Content Area,Grade,Standard,Prepared Graduate 1,Prepared Graduate 2,Prepared Graduate 3,Prepared Graduate 4,Prepared Graduate 5,Grade Level Expectation,GLE Code,Subheading,Statement
Music,Preschool,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Perform expressively.,MU.P.1.1,"By the end of the preschool experience (approximately 60 months/5 years old), students may:","Use voices expressively when speaking, chanting, and singing in a variety of modes."
Music,Preschool,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Perform expressively.,MU.P.1.1,"By the end of the preschool experience (approximately 60 months/5 years old), students may:",Perform through multiple modalities a variety of simple songs and singing games alone and with others.
Music,Preschool,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Perform expressively.,MU.P.1.1,"By the end of the preschool experience (approximately 60 months/5 years old), students may:","Use voice and/or instruments to enhance familiar songs or chants, and appropriate children's literature."
Music,Preschool,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Perform expressively.,MU.P.1.1,Supportive Teaching Practices/Adults May:,Make and listen to music.
Music,Preschool,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Perform expressively.,MU.P.1.1,Supportive Teaching Practices/Adults May:,"Use their voices in different ways (e.g., varying volume/dynamics, imitating sounds of machines, actions, animals and various characters) while reading a book, telling a story or singing."
Music,Preschool,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Perform expressively.,MU.P.1.1,Supportive Teaching Practices/Adults May:,Incorporate simple songs throughout the daily routine and transitions.
Music,Preschool,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Perform expressively.,MU.P.1.1,Supportive Teaching Practices/Adults May:,Introduce parts of a song and repeat until everyone learns the words. Incorporate hand gestures and body actions/movements to the words.
Music,Preschool,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Perform expressively.,MU.P.1.1,Supportive Teaching Practices/Adults May:,Read culturally diverse children's books based on songs and encourage children's participation in multiple ways.
Music,Preschool,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Perform expressively.,MU.P.1.1,Supportive Teaching Practices/Adults May:,"Provide a variety of appropriate instruments (e.g., maracas, rhythm sticks, bells, tambourines, drums) for children to use for musical experimentation."
Music,Preschool,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Perform expressively.,MU.P.1.1,Examples of Learning/Children May:,Sing along to verses of songs that have a repeated pattern.
Music,Preschool,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Perform expressively.,MU.P.1.1,Examples of Learning/Children May:,Incorporate hand signs and body actions/movements to the lyrics of the songs.
Music,Preschool,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Perform expressively.,MU.P.1.1,Examples of Learning/Children May:,Play instruments to create different sounds.
Music,Preschool,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,2. Respond to a variety of rhythmic patterns and elements of music using expressive movement.,MU.P.1.2,"By the end of the preschool experience (approximately 60 months/5 years old), students may:","Sing, play, or move to a variety of culturally diverse songs and singing games."
Music,Preschool,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,2. Respond to a variety of rhythmic patterns and elements of music using expressive movement.,MU.P.1.2,"By the end of the preschool experience (approximately 60 months/5 years old), students may:",Demonstrate awareness of changes in music with body percussion or movement.
Music,Preschool,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,2. Respond to a variety of rhythmic patterns and elements of music using expressive movement.,MU.P.1.2,Supportive Teaching Practices/Adults May:,Sing a tone/pitch or make a sound and invite children to repeat or echo it.
Music,Preschool,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,2. Respond to a variety of rhythmic patterns and elements of music using expressive movement.,MU.P.1.2,Supportive Teaching Practices/Adults May:,"Experiment with having children match sounds, beats, words, pitches and speed/tempo."
Music,Preschool,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,2. Respond to a variety of rhythmic patterns and elements of music using expressive movement.,MU.P.1.2,Supportive Teaching Practices/Adults May:,Play music from different cultures and traditions.
Music,Preschool,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,2. Respond to a variety of rhythmic patterns and elements of music using expressive movement.,MU.P.1.2,Supportive Teaching Practices/Adults May:,Sing songs or play music suggested by children's families.
Music,Preschool,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,2. Respond to a variety of rhythmic patterns and elements of music using expressive movement.,MU.P.1.2,Supportive Teaching Practices/Adults May:,"Offer different types of music rhythms, patterns and tempos and invite children to clap, tap or move to the beat."
Music,Preschool,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,2. Respond to a variety of rhythmic patterns and elements of music using expressive movement.,MU.P.1.2,Supportive Teaching Practices/Adults May:,Provide many opportunities for children to hear or feel the vibrations of music with a steady beat.
Music,Preschool,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,2. Respond to a variety of rhythmic patterns and elements of music using expressive movement.,MU.P.1.2,Examples of Learning/Children May:,Clap hands in response to music.
Music,Preschool,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,2. Respond to a variety of rhythmic patterns and elements of music using expressive movement.,MU.P.1.2,Examples of Learning/Children May:,"Make sounds vocally and instrumentally with a variety of pitched, non-pitched, traditional, and non-traditional instruments."
Music,Preschool,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,2. Respond to a variety of rhythmic patterns and elements of music using expressive movement.,MU.P.1.2,Examples of Learning/Children May:,"Use words such as loud or quiet, fast or slow to describe music."
Music,Preschool,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,2. Respond to a variety of rhythmic patterns and elements of music using expressive movement.,MU.P.1.2,Examples of Learning/Children May:,Move arms up to high notes/pitches and down to low notes/pitches.
Music,Preschool,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,"3. Apply teacher feedback to demonstrate appropriate processes when singing, playing, and moving.",MU.P.1.3,"By the end of the preschool experience (approximately 60 months/5 years old), students may:",Apply teacher feedback for progress of musical practice and experience.
Music,Preschool,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,"3. Apply teacher feedback to demonstrate appropriate processes when singing, playing, and moving.",MU.P.1.3,Supportive Teaching Practices/Adults May:,Use recorded models of children singing songs.
Music,Preschool,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,"3. Apply teacher feedback to demonstrate appropriate processes when singing, playing, and moving.",MU.P.1.3,Supportive Teaching Practices/Adults May:,Model contrasting ways of singing/speaking songs.
Music,Preschool,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,"3. Apply teacher feedback to demonstrate appropriate processes when singing, playing, and moving.",MU.P.1.3,Supportive Teaching Practices/Adults May:,Help students identify missed words of a song.
Music,Preschool,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,"3. Apply teacher feedback to demonstrate appropriate processes when singing, playing, and moving.",MU.P.1.3,Supportive Teaching Practices/Adults May:,Play singing games.
Music,Preschool,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,"3. Apply teacher feedback to demonstrate appropriate processes when singing, playing, and moving.",MU.P.1.3,Supportive Teaching Practices/Adults May:,Break songs down into parts for students to echo-sing.
Music,Preschool,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,"3. Apply teacher feedback to demonstrate appropriate processes when singing, playing, and moving.",MU.P.1.3,Examples of Learning/Children May:,Sing learned songs with and without recordings.
Music,Preschool,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,"3. Apply teacher feedback to demonstrate appropriate processes when singing, playing, and moving.",MU.P.1.3,Examples of Learning/Children May:,"Choose when to appropriately sing, speak, and chant the words of a learned song."
Music,Preschool,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,"3. Apply teacher feedback to demonstrate appropriate processes when singing, playing, and moving.",MU.P.1.3,Examples of Learning/Children May:,Practice using high and low vocal sounds/pitches.
Music,Preschool,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,"3. Apply teacher feedback to demonstrate appropriate processes when singing, playing, and moving.",MU.P.1.3,Examples of Learning/Children May:,Play a variety of culturally diverse singing games.
Music,Preschool,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Improvise movement and sound responses to music.,MU.P.2.1,"By the end of the preschool experience (approximately 60 months/5 years old), students may:",[Improvise](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) sound effects to accompany activities
Music,Preschool,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Improvise movement and sound responses to music.,MU.P.2.1,"By the end of the preschool experience (approximately 60 months/5 years old), students may:",Use improvised movement to demonstrate musical awareness
Music,Preschool,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Improvise movement and sound responses to music.,MU.P.2.1,Supportive Teaching Practices/Adults May:,Participate alongside children in creating different sounds during pretend play.
Music,Preschool,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Improvise movement and sound responses to music.,MU.P.2.1,Supportive Teaching Practices/Adults May:,Listen to and imitate children's sound effects.
Music,Preschool,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Improvise movement and sound responses to music.,MU.P.2.1,Supportive Teaching Practices/Adults May:,Comment on the ways children use their voices or make sound effects to encourage further experimentation.
Music,Preschool,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Improvise movement and sound responses to music.,MU.P.2.1,Supportive Teaching Practices/Adults May:,Call attention to sounds in the indoor and outdoor environment.
Music,Preschool,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Improvise movement and sound responses to music.,MU.P.2.1,Supportive Teaching Practices/Adults May:,Use music or sound to enhance routines and learning activities such as playing the same piece of music to signal a cleanup time.
Music,Preschool,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Improvise movement and sound responses to music.,MU.P.2.1,Examples of Learning/Children May:,Move or play in response to music.
Music,Preschool,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Improvise movement and sound responses to music.,MU.P.2.1,Examples of Learning/Children May:,Improvise sound effects during play.
Music,Preschool,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,1. Describe and respond to musical elements.,MU.P.3.1,"By the end of the preschool experience (approximately 60 months/5 years old), students may:",Respond to rhythm using student choice of demonstration.
Music,Preschool,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,1. Describe and respond to musical elements.,MU.P.3.1,"By the end of the preschool experience (approximately 60 months/5 years old), students may:",Respond to pitch using student choice of demonstration.
Music,Preschool,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,1. Describe and respond to musical elements.,MU.P.3.1,"By the end of the preschool experience (approximately 60 months/5 years old), students may:",Respond to dynamics using student choice of demonstration.
Music,Preschool,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,1. Describe and respond to musical elements.,MU.P.3.1,"By the end of the preschool experience (approximately 60 months/5 years old), students may:",Respond to structure using student choice of demonstration.
Music,Preschool,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,1. Describe and respond to musical elements.,MU.P.3.1,"By the end of the preschool experience (approximately 60 months/5 years old), students may:",Use invented symbols to represent musical sounds and ideas.
Music,Preschool,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,1. Describe and respond to musical elements.,MU.P.3.1,Supportive Teaching Practices/Adults May:,Play their favorite kinds of music with children and tell what they like about it.
Music,Preschool,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,1. Describe and respond to musical elements.,MU.P.3.1,Supportive Teaching Practices/Adults May:,Play and discuss a variety of musical styles.
Music,Preschool,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,1. Describe and respond to musical elements.,MU.P.3.1,Supportive Teaching Practices/Adults May:,Invite children to compare their responses to different types of music.
Music,Preschool,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,1. Describe and respond to musical elements.,MU.P.3.1,Supportive Teaching Practices/Adults May:,"Ask questions such as how a piece of music makes them feel, what they do or do not like about it and how it is similar to other music they have heard."
Music,Preschool,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,1. Describe and respond to musical elements.,MU.P.3.1,Examples of Learning/Children May:,Use words or other expression to say why they like music.
Music,Preschool,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,1. Describe and respond to musical elements.,MU.P.3.1,Examples of Learning/Children May:,Use words or other expression to describe differences in music.
Music,Preschool,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,1. Describe and respond to musical elements.,MU.P.3.1,Examples of Learning/Children May:,Share why they like some music better than others.
Music,Preschool,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,2. Recognize a wide variety of sounds and sound sources.,MU.P.3.2,"By the end of the preschool experience (approximately 60 months/5 years old), students may:",Use personal communication to describe sources of sound.
Music,Preschool,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,2. Recognize a wide variety of sounds and sound sources.,MU.P.3.2,"By the end of the preschool experience (approximately 60 months/5 years old), students may:",Respond to dynamics and tempo using student choice of demonstration.
Music,Preschool,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,2. Recognize a wide variety of sounds and sound sources.,MU.P.3.2,Supportive Teaching Practices/Adults May:,"Provide opportunities for children to listen to a variety of culturally diverse recorded music while drawing or painting, as well as other appropriate classroom activities."
Music,Preschool,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,2. Recognize a wide variety of sounds and sound sources.,MU.P.3.2,Supportive Teaching Practices/Adults May:,Model moving arms up when hearing high notes/pitches and down with low notes/pitches.
Music,Preschool,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,2. Recognize a wide variety of sounds and sound sources.,MU.P.3.2,Supportive Teaching Practices/Adults May:,Demonstrate a variety of vocal and instrumental sounds.
Music,Preschool,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,2. Recognize a wide variety of sounds and sound sources.,MU.P.3.2,Supportive Teaching Practices/Adults May:,"Play sounds that students may hear in their environment (e.g., train whistle, thunderstorm, a concert)."
Music,Preschool,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,2. Recognize a wide variety of sounds and sound sources.,MU.P.3.2,Examples of Learning/Children May:,"Communicate a song's meaning and intent through drawing or painting (e.g., drawing farm animals while listening to ""Old MacDonald"")."
Music,Preschool,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,2. Recognize a wide variety of sounds and sound sources.,MU.P.3.2,Examples of Learning/Children May:,Move arms up to high notes/pitches and down to low notes/pitches.
Music,Preschool,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,2. Recognize a wide variety of sounds and sound sources.,MU.P.3.2,Examples of Learning/Children May:,"Identify types of sounds (vocal, instrumental, or environmental)."
Music,Preschool,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,2. Recognize a wide variety of sounds and sound sources.,MU.P.3.2,Examples of Learning/Children May:,Use words to identify sounds they hear in their environment.
Music,Preschool,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Show musical preference for style or song.,MU.P.4.1,"By the end of the preschool experience (approximately 60 months/5 years old), students may:","Move, sing, or describe to show preference for styles of music."
Music,Preschool,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Show musical preference for style or song.,MU.P.4.1,"By the end of the preschool experience (approximately 60 months/5 years old), students may:",Discuss feelings in response to music.
Music,Preschool,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Show musical preference for style or song.,MU.P.4.1,"By the end of the preschool experience (approximately 60 months/5 years old), students may:",Use individual communication to describe music.
Music,Preschool,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Show musical preference for style or song.,MU.P.4.1,Supportive Teaching Practices/Adults May:,Model and talk about why they chose to listen to a particular musical selection.
Music,Preschool,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Show musical preference for style or song.,MU.P.4.1,Supportive Teaching Practices/Adults May:,Plan classroom experiences in which children are exposed to a variety of culturally diverse musical styles.
Music,Preschool,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Show musical preference for style or song.,MU.P.4.1,Supportive Teaching Practices/Adults May:,"Provide children with access to an organized music area and supply with a range of culturally diverse recorded music and props (e.g., scarves, ribbons, bells) for children to access independently to explore ways to move to music."
Music,Preschool,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Show musical preference for style or song.,MU.P.4.1,Supportive Teaching Practices/Adults May:,"Provide children with opportunities to express opinions about music through verbal response, movement, and play."
Music,Preschool,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Show musical preference for style or song.,MU.P.4.1,Examples of Learning/Children May:,"Children move, dance, sing, and/or play instruments in response to music."
Music,Preschool,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Show musical preference for style or song.,MU.P.4.1,Examples of Learning/Children May:,Children indicate preference for certain songs or styles of music.
Music,Preschool,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Show musical preference for style or song.,MU.P.4.1,Examples of Learning/Children May:,Request their favorite music.
Music,Preschool,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Recognize music in daily life.,MU.P.4.2,"By the end of the preschool experience (approximately 60 months/5 years old), students may:","Explore culturally diverse music from media, community, and home events."
Music,Preschool,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Recognize music in daily life.,MU.P.4.2,"By the end of the preschool experience (approximately 60 months/5 years old), students may:","Listen and respond to various musical styles (such as marches, mariachi, and lullabies)."
Music,Preschool,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Recognize music in daily life.,MU.P.4.2,"By the end of the preschool experience (approximately 60 months/5 years old), students may:",Communicate feelings in music.
Music,Preschool,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Recognize music in daily life.,MU.P.4.2,"By the end of the preschool experience (approximately 60 months/5 years old), students may:",Express personal interests regarding why some music selections are preferred over others.
Music,Preschool,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Recognize music in daily life.,MU.P.4.2,Supportive Teaching Practices/Adults May:,Play a variety of culturally diverse music styles for children.
Music,Preschool,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Recognize music in daily life.,MU.P.4.2,Supportive Teaching Practices/Adults May:,"Demonstrate movement to music (e.g., marching, skipping, walking, rocking)."
Music,Preschool,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Recognize music in daily life.,MU.P.4.2,Supportive Teaching Practices/Adults May:,Encourage free movement to music of various styles.
Music,Preschool,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Recognize music in daily life.,MU.P.4.2,Examples of Learning/Children May:,"Move in different ways to different styles of music (children's songs, lullabies, jazz, marches, mariachi, etc.)."
Music,Preschool,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Recognize music in daily life.,MU.P.4.2,Examples of Learning/Children May:,"Bounce, sway, walk, march, skip to music."
Music,Kindergarten,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Respond to musical opposites.,MU.K.1.1,Students Can:,Echo and perform melodic and rhythmic patterns.
Music,Kindergarten,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Respond to musical opposites.,MU.K.1.1,Students Can:,"Respond (sing, move, and play) to changes in mood or form (e.g., beat, tempo, dynamics, and melodic direction)."
Music,Kindergarten,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Respond to musical opposites.,MU.K.1.1,Students Can:,"Respond (sing, move, and play) to music, differentiating between sound and silence."
Music,Kindergarten,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Respond to musical opposites.,MU.K.1.1,Colorado Essential Skills:,Recognize that problems can be identified and possible solutions can be created. (Creativity and Innovation)
Music,Kindergarten,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Respond to musical opposites.,MU.K.1.1,Colorado Essential Skills:,Recognize and describe cause-and-effect relationships and patterns in everyday experiences. (Critical Thinking and Analysis)
Music,Kindergarten,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Respond to musical opposites.,MU.K.1.1,Inquiry Questions:,How does different music change the way you feel?
Music,Kindergarten,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Respond to musical opposites.,MU.K.1.1,Inquiry Questions:,Is silence a part of music?
Music,Kindergarten,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Respond to musical opposites.,MU.K.1.1,Inquiry Questions:,How many different ways can you move to music?
Music,Kindergarten,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Respond to musical opposites.,MU.K.1.1,Expand and Connect:,Using developmentally appropriate movements to express music demonstrates ability to respond to musical elements.
Music,Kindergarten,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Respond to musical opposites.,MU.K.1.1,Expand and Connect:,Gross and fine motor skills are refined when responding to music through movement.
Music,Kindergarten,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Respond to musical opposites.,MU.K.1.1,Expand and Connect:,Expressing music through movement and dance is an important part of all cultures.
Music,Kindergarten,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, expressive elements.",MU.K.1.2,Students Can:,Demonstrate using developmentally appropriate songs and singing games from a variety of cultures.
Music,Kindergarten,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, expressive elements.",MU.K.1.2,Students Can:,"Demonstrate speaking, singing, whispering, shouting, and inner voice (audiation)."
Music,Kindergarten,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, expressive elements.",MU.K.1.2,Colorado Essential Skills:,Communicating a variety of ideas and emotions through performance demonstrates a willingness to try new things. (Adaptability and Flexibility)
Music,Kindergarten,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, expressive elements.",MU.K.1.2,Colorado Essential Skills:,"Accurately recognize one's own emotions, thoughts, and values and how they influence a performance. (Self-Awareness)"
Music,Kindergarten,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, expressive elements.",MU.K.1.2,Colorado Essential Skills:,Articulate musical ideas using different forms of communication to express themselves. (Interpersonal Communication)
Music,Kindergarten,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, expressive elements.",MU.K.1.2,Inquiry Questions:,How does performing songs help you learn?
Music,Kindergarten,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, expressive elements.",MU.K.1.2,Inquiry Questions:,How does music express thoughts and feelings?
Music,Kindergarten,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, expressive elements.",MU.K.1.2,Inquiry Questions:,How can movement communicate the meaning of a piece of music?
Music,Kindergarten,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, expressive elements.",MU.K.1.2,Expand and Connect:,"Use of nursery rhymes, counting songs, spelling songs, celebration songs, holiday songs, and patriotic songs enables varying ways to teach content skills."
Music,Kindergarten,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, expressive elements.",MU.K.1.2,Expand and Connect:,Musicality is the ability to perform and respond to music in meaningful ways.
Music,Kindergarten,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, expressive elements.",MU.K.1.2,Expand and Connect:,Movement can demonstrate the ability to follow musical elements.
Music,Kindergarten,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher critique and self-reflection to refine individual technique and performance of developmentally appropriate songs.,MU.K.1.3,Students Can:,Engage in refinement and feedback processes to prepare music for performance.
Music,Kindergarten,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher critique and self-reflection to refine individual technique and performance of developmentally appropriate songs.,MU.K.1.3,Students Can:,Self-evaluate to refine musical performance.
Music,Kindergarten,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher critique and self-reflection to refine individual technique and performance of developmentally appropriate songs.,MU.K.1.3,Colorado Essential Skills:,Evaluating progress through practicing and adapting musical skills to attain performance goals aids in developing musicianship. (Perseverance and Resilience)
Music,Kindergarten,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher critique and self-reflection to refine individual technique and performance of developmentally appropriate songs.,MU.K.1.3,Colorado Essential Skills:,"Recognizing where performance problems can be identified, as well as possible solutions can be created within musical practice and refinement processes, increases critical thinking within a musical context. (Critical Thinking and Analysis)"
Music,Kindergarten,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher critique and self-reflection to refine individual technique and performance of developmentally appropriate songs.,MU.K.1.3,Colorado Essential Skills:,Implementing a variety of teacher provided task and time management strategies through musical practice and refinement processes supports development of high-quality musical products determined by teacher criteria. (Self-Management)
Music,Kindergarten,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher critique and self-reflection to refine individual technique and performance of developmentally appropriate songs.,MU.K.1.3,Colorado Essential Skills:,Synthesizing information from multiple sources helps to demonstrate understanding of a topic. (Data Analysis)
Music,Kindergarten,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher critique and self-reflection to refine individual technique and performance of developmentally appropriate songs.,MU.K.1.3,Inquiry Questions:,When is a musical work ready to share?
