<!-- Array
(
    [Music] => Array
        (
            [Eighth Grade/Proficient] => Array
                (
                    [1. Expression of Music] => Array
                        (
                            [0] => 861
                            [1] => 869
                            [2] => 877
                        )

                    [2. Creation of Music] => Array
                        (
                            [0] => 890
                        )

                    [3. Theory of Music] => Array
                        (
                            [0] => 908
                            [1] => 909
                            [2] => 919
                            [3] => 920
                        )

                    [4. Aesthetic Valuation of Music] => Array
                        (
                            [0] => 931
                            [1] => 942
                            [2] => 943
                            [3] => 944
                        )

                )

        )

)
Array
(
    [861] => Array
        (
            [1. Perform contrasting pieces of music, making interpretive and expressive choices.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Perform music rhythmically correct. (See levels 2-3 in Music Skills Appendix)
                            [1] => Perform music with correct pitches and intonation. (See levels 2-3 in Music Skills Appendix)
                            [2] => Perform music with expressive qualities. (See levels 2-3 in Music Skills Appendix.)
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Performing music requires musicians to innovate from failure, connect learning across domains, and recognize new opportunities. (Entrepreneurial: Informed Risk Taking)
                            [1] => Performing music requires musicians to regulate one's emotions, thoughts, and behaviors in different situations. (Personal: Personal Responsibility)
                            [2] => Students can synthesize information from multiple sources to demonstrate understanding of a topic. (Entrepreneurial: Critical Thinking/Problem Solving)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => How does understanding the structure and context of musical works inform performance?
                            [1] => How do musicians select repertoire?
                        )

                    [Expand and Connect] => Array
                        (
                            [0] => Performing accurately and expressively requires cognitive demands similar to reading complex texts.
                            [1] => The quality of a performance can illicit different responses from audiences.
                        )

                )

        )

    [869] => Array
        (
            [2. Perform music in three or more parts accurately and with technique in order to convey intent.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Sing and/or play with correct technique and consistent tone quality, intonation, balance, diction/articulation and phrasing. (See levels 2-3 in  Music  Skills Appendix)
                            [1] => Respond to conductor's cues of balance and blend while singing or playing in an ensemble.
                            [2] => Demonstrate the ability to adjust elements of music (pitch, rhythm, dynamics, timbre, texture, form). (See levels 3-4 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] => Consider purpose, formality of context and audience, and distinct cultural norms when planning content, mode, delivery, and expression. (Civic/Intrapersonal: Communication)
                        )

                    [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 scaffold technique and skills to increase access to challenging music.
                            [1] => Musicians connect their personal interests, experiences, ideas, and knowledge with their musical performance.
                        )

                )

        )

    [877] => Array
        (
            [3. Apply personal and prescribed criteria to develop a practice cycle.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Identify and apply personally developed 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] => Evaluating and refining personal music-making skills allows students to apply knowledge to set goals, make informed decisions and transfer to new contexts. (Personal: Initiative/Self-Direction)
                            [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] => Practice and refinement of musical performance requires students to investigate their own playing skills and form hypotheses and draw conclusions of how best to improve personal musicianship. (Entrepreneurial: Inquiry/Analysis)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => When is a judged performance ready to present?
                            [1] => How does a personal reflection and refinement process improve the overall ensemble performance?
                        )

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

                )

        )

    [890] => Array
        (
            [1. Compose, improvise, and arrange increasingly complex melodic and rhythmic phrases with variations to convey intent.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Compose a melody of at least 12-measures using patterns and sequencing adding tonal accompaniment utilizing a variety of notation methods including the use of technology. (See levels 2-3 in Music Skills Appendix)
                            [1] => Improvise a solo vocally and/or instrumentally over a three-chord pattern using varied rhythmic and melodic patterns. (See levels 2-3 in Music Skills Appendix)
                            [2] => Arrange an existing vocal or instrumental composition. (See levels 2-3 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 cause one to innovate from failure, connect learning across domains, and recognize new opportunities. (Entrepreneurial: Informed Risk Taking)
                            [2] => Creating music requires the demonstration of confidence in sharing ideas/feelings.  (Professional: Self-Advocacy)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => How do musicians use different sources to generate creative ideas?
                            [1] => What are the contexts/clues that a musician should consider when making improvisational decisions?
                            [2] => What are some differences between arranging and composing music and why do you think both are important?
                        )

