multiple 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>How is comparing and contrasting music similar to analyzing genres in literature?</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 recognizing characteristics of different genres and styles of music builds skills necessary to analyze and understand characteristics of different genres and styles of other disciplines such as literature.</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>Seventh Grade/Intermediate, 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, through compare and contrast, two or more musical performances or compositions 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>Apply prescribed criteria used in evaluating various kinds of musical performances.</li>
																			<li>Compare two performances of the same work and discuss the comparison.</li>
																			<li>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.</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. (Professional: 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>What criteria are important  in comparing two or more musical performances?</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 comparing performances 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. Identify and describe the ways in which music is consumed in society.</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>Explain, citing evidence, how musical concepts, design, and contexts affect the way social groups respond to music.</li>
																			<li>Describe the social influences on personal music preferences.</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 the social influences on music preference strengthens one's flexibility in valuing different perspectives. (Personal: Self-Awareness)</li>
																			<li>Evaluating music's economic impact requires one to investigate, make observations, and draw conclusions. (Entrepreneurial: Inquiry/Analysis)</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>Who and/or what influences our personal choices of music?</li>
																			<li>How do the contributions of music industry impact the economy?</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>
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Grade Level Expectation:


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						<p style="padding-left:40px;">3. Compare and contrast uses for music in different world cultures.</p>
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Evidence Outcomes:


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

																			<li>Reflect on and discuss the roles and impact various musics plays in one's life and the lives of others.</li>
																			<li>Create a playlist of music that describes family and cultural identity.</li>
								
										</ol>
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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 encourages the use of multiple perspectives. (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 creates opportunities to understand similarities between cultures.</li>
								
										</ol>
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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 and describe the ways in which music is used as historical record.</p>
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Evidence Outcomes:


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

																			<li>Analyze  music from a historical period. Describe how accurately or inaccurately it depicts or reflects upon the events of the period.</li>
																			<li>Identify how different historical contexts can result in different music performances and interpretations.</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>

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																			<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><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><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 characteristics and viewpoint one keeps as a result of mastering the grade level expectation.</p>
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					<p>Embed standards throughout daily routines, within and across the environment and activities to ensure developmentally appropriate learning opportunities.</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>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><strong>Expand and Connect</strong></p>
				<div class="indentedblock">
					<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>
				<div class="indentedblock">
					<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><strong>Learning Experience and Transfer</strong></p>
				<div class="indentedblock">
					<p>Ideas that can be used to expand student thinking, encourage conceptual curiosity, and connect multiple disciplines and literacies.</p>
				</div>
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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>
	      				<div class="indentedblock">
	      					<p>The characteristics and viewpoint one keeps as a result of mastering the grade level expectation.</p>
	      				</div>
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				<p><strong>Disciplinary, Information, & Media Literacy</strong></p>
				<div class="indentedblock">
					<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>
				<div class="indentedblock">
					<p>The characteristics and viewpoint one keeps as a  result of mastering the grade level expectation</p>
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				<p><strong>Health Skills</strong></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>
				<div class="indentedblock">
					<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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