Music,Kindergarten,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher critique and self-reflection to refine individual technique and performance of developmentally appropriate songs.,MU.K.1.3,Inquiry Questions:,How do individual musicians improve the quality of their performance?
Music,Kindergarten,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher critique and self-reflection to refine individual technique and performance of developmentally appropriate songs.,MU.K.1.3,Inquiry Questions:,Why is it important for the performer to stay focused throughout the performance?
Music,Kindergarten,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher critique and self-reflection to refine individual technique and performance of developmentally appropriate songs.,MU.K.1.3,Expand and Connect:,Musicality is the ability to perform and respond to music in meaningful ways.
Music,Kindergarten,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher critique and self-reflection to refine individual technique and performance of developmentally appropriate songs.,MU.K.1.3,Expand and Connect:,Using movements to express music demonstrates ability to accurately respond to musical elements.
Music,Kindergarten,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher critique and self-reflection to refine individual technique and performance of developmentally appropriate songs.,MU.K.1.3,Expand and Connect:,Music can contain a theme just as a story contains a main idea.
Music,Kindergarten,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange simple patterns using rhythm and/or pitch.",MU.K.2.1,Students Can:,[Compose](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) a short pattern to represent a character or idea in a story or poem.
Music,Kindergarten,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange simple patterns using rhythm and/or pitch.",MU.K.2.1,Students Can:,[Improvise](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) sound effects and simple patterns to stories and poems.
Music,Kindergarten,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange simple patterns using rhythm and/or pitch.",MU.K.2.1,Students Can:,"[Arrange](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) sound effect patterns to embellish songs, stories and poems."
Music,Kindergarten,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange simple patterns using rhythm and/or pitch.",MU.K.2.1,Colorado Essential Skills:,"Composing, improvising, and arranging help to synthesize ideas in original and surprising ways. (Creativity and Innovation)"
Music,Kindergarten,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange simple patterns using rhythm and/or pitch.",MU.K.2.1,Colorado Essential Skills:,"Composing, improvising, and arranging cause one to innovate from failure, connect learning across domains, and recognize new opportunities. (Adaptability and Flexibility)"
Music,Kindergarten,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange simple patterns using rhythm and/or pitch.",MU.K.2.1,Colorado Essential Skills:,"Creating music requires consideration of purpose, audience, planning, and delivery. (Civic Engagement)"
Music,Kindergarten,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange simple patterns using rhythm and/or pitch.",MU.K.2.1,Inquiry Questions:,How can music help to tell a story?
Music,Kindergarten,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange simple patterns using rhythm and/or pitch.",MU.K.2.1,Inquiry Questions:,Where else can you find patterns?
Music,Kindergarten,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange simple patterns using rhythm and/or pitch.",MU.K.2.1,Inquiry Questions:,Why are patterns important in music?
Music,Kindergarten,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange simple patterns using rhythm and/or pitch.",MU.K.2.1,Expand and Connect:,Students can make connections between the personality of a character in a story and how they are portrayed with a musical theme or motif.
Music,Kindergarten,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange simple patterns using rhythm and/or pitch.",MU.K.2.1,Expand and Connect:,"Students can use technology to create, sample and manipulate sound effects. They can also use the internet as a resource for environmental sounds."
Music,Kindergarten,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,1. Identify and demonstrate melodic and rhythmic opposites.,MU.K.3.1,Students Can:,"Melody: Identify and demonstrate high/low, same/different, up/down."
Music,Kindergarten,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,1. Identify and demonstrate melodic and rhythmic opposites.,MU.K.3.1,Students Can:,"Rhythm: Identify/differentiate and demonstrate beat/no beat, same/different."
Music,Kindergarten,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,1. Identify and demonstrate melodic and rhythmic opposites.,MU.K.3.1,Colorado Essential Skills:,"Reading and analyzing music increase knowledge and development of musical ideas, as well as musical understanding. (Creativity and Innovation)"
Music,Kindergarten,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,1. Identify and demonstrate melodic and rhythmic opposites.,MU.K.3.1,Colorado Essential Skills:,"Writing music allows application of knowledge, making informed decisions, and transferring that knowledge to new contexts. (Self-Awareness)"
Music,Kindergarten,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,1. Identify and demonstrate melodic and rhythmic opposites.,MU.K.3.1,Colorado Essential Skills:,Reading and analyzing music are opportunities to look for and value different perspectives expressed by others. (Adaptability and Flexibility)
Music,Kindergarten,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,1. Identify and demonstrate melodic and rhythmic opposites.,MU.K.3.1,Inquiry Questions:,How do opposites make music more interesting to listen to?
Music,Kindergarten,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,1. Identify and demonstrate melodic and rhythmic opposites.,MU.K.3.1,Inquiry Questions:,Why is it important to keep a steady beat in certain situations?
Music,Kindergarten,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,1. Identify and demonstrate melodic and rhythmic opposites.,MU.K.3.1,Expand and Connect:,Demonstrating musical opposites through movement helps to assess one's understanding of opposites.
Music,Kindergarten,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,1. Identify and demonstrate melodic and rhythmic opposites.,MU.K.3.1,Expand and Connect:,Demonstrating opposites builds long-term memory and connections to literary and societal opposites.
Music,Kindergarten,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,1. Identify and demonstrate melodic and rhythmic opposites.,MU.K.3.1,Expand and Connect:,Specific vocabulary is necessary to describe music.
Music,Kindergarten,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,2. Identify and demonstrate tempo and dynamic opposites.,MU.K.3.2,Students Can:,Tempo: Identify/differentiate and demonstrate fast/slow.
Music,Kindergarten,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,2. Identify and demonstrate tempo and dynamic opposites.,MU.K.3.2,Students Can:,"Dynamics: Identify/differentiate and demonstrate loud/quiet, sound/silence, same/different."
Music,Kindergarten,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,2. Identify and demonstrate tempo and dynamic opposites.,MU.K.3.2,Colorado Essential Skills:,"Interpreting expressive musical elements provides an opportunity to recognize personal characteristics, preferences, thoughts, and feelings. (Self-Awareness)"
Music,Kindergarten,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,2. Identify and demonstrate tempo and dynamic opposites.,MU.K.3.2,Colorado Essential Skills:,Using expressive musical elements provides recognition and awareness of the value in different perspectives expressed by others. (Adaptability and Flexibility)
Music,Kindergarten,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,2. Identify and demonstrate tempo and dynamic opposites.,MU.K.3.2,Colorado Essential Skills:,Using a variety of expressive elements in music demonstrates an ability to try new things. (Creativity and Innovation)
Music,Kindergarten,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,2. Identify and demonstrate tempo and dynamic opposites.,MU.K.3.2,Inquiry Questions:,How can we make songs sound more interesting?
Music,Kindergarten,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,2. Identify and demonstrate tempo and dynamic opposites.,MU.K.3.2,Expand and Connect:,Demonstrating opposites aurally and kinesthetically builds long-term memory and connections to literary and societal opposites.
Music,Kindergarten,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,2. Identify and demonstrate tempo and dynamic opposites.,MU.K.3.2,Expand and Connect:,Demonstrating musical opposites through movement helps to assess one's understanding of opposites.
Music,Kindergarten,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,2. Identify and demonstrate tempo and dynamic opposites.,MU.K.3.2,Expand and Connect:,"Various musical styles (folk music, classical music, marches, and lullabies) can be used to provide examples of same and different."
Music,Kindergarten,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,3. Identify and demonstrate basic form and timbre elements.,MU.K.3.3,Students Can:,"Timbre: Aurally identify vocal/instrumental sounds, speaking/singing/whispering/shouting voices."
Music,Kindergarten,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,3. Identify and demonstrate basic form and timbre elements.,MU.K.3.3,Students Can:,"Form: Aurally identify same/different, introduction, question/answer."
Music,Kindergarten,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,3. Identify and demonstrate basic form and timbre elements.,MU.K.3.3,Colorado Essential Skills:,Recognizing musical structure provides a format to describe cause and effect relationships and patterns (Critical Thinking and Analysis)
Music,Kindergarten,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,3. Identify and demonstrate basic form and timbre elements.,MU.K.3.3,Colorado Essential Skills:,Applying knowledge of musical form and structure allows design parameters to set goals and make informed decisions to learned and new concepts. (Self-Management)
Music,Kindergarten,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,3. Identify and demonstrate basic form and timbre elements.,MU.K.3.3,Inquiry Questions:,How do voices and instruments sound different?
Music,Kindergarten,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,3. Identify and demonstrate basic form and timbre elements.,MU.K.3.3,Inquiry Questions:,"When people listen to a piece of music, what are they listening for?"
Music,Kindergarten,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,3. Identify and demonstrate basic form and timbre elements.,MU.K.3.3,Inquiry Questions:,What makes voices and instruments sound different?
Music,Kindergarten,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,3. Identify and demonstrate basic form and timbre elements.,MU.K.3.3,Expand and Connect:,"Ample experiences of ""same/different"" set up eventual understanding of binary (AB) form."
Music,Kindergarten,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,3. Identify and demonstrate basic form and timbre elements.,MU.K.3.3,Expand and Connect:,The ability to hear same and different phrases is a foundational skill to developing aural discrimination.
Music,Kindergarten,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,3. Identify and demonstrate basic form and timbre elements.,MU.K.3.3,Expand and Connect:,"Identifying similar themes, patterns, and textures in stories, songs, and art forms provides practice and exploration in how themes/patterns and textures are used in the world."
Music,Kindergarten,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Describe musical preferences in their own words.,MU.K.4.1,Students Can:,"Communicate understanding of musical ideas or moods through a variety of mediums and modalities (e.g., movement, drawing, story-telling)."
Music,Kindergarten,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Describe musical preferences in their own words.,MU.K.4.1,Students Can:,Apply musical concepts to describe personal preferences or reactions to music.
Music,Kindergarten,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Describe musical preferences in their own words.,MU.K.4.1,Colorado Essential Skills:,Discerning musical preferences allows individuals to make connections between information gathered and personal experiences. (Self-Awareness)
Music,Kindergarten,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Describe musical preferences in their own words.,MU.K.4.1,Inquiry Questions:,Why do we choose different music for different events?
Music,Kindergarten,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Describe musical preferences in their own words.,MU.K.4.1,Inquiry Questions:,Why does some music make you want to move?
Music,Kindergarten,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Describe musical preferences in their own words.,MU.K.4.1,Expand and Connect:,"Connecting music to other art forms (painting, sculpting, dancing) provides children with another way to express thoughts and emotions."
Music,Kindergarten,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Recognize relationships between music and celebrations in daily life.,MU.K.4.2,Students Can:,Recognize the use of music in media.
Music,Kindergarten,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Recognize relationships between music and celebrations in daily life.,MU.K.4.2,Students Can:,Listen and respond to various musical styles (such as marches and lullabies).
Music,Kindergarten,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Recognize relationships between music and celebrations in daily life.,MU.K.4.2,Students Can:,Communicate how music for various purposes contributes to specific experiences.
Music,Kindergarten,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Recognize relationships between music and celebrations in daily life.,MU.K.4.2,Colorado Essential Skills:,Experiencing and analyzing music of different cultures helps to identify and explain cultural perspectives. (Global and Cultural Awareness)
Music,Kindergarten,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Recognize relationships between music and celebrations in daily life.,MU.K.4.2,Inquiry Questions:,Why do we choose different music for different occasions?
Music,Kindergarten,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Recognize relationships between music and celebrations in daily life.,MU.K.4.2,Inquiry Questions:,What causes various instruments and voices to sound different from each other?
Music,Kindergarten,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Recognize relationships between music and celebrations in daily life.,MU.K.4.2,Inquiry Questions:,What makes one genre different from another?
Music,Kindergarten,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Recognize relationships between music and celebrations in daily life.,MU.K.4.2,Expand and Connect:,"Discussing ways that we listen to music in daily life (in the car, headphones, in an audience, on the computer or television) provides a connection to the many purposes and functions music serves in daily life."
Music,Kindergarten,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Recognize relationships between music and celebrations in daily life.,MU.K.4.2,Expand and Connect:,"Providing diverse examples of the use of music in society builds a beginning understanding of the role music plays in individual experiences, family events."
Music,First Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Perform/Demonstrate music that exhibits learned rhythmic and melodic patterns.,MU.1.1.1,Students Can:,Demonstrate melodic patterns that include same/different and three-pitch melodies.
Music,First Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Perform/Demonstrate music that exhibits learned rhythmic and melodic patterns.,MU.1.1.1,Students Can:,"Demonstrate rhythmic patterns that include quarter note, paired eighth notes, and quarter rest."
Music,First Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Perform/Demonstrate music that exhibits learned rhythmic and melodic patterns.,MU.1.1.1,Students Can:,Demonstrate a steady beat while contrasting rhythms are being played.
Music,First Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Perform/Demonstrate music that exhibits learned rhythmic and melodic patterns.,MU.1.1.1,Students Can:,Apply the concept of steady beat to music with contrasting rhythms and tempos.
Music,First Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Perform/Demonstrate music that exhibits learned rhythmic and melodic patterns.,MU.1.1.1,Colorado Essential Skills:,Build on personal experience to specify a challenging problem to investigate. (Creativity and Innovation)
Music,First Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Perform/Demonstrate music that exhibits learned rhythmic and melodic patterns.,MU.1.1.1,Colorado Essential Skills:,Recognize and describe cause-and-effect relationships and patterns in everyday experiences. (Critical Thinking and Analysis)
Music,First Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Perform/Demonstrate music that exhibits learned rhythmic and melodic patterns.,MU.1.1.1,Colorado Essential Skills:,Demonstrate a willingness to try new things. (Creativity and Innovation)
Music,First Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Perform/Demonstrate music that exhibits learned rhythmic and melodic patterns.,MU.1.1.1,Inquiry Questions:,Why is it important to keep a steady beat in certain situations?
Music,First Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Perform/Demonstrate music that exhibits learned rhythmic and melodic patterns.,MU.1.1.1,Inquiry Questions:,Why are patterns important in music?
Music,First Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Perform/Demonstrate music that exhibits learned rhythmic and melodic patterns.,MU.1.1.1,Expand and Connect:,Use of culturally diverse nursery rhymes and songs to enable varying ways to teach content skills and concepts.
Music,First Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Perform/Demonstrate music that exhibits learned rhythmic and melodic patterns.,MU.1.1.1,Expand and Connect:,Musicality is the ability to perform and respond to music in meaningful ways.
Music,First Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,1. Perform/Demonstrate music that exhibits learned rhythmic and melodic patterns.,MU.1.1.1,Expand and Connect:,"When performers respond to patterns and symbols of music, they are communicating a composer's message just as a reader is communicating an author's message."
Music,First Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, tone and expressive elements.",MU.1.1.2,Students Can:,Demonstrate a variety of culturally diverse songs while maintaining steady beat.
Music,First Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, tone and expressive elements.",MU.1.1.2,Students Can:,Demonstrate appropriate tempo and dynamic levels.
Music,First Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, tone and expressive elements.",MU.1.1.2,Colorado Essential Skills:,Communicating a variety of ideas and emotions through performance demonstrates a willingness to try new things. (Adaptability and Flexibility)
Music,First Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, tone and expressive elements.",MU.1.1.2,Colorado Essential Skills:,"Consider purpose, formality of context/audience, and distinct cultural norms when planning content, mode, delivery, and expression of a performance. (Social Awareness)"
Music,First Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, tone and expressive elements.",MU.1.1.2,Colorado Essential Skills:,Articulate musical ideas using different forms of communication to express themselves. (Interpersonal Communication)
Music,First Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, tone and expressive elements.",MU.1.1.2,Inquiry Questions:,How can music tell a story?
Music,First Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, tone and expressive elements.",MU.1.1.2,Inquiry Questions:,Why are there changes in tempo and dynamic level in music?
Music,First Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, tone and expressive elements.",MU.1.1.2,Inquiry Questions:,Why is it important to keep a steady beat in certain situations?
Music,First Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, tone and expressive elements.",MU.1.1.2,Expand and Connect:,Singing songs focusing on phonemic awareness and songs that use cross body movements aid in the physiological needs of beginning reading skills.
Music,First Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, tone and expressive elements.",MU.1.1.2,Expand and Connect:,Musicality is the ability to perform and respond to music in a variety of ways.
Music,First Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, tone and expressive elements.",MU.1.1.2,Expand and Connect:,Responding to patterns and symbols in music communicates a composer's message just as a reader is communicating an author's message.
Music,First Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of basic songs.,MU.1.1.3,Students Can:,Engage in refinement and feedback processes to prepare music for performance.
Music,First Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of basic songs.,MU.1.1.3,Students Can:,Self-evaluate to refine musical performance.
Music,First Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of basic songs.,MU.1.1.3,Students Can:,Critique expressive elements performed by others.
Music,First Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of basic songs.,MU.1.1.3,Colorado Essential Skills:,Evaluating progress through practicing and adapting musical skills to attain performance goals aids in developing musicianship. (Perseverance and Resilience)
Music,First Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of basic songs.,MU.1.1.3,Colorado Essential Skills:,"Recognizing where performance problems can be identified, as well as possible solutions can be created within musical practice and refinement processes, increases critical thinking within a musical context. (Critical Thinking and Analysis)"
Music,First Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of basic songs.,MU.1.1.3,Colorado Essential Skills:,Implementing a variety of task and time management strategies through musical practice and refinement processes supports development of high-quality musical products. (Self-Management)
Music,First Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of basic songs.,MU.1.1.3,Colorado Essential Skills:,Synthesizing information from multiple sources helps to demonstrate understanding of a topic. (Problem Solver: Critical Thinking and Analysis)
Music,First Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of basic songs.,MU.1.1.3,Inquiry Questions:,When is a musical work ready to share?
Music,First Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of basic songs.,MU.1.1.3,Inquiry Questions:,Why is it important to interpret music symbols accurately and consistently in certain musical situations?
Music,First Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of basic songs.,MU.1.1.3,Inquiry Questions:,"Why is it important to follow the person leading the group (e.g., director, conductor, teacher)?"
Music,First Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of basic songs.,MU.1.1.3,Expand and Connect:,Musicality is the ability to perform and respond to music in a variety of ways.
Music,First Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of basic songs.,MU.1.1.3,Expand and Connect:,Understanding responsible personal and social behaviors in musical settings gives insights to societal expectations in similar group settings.
Music,First Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of basic songs.,MU.1.1.3,Expand and Connect:,"When performers respond to patterns and symbols of music, they are communicating a composer's message just as a reader is communicating an author's message."
Music,First Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create, document, improvise, and arrange short phrases using rhythm and/or pitch.",MU.1.2.1,Students Can:,"Create and document a short instrumental and vocal pattern to accompany culturally diverse poems, rhymes, and stories."
Music,First Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create, document, improvise, and arrange short phrases using rhythm and/or pitch.",MU.1.2.1,Students Can:,[Improvise](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) short patterns using learned pitches and rhythms.
Music,First Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create, document, improvise, and arrange short phrases using rhythm and/or pitch.",MU.1.2.1,Students Can:,"[Arrange](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) instrumental and vocal patterns to enhance culturally diverse poems, rhymes, stories and songs. (e.g., create a spooky soundscape to go with a Halloween poem; create a happy pattern to be background music for a happy part of a story)"
Music,First Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create, document, improvise, and arrange short phrases using rhythm and/or pitch.",MU.1.2.1,Colorado Essential Skills:,"Composing, improvising, and arranging help to synthesize ideas in original and surprising ways. (Creativity and Innovation)"
Music,First Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create, document, improvise, and arrange short phrases using rhythm and/or pitch.",MU.1.2.1,Colorado Essential Skills:,"Composing, improvising, and arranging cause one to innovate from failure, connect learning across domains, and recognize new opportunities. (Adaptability and Flexibility)"
Music,First Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create, document, improvise, and arrange short phrases using rhythm and/or pitch.",MU.1.2.1,Colorado Essential Skills:,"Creating music requires consideration of purpose, audience, planning, and delivery. (Civic Engagement)"
Music,First Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create, document, improvise, and arrange short phrases using rhythm and/or pitch.",MU.1.2.1,Inquiry Questions:,How can music help to tell a story?
Music,First Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create, document, improvise, and arrange short phrases using rhythm and/or pitch.",MU.1.2.1,Inquiry Questions:,Why are phrases important in music?
Music,First Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create, document, improvise, and arrange short phrases using rhythm and/or pitch.",MU.1.2.1,Inquiry Questions:,How does music notation help a musical creator share and save their music?
Music,First Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create, document, improvise, and arrange short phrases using rhythm and/or pitch.",MU.1.2.1,Expand and Connect:,"Students can use technology to create, sample and manipulate sound effects. They can also use the internet as a resource for sounds."
Music,First Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create, document, improvise, and arrange short phrases using rhythm and/or pitch.",MU.1.2.1,Expand and Connect:,Exploring how music fits a story can lead to the connection between music and language arts.
Music,First Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create, document, improvise, and arrange short phrases using rhythm and/or pitch.",MU.1.2.1,Expand and Connect:,Using expressive elements in creating music can give students a deeper understanding of these fundamentals.
Music,First Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create, document, improvise, and arrange short phrases using rhythm and/or pitch.",MU.1.2.1,Expand and Connect:,Creating patterns in music can provide insight to identifying patterns in the world around them.
Music,First Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,1. Identify and demonstrate introductory melodic and rhythmic patterns.,MU.1.3.1,Students Can:,"Melody: Identify and demonstrate same/different patterns, three-pitch patterns."
Music,First Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,1. Identify and demonstrate introductory melodic and rhythmic patterns.,MU.1.3.1,Students Can:,"Rhythm: Identify and demonstrate rhythmic patterns that include one sound for one beat, two equal sounds for one beat, and one silent beat (quarter note/rest, paired eighth notes, steady beat, strong/weak, beat vs rhythm, same/different)."
Music,First Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,1. Identify and demonstrate introductory melodic and rhythmic patterns.,MU.1.3.1,Colorado Essential Skills:,"Reading and analyzing music increases knowledge and development of musical ideas, as well as musical understanding. (Creativity and Innovation)"
Music,First Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,1. Identify and demonstrate introductory melodic and rhythmic patterns.,MU.1.3.1,Colorado Essential Skills:,"Writing music allows application of knowledge, making informed decisions, and transferring that knowledge to new contexts. (Self-Awareness)"
Music,First Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,1. Identify and demonstrate introductory melodic and rhythmic patterns.,MU.1.3.1,Colorado Essential Skills:,Reading and analyzing music are opportunities to look for and value different perspectives expressed by others (Global and Cultural Awareness)
Music,First Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,1. Identify and demonstrate introductory melodic and rhythmic patterns.,MU.1.3.1,Inquiry Questions:,How do melody and rhythm make music interesting?