                    [Expand and Connect] => Array
                        (
                            [0] => Understanding the basic structural elements used to write short musical phrases provides a foundation to understanding the structural elements of more complex musical compositions.
                            [1] => Technology can provide new platforms for creating and sharing musical ideas.
                        )

                )

        )

    [908] => Array
        (
            [1. Read, notate, and identify by name or function complex 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 3 in Music Skills Appendix)
                            [1] => Sight-read, observing all musical symbols, tempo indications, expressive indications, and technical indications. (See level 2 in the Music Skills Appendix)
                            [2] => Notate melodic and/or rhythmic patterns of two to four measures. (See levels 2-3 in the Music Skills Appendix)
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Sight-reading requires one to learn from failure and develop confidence to try again. (Entrepreneurial: Informed Risk Taking)
                            [1] => Building sight-reading skills develops the habit of setting goals. (Personal: Perseverance/Resilience)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => How do different types of notation relate to different musical cultures, genres, styles, or instrumentation?
                            [1] => How do sight-reading skills accelerate learning of music?
                        )

                    [Expand and Connect] => Array
                        (
                            [0] => Musicians consider historical and cultural contexts when analyzing music.
                        )

                )

        )

    [909] => 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 2-3 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 extrapolate the structure of music from a single part?
                            [1] => How are the skills used to analyze music similar to the skills used to analyze literature?
                        )

                    [Expand and Connect] => Array
                        (
                            [0] => Sight-reading strengthens the visual-spatial reasoning skills required in other disciplines.
                        )

                )

        )

    [919] => Array
        (
            [3. Aurally identify and differentiate elements  of a piece  including chords  and harmonic progression.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Listen to a rhythmic phrase of four or more measures and notate the correct rhythm.
                            [1] => Listen to and identify chord changes in harmonic progression.
                            [2] => Listen to and notate a simple, diatonic melody with stepwise motion.
                        )

                    [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 identification of chord changes reinforce the understanding of mathematical relationships in music?
                        )

                    [Expand and Connect] => Array
                        (
                            [0] => Aurally differentiating intervals and chordal relationships strengthens understanding of the mathematical nature of music.
                        )

                )

        )

    [920] => Array
        (
            [4. Aurally identify and differentiate characteristics and expressive elements of different musical styles/genres.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Listen to several pieces of music. Create a listening map describing each genre based on multiple musical characteristics such as form, instrumentation, lyrical content, vocal or instrumental nuances, and application of dynamics.
                        )

                    [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.
                        )

                )

        )

    [931] => Array
        (
            [1. Evaluate and assess the quality of musical performances or compositions using student-created criteria.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Develop and describe personal criteria for evaluating musical performances.
                            [1] => Listen to a performance and assign a quality rating based on student-created criteria. Explain and justify the rating.
                            [2] => Justify personal interpretations of contrasting pieces of music and explain how creators or performers apply the elements of music and expressive qualities within genres, cultures, and historical periods to convey expressive intent.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Creating personal criteria for evaluation of music requires one to form a hypothesis about what defines quality. (Entrepreneurial: Inquiry/Analysis)
                            [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] => How do we judge the quality of musical work(s) and performances using our own criteria?
                            [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] => Justifying one's own personal critique of a performance requires the evaluator to define quality, apply reason, and cite evidence.
                        )

                )

        )

    [942] => Array
        (
            [2. Identify and describe ways in which music is selected for use in society.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Apply personally developed criteria for selecting music of contrasting styles for a specific social event.
                            [1] => Describe how entertainment and social media impact personal music preferences.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Selecting music for consumption by others requires one to act on creative ideas to make a tangible and useful product. (Entrepreneurial: Informed Risk Taking)
                            [1] => Selecting music for an audience requires one to consider purpose, formality of context, and distinct cultural norms. (Civic/Interpersonal: Communication)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => What criteria do we use when choosing music for others?
                            [1] => How does the ease of global communication influence musical choices?
                        )