Music,First Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,1. Identify and demonstrate introductory melodic and rhythmic patterns.,MU.1.3.1,Inquiry Questions:,Why is it important to keep a steady beat in certain situations?
Music,First Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,1. Identify and demonstrate introductory melodic and rhythmic patterns.,MU.1.3.1,Inquiry Questions:,How will identifying notes and rests help me in performing music?
Music,First Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,1. Identify and demonstrate introductory melodic and rhythmic patterns.,MU.1.3.1,Expand and Connect:,"The ability to recognize the patterns that occur in music relates to the patterns that can be found in many disciplines and vocations (mathematics, history, visual art and design, architecture, science)."
Music,First Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,1. Identify and demonstrate introductory melodic and rhythmic patterns.,MU.1.3.1,Expand and Connect:,Students can make connections between one and two syllable words to one sound that represents a single beat of music and two equal sounds that represent a single beat of music.
Music,First Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,1. Identify and demonstrate introductory melodic and rhythmic patterns.,MU.1.3.1,Expand and Connect:,Music notation is a visual representation of organized sound and silence.
Music,First Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify, label, and demonstrate changes in tempos and dynamics.",MU.1.3.2,Students Can:,Tempo: Identify and demonstrate faster/slower.
Music,First Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify, label, and demonstrate changes in tempos and dynamics.",MU.1.3.2,Students Can:,"Dynamics: Identify and demonstrate louder/softer, piano, forte"
Music,First Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify, label, and demonstrate changes in tempos and dynamics.",MU.1.3.2,Colorado Essential Skills:,"Interpreting expressive musical elements provides an opportunity to recognize personal characteristics, preferences, thoughts, and feelings. (Self-Advocacy and Initiative)"
Music,First Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify, label, and demonstrate changes in tempos and dynamics.",MU.1.3.2,Colorado Essential Skills:,Using expressive musical elements provides recognition and awareness of the value in different perspectives expressed by others. (Social Awareness)
Music,First Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify, label, and demonstrate changes in tempos and dynamics.",MU.1.3.2,Colorado Essential Skills:,Using a variety of expressive elements in music demonstrates a willingness to try new things. (Adaptability and Flexibility)
Music,First Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify, label, and demonstrate changes in tempos and dynamics.",MU.1.3.2,Inquiry Questions:,What are ways music can be made more interesting?
Music,First Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify, label, and demonstrate changes in tempos and dynamics.",MU.1.3.2,Expand and Connect:,Music from various cultures changes expressive elements to convey a message.
Music,First Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify, label, and demonstrate changes in tempos and dynamics.",MU.1.3.2,Expand and Connect:,Demonstrating opposites kinesthetically builds long-term memory and connections to literary and societal opposites.
Music,First Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate basic form/structure, meter/beat groupings, and timbre elements.",MU.1.3.3,Students Can:,"Form/Structure: Aurally identify phrase, AB."
Music,First Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate basic form/structure, meter/beat groupings, and timbre elements.",MU.1.3.3,Students Can:,"Meter/Beat Groupings: Identify and demonstrate steady beat, in different meters/beat groupings."
Music,First Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate basic form/structure, meter/beat groupings, and timbre elements.",MU.1.3.3,Students Can:,Timbre: Aurally identify pitched/non-pitched instruments.
Music,First Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate basic form/structure, meter/beat groupings, and timbre elements.",MU.1.3.3,Colorado Essential Skills:,Recognizing musical form and structure provides a format to describe cause-and-effect relationships and patterns (Critical Thinking and Analysis)
Music,First Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate basic form/structure, meter/beat groupings, and timbre elements.",MU.1.3.3,Colorado Essential Skills:,Applying knowledge of musical form and structure allows design parameters to set goals and make informed decisions to learned and new concepts (Self-Awareness)
Music,First Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate basic form/structure, meter/beat groupings, and timbre elements.",MU.1.3.3,Inquiry Questions:,How do voices and instruments sound different?
Music,First Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate basic form/structure, meter/beat groupings, and timbre elements.",MU.1.3.3,Inquiry Questions:,"When people listen to a piece of music, what are they listening for?"
Music,First Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate basic form/structure, meter/beat groupings, and timbre elements.",MU.1.3.3,Inquiry Questions:,Why do instruments (or voices) belong to certain families/groups?
Music,First Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate basic form/structure, meter/beat groupings, and timbre elements.",MU.1.3.3,Expand and Connect:,"Various musical styles (folk music, classical music, marches, lullabies, holidays) use an AB pattern and/or introduction or phrases."
Music,First Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate basic form/structure, meter/beat groupings, and timbre elements.",MU.1.3.3,Expand and Connect:,"Describing other disciplines that could have an AB pattern provides a connection to what a pattern is, how it is constructed, and where it can be found."
Music,First Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate basic form/structure, meter/beat groupings, and timbre elements.",MU.1.3.3,Expand and Connect:,"Musical themes, patterns, and textures can be compared to the use of these elements in stories, songs, and other art forms."
Music,First Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Describe and/or demonstrate how ideas or moods are communicated through music.,MU.1.4.1,Students Can:,Describe specific elements of music that impact thoughts or emotions.
Music,First Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Describe and/or demonstrate how ideas or moods are communicated through music.,MU.1.4.1,Students Can:,"Communicate understanding of music ideas or moods through of variety of mediums (e.g., movement, drawing, storytelling)."
Music,First Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Describe and/or demonstrate how ideas or moods are communicated through music.,MU.1.4.1,Students Can:,Apply musical concepts to describe personal preferences or reactions to music.
Music,First Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Describe and/or demonstrate how ideas or moods are communicated through music.,MU.1.4.1,Colorado Essential Skills:,Articulating the mood of a particular piece of music requires interpretation of aural information to draw conclusions. (Critical Thinking and Analysis)
Music,First Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Describe and/or demonstrate how ideas or moods are communicated through music.,MU.1.4.1,Inquiry Questions:,How can certain movements be more appropriate for one type of music than another?
Music,First Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Describe and/or demonstrate how ideas or moods are communicated through music.,MU.1.4.1,Inquiry Questions:,What are some specific elements in music that can change the feelings that are communicated?
Music,First Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Describe and/or demonstrate how ideas or moods are communicated through music.,MU.1.4.1,Inquiry Questions:,How do the basic elements of music communicate thoughts or emotions?
Music,First Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Describe and/or demonstrate how ideas or moods are communicated through music.,MU.1.4.1,Expand and Connect:,"Looking at a variety of dance styles (e.g., ballet, samba, hip-hop, tap, flamenco) can bring clarity to the idea that different styles of music make us feel and move differently."
Music,First Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Describe and/or demonstrate how ideas or moods are communicated through music.,MU.1.4.1,Expand and Connect:,"Ideas and moods expressed through music are conveyed in other areas of the arts (books, movies, theater, dance, performances, commercials.)"
Music,First Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,"2. Identify, discuss, and respond to music created for specific purposes.",MU.1.4.2,Students Can:,"Describe how ideas or moods are communicated through music written for specific purposes (such as holiday, march, lullaby)."
Music,First Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,"2. Identify, discuss, and respond to music created for specific purposes.",MU.1.4.2,Students Can:,Describe specific elements of music that impact thoughts or emotions.
Music,First Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,"2. Identify, discuss, and respond to music created for specific purposes.",MU.1.4.2,Students Can:,"Create [developmentally appropriate](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) responses to music from various genres, periods, and styles (rhythm, melody, form)."
Music,First Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,"2. Identify, discuss, and respond to music created for specific purposes.",MU.1.4.2,Colorado Essential Skills:,Experiencing and analyzing music of different cultures helps to identify and explain cultural perspectives. (Global and Cultural Awareness)
Music,First Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,"2. Identify, discuss, and respond to music created for specific purposes.",MU.1.4.2,Inquiry Questions:,How does music that is created for various purposes contribute to a specific experience?
Music,First Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,"2. Identify, discuss, and respond to music created for specific purposes.",MU.1.4.2,Inquiry Questions:,How can instruments be used to convey various emotions?
Music,First Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,"2. Identify, discuss, and respond to music created for specific purposes.",MU.1.4.2,Inquiry Questions:,How does movement differ from one musical style to another?
Music,First Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,"2. Identify, discuss, and respond to music created for specific purposes.",MU.1.4.2,Expand and Connect:,Observing and imitating movement to a variety of musical styles (including cultural and historical excerpts) provides an understanding of the multitude of ways people can express themselves through music and movement.
Music,First Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,"2. Identify, discuss, and respond to music created for specific purposes.",MU.1.4.2,Expand and Connect:,"Using pictures, books and the internet to recognize various instruments by shape and sound develops an initial ability to identify the instruments and their contribution to different musical sounds and styles."
Music,Second Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and harmonic patterns.",MU.2.1.1,Students Can:,"Demonstrate and connect melodic, rhythmic, and harmonic patterns using expressive elements."
Music,Second Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and harmonic patterns.",MU.2.1.1,Students Can:,Demonstrate rhythmic and melodic ostinati in small groups.
Music,Second Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and harmonic patterns.",MU.2.1.1,Colorado Essential Skills:,Build on personal experience to specify a challenging problem to investigate. (Creativity and Innovation)
Music,Second Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and harmonic patterns.",MU.2.1.1,Colorado Essential Skills:,"Demonstrate flexibility, imagination, and inventiveness in taking on tasks and activities. (Adaptability and Flexibility)"
Music,Second Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and harmonic patterns.",MU.2.1.1,Colorado Essential Skills:,"Resist distractions, maintain attention, and continue the task at hand through frustration or challenges. (Perseverance and Resilience)"
Music,Second Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and harmonic patterns.",MU.2.1.1,Inquiry Questions:,Are silences as important as sounds in music?
Music,Second Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and harmonic patterns.",MU.2.1.1,Inquiry Questions:,How do accompaniments change a song?
Music,Second Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and harmonic patterns.",MU.2.1.1,Inquiry Questions:,How do patterns in math connect with patterns in music?
Music,Second Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and harmonic patterns.",MU.2.1.1,Expand and Connect:,Mathematic patterns can be identified in music.
Music,Second Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and harmonic patterns.",MU.2.1.1,Expand and Connect:,Music can communicates a message.
Music,Second Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, harmony, tone and expressive elements.",MU.2.1.2,Students Can:,"Demonstrate while using an instrumental accompaniment (e.g., bourdun)."
Music,Second Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, harmony, tone and expressive elements.",MU.2.1.2,Students Can:,"Demonstrate a variety of [developmentally appropriate](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) and culturally diverse melodies with accurate rhythm, tempo and dynamics."
Music,Second Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, harmony, tone and expressive elements.",MU.2.1.2,Students Can:,"Make observations and draw conclusions about the rhythms, tempos, and dynamics of the music to which students are singing, playing, and moving."
Music,Second Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, harmony, tone and expressive elements.",MU.2.1.2,Students Can:,"Apply the concepts of rhythm, tempo, and dynamics to the music to which students are singing, playing, and moving."
Music,Second Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, harmony, tone and expressive elements.",MU.2.1.2,Colorado Essential Skills:,Communicating a variety of ideas and emotions through performance demonstrates a willingness to try new things. (Interpersonal Communication)
Music,Second Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, harmony, tone and expressive elements.",MU.2.1.2,Colorado Essential Skills:,"Consider purpose, formality of context/audience, and distinct cultural norms when planning content, mode, delivery, and expression of a performance. (Social Awareness)"
Music,Second Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, harmony, tone and expressive elements.",MU.2.1.2,Colorado Essential Skills:,Articulate musical ideas using different types of communication to express themselves. (Interpersonal Communication)
Music,Second Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, harmony, tone and expressive elements.",MU.2.1.2,Inquiry Questions:,Why is it important to understand how to perform using the accurate notes and rhythms?
Music,Second Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, harmony, tone and expressive elements.",MU.2.1.2,Inquiry Questions:,How does music make you feel?
Music,Second Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, harmony, tone and expressive elements.",MU.2.1.2,Inquiry Questions:,How does playing technique alter the quality of sound?
Music,Second Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, harmony, tone and expressive elements.",MU.2.1.2,Expand and Connect:,Singing songs focusing on phonemic awareness and cross body movements develop reading skills.
Music,Second Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, harmony, tone and expressive elements.",MU.2.1.2,Expand and Connect:,Learning to express music along with others demonstrates teamwork.
Music,Second Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, harmony, tone and expressive elements.",MU.2.1.2,Expand and Connect:,Musicality is the ability to perform and respond to music in a variety of ways.
Music,Second Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of simple songs.,MU.2.1.3,Students Can:,Engage in refinement and feedback processes to prepare music for performance.
Music,Second Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of simple songs.,MU.2.1.3,Students Can:,Self-evaluate to refine musical performance.
Music,Second Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of simple songs.,MU.2.1.3,Students Can:,Critique expressive elements performed by others.
Music,Second Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of simple songs.,MU.2.1.3,Colorado Essential Skills:,Evaluating progress through practicing and adapting musical skills to attain performance goals aids in developing musicianship. (Perseverance and Resilience)
Music,Second Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of simple songs.,MU.2.1.3,Colorado Essential Skills:,"Recognizing where performance problems can be identified, as well as possible solutions can be created within musical practice and refinement processes, increases critical thinking within a musical context. (Critical Thinking and Analysis)"
Music,Second Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of simple songs.,MU.2.1.3,Colorado Essential Skills:,Implementing a variety of task and time management strategies through musical practice and refinement processes supports development of high-quality musical products. (Self-Management)
Music,Second Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of simple songs.,MU.2.1.3,Colorado Essential Skills:,Synthesizing information from multiple sources helps to demonstrate understanding of a topic. (Critical Thinking and Analysis)
Music,Second Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of simple songs.,MU.2.1.3,Inquiry Questions:,When is a musical work ready to share?
Music,Second Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of simple songs.,MU.2.1.3,Inquiry Questions:,Why is it important to interpret music symbols accurately and consistently?
Music,Second Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of simple songs.,MU.2.1.3,Inquiry Questions:,How will knowing musical symbols help me in performing music?
Music,Second Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of simple songs.,MU.2.1.3,Expand and Connect:,Learning to express music along productively with others demonstrates teamwork.
Music,Second Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of simple songs.,MU.2.1.3,Expand and Connect:,Understanding responsible personal and social behaviors in musical settings gives insights to societal expectations in similar group settings.
Music,Second Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of simple songs.,MU.2.1.3,Expand and Connect:,"When performers respond to patterns and symbols of music, they are communicating a composer's message just as a reader is communicating an author's message."
Music,Second Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create, document, improvise, and arrange phrases using rhythm and/or pitch.",MU.2.2.1,Students Can:,Create and document instrumental and vocal patterns using known rhythms and pitches.
Music,Second Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create, document, improvise, and arrange phrases using rhythm and/or pitch.",MU.2.2.1,Students Can:,[Improvise](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) instrumentally and/or vocally question-answer patterns using known rhythms and pitches.
Music,Second Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create, document, improvise, and arrange phrases using rhythm and/or pitch.",MU.2.2.1,Students Can:,"[Arrange](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) a song by adding an ostinato using known pitches and rhythms (e.g., let students design a minor ostinato to accompany a minor song they are singing in class; instructor gives the students the pitches and the students choose how to use them)."
Music,Second Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create, document, improvise, and arrange phrases using rhythm and/or pitch.",MU.2.2.1,Colorado Essential Skills:,"Composing, improvising, and arranging helps to synthesize ideas in original and surprising ways. (Creativity and Innovation)"
Music,Second Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create, document, improvise, and arrange phrases using rhythm and/or pitch.",MU.2.2.1,Colorado Essential Skills:,"Composing, improvising, and arranging cause one to innovate from failure, connect learning across domains, and recognize new opportunities. (Perseverance and Resilience)"
Music,Second Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create, document, improvise, and arrange phrases using rhythm and/or pitch.",MU.2.2.1,Colorado Essential Skills:,"Creating music requires consideration of purpose, audience, planning, and delivery. (Civic Engagement)"
Music,Second Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create, document, improvise, and arrange phrases using rhythm and/or pitch.",MU.2.2.1,Inquiry Questions:,Where else can you improvise?
Music,Second Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create, document, improvise, and arrange phrases using rhythm and/or pitch.",MU.2.2.1,Inquiry Questions:,How is improvisation like brainstorming?
Music,Second Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create, document, improvise, and arrange phrases using rhythm and/or pitch.",MU.2.2.1,Inquiry Questions:,How is improvising like having a conversation?
Music,Second Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create, document, improvise, and arrange phrases using rhythm and/or pitch.",MU.2.2.1,Expand and Connect:,"Crafting an improvised phrase provides the ability to focus on aural detail, strengthening other auditory abilities. (e.g., hearing phonemic differences, identify aural patterns in numeracy, ability to follow directions)"
Music,Second Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create, document, improvise, and arrange phrases using rhythm and/or pitch.",MU.2.2.1,Expand and Connect:,Technology can be used as a tool to record and/or create music for student self-reflection.
Music,Second Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create, document, improvise, and arrange phrases using rhythm and/or pitch.",MU.2.2.1,Expand and Connect:,"The ability to create patterns in music can be connected to patterns in other disciplines (e.g., math, visual art, dance, spelling)."
Music,Second Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate basic melodic, rhythmic, and harmonic patterns.",MU.2.3.1,Students Can:,Melody: Identify and demonstrate step/skip/repeat within a melody.
Music,Second Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate basic melodic, rhythmic, and harmonic patterns.",MU.2.3.1,Students Can:,"Rhythm: Identify and demonstrate patterns that include sounds and silence that last two beats and four beats (half note/rest, whole note/rest)."
Music,Second Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate basic melodic, rhythmic, and harmonic patterns.",MU.2.3.1,Students Can:,"Harmony: Identify and demonstrate introductory harmony using chords (e.g., intervals, borduns, ostinato, home tone)."
Music,Second Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate basic melodic, rhythmic, and harmonic patterns.",MU.2.3.1,Colorado Essential Skills:,"Reading and analyzing music increases knowledge and development of musical ideas, as well as musical understanding. (Creativity and Innovation)"
Music,Second Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate basic melodic, rhythmic, and harmonic patterns.",MU.2.3.1,Colorado Essential Skills:,"Writing music allows application of knowledge, making informed decisions, and transferring that knowledge to new contexts. (Career Awareness)"
Music,Second Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate basic melodic, rhythmic, and harmonic patterns.",MU.2.3.1,Colorado Essential Skills:,Reading and analyzing music are opportunities to look for and value different perspectives expressed by others. (Social Awareness)
Music,Second Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate basic melodic, rhythmic, and harmonic patterns.",MU.2.3.1,Inquiry Questions:,How does melody and rhythm make music interesting?
Music,Second Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate basic melodic, rhythmic, and harmonic patterns.",MU.2.3.1,Inquiry Questions:,What does harmony add to music?
Music,Second Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate basic melodic, rhythmic, and harmonic patterns.",MU.2.3.1,Inquiry Questions:,How do patterns in math correlate with patterns in music?
Music,Second Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate basic melodic, rhythmic, and harmonic patterns.",MU.2.3.1,Expand and Connect:,Identification of the differences and similarities between the alphabet and the musical alphabet provides insight to the understanding that Western music notation is a distinct language.
Music,Second Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate basic melodic, rhythmic, and harmonic patterns.",MU.2.3.1,Expand and Connect:,"The ability to recognize the patterns that occur in music relates to the patterns that can be found in many disciplines and vocations (mathematics, history, visual art and design, architecture, science)."
Music,Second Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate basic melodic, rhythmic, and harmonic patterns.",MU.2.3.1,Expand and Connect:,"Mathematical counting equivalents can be applied to sounds and silences that last two and four beats (half notes, half rests, whole notes, and whole rests)."
Music,Second Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate extreme changes in tempos, dynamics, and articulations.",MU.2.3.2,Students Can:,Tempo: Identify and demonstrate presto/largo.
Music,Second Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate extreme changes in tempos, dynamics, and articulations.",MU.2.3.2,Students Can:,Dynamics: Identify and demonstrate forte/piano.
Music,Second Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate extreme changes in tempos, dynamics, and articulations.",MU.2.3.2,Students Can:,"Articulation: Identify and demonstrate smooth/connected, short/separated."
Music,Second Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate extreme changes in tempos, dynamics, and articulations.",MU.2.3.2,Colorado Essential Skills:,"Interpreting expressive musical elements provides an opportunity to recognize personal characteristics, preferences, thoughts, and feelings. (Self-Awareness )"
Music,Second Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate extreme changes in tempos, dynamics, and articulations.",MU.2.3.2,Colorado Essential Skills:,Using expressive musical elements provides recognition and awareness of the value in different perspectives expressed by others. (Social Awareness)
Music,Second Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate extreme changes in tempos, dynamics, and articulations.",MU.2.3.2,Colorado Essential Skills:,Using a variety of expressive elements in music demonstrates a willingness to try new things. (Collaboration and Teamwork)
Music,Second Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate extreme changes in tempos, dynamics, and articulations.",MU.2.3.2,Inquiry Questions:,How would changing the tempo affect a song?
Music,Second Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate extreme changes in tempos, dynamics, and articulations.",MU.2.3.2,Inquiry Questions:,How can changing dynamics affect a song?
Music,Second Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate extreme changes in tempos, dynamics, and articulations.",MU.2.3.2,Expand and Connect:,Music from various cultures use changes in expressive elements to convey a message.
Music,Second Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate extreme changes in tempos, dynamics, and articulations.",MU.2.3.2,Expand and Connect:,Expressive elements enhance musical performance.
Music,Second Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate extreme changes in tempos, dynamics, and articulations.",MU.2.3.2,Expand and Connect:,Articulation in music mirrors the skill for articulation in speech and theatre productions and requires precise diction and clarity.
Music,Second Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate intermediate form/structure, meter/beat groupings, and timbre elements.",MU.2.3.3,Students Can:,"Form/Structure: Aurally identify ABA, verse/refrain, coda."
Music,Second Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate intermediate form/structure, meter/beat groupings, and timbre elements.",MU.2.3.3,Students Can:,"Meter/Beat Groupings: Identify and demonstrate duple and triple meter/beat groupings (2/4, 3/4) and strong vs. weak beat withing a measure."
Music,Second Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate intermediate form/structure, meter/beat groupings, and timbre elements.",MU.2.3.3,Students Can:,Timbre: Aurally organize instruments into categories.
Music,Second Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate intermediate form/structure, meter/beat groupings, and timbre elements.",MU.2.3.3,Colorado Essential Skills:,Recognizing musical form and structure provides a format to describe cause-and-effect relationships and patterns. (Critical Thinking and Analysis)
Music,Second Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate intermediate form/structure, meter/beat groupings, and timbre elements.",MU.2.3.3,Colorado Essential Skills:,Applying knowledge of musical form and structure allows design parameters to set goals and make informed decisions to learned and new concepts. (Adaptability and Flexibility)
Music,Second Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate intermediate form/structure, meter/beat groupings, and timbre elements.",MU.2.3.3,Inquiry Questions:,Can the same musical idea be presented in more than one way?
Music,Second Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate intermediate form/structure, meter/beat groupings, and timbre elements.",MU.2.3.3,Inquiry Questions:,"When people listen to a piece of music, what are they listening for?"
Music,Second Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate intermediate form/structure, meter/beat groupings, and timbre elements.",MU.2.3.3,Expand and Connect:,"Examples of the ABA and verse/refrain patterns can be found in other disciplines (visual art and design, dance, theatre, poetry)."
Music,Second Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate intermediate form/structure, meter/beat groupings, and timbre elements.",MU.2.3.3,Expand and Connect:,"Musical themes, patterns, and textures can be compared to the use of these elements in stories, songs, and other art forms."
Music,Second Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate intermediate form/structure, meter/beat groupings, and timbre elements.",MU.2.3.3,Expand and Connect:,"Properties (e.g., size, shape, composition) of an instrument dictate the types and range of sound it can make."
Music,Second Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Discuss individual preferences for music using specific music terminology.,MU.2.4.1,Students Can:,Communicate understanding of music's expressive qualities that influence personal preference.
Music,Second Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Discuss individual preferences for music using specific music terminology.,MU.2.4.1,Students Can:,Communicate similarities between musical pieces.
Music,Second Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Discuss individual preferences for music using specific music terminology.,MU.2.4.1,Colorado Essential Skills:,Discerning musical preferences allows individuals to make connections between information gathered and personal experiences. (Self-Awareness)
Music,Second Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Discuss individual preferences for music using specific music terminology.,MU.2.4.1,Inquiry Questions:,How can movement reflect the expressive qualities of music?
Music,Second Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Discuss individual preferences for music using specific music terminology.,MU.2.4.1,Inquiry Questions:,How does music affect emotions and feelings in general?
Music,Second Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Discuss individual preferences for music using specific music terminology.,MU.2.4.1,Inquiry Questions:,How do individuals experience music in different ways?
Music,Second Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Discuss individual preferences for music using specific music terminology.,MU.2.4.1,Expand and Connect:,"Using common language helps people communicate with and understand one another. Using music vocabulary can be compared to vocabulary used in other areas (art, sports, or math)."
Music,Second Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Discuss individual preferences for music using specific music terminology.,MU.2.4.1,Expand and Connect:,"Individuals make choices about musical preferences based on many reasons, such as family preferences, popular media, and a wide or limited exposure to diverse genres of music. Understanding the reasons for their own preferences can open students' receptiveness to the opinions and choices of others."
Music,Second Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Describe music from various cultures in their own words.,MU.2.4.2,Students Can:,Describe varying kinds of voices and instruments and their uses in various settings.
Music,Second Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Describe music from various cultures in their own words.,MU.2.4.2,Students Can:,Explain their own cultural and social interests in music.
Music,Second Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Describe music from various cultures in their own words.,MU.2.4.2,Students Can:,"Identify and connect specific songs/music to specific settings (holiday, religious, celebratory)."
Music,Second Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Describe music from various cultures in their own words.,MU.2.4.2,Colorado Essential Skills:,Experiencing and analyzing music of different cultures helps to identify and explain cultural perspectives. (Global and Cultural Awareness)
Music,Second Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Describe music from various cultures in their own words.,MU.2.4.2,Inquiry Questions:,How often do people listen to and move to music for enjoyment?
Music,Second Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Describe music from various cultures in their own words.,MU.2.4.2,Inquiry Questions:,Why is it important to experience a variety of music from different cultures?
Music,Second Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Describe music from various cultures in their own words.,MU.2.4.2,Inquiry Questions:,How does music that is composed for various purposes contribute to a specific experience?
Music,Second Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Describe music from various cultures in their own words.,MU.2.4.2,Expand and Connect:,America was created as a mosaic of people from around the world. The foundation for understanding and appreciating music is an understanding and appreciation of music from around the globe.
Music,Second Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Describe music from various cultures in their own words.,MU.2.4.2,Expand and Connect:,"The importance of music goes beyond entertainment and is also used to express things such as strong emotions or celebrations, and to document important events in history."
Music,Second Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Describe music from various cultures in their own words.,MU.2.4.2,Expand and Connect:,"Each family has their own musical traditions. Students can connect the music of their family (e.g., birthdays, holidays) to those celebrations around the world."
Music,Third Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and introductory accompaniment components.",MU.3.1.1,Students Can:,"Demonstrate learned melodic, rhythmic, and harmonic phrases using expressive elements."
Music,Third Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and introductory accompaniment components.",MU.3.1.1,Students Can:,Demonstrate and connect songs with multiple rhythmic or melodic ostinati in small groups.
Music,Third Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and introductory accompaniment components.",MU.3.1.1,Students Can:,Demonstrate and interpret melodies based on the pentatonic scale.
Music,Third Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and introductory accompaniment components.",MU.3.1.1,Colorado Essential Skills:,Build on personal experience to specify a challenging problem to investigate. (Creativity and Innovation)
Music,Third Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and introductory accompaniment components.",MU.3.1.1,Colorado Essential Skills:,"Demonstrate flexibility, imagination, and inventiveness in taking on tasks and activities. (Perseverance and Resilience)"
Music,Third Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and introductory accompaniment components.",MU.3.1.1,Colorado Essential Skills:,"Resist distractions, maintain attention, and continue the task at hand through frustration or challenges. (Perseverance and Resilience)"
Music,Third Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and introductory accompaniment components.",MU.3.1.1,Inquiry Questions:,How are beat and rhythm different?
Music,Third Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and introductory accompaniment components.",MU.3.1.1,Inquiry Questions:,Do you think repetition and/or patterns are important to music? Why?
Music,Third Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and introductory accompaniment components.",MU.3.1.1,Inquiry Questions:,How does identifying patterns help with memorization?
Music,Third Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and introductory accompaniment components.",MU.3.1.1,Expand and Connect:,Recognizing that patterns occur in music as in other parts of life builds the ability to find connections in the world.
Music,Third Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and introductory accompaniment components.",MU.3.1.1,Expand and Connect:,"Identifying patterns in music from various cultures, historical periods, genres, and styles enables listeners to find similarities and differences in each."
Music,Third Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and introductory accompaniment components.",MU.3.1.1,Expand and Connect:,Musicality is the ability to perform and respond to music in meaningful ways.
Music,Third Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate notated songs with accurate pitch, rhythm, harmony, tone and expressive elements.",MU.3.1.2,Students Can:,Use accurate vocal and instrumental techniques when singing and playing instruments.
Music,Third Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate notated songs with accurate pitch, rhythm, harmony, tone and expressive elements.",MU.3.1.2,Students Can:,"Demonstrate two-part songs (e.g., rounds, partner songs) using speech, body percussion, singing, movement, or instruments."
Music,Third Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate notated songs with accurate pitch, rhythm, harmony, tone and expressive elements.",MU.3.1.2,Students Can:,Use [notation](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) to accurately perform rhythms and melodic direction.
Music,Third Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate notated songs with accurate pitch, rhythm, harmony, tone and expressive elements.",MU.3.1.2,Colorado Essential Skills:,Synthesize connections between information gathered and personal experiences to communicate a variety of ideas and emotions through performance. (Critical Thinking and Analysis)
Music,Third Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate notated songs with accurate pitch, rhythm, harmony, tone and expressive elements.",MU.3.1.2,Colorado Essential Skills:,"Apply knowledge to set goals, make informed decisions and transfer to a performance. (Self-Management)"
Music,Third Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate notated songs with accurate pitch, rhythm, harmony, tone and expressive elements.",MU.3.1.2,Colorado Essential Skills:,Model positive behaviors for others in rehearsals and performances. (Social Awareness)
Music,Third Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate notated songs with accurate pitch, rhythm, harmony, tone and expressive elements.",MU.3.1.2,Inquiry Questions:,"Why are there changes in tempo, dynamics, and articulations in music?"
Music,Third Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate notated songs with accurate pitch, rhythm, harmony, tone and expressive elements.",MU.3.1.2,Inquiry Questions:,What is the purpose of notating music?
Music,Third Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate notated songs with accurate pitch, rhythm, harmony, tone and expressive elements.",MU.3.1.2,Inquiry Questions:,Why is it important for ensembles to work as a team?
Music,Third Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate notated songs with accurate pitch, rhythm, harmony, tone and expressive elements.",MU.3.1.2,Expand and Connect:,"Understanding the physiological aspects of posture, breathing, and technique leads to an understanding of the biological aspects of effective music production."
Music,Third Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate notated songs with accurate pitch, rhythm, harmony, tone and expressive elements.",MU.3.1.2,Expand and Connect:,Musicality is the ability to perform and respond to music in meaningful ways.
Music,Third Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of simple notated songs.,MU.3.1.3,Students Can:,Engage in refinement and feedback processes to prepare music for performance.
Music,Third Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of simple notated songs.,MU.3.1.3,Students Can:,Self-evaluate to refine musical performance.
Music,Third Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of simple notated songs.,MU.3.1.3,Students Can:,Critique expressive elements performed by others.
Music,Third Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of simple notated songs.,MU.3.1.3,Colorado Essential Skills:,Evaluating progress through practicing and adapting musical skills to attain performance goals aids in developing musicianship. (Perseverance and Resilience)
Music,Third Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of simple notated songs.,MU.3.1.3,Colorado Essential Skills:,"Recognizing where performance problems can be identified, as well as possible solutions can be created within musical practice and refinement processes, increases critical thinking within a musical context. (Critical Thinking and Analysis)"
Music,Third Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of simple notated songs.,MU.3.1.3,Colorado Essential Skills:,Implementing a variety of task and time management strategies through musical practice and refinement processes support development of high quality musical products. (Self-Management)
Music,Third Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of simple notated songs.,MU.3.1.3,Colorado Essential Skills:,Synthesizing information from multiple sources helps to demonstrate understanding of a topic. (Data Literacy)
Music,Third Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of simple notated songs.,MU.3.1.3,Inquiry Questions:,When is a musical work ready to share?
Music,Third Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of simple notated songs.,MU.3.1.3,Inquiry Questions:,What knowledge is needed to read and perform music?
Music,Third Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of simple notated songs.,MU.3.1.3,Inquiry Questions:,How does identifying patterns help with memorization?
Music,Third Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of simple notated songs.,MU.3.1.3,Expand and Connect:,"Performance skill can be isolated and adjusted using technological devices to record, compare, and/or evaluate the result of different techniques."
Music,Third Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual technique and performance of simple notated songs.,MU.3.1.3,Expand and Connect:,"Understanding the physiological aspects of posture, breathing, and technique leads to an understanding of the biological aspects of effective music production."
Music,Third Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange in known musical forms using rhythm and/or pitch.",MU.3.2.1,Students Can:,Create and document a melodic and/or rhythmic composition using known rhythms and pitches.
Music,Third Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange in known musical forms using rhythm and/or pitch.",MU.3.2.1,Students Can:,Generate and [improvise](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) musical ideas within a musical structure (e.g. rondo).
Music,Third Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange in known musical forms using rhythm and/or pitch.",MU.3.2.1,Students Can:,[Arrange](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) an accompaniment to support a musical idea using known rhythms or pitches.
Music,Third Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange in known musical forms using rhythm and/or pitch.",MU.3.2.1,Colorado Essential Skills:,"Composing, improvising, and arranging help to synthesize ideas in original and surprising ways. (Creativity and Innovation)"
Music,Third Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange in known musical forms using rhythm and/or pitch.",MU.3.2.1,Colorado Essential Skills:,"Composing, improvising, and arranging cause one to innovate from failure, connect learning across domains, and recognize new opportunities. (Self-Awareness)"
Music,Third Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange in known musical forms using rhythm and/or pitch.",MU.3.2.1,Colorado Essential Skills:,"Creating music requires consideration of purpose, audience, planning, and delivery. (Civic Engagement)"
Music,Third Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange in known musical forms using rhythm and/or pitch.",MU.3.2.1,Inquiry Questions:,How are specific criteria in creating music similar to specific criteria in writing?
Music,Third Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange in known musical forms using rhythm and/or pitch.",MU.3.2.1,Inquiry Questions:,What other areas of your life do you improvise?
Music,Third Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange in known musical forms using rhythm and/or pitch.",MU.3.2.1,Inquiry Questions:,What are some characteristics of your favorite melodies?
Music,Third Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange in known musical forms using rhythm and/or pitch.",MU.3.2.1,Expand and Connect:,"Using technology to record or create short musical segments provides a connection to modern technology tools used in composing, improvising and arranging."
Music,Third Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange in known musical forms using rhythm and/or pitch.",MU.3.2.1,Expand and Connect:,Creating new music or improvising within music requires risk-taking and critical-thinking abilities.
Music,Third Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange in known musical forms using rhythm and/or pitch.",MU.3.2.1,Expand and Connect:,"Building a great story and building a great composition follow the same process and contain the same elements (e.g., introduction, conflict, climax, resolution)."
Music,Third Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate notated melodic, rhythmic, and harmonic patterns.",MU.3.3.1,Students Can:,Melody: Identify and demonstrate musical symbols by name or function.
Music,Third Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate notated melodic, rhythmic, and harmonic patterns.",MU.3.3.1,Students Can:,"Rhythm: Identify and demonstrate four sixteenth notes, dotted half note."
Music,Third Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate notated melodic, rhythmic, and harmonic patterns.",MU.3.3.1,Students Can:,"Harmony: Identify, perform, or respond to harmonic changes using tonic and dominant chords (e.g., intervals, bourdun, ostinato, home tone)."
Music,Third Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate notated melodic, rhythmic, and harmonic patterns.",MU.3.3.1,Colorado Essential Skills:,"Reading and analyzing music increases knowledge and development of musical ideas, as well as musical understanding. (Creativity and Innovation)"
Music,Third Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate notated melodic, rhythmic, and harmonic patterns.",MU.3.3.1,Colorado Essential Skills:,"Writing music allows application of knowledge, making informed decisions, and transferring that knowledge to new contexts. (Career Awareness)"
Music,Third Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate notated melodic, rhythmic, and harmonic patterns.",MU.3.3.1,Colorado Essential Skills:,Reading and analyzing music are opportunities to look for and value different perspectives expressed by others. (Social Awareness)
Music,Third Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate notated melodic, rhythmic, and harmonic patterns.",MU.3.3.1,Inquiry Questions:,How will being able to identify notational elements help in music-making?
Music,Third Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate notated melodic, rhythmic, and harmonic patterns.",MU.3.3.1,Inquiry Questions:,How does identifying melodic and rhythmic patterns improve performance skills?
Music,Third Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate notated melodic, rhythmic, and harmonic patterns.",MU.3.3.1,Inquiry Questions:,How can harmony change the way music feels?
Music,Third Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate notated melodic, rhythmic, and harmonic patterns.",MU.3.3.1,Expand and Connect:,"The ability to recognize the patterns that occur in music relates to the patterns that can be found in many disciplines and vocations (such as mathematics, history, visual art and design, architecture, science)."
Music,Third Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate notated melodic, rhythmic, and harmonic patterns.",MU.3.3.1,Expand and Connect:,There are definite mathematical components of sixteenth notes and dotted half notes that represent a fundamental understanding of fractions.
Music,Third Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate notated melodic, rhythmic, and harmonic patterns.",MU.3.3.1,Expand and Connect:,Music notation is a visual representation of organized sound and silence.
Music,Third Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate gradual tempos, dynamics, and articulations.",MU.3.3.2,Students Can:,Tempo: Identify and demonstrate accelerando/ritardando.
Music,Third Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate gradual tempos, dynamics, and articulations.",MU.3.3.2,Students Can:,Dynamics: Identify and demonstrate crescendo/decrescendo.
Music,Third Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate gradual tempos, dynamics, and articulations.",MU.3.3.2,Students Can:,"Articulation: Identify and demonstrate legato, staccato."
Music,Third Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate gradual tempos, dynamics, and articulations.",MU.3.3.2,Colorado Essential Skills:,"Interpreting expressive musical elements provides an opportunity to recognize personal characteristics, preferences, thoughts, and feelings. (Self-Awareness)"
Music,Third Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate gradual tempos, dynamics, and articulations.",MU.3.3.2,Colorado Essential Skills:,Using expressive musical elements provides recognition and awareness of the value in different perspectives expressed by others. (Social Awareness)
Music,Third Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate gradual tempos, dynamics, and articulations.",MU.3.3.2,Colorado Essential Skills:,Using a variety of expressive elements in music demonstrates a willingness to try new things. (Adaptability and Flexibility)
Music,Third Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate gradual tempos, dynamics, and articulations.",MU.3.3.2,Inquiry Questions:,How would changing the tempo affect a song?
Music,Third Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate gradual tempos, dynamics, and articulations.",MU.3.3.2,Inquiry Questions:,"How do changes in tempo, dynamics, and articulation affect the mood of music?"
Music,Third Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate gradual tempos, dynamics, and articulations.",MU.3.3.2,Expand and Connect:,Expressive elements enhance musical performance.
Music,Third Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate gradual tempos, dynamics, and articulations.",MU.3.3.2,Expand and Connect:,Articulation in music mirrors the skill for articulation in speech and theatre productions and requires precise diction and clarity.
Music,Third Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate gradual tempos, dynamics, and articulations.",MU.3.3.2,Expand and Connect:,Music from various cultures use changes in expressive elements to convey a message.
Music,Third Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate advanced form, meter, and timbre elements.",MU.3.3.3,Students Can:,Form/Structure: Aurally identify rondo.
Music,Third Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate advanced form, meter, and timbre elements.",MU.3.3.3,Students Can:,"Meter/Beat Groupings: Identify and demonstrate various time signatures including 2/4, 3/4, 4/4."
Music,Third Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate advanced form, meter, and timbre elements.",MU.3.3.3,Students Can:,Timbre: Aurally identify instruments and families.
Music,Third Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate advanced form, meter, and timbre elements.",MU.3.3.3,Colorado Essential Skills:,Using a variety of expressive elements in music demonstrates a willingness to try new things. (Adaptability and Flexibility)
Music,Third Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate advanced form, meter, and timbre elements.",MU.3.3.3,Colorado Essential Skills:,Applying knowledge of musical form and structure allows design parameters to set goals and make informed decisions to learned and new concepts. (Self-Awareness)
Music,Third Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate advanced form, meter, and timbre elements.",MU.3.3.3,Inquiry Questions:,Can the same musical idea be presented in more than one way?
Music,Third Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate advanced form, meter, and timbre elements.",MU.3.3.3,Inquiry Questions:,Why do some musical genres favor one meter over another?
Music,Third Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate advanced form, meter, and timbre elements.",MU.3.3.3,Inquiry Questions:,Why do some musical genres favor certain instruments over others?
Music,Third Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate advanced form, meter, and timbre elements.",MU.3.3.3,Expand and Connect:,"Various musical styles easily recognizable in society (such as marches, lullabies, holiday music) use simple notational elements and form."
Music,Third Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate advanced form, meter, and timbre elements.",MU.3.3.3,Expand and Connect:,Music from various cultures share notational elements so that music can be shared and understood by others.
Music,Third Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate advanced form, meter, and timbre elements.",MU.3.3.3,Expand and Connect:,Similarities and differences can be identified between the use of color in visual arts and music.
Music,Third Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Select and use specific criteria in making judgments about the quality of a musical performance.,MU.3.4.1,Students Can:,"Communicate how expressive qualities (such as dynamics, modality, tempo and meter) are used to reflect expressive intent."
Music,Third Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Select and use specific criteria in making judgments about the quality of a musical performance.,MU.3.4.1,Students Can:,Communicate similarities and differences in music.
Music,Third Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Select and use specific criteria in making judgments about the quality of a musical performance.,MU.3.4.1,Colorado Essential Skills:,Discerning musical preferences allows individuals to make connections between information gathered and personal experiences. (Self-Awareness)
Music,Third Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Select and use specific criteria in making judgments about the quality of a musical performance.,MU.3.4.1,Colorado Essential Skills:,Articulating the criteria to evaluate a particular piece requires interpretation of aural information to draw conclusions. (Critical Thinking and Analysis)
Music,Third Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Select and use specific criteria in making judgments about the quality of a musical performance.,MU.3.4.1,Inquiry Questions:,Why is it beneficial to experience a wide variety of musical styles as a listener and a performer?
Music,Third Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Select and use specific criteria in making judgments about the quality of a musical performance.,MU.3.4.1,Inquiry Questions:,How can individuals show respect toward different music preferences?
Music,Third Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Select and use specific criteria in making judgments about the quality of a musical performance.,MU.3.4.1,Inquiry Questions:,How can an appropriate music vocabulary help in discussing musical evaluation with others?
Music,Third Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Select and use specific criteria in making judgments about the quality of a musical performance.,MU.3.4.1,Expand and Connect:,Assisting students in developing a wider vocabulary helps them build deeper convictions and rationales for their personal preferences.
Music,Third Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Select and use specific criteria in making judgments about the quality of a musical performance.,MU.3.4.1,Expand and Connect:,Comparing two audio or video recordings of the same musical work by different performers can aid in building discernment skills and articulating preferences.
Music,Third Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Select and use specific criteria in making judgments about the quality of a musical performance.,MU.3.4.1,Expand and Connect:,Respect for others' opinions and preferences exemplifies a fundamental respect of others that will carry over to all aspects of life.
Music,Third Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Identify differences and commonalities in music from various cultures.,MU.3.4.2,Students Can:,Describe vocal and instrumental timbres and their uses in various cultures.