                    [Expand and Connect] => Array
                        (
                            [0] => We can communicate intent through music choices and programming.
                            [1] => The study of music develops informed consumers of music in society.
                        )

                )

        )

    [943] => Array
        (
            [3. Identify and describe musical characteristics and performance styles of different world cultures.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Describe  the use, performance technique, and cultural significance of instruments and vocal techniques specific to local or regional culture.
                            [1] => Construct a personal listening repertoire that  represents various styles and cultures.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Examining music from different cultures encourages the use of multiple perspectives.  (Civic/Interpersonal: Global/Cultural Awareness)
                            [1] => Studying music of world cultures encourages one to make observations and draw conclusions. (Entrepreneurial: Inquiry/Analysis)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => How does learning about a culture's music promote understanding and acceptance of that culture?
                            [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.
                        )

                )

        )

    [944] => Array
        (
            [4. Compare and contrast uses for music in historical events.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Select musical works from two or more historical periods and compare the various roles the music played (e.g., historical record, propaganda, patriotism).
                            [1] => Identify how different historical contexts inform performance and results in different musical effects.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Analyzing media messages in popular music from a time period allows one to assess the influence of music on the outcome of specific historical events. (Professional: Information Literacy)
                            [1] => Analyzing music from historical periods requires the listener to make hypotheses and draw conclusions. (Entrepreneurial: Inquiry/Analysis)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => What role does music play in historical events?
                            [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
(
    [861] => Array
        (
            [0] => 1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.
        )

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

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

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

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

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

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

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

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

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

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

    [944] => 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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        <a href="/standardsandinstruction"><img src="/apps/standards/images/17-CDE-Standards-SM-eng2.png" class="img-fluid" alt="2020 Colorado Academic Standards"></a>
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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>
			</div>

			<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>
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				<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> Eighth Grade/Proficient
					// <em>Standard Category:</em> All Standards Categories</span>
				</p>
									</div>
			</div>
</div>

<div class="row">
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								<div class="caBlock Music">
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					<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>Eighth Grade/Proficient, 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>
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							<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>
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Evidence Outcomes:


									</p>

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

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

																			<li>Perform music rhythmically correct. (See levels 2-3 in Music Skills Appendix)</li>
																			<li>Perform music with correct pitches and intonation. (See levels 2-3 in Music Skills Appendix)</li>
																			<li>Perform music with expressive qualities. (See levels 2-3 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 requires musicians to innovate from failure, connect learning across domains, and recognize new opportunities. (Entrepreneurial: Informed Risk Taking)</li>
																			<li>Performing music requires musicians to regulate one's emotions, thoughts, and behaviors in different situations. (Personal: Personal Responsibility)</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 does understanding the structure and context of musical works inform performance?</li>
																			<li>How do musicians select repertoire?</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 cognitive demands similar to reading complex texts.</li>
																			<li>The quality of a performance can illicit different responses from audiences.</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 three or more parts accurately and with technique in order to convey intent.</p>
						<div class="gleDetail notvisible">
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								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

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

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

																			<li>Sing and/or play with correct technique and consistent tone quality, intonation, balance, diction/articulation and phrasing. (See levels 2-3 in  Music  Skills Appendix)</li>
																			<li>Respond to conductor's cues of balance and blend while singing or playing in an ensemble.</li>
																			<li>Demonstrate the ability to adjust elements of music (pitch, rhythm, dynamics, timbre, texture, form). (See levels 3-4 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>Consider purpose, formality of context and audience, and distinct cultural norms when planning content, mode, delivery, and expression. (Civic/Intrapersonal: 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 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 scaffold technique and skills to increase access to challenging music.</li>
																			<li>Musicians connect their personal interests, experiences, ideas, and knowledge with their musical performance.</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 personal and prescribed criteria to develop a practice cycle.</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>Identify and apply personally developed 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>Evaluating and refining personal music-making skills allows students to apply knowledge to set goals, make informed decisions and transfer to new contexts. (Personal: Initiative/Self-Direction)</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>Practice and refinement of musical performance requires students to investigate their own playing skills and form hypotheses and draw conclusions of how best to improve personal musicianship. (Entrepreneurial: Inquiry/Analysis)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>When is a judged performance ready to present?</li>
																			<li>How does a personal reflection and refinement process improve the overall ensemble performance?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsExpandandConnect"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Expand and Connect:

							
									</em></p>

										<ol type="1">

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

						</div>

					</div>
				</div>

			</div>

					
		</div>

					<div class="caBlock Music">
			<div class="row ">
				<div class="col">
					<div class="standardhead">
						<div class="row">
							<div class="col-3"><p><strong>Music</strong></p></div>
							<div class="col-9"><p style="text-align: right;"><strong>Eighth Grade/Proficient, 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>
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							<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 increasingly complex melodic and rhythmic phrases with 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 a melody of at least 12-measures using patterns and sequencing adding tonal accompaniment utilizing a variety of notation methods including the use of technology. (See levels 2-3 in Music Skills Appendix)</li>
																			<li>Improvise a solo vocally and/or instrumentally over a three-chord pattern using varied rhythmic and melodic patterns. (See levels 2-3 in Music Skills Appendix)</li>
																			<li>Arrange an existing vocal or instrumental composition. (See levels 2-3 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 cause one to innovate from failure, connect learning across domains, and recognize new opportunities. (Entrepreneurial: Informed Risk Taking)</li>
																			<li>Creating music requires the demonstration of confidence in sharing ideas/feelings.  (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>How do musicians use different sources to generate creative ideas?</li>
																			<li>What are the contexts/clues that a musician should consider when making improvisational decisions?</li>
																			<li>What are some differences between arranging and composing music and why do you think both are important?</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>Understanding the basic structural elements used to write short musical phrases provides a foundation to understanding the structural elements of more complex musical compositions.</li>
																			<li>Technology can provide new platforms for creating and sharing musical ideas.</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>Eighth Grade/Proficient, 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 complex 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 3 in Music Skills Appendix)</li>
																			<li>Sight-read, observing all musical symbols, tempo indications, expressive indications, and technical indications. (See level 2 in the Music Skills Appendix)</li>
																			<li>Notate melodic and/or rhythmic patterns of two to four measures. (See levels 2-3 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 one to learn from failure and develop confidence to try again. (Entrepreneurial: Informed Risk Taking)</li>
																			<li>Building sight-reading skills develops the habit of setting goals. (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 do different types of notation relate to different musical cultures, genres, styles, or instrumentation?</li>
																			<li>How do sight-reading skills accelerate learning of 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>Musicians consider historical and cultural contexts when analyzing 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 2-3 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 extrapolate the structure of music from a single part?</li>
																			<li>How are the skills used to analyze music similar to the skills used to analyze 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>Sight-reading strengthens the visual-spatial reasoning skills required in other disciplines.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

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

					<div class="gle">


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

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


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">3. Aurally identify and differentiate elements  of a piece  including chords  and harmonic progression.</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 four or more measures and notate the correct rhythm.</li>
																			<li>Listen to and identify chord changes in harmonic progression.</li>
																			<li>Listen to and notate a simple, diatonic melody with stepwise motion.</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 identification of chord changes reinforce the understanding of mathematical relationships in 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>Aurally differentiating intervals and chordal relationships strengthens understanding of the mathematical nature of 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>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 and expressive elements of different 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. Create a listening map describing each genre based on multiple musical characteristics such as form, instrumentation, lyrical content, vocal or instrumental nuances, and application of dynamics.</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>Eighth Grade/Proficient, 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 and assess the quality of musical performances or compositions using student-created 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>Develop and describe personal criteria for evaluating musical performances.</li>
																			<li>Listen to a performance and assign a quality rating based on student-created criteria. Explain and justify the rating.</li>
																			<li>Justify personal interpretations of contrasting pieces of music and explain how creators or performers apply the elements of music and expressive qualities within genres, cultures, and historical periods to convey expressive intent.</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>Creating personal criteria for evaluation of music requires one to form a hypothesis about what defines quality. (Entrepreneurial: Inquiry/Analysis)</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>How do we judge the quality of musical work(s) and performances using our own criteria?</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>Justifying one's own personal critique of a performance requires the evaluator to define quality, apply reason, and cite evidence.</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 ways in which music is selected for use 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>Apply personally developed criteria for selecting music of contrasting styles for a specific social event.</li>
																			<li>Describe how entertainment and social media impact 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>Selecting music for consumption by others requires one to act on creative ideas to make a tangible and useful product. (Entrepreneurial: Informed Risk Taking)</li>
																			<li>Selecting music for an audience requires one to consider purpose, formality of context, and distinct cultural norms. (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>What criteria do we use when choosing music for others?</li>
																			<li>How does the ease of global communication 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>We can communicate intent through music choices and programming.</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>
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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:


</p>
						<p style="padding-left:40px;">3. Identify and describe musical characteristics and performance styles of different world cultures.</p>
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Evidence Outcomes:


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

																			<li>Describe  the use, performance technique, and cultural significance of instruments and vocal techniques specific to local or regional culture.</li>
																			<li>Construct a personal listening repertoire that  represents various styles and cultures.</li>
								
										</ol>
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Academic Contexts and Connections:


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Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Examining music from different cultures encourages the use of multiple perspectives.  (Civic/Interpersonal: Global/Cultural Awareness)</li>
																			<li>Studying music of world cultures encourages one to make observations and draw conclusions. (Entrepreneurial: Inquiry/Analysis)</li>
								
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Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>How does learning about a culture's music promote understanding and acceptance of that culture?</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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							<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:


</p>
						<p style="padding-left:40px;">4. Compare and contrast uses for music in historical events.</p>
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Evidence Outcomes:


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

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

																			<li>Select musical works from two or more historical periods and compare the various roles the music played (e.g., historical record, propaganda, patriotism).</li>
																			<li>Identify how different historical contexts inform performance and results in different musical effects.</li>
								
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Academic Contexts and Connections:


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Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Analyzing media messages in popular music from a time period allows one to assess the influence of music on the outcome of specific historical events. (Professional: Information Literacy)</li>
																			<li>Analyzing music from historical periods requires the listener to make hypotheses and draw conclusions. (Entrepreneurial: Inquiry/Analysis)</li>
								
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Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>What role does music play in historical events?</li>
																			<li>How does historical context influence the way we might perform a particular musical work?</li>
								
										</ol>
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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><strong>Colorado Essential Skills and Real-World Application</strong></p>
				<div class="indentedblock">
					<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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<div class="modal" id="myModalDefinitionsExpandandConnect" tabindex="-1" role="dialog" aria-labelledby="myModalLabel">
	<div class="modal-dialog" role="document">
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				<button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">&times;</span></button>
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				<p><strong>Expand and Connect</strong></p>
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					<p>Ideas that can be used to expand student thinking around the concepts, connect to other musical concepts, or connect to other content areas outside of music. </p>
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<div class="modal" id="myModalDefinitionsColoradoEssentialSkillsandMeaningMaking" tabindex="-1" role="dialog" aria-labelledby="myModalLabel">
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				<p><strong>Colorado Essential Skills and Meaning Making</strong></p>
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					<p>Ways in which students demonstrate the ability to form, grapple with, and convey concepts and ideas through visual art and design with real-world application.</p>
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<div class="modal" id="myModalDefinitionsLearningExperienceandTransfer" tabindex="-1" role="dialog" aria-labelledby="myModalLabel">
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				<p><strong>Learning Experience and Transfer</strong></p>
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					<p>Ideas that can be used to expand student thinking, encourage conceptual curiosity, and connect multiple disciplines and literacies.</p>
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<div class="modal" id="myModalDefinitionsNatureandSkillsofHistory" tabindex="-1" role="dialog" aria-labelledby="myModalLabel">
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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>
				<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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<div class="modal" id="myModalDefinitionsNatureandSkillsofCivics" tabindex="-1" role="dialog" aria-labelledby="myModalLabel">
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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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			<div class="modal-body">
				<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>
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					<p>Connects the GLE to physical literacy and how it supports students ability to move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person. </p>
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        <p style="text-align:center;font-size:.90em;margin-top:50px;"><strong>Need Help?</strong> Submit questions or requests for assistance to <a href="mailto:bruno_j@cde.state.co.us">bruno_j@cde.state.co.us</a></p>
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