Music,Third Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Identify differences and commonalities in music from various cultures.,MU.3.4.2,Students Can:,"Communicate similarities and differences in music used for holidays, celebrations, and day-to-day life from various cultures."
Music,Third Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Identify differences and commonalities in music from various cultures.,MU.3.4.2,Students Can:,Discuss reasons that different kinds of music are important to different people and cultures.
Music,Third Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Identify differences and commonalities in music from various cultures.,MU.3.4.2,Colorado Essential Skills:,Experiencing and analyzing music of different cultures helps to identify and explain cultural perspectives. (Global and Cultural Awareness)
Music,Third Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Identify differences and commonalities in music from various cultures.,MU.3.4.2,Inquiry Questions:,How does understanding music of different cultures impact your musical preference?
Music,Third Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Identify differences and commonalities in music from various cultures.,MU.3.4.2,Inquiry Questions:,What do people listen for when choosing music for enjoyment?
Music,Third Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Identify differences and commonalities in music from various cultures.,MU.3.4.2,Inquiry Questions:,How is music used in various cultures the same or differently from your own?
Music,Third Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Identify differences and commonalities in music from various cultures.,MU.3.4.2,Expand and Connect:,Experiencing music from a variety of cultures helps students draw connections to their learning about the world they live in.
Music,Third Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Identify differences and commonalities in music from various cultures.,MU.3.4.2,Expand and Connect:,Articulating the importance of music in a family or cultural heritage creates an appreciation for how individuals contribute to local communities and influence the availability of musical experiences within the community.
Music,Fourth Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and chordal accompaniment components.",MU.4.1.1,Students Can:,Demonstrate three-part vocal and/or instrumental rounds.
Music,Fourth Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and chordal accompaniment components.",MU.4.1.1,Students Can:,"Demonstrate learned melodic, rhythmic, and harmonic patterns using expressive elements."
Music,Fourth Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and chordal accompaniment components.",MU.4.1.1,Students Can:,Demonstrate and differentiate between songs in major and minor keys.
Music,Fourth Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and chordal accompaniment components.",MU.4.1.1,Colorado Essential Skills:,Make connections between information gathered and personal experience to apply and/or test solutions. (Data Literacy)
Music,Fourth Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and chordal accompaniment components.",MU.4.1.1,Colorado Essential Skills:,Build on personal experience to specify a challenging problem to investigate. (Creativity and Innovation)
Music,Fourth Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and chordal accompaniment components.",MU.4.1.1,Colorado Essential Skills:,"Follow a process identified by others to help generate ideas, negotiate roles and responsibilities, and respect consensus in decision-making. (Collaboration and Teamwork)"
Music,Fourth Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and chordal accompaniment components.",MU.4.1.1,Inquiry Questions:,How do changes in musical elements affect the way we interpret music?
Music,Fourth Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and chordal accompaniment components.",MU.4.1.1,Inquiry Questions:,How do accompaniments affect music?
Music,Fourth Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and chordal accompaniment components.",MU.4.1.1,Inquiry Questions:,How is music and language similar?
Music,Fourth Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and chordal accompaniment components.",MU.4.1.1,Expand and Connect:,Patterns in rhythm changes can be related to fractions in mathematics.
Music,Fourth Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and chordal accompaniment components.",MU.4.1.1,Expand and Connect:,"Music from various cultures, historical periods, genres, and styles vary in their use of melodic and rhythmic patterns."
Music,Fourth Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and chordal accompaniment components.",MU.4.1.1,Expand and Connect:,Mass media uses melodic and rhythmic patterns to make music memorable.
Music,Fourth Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate complex notated songs with accurate pitch, rhythm, tone, harmony and expressive elements.",MU.4.1.2,Students Can:,"Demonstrate melodic, rhythmic, and harmonic patterns with attention to tempo, dynamics, and articulation learned from notation."
Music,Fourth Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate complex notated songs with accurate pitch, rhythm, tone, harmony and expressive elements.",MU.4.1.2,Students Can:,"Demonstrate tempo, dynamic and articulation indications in musical examples."
Music,Fourth Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate complex notated songs with accurate pitch, rhythm, tone, harmony and expressive elements.",MU.4.1.2,Colorado Essential Skills:,Synthesize connections between information gathered and personal experiences to communicate a variety of ideas and emotions through performance. (Critical Thinking and Analysis)
Music,Fourth Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate complex notated songs with accurate pitch, rhythm, tone, harmony and expressive elements.",MU.4.1.2,Colorado Essential Skills:,"Apply knowledge to set goals, make informed decisions and transfer to a performance. (Self-Management)"
Music,Fourth Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate complex notated songs with accurate pitch, rhythm, tone, harmony and expressive elements.",MU.4.1.2,Colorado Essential Skills:,"Demonstrate leadership skills (e.g., organizing others, taking initiative, self-confidence in performance) in rehearsals and performances. (Self-Advocacy and Initiative)"
Music,Fourth Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate complex notated songs with accurate pitch, rhythm, tone, harmony and expressive elements.",MU.4.1.2,Inquiry Questions:,"How do changes in tempo, dynamics, articulations, tonality, and timbre change a message in music?"
Music,Fourth Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate complex notated songs with accurate pitch, rhythm, tone, harmony and expressive elements.",MU.4.1.2,Inquiry Questions:,How can people communicate through music?
Music,Fourth Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate complex notated songs with accurate pitch, rhythm, tone, harmony and expressive elements.",MU.4.1.2,Expand and Connect:,Musicality is the ability to perform and respond to music in meaningful ways.
Music,Fourth Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate complex notated songs with accurate pitch, rhythm, tone, harmony and expressive elements.",MU.4.1.2,Expand and Connect:,Musical creations can represent the main idea of a message.
Music,Fourth Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual and ensemble technique and performance of notated songs.,MU.4.1.3,Students Can:,Engage in refinement and feedback processes to prepare music for performance.
Music,Fourth Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual and ensemble technique and performance of notated songs.,MU.4.1.3,Students Can:,Self-evaluate to refine musical performance.
Music,Fourth Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual and ensemble technique and performance of notated songs.,MU.4.1.3,Students Can:,Critique expressive elements performed by others.
Music,Fourth Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual and ensemble technique and performance of notated songs.,MU.4.1.3,Colorado Essential Skills:,Evaluating progress through practicing and adapting musical skills to attain performance goals aids in developing musicianship. (Perseverance and Resilience).
Music,Fourth Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual and ensemble technique and performance of notated songs.,MU.4.1.3,Colorado Essential Skills:,"Identifying performance problems within musical practice and refinement processes, increases critical thinking within a musical context. (Critical Thinking and Analysis)"
Music,Fourth Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual and ensemble technique and performance of notated songs.,MU.4.1.3,Colorado Essential Skills:,Implementing a variety of task and time management strategies through musical practice and refinement processes support development of high-quality musical products. (Self-Management)
Music,Fourth Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual and ensemble technique and performance of notated songs.,MU.4.1.3,Colorado Essential Skills:,Synthesizing information from multiple sources helps to demonstrate understanding of a topic. (Data Literacy)
Music,Fourth Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual and ensemble technique and performance of notated songs.,MU.4.1.3,Inquiry Questions:,When is a musical work ready to share in a formal performance setting?
Music,Fourth Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual and ensemble technique and performance of notated songs.,MU.4.1.3,Inquiry Questions:,How do individual musicians improve the quality of their performance?
Music,Fourth Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual and ensemble technique and performance of notated songs.,MU.4.1.3,Inquiry Questions:,How does a leader help support the refinement process?
Music,Fourth Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual and ensemble technique and performance of notated songs.,MU.4.1.3,Expand and Connect:,Musical creations can represent the main idea of a message.
Music,Fourth Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual and ensemble technique and performance of notated songs.,MU.4.1.3,Expand and Connect:,Following a conductor leads to a synthesis of visual and auditory stimuli.
Music,Fourth Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual and ensemble technique and performance of notated songs.,MU.4.1.3,Expand and Connect:,Demonstration of responsible personal and social behaviors in musical settings can be used to assess a fundamental understanding of societal norms.
Music,Fourth Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange musical ideas using rhythms and pitches.",MU.4.2.1,Students Can:,Create and document melodic and/or rhythmic composition in known form using known rhythms and pitches.
Music,Fourth Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange musical ideas using rhythms and pitches.",MU.4.2.1,Students Can:,Generate and [improvise](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) musical ideas using known rhythms and pitches.
Music,Fourth Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange musical ideas using rhythms and pitches.",MU.4.2.1,Students Can:,"[Arrange](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) a known melody by changing a musical component such as the style (e.g., students in a small group can arrange a song giving it a rap or rock 'n' roll feel using cymbals and drums)."
Music,Fourth Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange musical ideas using rhythms and pitches.",MU.4.2.1,Colorado Essential Skills:,"Composing, improvising, and arranging help to synthesize ideas in original and surprising ways. (Creativity and Innovation)"
Music,Fourth Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange musical ideas using rhythms and pitches.",MU.4.2.1,Colorado Essential Skills:,"Composing, improvising, and arranging cause one to innovate from failure, connect learning across domains, and recognize new opportunities. (Creativity and Innovation)"
Music,Fourth Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange musical ideas using rhythms and pitches.",MU.4.2.1,Colorado Essential Skills:,"Creating music requires consideration of purpose, audience, planning, and delivery. (Civic Engagement)"
Music,Fourth Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange musical ideas using rhythms and pitches.",MU.4.2.1,Inquiry Questions:,How is creating and documenting music related to writing stories?
Music,Fourth Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange musical ideas using rhythms and pitches.",MU.4.2.1,Inquiry Questions:,How does improvising with voice differ from improvising on a different instrument?
Music,Fourth Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange musical ideas using rhythms and pitches.",MU.4.2.1,Inquiry Questions:,Why is knowing prescribed criteria important when composing or arranging music?
Music,Fourth Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange musical ideas using rhythms and pitches.",MU.4.2.1,Inquiry Questions:,"What jobs require improvising, composing, or arranging skills?"
Music,Fourth Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange musical ideas using rhythms and pitches.",MU.4.2.1,Expand and Connect:,"Creating music using musical elements (e.g., form, rhythm, pitch, dynamics) leads to a better understanding of musical elements in larger pieces."
Music,Fourth Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange musical ideas using rhythms and pitches.",MU.4.2.1,Expand and Connect:,Basic musical structure learned through creating music can be transferred to one's ability to write a structured sentence or paragraph in literature.
Music,Fourth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate extended notated melodic, rhythmic, and harmonic patterns.",MU.4.3.1,Students Can:,"Melody: Identify and perform, or respond to in major/minor [tonalities](https://www.cde.state.co.us/coarts/musicglossary_adopted2022)."
Music,Fourth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate extended notated melodic, rhythmic, and harmonic patterns.",MU.4.3.1,Students Can:,"Rhythm: Identify and demonstrate dotted quarter/eighth, eighth note triplets."
Music,Fourth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate extended notated melodic, rhythmic, and harmonic patterns.",MU.4.3.1,Students Can:,"Harmony: Identify, perform, or respond to basic harmonic patterns. (e.g., I-V, V-I)."
Music,Fourth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate extended notated melodic, rhythmic, and harmonic patterns.",MU.4.3.1,Colorado Essential Skills:,"Reading and analyzing music increases knowledge and development of musical ideas, as well as musical understanding. (Creativity and Innovation)"
Music,Fourth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate extended notated melodic, rhythmic, and harmonic patterns.",MU.4.3.1,Colorado Essential Skills:,"Writing music provides opportunities for knowledge application, informed decision-making, and knowledge transference to new contexts. (Data Literacy)"
Music,Fourth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate extended notated melodic, rhythmic, and harmonic patterns.",MU.4.3.1,Colorado Essential Skills:,Reading and analyzing music are opportunities to look for and value different perspectives expressed by others. (Social Awareness)
Music,Fourth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate extended notated melodic, rhythmic, and harmonic patterns.",MU.4.3.1,Inquiry Questions:,How will identifying melodic and rhythmic patterns improve individual and ensemble performance?
Music,Fourth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate extended notated melodic, rhythmic, and harmonic patterns.",MU.4.3.1,Inquiry Questions:,How does tonality affect the feeling of a piece of music?
Music,Fourth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate extended notated melodic, rhythmic, and harmonic patterns.",MU.4.3.1,Expand and Connect:,"Four-beat musical patterns give insight to poetry patterns in literature, simple contemporary songs, and nursery rhymes."
Music,Fourth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate extended notated melodic, rhythmic, and harmonic patterns.",MU.4.3.1,Expand and Connect:,"Music from various cultures, historical periods, genres, and styles can be compared based on the use of the diatonic scale and four-beat rhythmic patterns."
Music,Fourth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate extended notated melodic, rhythmic, and harmonic patterns.",MU.4.3.1,Expand and Connect:,Mass media predominantly employ diatonic scales and four-beat rhythmic and melodic components because they are easily recognizable.
Music,Fourth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate subtle differences in tempos, dynamics, and articulations.",MU.4.3.2,Students Can:,Tempo: Identify and demonstrate fermata.
Music,Fourth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate subtle differences in tempos, dynamics, and articulations.",MU.4.3.2,Students Can:,"Dynamics: Identify and demonstrate mezzo forte, mezzo piano, pianissimo/fortissimo."
Music,Fourth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate subtle differences in tempos, dynamics, and articulations.",MU.4.3.2,Students Can:,Articulation: Identify and demonstrate accent.
Music,Fourth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate subtle differences in tempos, dynamics, and articulations.",MU.4.3.2,Colorado Essential Skills:,"Interpreting expressive musical elements provides an opportunity to recognize personal characteristics, preferences, thoughts, and feelings. (Self-Awareness"
Music,Fourth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate subtle differences in tempos, dynamics, and articulations.",MU.4.3.2,Colorado Essential Skills:,Using expressive musical elements provides recognition and awareness of the value in different perspectives expressed by others. (Adaptability and Flexibility)
Music,Fourth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate subtle differences in tempos, dynamics, and articulations.",MU.4.3.2,Colorado Essential Skills:,Using a variety of expressive elements in music demonstrates a willingness to try new things. (Creativity and Innovation)
Music,Fourth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate subtle differences in tempos, dynamics, and articulations.",MU.4.3.2,Inquiry Questions:,How would changing the tempo affect a song?
Music,Fourth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate subtle differences in tempos, dynamics, and articulations.",MU.4.3.2,Inquiry Questions:,Why do composers use a combination of dynamics in a piece of music instead of using just one?
Music,Fourth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate subtle differences in tempos, dynamics, and articulations.",MU.4.3.2,Inquiry Questions:,How can articulation and/or instrumentation be used to communicate a musical idea?
Music,Fourth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate subtle differences in tempos, dynamics, and articulations.",MU.4.3.2,Expand and Connect:,Identification and analyzation of musical similarities and differences allows for the building of musical literacy.
Music,Fourth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate subtle differences in tempos, dynamics, and articulations.",MU.4.3.2,Expand and Connect:,Articulation in music mirrors the skill for articulation in speech and theatre productions and requires precise diction and clarity.
Music,Fourth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate complex form, meter, and timbre elements.",MU.4.3.3,Students Can:,"Form/Structure: Aurally identify a variety of forms including recurring themes, interludes, canons and theme/variations."
Music,Fourth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate complex form, meter, and timbre elements.",MU.4.3.3,Students Can:,Meter/Beat Groupings: Identify and demonstrate music in 6/8.
Music,Fourth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate complex form, meter, and timbre elements.",MU.4.3.3,Students Can:,Timbre: Aurally identify 2+ parts.
Music,Fourth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate complex form, meter, and timbre elements.",MU.4.3.3,Colorado Essential Skills:,Recognizing musical form and structure provides a format to describe cause-and-effect relationships and patterns. (Data Literacy)
Music,Fourth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate complex form, meter, and timbre elements.",MU.4.3.3,Colorado Essential Skills:,Applying knowledge of musical form and structure allows design parameters to set goals and make informed decisions to learned and new concepts. (Data Literacy)
Music,Fourth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate complex form, meter, and timbre elements.",MU.4.3.3,Inquiry Questions:,How does a theme unify sections of a piece of music?
Music,Fourth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate complex form, meter, and timbre elements.",MU.4.3.3,Inquiry Questions:,"How do different cultures use different forms/structures, meters/beat groupings, and timbre elements to communicate musical ideas?"
Music,Fourth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate complex form, meter, and timbre elements.",MU.4.3.3,Inquiry Questions:,Why do some musical styles favor specific instruments?
Music,Fourth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate complex form, meter, and timbre elements.",MU.4.3.3,Expand and Connect:,Musical vocabulary has a strong correlation to adverbs in literature.
Music,Fourth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate complex form, meter, and timbre elements.",MU.4.3.3,Expand and Connect:,"Theme and variation are used throughout the arts and among many disciplines and vocations (such as visual art, dance, literature, interior design)."
Music,Fourth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and demonstrate complex form, meter, and timbre elements.",MU.4.3.3,Expand and Connect:,"Choices made in instrumentation and expressive elements reflect the composer's emotions, ideas, imagination, and cultural context."
Music,Fourth Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Discriminate between musical and nonmusical factors in creating criteria for evaluating music.,MU.4.4.1,Students Can:,Evaluate how a variety of musical elements influence musical performance and preference.
Music,Fourth Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Discriminate between musical and nonmusical factors in creating criteria for evaluating music.,MU.4.4.1,Students Can:,Communicate similarities and differences in music from various historical periods with music of today.
Music,Fourth Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Discriminate between musical and nonmusical factors in creating criteria for evaluating music.,MU.4.4.1,Colorado Essential Skills:,Discerning musical preferences allows individuals to make connections between information gathered and personal experiences. (Critical Thinking and Analysis)
Music,Fourth Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Discriminate between musical and nonmusical factors in creating criteria for evaluating music.,MU.4.4.1,Colorado Essential Skills:,Articulating the criteria to evaluate a particular piece requires interpretation of aural information to draw conclusions. (Critical Thinking and Analysis)
Music,Fourth Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Discriminate between musical and nonmusical factors in creating criteria for evaluating music.,MU.4.4.1,Inquiry Questions:,Why is it beneficial to experience a wide variety of musical styles as a listener and a performer?
Music,Fourth Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Discriminate between musical and nonmusical factors in creating criteria for evaluating music.,MU.4.4.1,Inquiry Questions:,How are preferences better communicated when appropriate music terminology is used?
Music,Fourth Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Discriminate between musical and nonmusical factors in creating criteria for evaluating music.,MU.4.4.1,Inquiry Questions:,"Is it possible to evaluate the quality of music, even if you don't care for the style?"
Music,Fourth Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Discriminate between musical and nonmusical factors in creating criteria for evaluating music.,MU.4.4.1,Expand and Connect:,Experiences with a variety of musical styles develop an expanded range of personal preferences and understanding of the factors that affect personal tastes.
Music,Fourth Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Discriminate between musical and nonmusical factors in creating criteria for evaluating music.,MU.4.4.1,Expand and Connect:,Music preferences are sometimes affected by nonmusical but significant factors such as the social meaning of a work at a particular time or for a particular purpose.
Music,Fourth Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Discriminate between musical and nonmusical factors in creating criteria for evaluating music.,MU.4.4.1,Expand and Connect:,"Looking at criteria developed in other disciplines can lead to a deeper understanding of music evaluation (e.g., buying a car; choosing a work of art for your school)."
Music,Fourth Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Articulate contributions of various cultures to music from American historical periods.,MU.4.4.2,Students Can:,Describe vocal and instrumental timbres and their uses throughout American music history.
Music,Fourth Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Articulate contributions of various cultures to music from American historical periods.,MU.4.4.2,Students Can:,Communicate similarities and differences throughout the history of American music.
Music,Fourth Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Articulate contributions of various cultures to music from American historical periods.,MU.4.4.2,Students Can:,"Analyze the influence of the musics of various cultures and their role in American history (Caribbean, Western European, Native American, African, etc.)."
Music,Fourth Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Articulate contributions of various cultures to music from American historical periods.,MU.4.4.2,Colorado Essential Skills:,Experiencing and analyzing music of different cultures helps to identify and explain cultural and historical perspectives. (Global and Cultural Awareness)
Music,Fourth Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Articulate contributions of various cultures to music from American historical periods.,MU.4.4.2,Inquiry Questions:,"If you could be born in a different historical musical period than ours, which would you choose? Why?"
Music,Fourth Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Articulate contributions of various cultures to music from American historical periods.,MU.4.4.2,Inquiry Questions:,Why is it important to have a variety and diversity of musical styles available to society?
Music,Fourth Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Articulate contributions of various cultures to music from American historical periods.,MU.4.4.2,Inquiry Questions:,How do you think music has played a role in historical events?
Music,Fourth Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Articulate contributions of various cultures to music from American historical periods.,MU.4.4.2,Expand and Connect:,Examining and listening to music that is unique to America gives historical context to how culture in America evolved and was reinforced by music.
Music,Fourth Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Articulate contributions of various cultures to music from American historical periods.,MU.4.4.2,Expand and Connect:,"Understanding important events in American history helps aid in the understanding of the music of our country. For example, ragtime's joyful sound reverberated through America as African-American and Cuban rhythms mixed in the south."
Music,Fourth Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Articulate contributions of various cultures to music from American historical periods.,MU.4.4.2,Expand and Connect:,Connecting their personal cultural heritage and its place in the history of American music can help students begin to define their own personal music preferences.
Music,Fifth Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and accompaniment components.",MU.5.1.1,Students Can:,"Demonstrate and compare and contrast harmonic changes in songs (e.g., major vs. minor, blues, chord progressions, etc.)."
Music,Fifth Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and accompaniment components.",MU.5.1.1,Students Can:,"Demonstrate learned melodic, rhythmic, and harmonic patterns using expressive elements."
Music,Fifth Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and accompaniment components.",MU.5.1.1,Students Can:,Demonstrate songs in major and minor keys.
Music,Fifth Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and accompaniment components.",MU.5.1.1,Colorado Essential Skills:,Make connections between information gathered and personal experience to apply and/or test solutions. (Critical Thinking and Analysis)
Music,Fifth Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and accompaniment components.",MU.5.1.1,Colorado Essential Skills:,Build on personal experience to specify a challenging problem to investigate. (Creativity and Innovation)
Music,Fifth Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and accompaniment components.",MU.5.1.1,Colorado Essential Skills:,"Follow a process identified by others to help generate ideas, negotiate roles and responsibilities, and respect consensus in decision making. (Collaboration and Teamwork)"
Music,Fifth Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and accompaniment components.",MU.5.1.1,Inquiry Questions:,How do harmony and modes and/or tonalities affect music?
Music,Fifth Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and accompaniment components.",MU.5.1.1,Inquiry Questions:,How is music like a language?
Music,Fifth Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and accompaniment components.",MU.5.1.1,Inquiry Questions:,How will identifying melodic and rhythmic patterns improve knowledge and performance skills?
Music,Fifth Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and accompaniment components.",MU.5.1.1,Inquiry Questions:,How is the human voice like other instruments?
Music,Fifth Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and accompaniment components.",MU.5.1.1,Expand and Connect:,Music contains a theme just as a story contains a main idea.
Music,Fifth Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and accompaniment components.",MU.5.1.1,Expand and Connect:,Rhythmic patterns in music can be related to patterns found in mathematics.
Music,Fifth Grade,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate music that exhibits learned rhythmic, melodic, and accompaniment components.",MU.5.1.1,Expand and Connect:,"Awareness of basic chord structures shows how basic harmony follows a distinct, repeatable pattern."
Music,Fifth Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate extended notated songs with accurate pitch, rhythm, tone, harmony and expressive elements.",MU.5.1.2,Students Can:,"Demonstrate multi-layered rhythmic and melodic pieces and songs (e.g., rounds, partner songs, descants) learned from notation."
Music,Fifth Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate extended notated songs with accurate pitch, rhythm, tone, harmony and expressive elements.",MU.5.1.2,Students Can:,Demonstrate following the director's indications for expressive elements.
Music,Fifth Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate extended notated songs with accurate pitch, rhythm, tone, harmony and expressive elements.",MU.5.1.2,Colorado Essential Skills:,Synthesize connections between information gathered and personal experiences to communicate a variety of ideas and emotions through performance. (Critical Thinking and Analysis)
Music,Fifth Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate extended notated songs with accurate pitch, rhythm, tone, harmony and expressive elements.",MU.5.1.2,Colorado Essential Skills:,"Apply knowledge to set goals, make informed decisions and transfer to a performance. (Self-Management)"
Music,Fifth Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate extended notated songs with accurate pitch, rhythm, tone, harmony and expressive elements.",MU.5.1.2,Colorado Essential Skills:,Demonstrate confidence in rehearsals and performances while recognizing personal actions impact others. (Social Awareness)
Music,Fifth Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate extended notated songs with accurate pitch, rhythm, tone, harmony and expressive elements.",MU.5.1.2,Inquiry Questions:,How is music similar to other spoken languages?
Music,Fifth Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate extended notated songs with accurate pitch, rhythm, tone, harmony and expressive elements.",MU.5.1.2,Inquiry Questions:,How do different rhythm patterns affect the feel of music?
Music,Fifth Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate extended notated songs with accurate pitch, rhythm, tone, harmony and expressive elements.",MU.5.1.2,Inquiry Questions:,"How does music stimulate visual ideas, feelings, and perception?"
Music,Fifth Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate extended notated songs with accurate pitch, rhythm, tone, harmony and expressive elements.",MU.5.1.2,Expand and Connect:,Using a variety of musical techniques allows for exploration of how cultures express similar ideas in different ways.
Music,Fifth Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate extended notated songs with accurate pitch, rhythm, tone, harmony and expressive elements.",MU.5.1.2,Expand and Connect:,Knowledge of how expressive elements are used gives insight and predictability to musical structure.
Music,Fifth Grade,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate extended notated songs with accurate pitch, rhythm, tone, harmony and expressive elements.",MU.5.1.2,Expand and Connect:,"Proper care of instruments, including voice, aids in the success of the performance."
Music,Fifth Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual and ensemble technique and performance.,MU.5.1.3,Students Can:,Engage in refinement and feedback processes to prepare music for performance.
Music,Fifth Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual and ensemble technique and performance.,MU.5.1.3,Students Can:,Self-evaluate to refine musical performance.
Music,Fifth Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual and ensemble technique and performance.,MU.5.1.3,Students Can:,Critique expressive elements performed by others.
Music,Fifth Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual and ensemble technique and performance.,MU.5.1.3,Colorado Essential Skills:,Evaluating progress through practicing and adapting musical skills to attain performance goals aids in developing musicianship. (Perseverance and Resilience)
Music,Fifth Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual and ensemble technique and performance.,MU.5.1.3,Colorado Essential Skills:,"Recognizing where performance problems can be identified, as well as possible solutions can be created within musical practice and refinement processes, increases critical thinking within a musical context. (Critical Thinking and Analysis)"
Music,Fifth Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual and ensemble technique and performance.,MU.5.1.3,Colorado Essential Skills:,Implementing a variety of task and time management strategies through musical practice and refinement processes support development of high-quality musical products. (Self-Management)
Music,Fifth Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual and ensemble technique and performance.,MU.5.1.3,Colorado Essential Skills:,Synthesizing information from multiple sources helps to demonstrate understanding of a topic. (Data Literacy)
Music,Fifth Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual and ensemble technique and performance.,MU.5.1.3,Inquiry Questions:,When is a musical work ready to share?
Music,Fifth Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual and ensemble technique and performance.,MU.5.1.3,Inquiry Questions:,Why is it important to practice for accuracy?
Music,Fifth Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual and ensemble technique and performance.,MU.5.1.3,Inquiry Questions:,What is the role of a leader?
Music,Fifth Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual and ensemble technique and performance.,MU.5.1.3,Expand and Connect:,Relating music used in historical and societal events to genre and style can give insight to music's role in society and how cultures choose to express things.
Music,Fifth Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual and ensemble technique and performance.,MU.5.1.3,Expand and Connect:,"Demonstration of proper care of instruments, including voice, and response to the conductor aids in the understanding of music ensemble protocol."
Music,Fifth Grade,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critique and self-reflection to refine individual and ensemble technique and performance.,MU.5.1.3,Expand and Connect:,Technology increasingly occupies a place in music performance as well as composition.
Music,Fifth Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange a musical idea using rhythm and pitches with accompaniment.",MU.5.2.1,Students Can:,Create and document a melodic and/or rhythmic composition with accompaniment to present a chosen style or mood.
Music,Fifth Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange a musical idea using rhythm and pitches with accompaniment.",MU.5.2.1,Students Can:,"Generate and [improvise](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) musical ideas over an accompaniment (e.g., 12-bar blues, changing chord ostinati or other accompaniment, vocal ostinati)."
Music,Fifth Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange a musical idea using rhythm and pitches with accompaniment.",MU.5.2.1,Students Can:,[Arrange](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) an accompaniment to go with a melody.
Music,Fifth Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange a musical idea using rhythm and pitches with accompaniment.",MU.5.2.1,Colorado Essential Skills:,"Composing, improvising, and arranging help to synthesize ideas in original and surprising ways. (Creativity and Innovation)"
Music,Fifth Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange a musical idea using rhythm and pitches with accompaniment.",MU.5.2.1,Colorado Essential Skills:,"Composing, improvising, and arranging cause one to innovate from failure, connect learning across domains, and recognize new opportunities. (Creativity and Innovation)"
Music,Fifth Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange a musical idea using rhythm and pitches with accompaniment.",MU.5.2.1,Colorado Essential Skills:,"Creating music requires consideration of purpose, audience, planning, and delivery. (Civic Engagement)"
Music,Fifth Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange a musical idea using rhythm and pitches with accompaniment.",MU.5.2.1,Inquiry Questions:,How does improvising music help to create and express ideas?
Music,Fifth Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange a musical idea using rhythm and pitches with accompaniment.",MU.5.2.1,Inquiry Questions:,How can an accompaniment change the style of the music?
Music,Fifth Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange a musical idea using rhythm and pitches with accompaniment.",MU.5.2.1,Inquiry Questions:,Why is it important to learn to notate and/or document music?
Music,Fifth Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange a musical idea using rhythm and pitches with accompaniment.",MU.5.2.1,Expand and Connect:,Applying criteria allows students to evaluate the quality of musical creations.
Music,Fifth Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange a musical idea using rhythm and pitches with accompaniment.",MU.5.2.1,Expand and Connect:,Technology can be used to create and record student composed and improvised pieces.
Music,Fifth Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange a musical idea using rhythm and pitches with accompaniment.",MU.5.2.1,Expand and Connect:,"Understanding how other disciplines use the idea of arrangement, provide students with a deeper understanding of arranging a piece of music (e.g., still life or photo composition; choreography of a dance; blocking of a scene in a play; design of visual presentation)."
Music,Fifth Grade,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Compose, improvise, and arrange a musical idea using rhythm and pitches with accompaniment.",MU.5.2.1,Expand and Connect:,Understanding the basic structural elements used to write short musical phrases provides a foundation for understanding the structural elements of more complex musical compositions.
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate complex notated melodic, rhythmic, and harmonic patterns.",MU.5.3.1,Students Can:,Melody: Identify and demonstrate awareness of whole/half steps.
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate complex notated melodic, rhythmic, and harmonic patterns.",MU.5.3.1,Students Can:,Rhythm: Identify and demonstrate syncopated rhythms.
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate complex notated melodic, rhythmic, and harmonic patterns.",MU.5.3.1,Students Can:,"Harmony: Identify, perform, or respond to extended harmonic patterns (e.g., I-V, V-I, I-IV-V-I)."
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate complex notated melodic, rhythmic, and harmonic patterns.",MU.5.3.1,Colorado Essential Skills:,"Reading and analyzing music increases knowledge and development of musical ideas, as well as musical understanding. (Data Literacy)"
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate complex notated melodic, rhythmic, and harmonic patterns.",MU.5.3.1,Colorado Essential Skills:,"Writing music allows application of knowledge, making informed decisions, and transferring that knowledge to new contexts. (Creativity and Innovation)"
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate complex notated melodic, rhythmic, and harmonic patterns.",MU.5.3.1,Colorado Essential Skills:,Reading and analyzing music are opportunities to look for and value different perspectives expressed by others. (Social Awareness)
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate complex notated melodic, rhythmic, and harmonic patterns.",MU.5.3.1,Inquiry Questions:,How does the ability to identify notes improve musical ability?
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate complex notated melodic, rhythmic, and harmonic patterns.",MU.5.3.1,Inquiry Questions:,What makes a particular composition more complex than another?
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate complex notated melodic, rhythmic, and harmonic patterns.",MU.5.3.1,Inquiry Questions:,How does syncopation affect the feel of music?
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate complex notated melodic, rhythmic, and harmonic patterns.",MU.5.3.1,Expand and Connect:,Notation is the language of music.
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate complex notated melodic, rhythmic, and harmonic patterns.",MU.5.3.1,Expand and Connect:,Music notation is a visual representation of organized sound and silence occurring in discernable patterns.
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"1. Identify and demonstrate complex notated melodic, rhythmic, and harmonic patterns.",MU.5.3.1,Expand and Connect:,Recognizing the patterns that occur in music provides discernment skills that can be applied to other disciplines.
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate new and learned tempos, dynamics, and articulations.",MU.5.3.2,Students Can:,Tempo: Identify and demonstrate written tempo symbols.
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate new and learned tempos, dynamics, and articulations.",MU.5.3.2,Students Can:,Dynamics: Identify and demonstrate the written symbols for dynamic changes.
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate new and learned tempos, dynamics, and articulations.",MU.5.3.2,Students Can:,Articulation: Identify and demonstrate learned written articulations.
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate new and learned tempos, dynamics, and articulations.",MU.5.3.2,Colorado Essential Skills:,"Interpreting expressive musical elements provides an opportunity to recognize personal characteristics, preferences, thoughts, and feelings. (Self-Awareness)"
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate new and learned tempos, dynamics, and articulations.",MU.5.3.2,Colorado Essential Skills:,Using expressive musical elements provides recognition and awareness of the value in different perspectives expressed by others. (Social Awareness)
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate new and learned tempos, dynamics, and articulations.",MU.5.3.2,Colorado Essential Skills:,Using a variety of expressive elements in music demonstrates a willingness to try new things. (Creativity and Innovation)
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate new and learned tempos, dynamics, and articulations.",MU.5.3.2,Inquiry Questions:,How would changing the tempo affect a song?
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate new and learned tempos, dynamics, and articulations.",MU.5.3.2,Inquiry Questions:,Why do composers use a combination of dynamics in a piece of music instead of using just one?
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate new and learned tempos, dynamics, and articulations.",MU.5.3.2,Inquiry Questions:,How can articulation/instrumentation be used to communicate?
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate new and learned tempos, dynamics, and articulations.",MU.5.3.2,Inquiry Questions:,How can musicians manipulate musical elements to create different performances of the same piece of music?
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate new and learned tempos, dynamics, and articulations.",MU.5.3.2,Expand and Connect:,Identification of similarities and differences allows a listener to build musical literacy.
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate new and learned tempos, dynamics, and articulations.",MU.5.3.2,Expand and Connect:,The ability to interpret tempo markings in music can be compared to the use of adverbs in literature.
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate new and learned tempos, dynamics, and articulations.",MU.5.3.2,Expand and Connect:,Ways instruments produce changes in dynamics can be explained through the physics of sound production.
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"2. Identify and demonstrate new and learned tempos, dynamics, and articulations.",MU.5.3.2,Expand and Connect:,Understand that dynamics exist beyond music.
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and apply complex form, meter, and timbre elements.",MU.5.3.3,Students Can:,"Form/Structure: Identify D.S. al Coda, D.C. al fine, 1st/2nd endings."
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and apply complex form, meter, and timbre elements.",MU.5.3.3,Students Can:,Meter/Beat Groupings: Identify the purpose of the top and bottom number in a time signature.
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and apply complex form, meter, and timbre elements.",MU.5.3.3,Students Can:,"Timbre: Aurally identify 3+ parts, and various world instruments."
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and apply complex form, meter, and timbre elements.",MU.5.3.3,Colorado Essential Skills:,Recognizing musical form and structure provides a format to describe cause and effect relationships and patterns. (Data Literacy)
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and apply complex form, meter, and timbre elements.",MU.5.3.3,Colorado Essential Skills:,Applying knowledge of musical form and structure allows design parameters to set goals and make informed decisions to learned and new concepts. (Self-Management)
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and apply complex form, meter, and timbre elements.",MU.5.3.3,Inquiry Questions:,What is the purpose of a theme?
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and apply complex form, meter, and timbre elements.",MU.5.3.3,Inquiry Questions:,Why do some cultural music examples favor one meter over another?
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and apply complex form, meter, and timbre elements.",MU.5.3.3,Inquiry Questions:,Why do certain cultures favor specific instruments or rhythm patterns?
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and apply complex form, meter, and timbre elements.",MU.5.3.3,Expand and Connect:,Music vocabulary has a strong correlation to written and spoken language.
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and apply complex form, meter, and timbre elements.",MU.5.3.3,Expand and Connect:,The flow of music in time relies on meter and tempo.
Music,Fifth Grade,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,"3. Identify and apply complex form, meter, and timbre elements.",MU.5.3.3,Expand and Connect:,Unique tone qualities are found in varying styles and genres of music.
Music,Fifth Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Create and use specific criteria in responding to a musical performance.,MU.5.4.1,Students Can:,"Discriminate between both musical (rhythm, melody, tempo) and nonmusical (text, feelings) elements that influence musical performance and preference."
Music,Fifth Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Create and use specific criteria in responding to a musical performance.,MU.5.4.1,Students Can:,Discuss the difference between preference versus quality of musical works.
Music,Fifth Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Create and use specific criteria in responding to a musical performance.,MU.5.4.1,Colorado Essential Skills:,Discerning musical preferences allows individuals to make connections between information gathered and personal experiences. (Self-Awareness)
Music,Fifth Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Create and use specific criteria in responding to a musical performance.,MU.5.4.1,Colorado Essential Skills:,Articulating the criteria to evaluate a particular piece requires interpretation of aural information to draw conclusions. (Critical Thinking and Analysis)
Music,Fifth Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Create and use specific criteria in responding to a musical performance.,MU.5.4.1,Inquiry Questions:,Does an individual preference for a musical work or performance affect the opinion of quality?
Music,Fifth Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Create and use specific criteria in responding to a musical performance.,MU.5.4.1,Inquiry Questions:,What is the correlation between liking a work and the importance of the work?
Music,Fifth Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Create and use specific criteria in responding to a musical performance.,MU.5.4.1,Inquiry Questions:,How are passive and active listening different?
Music,Fifth Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Create and use specific criteria in responding to a musical performance.,MU.5.4.1,Expand and Connect:,Experiencing music of various cultures and societies can help students understand how others view the importance of music.
Music,Fifth Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Create and use specific criteria in responding to a musical performance.,MU.5.4.1,Expand and Connect:,Creating a survey of the listening preferences of classmates and their families can provide students a basis of both musical and nonmusical information that have an effect upon individual music preference.
Music,Fifth Grade,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Create and use specific criteria in responding to a musical performance.,MU.5.4.1,Expand and Connect:,A broad musical experience and comprehensive musical vocabulary strengthen one's ability to objectively consider and articulate ideas about music.
Music,Fifth Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,"2. Identify differences and commonalities in music from a variety of sources and intentions (e.g. historical periods, cultures, genres).",MU.5.4.2,Students Can:,Describe the use of various timbres and rhythmic patterns and their uses in various historical periods and cultures.
Music,Fifth Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,"2. Identify differences and commonalities in music from a variety of sources and intentions (e.g. historical periods, cultures, genres).",MU.5.4.2,Students Can:,Communicate similarities and differences in music from various historical periods.
Music,Fifth Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,"2. Identify differences and commonalities in music from a variety of sources and intentions (e.g. historical periods, cultures, genres).",MU.5.4.2,Students Can:,Communicate ways in which music has been important to people throughout historical periods.
Music,Fifth Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,"2. Identify differences and commonalities in music from a variety of sources and intentions (e.g. historical periods, cultures, genres).",MU.5.4.2,Colorado Essential Skills:,Experiencing and analyzing music of different cultures helps to identify and explain cultural and historical perspectives. (Global and Cultural Awareness)
Music,Fifth Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,"2. Identify differences and commonalities in music from a variety of sources and intentions (e.g. historical periods, cultures, genres).",MU.5.4.2,Inquiry Questions:,What roles does music play in American culture?
Music,Fifth Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,"2. Identify differences and commonalities in music from a variety of sources and intentions (e.g. historical periods, cultures, genres).",MU.5.4.2,Inquiry Questions:,How do the elements of music affect the way that music is classified into various styles?
Music,Fifth Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,"2. Identify differences and commonalities in music from a variety of sources and intentions (e.g. historical periods, cultures, genres).",MU.5.4.2,Inquiry Questions:,"Why are many classical works, jazz works and performances, and Broadway songs considered to be exceptional examples of American and Western music even though they do not share the popularity of contemporary ""top 40"" or other contemporary styles?"
Music,Fifth Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,"2. Identify differences and commonalities in music from a variety of sources and intentions (e.g. historical periods, cultures, genres).",MU.5.4.2,Expand and Connect:,Connecting important events in a historical period with the music of that time provides a deeper understanding of history.
Music,Fifth Grade,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,"2. Identify differences and commonalities in music from a variety of sources and intentions (e.g. historical periods, cultures, genres).",MU.5.4.2,Expand and Connect:,Identifying musical works that are specific to a given period builds a foundation for understanding similarities and differences between historical periods.
Music,Novice,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making interpretive and expressive choices.",MU.NO.1.1,Students Can:, [Perform/Demonstrate](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) music with accurate rhythms. (See Skill Level N in Appendix)
Music,Novice,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making interpretive and expressive choices.",MU.NO.1.1,Students Can:, [Perform/Demonstrate](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) music with accurate pitches and intonation. (See Skill Level N in Appendix)
Music,Novice,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making interpretive and expressive choices.",MU.NO.1.1,Students Can:, [Perform/Demonstrate](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) music with expressive qualities. (See Skill Level N in Appendix)
Music,Novice,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making interpretive and expressive choices.",MU.NO.1.1,Colorado Essential Skills:,Performing music demonstrates a willingness to try new things. (Creativity and Innovation)
Music,Novice,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making interpretive and expressive choices.",MU.NO.1.1,Colorado Essential Skills:,"Performing music encourages musicians to recognize personal characteristics, preferences, thoughts, and feelings. (Self-Awareness)"
Music,Novice,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making interpretive and expressive choices.",MU.NO.1.1,Colorado Essential Skills:,Students can synthesize information from multiple sources to demonstrate understanding of music. (Critical Thinking and Analysis)
Music,Novice,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making interpretive and expressive choices.",MU.NO.1.1,Inquiry Questions:,How do the performers use expressive qualities of music express a composer's intent?
Music,Novice,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making interpretive and expressive choices.",MU.NO.1.1,Inquiry Questions:,How do expressive choices impact how performances are interpreted by an audience?
Music,Novice,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making interpretive and expressive choices.",MU.NO.1.1,Expand and Connect:,Performing accurately and expressively requires musicians to access multiple skills simultaneously.
Music,Novice,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making interpretive and expressive choices.",MU.NO.1.1,Expand and Connect:,Musicians make expressive choices to communicate emotion.
Music,Novice,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,2. Perform/Demonstrate music in unison and two-parts accurately and with effective technique in order to convey intent.,MU.NO.1.2,Students Can:,"[Perform/Demonstrate](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) with effective technique and using consistent tone quality, intonation, balance, diction/articulation, and phrasing appropriate for the piece of music chosen. (See Skill Level N in Appendix)"
Music,Novice,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,2. Perform/Demonstrate music in unison and two-parts accurately and with effective technique in order to convey intent.,MU.NO.1.2,Students Can:,"Respond to written or visual cues for tempo, simple dynamics, and time signatures. (See Skill Level N in Appendix)"
Music,Novice,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,2. Perform/Demonstrate music in unison and two-parts accurately and with effective technique in order to convey intent.,MU.NO.1.2,Students Can:,"Demonstrate the ability to adjust elements of music (pitch, rhythm, dynamics, timbre, texture, balance, blend, and phrasing). (See Skill Level N in Appendix)"
Music,Novice,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,2. Perform/Demonstrate music in unison and two-parts accurately and with effective technique in order to convey intent.,MU.NO.1.2,Colorado Essential Skills:,"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 Engagement)"
Music,Novice,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,2. Perform/Demonstrate music in unison and two-parts accurately and with effective technique in order to convey intent.,MU.NO.1.2,Colorado Essential Skills:,Performing music requires students to take responsibility for and pursue opportunities to create the highest quality music performance. (Self-Advocacy and Initiative)
Music,Novice,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,2. Perform/Demonstrate music in unison and two-parts accurately and with effective technique in order to convey intent.,MU.NO.1.2,Colorado Essential Skills:,Discern differences of effective and ineffective processes and communication when performing music. (Self-Awareness)
Music,Novice,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,2. Perform/Demonstrate music in unison and two-parts accurately and with effective technique in order to convey intent.,MU.NO.1.2,Inquiry Questions:,How do musicians define a quality sound?
Music,Novice,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,2. Perform/Demonstrate music in unison and two-parts accurately and with effective technique in order to convey intent.,MU.NO.1.2,Inquiry Questions:,Why is teamwork important when playing in an ensemble?
Music,Novice,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,2. Perform/Demonstrate music in unison and two-parts accurately and with effective technique in order to convey intent.,MU.NO.1.2,Expand and Connect:,Musicians develop leadership through the performance of music.
Music,Novice,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,2. Perform/Demonstrate music in unison and two-parts accurately and with effective technique in order to convey intent.,MU.NO.1.2,Expand and Connect:,Performing together helps musicians to build meaningful interpersonal relationships.
Music,Novice,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critiques and self-reflection to refine individual and/or ensemble performances.,MU.NO.1.3,Students Can:,"Identify and apply teacher and peer feedback to rehearse, refine, and determine when a piece is ready to perform."
Music,Novice,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critiques and self-reflection to refine individual and/or ensemble performances.,MU.NO.1.3,Students Can:,Apply self-reflection process to refine musical performance
Music,Novice,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critiques and self-reflection to refine individual and/or ensemble performances.,MU.NO.1.3,Colorado Essential Skills:,"Accepting and applying feedback enables students to develop a clear sense of goals, and their abilities and needs. (Self-Advocacy and Initiative)"
Music,Novice,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critiques and self-reflection to refine individual and/or ensemble performances.,MU.NO.1.3,Colorado Essential Skills:,"Applying teacher, self, and peer critiques to improve personal musical performance teaches students to regulate their reactions to different perspectives. (Interpersonal Communication)"
Music,Novice,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critiques and self-reflection to refine individual and/or ensemble performances.,MU.NO.1.3,Inquiry Questions:,When is a musical work ready to share?
Music,Novice,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critiques and self-reflection to refine individual and/or ensemble performances.,MU.NO.1.3,Inquiry Questions:,How do musicians use feedback from others to improve performance?
Music,Novice,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critiques and self-reflection to refine individual and/or ensemble performances.,MU.NO.1.3,Inquiry Questions:,How can music be used to impact the performer's or audience's emotions?
Music,Novice,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critiques and self-reflection to refine individual and/or ensemble performances.,MU.NO.1.3,Expand and Connect:,"Musicians evaluate and refine their work through openness to new ideas, persistence, and the application of appropriate criteria."
Music,Novice,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply teacher and peer critiques and self-reflection to refine individual and/or ensemble performances.,MU.NO.1.3,Expand and Connect:,"Practicing and refinement develops perseverance, discipline, and an academic mindset."
Music,Novice,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create simple melodic and rhythmic ideas to convey intent.,MU.NO.2.1,Students Can:,"Create/[Compose](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) melodic and rhythmic musical ideas within structured parameters using a variety of [notation](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) methods (e.g., written, iconic, electronic, recording). (See Skill Level N in the Appendix)"
Music,Novice,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create simple melodic and rhythmic ideas to convey intent.,MU.NO.2.1,Students Can:,[Improvise](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) basic melodic or rhythmic phrases over accompaniment. (See Skill Level N in the Appendix)
Music,Novice,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create simple melodic and rhythmic ideas to convey intent.,MU.NO.2.1,Students Can:,[Arrange](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) an existing piece by changing one musical element. (See Skill Level N in the Appendix)
Music,Novice,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create simple melodic and rhythmic ideas to convey intent.,MU.NO.2.1,Colorado Essential Skills:,"Composing, improvising, and arranging sounds allow students to make connections between information gathered and personal experiences to create musical ideas. (Critical Thinking and Analysis)"
Music,Novice,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create simple melodic and rhythmic ideas to convey intent.,MU.NO.2.1,Colorado Essential Skills:,"Composing, improvising, and arranging music allow students an opportunity to demonstrate a willingness to try new things. (Adaptability and Flexibility)"
Music,Novice,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create simple melodic and rhythmic ideas to convey intent.,MU.NO.2.1,Colorado Essential Skills:,Creating music requires the establishment of a goal for communication and a thoughtful step-by-step plan for that communication. (Critical Thinking and Analysis)
Music,Novice,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create simple melodic and rhythmic ideas to convey intent.,MU.NO.2.1,Inquiry Questions:,How do musicians generate creative ideas?
Music,Novice,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create simple melodic and rhythmic ideas to convey intent.,MU.NO.2.1,Inquiry Questions:,Why is it important for musicians to be able to improvise?
Music,Novice,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create simple melodic and rhythmic ideas to convey intent.,MU.NO.2.1,Inquiry Questions:,What are some benefits of being able to adapt an existing piece of music for other uses?
Music,Novice,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create simple melodic and rhythmic ideas to convey intent.,MU.NO.2.1,Expand and Connect:,"The process of creating music is similar to the creative writing process (clearly focused, well developed, effectively formatted)."
Music,Novice,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create simple melodic and rhythmic ideas to convey intent.,MU.NO.2.1,Expand and Connect:,The use of technology can expand choices and provide resources for musicians to create music.
Music,Novice,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create simple melodic and rhythmic ideas to convey intent.,MU.NO.2.1,Expand and Connect:,"It would be advantageous for students to explore the jobs in current culture that require composers (e.g., video game production; presentation at business; commercials; many other media presentations such as art show, movies, cartoons)."
Music,Novice,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"1. Read, notate, and identify musical symbols by name or function for rhythm, pitch, articulation, and dynamics.",MU.NO.3.1,Students Can:,"Identify by name or function, and [notate](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) musical symbols. (See Skill Level N in the Appendix)"
Music,Novice,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"1. Read, notate, and identify musical symbols by name or function for rhythm, pitch, articulation, and dynamics.",MU.NO.3.1,Students Can:,"Sight-read, observing all musical symbols, tempo indications, expressive indications, and technical indications. (See Skill Level N in the Appendix)"
Music,Novice,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"1. Read, notate, and identify musical symbols by name or function for rhythm, pitch, articulation, and dynamics.",MU.NO.3.1,Students Can:,[Notate](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) melodic and/or rhythmic patterns. (See Skill Level N in the Appendix)
Music,Novice,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"1. Read, notate, and identify musical symbols by name or function for rhythm, pitch, articulation, and dynamics.",MU.NO.3.1,Colorado Essential Skills:,Sight-reading requires a high degree of risk taking. (Critical Thinking and Analysis)
Music,Novice,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"1. Read, notate, and identify musical symbols by name or function for rhythm, pitch, articulation, and dynamics.",MU.NO.3.1,Colorado Essential Skills:,Sight-reading develops stamina for rigorous tasks. (Perseverance and Resilience)
Music,Novice,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"1. Read, notate, and identify musical symbols by name or function for rhythm, pitch, articulation, and dynamics.",MU.NO.3.1,Inquiry Questions:,Why is it important to use some form of notation when creating musical ideas?
Music,Novice,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"1. Read, notate, and identify musical symbols by name or function for rhythm, pitch, articulation, and dynamics.",MU.NO.3.1,Inquiry Questions:,How does accurate and expressive sight-reading impact performance?
Music,Novice,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"1. Read, notate, and identify musical symbols by name or function for rhythm, pitch, articulation, and dynamics.",MU.NO.3.1,Expand and Connect:,Knowing how other disciplines use form increases a musician's understanding of how form is used in music.
Music,Novice,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"2. Analyze structure, use of musical elements, and expressive choices within musical creations.",MU.NO.3.2,Students Can:,"Identify how the use of repetition, similarities and contrasts inform the response to music."
Music,Novice,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"2. Analyze structure, use of musical elements, and expressive choices within musical creations.",MU.NO.3.2,Students Can:,Analyze a musical excerpt and describe the creator's application of musical structures and elements.
Music,Novice,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"2. Analyze structure, use of musical elements, and expressive choices within musical creations.",MU.NO.3.2,Colorado Essential Skills:,Analyzing music requires one to draw on prior knowledge and make connections. (Critical Thinking and Analysis)
Music,Novice,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"2. Analyze structure, use of musical elements, and expressive choices within musical creations.",MU.NO.3.2,Inquiry Questions:,How does analyzing the structure of music influence understanding of musical genres and styles?
Music,Novice,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"2. Analyze structure, use of musical elements, and expressive choices within musical creations.",MU.NO.3.2,Inquiry Questions:,How do analysis skills influence musical choices?
Music,Novice,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"2. Analyze structure, use of musical elements, and expressive choices within musical creations.",MU.NO.3.2,Expand and Connect:,Sight-reading music and sight-reading words are similar cognitive skills.
Music,Novice,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,3. Aurally identify and differentiate elements of a piece of music.,MU.NO.3.3,Students Can:,Listen to a simple rhythmic phrase and notate the accurate rhythm.
Music,Novice,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,3. Aurally identify and differentiate elements of a piece of music.,MU.NO.3.3,Students Can:,Aurally recall a simple melodic phrase.
Music,Novice,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,3. Aurally identify and differentiate elements of a piece of music.,MU.NO.3.3,Students Can:,Aurally compare and contrast different tonalities.
Music,Novice,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,3. Aurally identify and differentiate elements of a piece of music.,MU.NO.3.3,Colorado Essential Skills:,Exercising aural skills requires the recognition of patterns in music. (Critical Thinking and Analysis)
Music,Novice,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,3. Aurally identify and differentiate elements of a piece of music.,MU.NO.3.3,Colorado Essential Skills:,Pose and respond to questions or ideas and contribute to a discussion related to musical styles/genres. (Data Literacy)
Music,Novice,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,3. Aurally identify and differentiate elements of a piece of music.,MU.NO.3.3,Inquiry Questions:,How does rhythmic dictation improve sight-reading skills?
Music,Novice,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,3. Aurally identify and differentiate elements of a piece of music.,MU.NO.3.3,Inquiry Questions:,How does aural identification of tonalities aid in interpretation of musical intent?
Music,Novice,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,3. Aurally identify and differentiate elements of a piece of music.,MU.NO.3.3,Expand and Connect:,"Aural skills are necessary in other disciplines, such as language arts."
Music,Novice,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,4. Aurally identify musical styles/genres.,MU.NO.3.4,Students Can:,"Listen to a piece of music and identify the style/genre based on musical characteristics such as form/structure, instrumentation, lyrical content, and vocal or instrumental nuances."
Music,Novice,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,4. Aurally identify musical styles/genres.,MU.NO.3.4,Colorado Essential Skills:,Participating in discussions to analyze unfamiliar music requires communication and collaboration skills. (Social Awareness)
Music,Novice,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,4. Aurally identify musical styles/genres.,MU.NO.3.4,Inquiry Questions:,Why is it important to listen to and study music from different styles and genres?
Music,Novice,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,4. Aurally identify musical styles/genres.,MU.NO.3.4,Expand and Connect:,Listening to and analyzing music from a variety of genres expands one's musical palette and builds knowledge.
Music,Novice,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to musical performances using prescribed criteria.,MU.NO.4.1,Students Can:,Identify criteria used in evaluating various kinds of musical performances.
Music,Novice,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to musical performances using prescribed criteria.,MU.NO.4.1,Students Can:,Employ basic specific music terminology related to elements of performance and evaluation to discuss a music performance.
Music,Novice,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to musical performances using prescribed criteria.,MU.NO.4.1,Students Can:,"Interpret a piece of work and explain how creators' and performers' application of the elements of music and expressive qualities within genres, cultures, and historical periods convey expressive intent."
Music,Novice,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to musical performances using prescribed criteria.,MU.NO.4.1,Students Can:,Interpret a piece of work from a personal perspective and explain how the musical element affect the emotional state of the listener.
Music,Novice,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to musical performances using prescribed criteria.,MU.NO.4.1,Colorado Essential Skills:,Evaluating musical works allows one to express opinions through one's own personal perspective. (Social Awarness)
Music,Novice,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to musical performances using prescribed criteria.,MU.NO.4.1,Colorado Essential Skills:,Evaluating performances by others allows one to develop ideas and apply critiques to one's own performance. (Critical Thinking and Analysis)
Music,Novice,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to musical performances using prescribed criteria.,MU.NO.4.1,Inquiry Questions:,How does using prescribed criteria inform one's definition of quality?
Music,Novice,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to musical performances using prescribed criteria.,MU.NO.4.1,Inquiry Questions:,How do music evaluators use knowledge and skills to make informed musical decisions?
Music,Novice,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to musical performances using prescribed criteria.,MU.NO.4.1,Expand and Connect:,The ability to critically evaluate performances provides necessary information essential to improving performance skills.
Music,Novice,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to musical performances using prescribed criteria.,MU.NO.4.1,Expand and Connect:,Discussions about the quality of a performance using criteria encourage collegial discourse and require one to articulately communicate an aesthetic valuation.
Music,Novice,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Articulate and explain personal preferences as a music consumer.,MU.NO.4.2,Students Can:,"Create a program of music (such as a CD mix, playlist, or live performances) and demonstrate the connections to a personal interest or experience for a specific purpose."
Music,Novice,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Articulate and explain personal preferences as a music consumer.,MU.NO.4.2,Students Can:,"Describe, citing evidence, how personal preferences influence music consumerism."
Music,Novice,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Articulate and explain personal preferences as a music consumer.,MU.NO.4.2,Colorado Essential Skills:,Evaluating personal preferences allows one to identify how music influences their state of being. (Self-Awareness)
Music,Novice,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Articulate and explain personal preferences as a music consumer.,MU.NO.4.2,Colorado Essential Skills:,Identifying key attributes from a variety of sources allows one to demonstrate personal preferences for music. (Data Literacy)
Music,Novice,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Articulate and explain personal preferences as a music consumer.,MU.NO.4.2,Inquiry Questions:,How do individuals choose the music they listen to?
Music,Novice,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Articulate and explain personal preferences as a music consumer.,MU.NO.4.2,Inquiry Questions:,How does musical knowledge influence personal choices in music listening?
Music,Novice,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Articulate and explain personal preferences as a music consumer.,MU.NO.4.2,Inquiry Questions:,How might one's current emotional state influence the music they choose to experience?
Music,Novice,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Articulate and explain personal preferences as a music consumer.,MU.NO.4.2,Expand and Connect:,Examining one's personal choices in music reinforces metacognition.
Music,Novice,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Articulate and explain personal preferences as a music consumer.,MU.NO.4.2,Expand and Connect:,The study of music develops informed consumers of music in society.
Music,Novice,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,3. Identify and describe uses for music in different world cultures.,MU.NO.4.3,Students Can:,Explain why particular pieces of music are important to one's family or cultural heritage.
Music,Novice,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,3. Identify and describe uses for music in different world cultures.,MU.NO.4.3,Students Can:,Describe various ways music is used and enjoyed in different cultural traditions.
Music,Novice,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,3. Identify and describe uses for music in different world cultures.,MU.NO.4.3,Colorado Essential Skills:,Examining music from different cultures allows one to evaluate their own attitudes and beliefs. (Global and Cultural Awareness)
Music,Novice,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,3. Identify and describe uses for music in different world cultures.,MU.NO.4.3,Colorado Essential Skills:,Studying music deepens the understanding of one's own cultural experience. (Global and Cultural Awareness)
Music,Novice,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,3. Identify and describe uses for music in different world cultures.,MU.NO.4.3,Inquiry Questions:,How does learning about music of one's own culture influence identity?
Music,Novice,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,3. Identify and describe uses for music in different world cultures.,MU.NO.4.3,Inquiry Questions:,How is music a form of cultural transmission?
Music,Novice,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,3. Identify and describe uses for music in different world cultures.,MU.NO.4.3,Inquiry Questions:,Do all cultures emotionally interpret and respond to music in the same way?
Music,Novice,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,3. Identify and describe uses for music in different world cultures.,MU.NO.4.3,Expand and Connect:,Examining the cultural influences in popular music influences the development of multiple perspectives.
Music,Novice,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,4. Identify how music has been used in different historical periods and cultural and social contexts.,MU.NO.4.4,Students Can:,Listen to and analyze music from an historical period and describe how the music reflects the context of the period.
Music,Novice,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,4. Identify how music has been used in different historical periods and cultural and social contexts.,MU.NO.4.4,Students Can:,Identify and describe how historical context can inform a performance.
Music,Novice,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,4. Identify how music has been used in different historical periods and cultural and social contexts.,MU.NO.4.4,Colorado Essential Skills:,Considering historical perspectives in music-making requires access to information for a specific purpose. (Data Literacy)
Music,Novice,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,4. Identify how music has been used in different historical periods and cultural and social contexts.,MU.NO.4.4,Colorado Essential Skills:,Describing cause and effect patterns illuminates correlations between music and history. (Critical Thinking and Analysis)
Music,Novice,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,4. Identify how music has been used in different historical periods and cultural and social contexts.,MU.NO.4.4,Inquiry Questions:,How does music serve as a form of historical record?
Music,Novice,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,4. Identify how music has been used in different historical periods and cultural and social contexts.,MU.NO.4.4,Inquiry Questions:,How does historical context influence the way we might perform a particular musical work?
Music,Novice,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,4. Identify how music has been used in different historical periods and cultural and social contexts.,MU.NO.4.4,Expand and Connect:,We can learn about the human experience during a historical period by examining its music.
Music,Novice,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,4. Identify how music has been used in different historical periods and cultural and social contexts.,MU.NO.4.4,Expand and Connect:,Musicians often consider historic perspectives when making creative decisions.
Music,Intermediate,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making interpretive and expressive choices.",MU.IN.1.1,Students Can:,[Perform/Demonstrate](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) music with accurate rhythms. (See Skill Level I in Appendix)
Music,Intermediate,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making interpretive and expressive choices.",MU.IN.1.1,Students Can:,[Perform/Demonstrate](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) music with accurate pitches and intonation. (See Skill Level I in Appendix)
Music,Intermediate,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making interpretive and expressive choices.",MU.IN.1.1,Students Can:,[Perform/Demonstrate](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) music with expressive qualities. (See Skill Level I in Appendix)
Music,Intermediate,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making interpretive and expressive choices.",MU.IN.1.1,Colorado Essential Skills:,"Performing music demonstrates flexibility, imagination, and inventiveness in taking on tasks and activities. (Adaptability and Flexibility)"
Music,Intermediate,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making interpretive and expressive choices.",MU.IN.1.1,Colorado Essential Skills:,"Performing music encourages musicians to recognize personal characteristics, preferences, thoughts, and feelings. (Self-Awareness)"
Music,Intermediate,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making interpretive and expressive choices.",MU.IN.1.1,Colorado Essential Skills:,Students can synthesize information from multiple sources to demonstrate understanding of a topic. (Data Literacy)
Music,Intermediate,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making interpretive and expressive choices.",MU.IN.1.1,Inquiry Questions:,How do performers interpret musical works?
Music,Intermediate,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making interpretive and expressive choices.",MU.IN.1.1,Inquiry Questions:,How do context and the manner in which music is presented influence audience response?
Music,Intermediate,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making interpretive and expressive choices.",MU.IN.1.1,Expand and Connect:,Performing accurately and expressively requires musicians to access multiple skills simultaneously.
Music,Intermediate,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making interpretive and expressive choices.",MU.IN.1.1,Expand and Connect:,Musicians make expressive choices to connect with listeners.
Music,Intermediate,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,2. Perform/Demonstrate music in two or more parts accurately and with effective technique in order to convey intent.,MU.IN.1.2,Students Can:,"[Perform/Demonstrate](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) with effective technique using consistent tone quality, intonation, balance, diction/articulation and phrasing appropriate for the piece of music chosen. (See Skill Level I in Appendix)"
Music,Intermediate,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,2. Perform/Demonstrate music in two or more parts accurately and with effective technique in order to convey intent.,MU.IN.1.2,Students Can:,"Respond to written or visual cues for tempo, dynamics, and time signatures. (See Skill Level I in Appendix)"
Music,Intermediate,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,2. Perform/Demonstrate music in two or more parts accurately and with effective technique in order to convey intent.,MU.IN.1.2,Students Can:,"Demonstrate the ability to adjust elements of music (pitch, rhythm, dynamics, timbre, texture, balance, blend, and phrasing). (See Skill Level I in Appendix)"
Music,Intermediate,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,2. Perform/Demonstrate music in two or more parts accurately and with effective technique in order to convey intent.,MU.IN.1.2,Colorado Essential Skills:,"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 Engagement)"
Music,Intermediate,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,2. Perform/Demonstrate music in two or more parts accurately and with effective technique in order to convey intent.,MU.IN.1.2,Colorado Essential Skills:,"Performing music requires students to appropriately express one's own emotions, thoughts, and values and identify how they influence musical performances. (Self-Awareness)"
Music,Intermediate,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,2. Perform/Demonstrate music in two or more parts accurately and with effective technique in order to convey intent.,MU.IN.1.2,Colorado Essential Skills:,Discern differences of effective and ineffective processes and communication when performing music. (Data Literacy)
Music,Intermediate,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,2. Perform/Demonstrate music in two or more parts accurately and with effective technique in order to convey intent.,MU.IN.1.2,Inquiry Questions:,How does appropriate performance technique impact a performance and audience response?
Music,Intermediate,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,2. Perform/Demonstrate music in two or more parts accurately and with effective technique in order to convey intent.,MU.IN.1.2,Inquiry Questions:,How are skills and techniques applied differently when performing in an ensemble?
Music,Intermediate,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,2. Perform/Demonstrate music in two or more parts accurately and with effective technique in order to convey intent.,MU.IN.1.2,Expand and Connect:,Musicians develop leadership through the performance of music.
Music,Intermediate,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,2. Perform/Demonstrate music in two or more parts accurately and with effective technique in order to convey intent.,MU.IN.1.2,Expand and Connect:,Performing together helps musicians to build meaningful interpersonal relationships.
Music,Intermediate,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply self-reflection to create criteria and refine the individual and/or ensemble performances.,MU.IN.1.3,Students Can:,"Identify and apply self-reflection of criteria to rehearse, refine, and determine when the music is ready to perform."
Music,Intermediate,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply self-reflection to create criteria and refine the individual and/or ensemble performances.,MU.IN.1.3,Students Can:,Construct and show self-reflection process to refine musical performance
Music,Intermediate,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply self-reflection to create criteria and refine the individual and/or ensemble performances.,MU.IN.1.3,Colorado Essential Skills:,Practicing music requires students to demonstrate ways to adapt and reach workable solutions in order to refine musical performances and pieces to the best of their abilities. (Adaptability and Flexibility)
Music,Intermediate,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply self-reflection to create criteria and refine the individual and/or ensemble performances.,MU.IN.1.3,Colorado Essential Skills:,"Applying teacher, self, and peer critiques to improve personal musical performance teaches students to focus on learning goals and improvement. (Perseverance and Resilience)"
Music,Intermediate,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply self-reflection to create criteria and refine the individual and/or ensemble performances.,MU.IN.1.3,Colorado Essential Skills:,Practicing and refining music requires students to recognize and describe cause-and-effect relationships and patterns in personal musical performance. (Critical Thinking and Analysis)
Music,Intermediate,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply self-reflection to create criteria and refine the individual and/or ensemble performances.,MU.IN.1.3,Inquiry Questions:,How do individual musicians improve the quality of their performance?
Music,Intermediate,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply self-reflection to create criteria and refine the individual and/or ensemble performances.,MU.IN.1.3,Expand and Connect:,"Musicians evaluate and refine their work through openness to new ideas, persistence, and the application of appropriate criteria."
Music,Intermediate,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply self-reflection to create criteria and refine the individual and/or ensemble performances.,MU.IN.1.3,Expand and Connect:,"Practicing and refinement develop perseverance, discipline, and an academic mindset."
Music,Intermediate,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create increasingly complex music with melodic and/or rhythmic ideas to convey intent.,MU.IN.2.1,Students Can:,"Create/[Compose](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) a melodic and/or rhythmic composition with structure parameters using a variety of [notation](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) methods (e.g., written, iconic, electronic, recording). (See Skill Level I in the Appendix)"
Music,Intermediate,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create increasingly complex music with melodic and/or rhythmic ideas to convey intent.,MU.IN.2.1,Students Can:,[Improvise](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) melodic or rhythmic musical ideas over an accompaniment. (See Skill Level I in the Appendix)
Music,Intermediate,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create increasingly complex music with melodic and/or rhythmic ideas to convey intent.,MU.IN.2.1,Students Can:,[Arrange](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) an existing piece with or without accompaniment. (See Skill Level I in the Appendix)
Music,Intermediate,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create increasingly complex music with melodic and/or rhythmic ideas to convey intent.,MU.IN.2.1,Colorado Essential Skills:,"Composing, improvising, and arranging sounds require that students interpret and analyze a variety of musical elements and draw conclusions in order to best convey a purposeful intent. (Critical Thinking and Analysis)"
Music,Intermediate,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create increasingly complex music with melodic and/or rhythmic ideas to convey intent.,MU.IN.2.1,Colorado Essential Skills:,"Composing, improvising, and arranging music allow students to demonstrate flexibility, imagination, and inventiveness in taking on tasks and activities. (Creativity and Innovation)"
Music,Intermediate,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create increasingly complex music with melodic and/or rhythmic ideas to convey intent.,MU.IN.2.1,Colorado Essential Skills:,Creating music requires the establishment of a goal for communication and a thoughtful step by step plan for that communication. (Career Awareness)
Music,Intermediate,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create increasingly complex music with melodic and/or rhythmic ideas to convey intent.,MU.IN.2.1,Inquiry Questions:,How do musicians make creative decisions?
Music,Intermediate,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create increasingly complex music with melodic and/or rhythmic ideas to convey intent.,MU.IN.2.1,Inquiry Questions:,How do musicians learn to choose pitches (and rhythms) that are appropriate for a given harmonic progression when improvising?
Music,Intermediate,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create increasingly complex music with melodic and/or rhythmic ideas to convey intent.,MU.IN.2.1,Inquiry Questions:,Why is it important for musicians to be able to create/compose music?
Music,Intermediate,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create increasingly complex music with melodic and/or rhythmic ideas to convey intent.,MU.IN.2.1,Inquiry Questions:,How can people create music that expresses their own emotions and impacts others as well?
Music,Intermediate,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create increasingly complex music with melodic and/or rhythmic ideas to convey intent.,MU.IN.2.1,Expand and Connect:,"The process of creating music is similar to the creative writing process (clearly focused, well developed, effectively formatted, etc.)."
Music,Intermediate,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create increasingly complex music with melodic and/or rhythmic ideas to convey intent.,MU.IN.2.1,Expand and Connect:,The use of technology can expand choices and provide resources for musicians to create music.
Music,Intermediate,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"1. Read, notate, and identify by name or function standard symbols for rhythm, pitch articulation, dynamics, tempo, and form.",MU.IN.3.1,Students Can:,"Identify by name or function, and [notate](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) musical symbols. (See Skill Level I in the Appendix)"
Music,Intermediate,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"1. Read, notate, and identify by name or function standard symbols for rhythm, pitch articulation, dynamics, tempo, and form.",MU.IN.3.1,Students Can:,"Sight-read, observing all musical symbols, tempo indications, expressive indications, and technical indications. (See Skill Level I in the Appendix)"
Music,Intermediate,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"1. Read, notate, and identify by name or function standard symbols for rhythm, pitch articulation, dynamics, tempo, and form.",MU.IN.3.1,Students Can:,[Notate](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) melodic and/or rhythmic patterns. (See Skill Level in the Appendix)
Music,Intermediate,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"1. Read, notate, and identify by name or function standard symbols for rhythm, pitch articulation, dynamics, tempo, and form.",MU.IN.3.1,Colorado Essential Skills:,Sight-reading requires a high degree of risk taking. (Critical Thinking and Analysis)
Music,Intermediate,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"1. Read, notate, and identify by name or function standard symbols for rhythm, pitch articulation, dynamics, tempo, and form.",MU.IN.3.1,Colorado Essential Skills:,Sight-reading develops stamina for rigorous tasks. (Self-Management)
Music,Intermediate,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"1. Read, notate, and identify by name or function standard symbols for rhythm, pitch articulation, dynamics, tempo, and form.",MU.IN.3.1,Inquiry Questions:,How does a working knowledge of different types of music notation (including technology) assist in composing original musical ideas?
Music,Intermediate,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"1. Read, notate, and identify by name or function standard symbols for rhythm, pitch articulation, dynamics, tempo, and form.",MU.IN.3.1,Inquiry Questions:,How does accurate and expressive sight-reading impact performance?
Music,Intermediate,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"1. Read, notate, and identify by name or function standard symbols for rhythm, pitch articulation, dynamics, tempo, and form.",MU.IN.3.1,Expand and Connect:,Knowing how other disciplines use form increases a musician's understanding of how form is used in music.
Music,Intermediate,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"2. Analyze structure, use of musical elements, and expressive choices within musical creations.",MU.IN.3.2,Students Can:,Describe the way in which elements of music and form are manipulated and how it informs the response to music.
Music,Intermediate,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"2. Analyze structure, use of musical elements, and expressive choices within musical creations.",MU.IN.3.2,Students Can:,Analyze a musical excerpt and describe the creator's application of musical structures and elements. (See Skill Level I in the Appendix)
Music,Intermediate,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"2. Analyze structure, use of musical elements, and expressive choices within musical creations.",MU.IN.3.2,Colorado Essential Skills:,Analyzing music requires one to draw on prior knowledge and make connections. (Critical Thinking and Analysis)
Music,Intermediate,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"2. Analyze structure, use of musical elements, and expressive choices within musical creations.",MU.IN.3.2,Inquiry Questions:,How do musicians use analysis to discern the composer's and performer's intent?
Music,Intermediate,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"2. Analyze structure, use of musical elements, and expressive choices within musical creations.",MU.IN.3.2,Inquiry Questions:,How do analysis skills influence musical choices?
Music,Intermediate,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"2. Analyze structure, use of musical elements, and expressive choices within musical creations.",MU.IN.3.2,Expand and Connect:,Sight-reading music and sight-reading words are similar cognitive skills.
Music,Intermediate,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,3. Aurally identify and differentiate elements of music including simple tonal and/or rhythmic relationships.,MU.IN.3.3,Students Can:,Listen to a rhythmic phrase and notate the accurate rhythm.
Music,Intermediate,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,3. Aurally identify and differentiate elements of music including simple tonal and/or rhythmic relationships.,MU.IN.3.3,Students Can:,Listen to two diatonic tones and identify the interval from a given starting pitch.
Music,Intermediate,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,3. Aurally identify and differentiate elements of music including simple tonal and/or rhythmic relationships.,MU.IN.3.3,Students Can:,Aurally identify a variety of tonalities.
Music,Intermediate,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,3. Aurally identify and differentiate elements of music including simple tonal and/or rhythmic relationships.,MU.IN.3.3,Colorado Essential Skills:,Aurally differentiating between musical elements requires one to make connections and draw conclusions. (Critical Thinking and Analysis)
Music,Intermediate,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,3. Aurally identify and differentiate elements of music including simple tonal and/or rhythmic relationships.,MU.IN.3.3,Colorado Essential Skills:,Pose and respond to questions or ideas and contribute to a discussion related to musical styles/genres. (Data Literacy)
Music,Intermediate,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,3. Aurally identify and differentiate elements of music including simple tonal and/or rhythmic relationships.,MU.IN.3.3,Inquiry Questions:,How does rhythmic dictation improve sight-reading skills?
Music,Intermediate,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,3. Aurally identify and differentiate elements of music including simple tonal and/or rhythmic relationships.,MU.IN.3.3,Inquiry Questions:,How does aurally differentiating between tones improve intonation in performance?
Music,Intermediate,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,3. Aurally identify and differentiate elements of music including simple tonal and/or rhythmic relationships.,MU.IN.3.3,Expand and Connect:,"Aural skills are necessary in other disciplines, such as language arts."
Music,Intermediate,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,4. Aurally identify and differentiate characteristics of musical styles/genres.,MU.IN.3.4,Students Can:,"Listen to several pieces of music. Describe each genre based on multiple musical characteristics such as form/structure, instrumentation, lyrical content, and vocal or instrumental nuances."
Music,Intermediate,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,4. Aurally identify and differentiate characteristics of musical styles/genres.,MU.IN.3.4,Colorado Essential Skills:,Participating in discussions to analyze unfamiliar music requires communication and collaboration skills. (Social Awareness)
Music,Intermediate,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,4. Aurally identify and differentiate characteristics of musical styles/genres.,MU.IN.3.4,Inquiry Questions:,How is comparing and contrasting music similar to analyzing genres in literature?
Music,Intermediate,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,4. Aurally identify and differentiate characteristics of musical styles/genres.,MU.IN.3.4,Inquiry Questions:,Do all cultures use the same techniques to convey emotions in their music?
Music,Intermediate,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,4. Aurally identify and differentiate characteristics of musical styles/genres.,MU.IN.3.4,Expand and Connect:,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.
Music,Intermediate,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to music by comparing two or more musical performances or compositions using teacher created criteria.,MU.IN.4.1,Students Can:,Apply prescribed criteria used in evaluating various kinds of musical performances.
Music,Intermediate,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to music by comparing two or more musical performances or compositions using teacher created criteria.,MU.IN.4.1,Students Can:,Compare two performances of the same work and discuss the comparison.
Music,Intermediate,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to music by comparing two or more musical performances or compositions using teacher created criteria.,MU.IN.4.1,Students Can:,"Interpret contrasting works and explain how creators' and performers' application of the elements of music and expressive qualities within genres, cultures, and historical periods convey expressive intent."
Music,Intermediate,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to music by comparing two or more musical performances or compositions using teacher created criteria.,MU.IN.4.1,Colorado Essential Skills:,Evaluating musical works allows one to express opinions through one's own personal perspective. (Interpersonal Communication)
Music,Intermediate,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to music by comparing two or more musical performances or compositions using teacher created criteria.,MU.IN.4.1,Colorado Essential Skills:,Evaluating performances by others allows one to develop ideas and apply critiques to one's own performance. (Self-Advocacy and Initiative)
Music,Intermediate,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to music by comparing two or more musical performances or compositions using teacher created criteria.,MU.IN.4.1,Inquiry Questions:,What criteria are important in comparing two or more musical performances?
Music,Intermediate,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to music by comparing two or more musical performances or compositions using teacher created criteria.,MU.IN.4.1,Inquiry Questions:,How do music evaluators use knowledge and skills to make informed musical decisions?
Music,Intermediate,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to music by comparing two or more musical performances or compositions using teacher created criteria.,MU.IN.4.1,Expand and Connect:,The ability to critically evaluate performances provides necessary information essential to improving performance skills.
Music,Intermediate,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to music by comparing two or more musical performances or compositions using teacher created criteria.,MU.IN.4.1,Expand and Connect:,Discussions comparing performances using criteria encourage collegial discourse and require one to articulately communicate an aesthetic valuation.
Music,Intermediate,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Identify and describe the ways in which music is consumed in society.,MU.IN.4.2,Students Can:,"Explain, citing evidence, how musical concepts, design, and contexts affect the way social groups respond to music."
Music,Intermediate,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Identify and describe the ways in which music is consumed in society.,MU.IN.4.2,Students Can:,"Describe, citing evidence, the social influences on personal music preferences."
Music,Intermediate,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Identify and describe the ways in which music is consumed in society.,MU.IN.4.2,Colorado Essential Skills:,Evaluating the social influences on music preference strengthens one's flexibility in valuing different perspectives. (Social Awareness)
Music,Intermediate,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Identify and describe the ways in which music is consumed in society.,MU.IN.4.2,Colorado Essential Skills:,"Evaluating music's economic impact requires one to investigate, make observations, and draw conclusions. (Data Literacy)"
Music,Intermediate,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Identify and describe the ways in which music is consumed in society.,MU.IN.4.2,Inquiry Questions:,Who and/or what influences our personal choices of music?
Music,Intermediate,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Identify and describe the ways in which music is consumed in society.,MU.IN.4.2,Inquiry Questions:,How do the contributions of music industry impact the economy?
Music,Intermediate,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Identify and describe the ways in which music is consumed in society.,MU.IN.4.2,Inquiry Questions:,How does one's current emotional state influence the music they choose to consume?
Music,Intermediate,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Identify and describe the ways in which music is consumed in society.,MU.IN.4.2,Inquiry Questions:,How do current event impact the music we choose to listen to or encounter in media?
Music,Intermediate,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Identify and describe the ways in which music is consumed in society.,MU.IN.4.2,Expand and Connect:,Examining one's personal choices in music reinforces metacognition.
Music,Intermediate,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Identify and describe the ways in which music is consumed in society.,MU.IN.4.2,Expand and Connect:,The study of music develops informed consumers of music in society.
Music,Intermediate,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,3. Compare uses for music around the world in a culturally responsive manner.,MU.IN.4.3,Students Can:,Reflect on and discuss the roles and impact various musics plays in one's life and the lives of others.
Music,Intermediate,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,3. Compare uses for music around the world in a culturally responsive manner.,MU.IN.4.3,Students Can:,Identify and explore music that is culturally relevant to one's identity.
Music,Intermediate,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,3. Compare uses for music around the world in a culturally responsive manner.,MU.IN.4.3,Colorado Essential Skills:,Examining music from different cultures encourages the use of multiple perspectives. (Global and Cultural Awareness)
Music,Intermediate,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,3. Compare uses for music around the world in a culturally responsive manner.,MU.IN.4.3,Colorado Essential Skills:,Studying music deepens the understanding of one's own cultural experience. (Self-Awareness)
Music,Intermediate,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,3. Compare uses for music around the world in a culturally responsive manner.,MU.IN.4.3,Inquiry Questions:,How does learning about music of one's own culture influence identity?
Music,Intermediate,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,3. Compare uses for music around the world in a culturally responsive manner.,MU.IN.4.3,Inquiry Questions:,How is music a form of cultural transmission?
Music,Intermediate,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,3. Compare uses for music around the world in a culturally responsive manner.,MU.IN.4.3,Inquiry Questions:,Do all cultures emotionally interpret and respond to music in the same way?
Music,Intermediate,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,3. Compare uses for music around the world in a culturally responsive manner.,MU.IN.4.3,Expand and Connect:,Examining the cultural influences in popular music creates opportunities to understand similarities between cultures.
Music,Intermediate,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,4. Identify and describe the ways in which music is selected for use in a variety of historical periods and cultural and societal contexts.,MU.IN.4.4,Students Can:,Analyze music from a historical period. Describe how accurately or inaccurately it depicts or reflects upon the events of the period.
Music,Intermediate,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,4. Identify and describe the ways in which music is selected for use in a variety of historical periods and cultural and societal contexts.,MU.IN.4.4,Students Can:,Identify how different historical contexts can result in different music performances and interpretations.
Music,Intermediate,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,4. Identify and describe the ways in which music is selected for use in a variety of historical periods and cultural and societal contexts.,MU.IN.4.4,Colorado Essential Skills:,Considering historical perspectives in music-making requires access to information for a specific purpose. (Global and Cultural Awareness)
Music,Intermediate,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,4. Identify and describe the ways in which music is selected for use in a variety of historical periods and cultural and societal contexts.,MU.IN.4.4,Colorado Essential Skills:,Describing cause-and-effect patterns illuminates correlations between music and history. (Critical Thinking and Analysis)
Music,Intermediate,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,4. Identify and describe the ways in which music is selected for use in a variety of historical periods and cultural and societal contexts.,MU.IN.4.4,Inquiry Questions:,How does music serve as a form of historical record?
Music,Intermediate,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,4. Identify and describe the ways in which music is selected for use in a variety of historical periods and cultural and societal contexts.,MU.IN.4.4,Inquiry Questions:,How does historical context influence the way we might perform a particular musical work?
Music,Intermediate,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,4. Identify and describe the ways in which music is selected for use in a variety of historical periods and cultural and societal contexts.,MU.IN.4.4,Expand and Connect:,We can learn about the human experience during a historical period by examining its music.
Music,Intermediate,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,4. Identify and describe the ways in which music is selected for use in a variety of historical periods and cultural and societal contexts.,MU.IN.4.4,Expand and Connect:,Musicians often consider historic perspectives when making creative decisions.
Music,Proficient,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making interpretive and expressive choices.",MU.PR.1.1,Students Can:,[Perform/Demonstrate](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) music with accurate rhythms. (See Skill Level P in Appendix)
Music,Proficient,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making interpretive and expressive choices.",MU.PR.1.1,Students Can:,[Perform/Demonstrate](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) music with accurate pitches and intonation. (See Skill Level P in Appendix)
Music,Proficient,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making interpretive and expressive choices.",MU.PR.1.1,Students Can:,[Perform/Demonstrate](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) music with expressive qualities. (See Skill Level P in Appendix.)
Music,Proficient,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making interpretive and expressive choices.",MU.PR.1.1,Colorado Essential Skills:,"Performing music requires musicians to innovate from failure, connect learning across domains, and recognize new opportunities. (Adaptability and Flexibility)"
Music,Proficient,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making interpretive and expressive choices.",MU.PR.1.1,Colorado Essential Skills:,"Performing music requires musicians to regulate one's emotions, thoughts, and behaviors in different situations. (Self-Awareness)"
Music,Proficient,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making interpretive and expressive choices.",MU.PR.1.1,Colorado Essential Skills:,Students can synthesize information from multiple sources to demonstrate understanding of a topic. (Critical Thinking and Analysis)
Music,Proficient,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making interpretive and expressive choices.",MU.PR.1.1,Inquiry Questions:,How does understanding the structure and context of musical works inform performance?
Music,Proficient,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making interpretive and expressive choices.",MU.PR.1.1,Inquiry Questions:,How do musicians select repertoire?
Music,Proficient,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making interpretive and expressive choices.",MU.PR.1.1,Expand and Connect:,Performing accurately and expressively requires cognitive demands similar to reading complex texts.
Music,Proficient,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making interpretive and expressive choices.",MU.PR.1.1,Expand and Connect:,The quality of a performance can illicit different responses from audiences.
Music,Proficient,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,2. Perform/Demonstrate music in three or more parts accurately and with technique in order to convey intent.,MU.PR.1.2,Students Can:,"[Perform/Demonstrate](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) with effective technique using consistent tone quality, intonation, balance, diction/articulation and phrasing appropriate for the piece of music chosen. (See Skill Level P in Appendix)"
Music,Proficient,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,2. Perform/Demonstrate music in three or more parts accurately and with technique in order to convey intent.,MU.PR.1.2,Students Can:,Respond to instructor's cues while singing or playing in an ensemble.
Music,Proficient,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,2. Perform/Demonstrate music in three or more parts accurately and with technique in order to convey intent.,MU.PR.1.2,Students Can:,"Demonstrate the ability to adjust elements of music (pitch, rhythm, dynamics, timbre, texture, balance, blend, and phrasing). (See Skill Level P in Appendix)"
Music,Proficient,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,2. Perform/Demonstrate music in three or more parts accurately and with technique in order to convey intent.,MU.PR.1.2,Colorado Essential Skills:,"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 Engagement)"
Music,Proficient,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,2. Perform/Demonstrate music in three or more parts accurately and with technique in order to convey intent.,MU.PR.1.2,Colorado Essential Skills:,"Performing music requires students to appropriately express one's own emotions, thoughts, and values and identify how they influence musical performances. (Self-Awareness)"
Music,Proficient,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,2. Perform/Demonstrate music in three or more parts accurately and with technique in order to convey intent.,MU.PR.1.2,Colorado Essential Skills:,"Consider purpose, formality of context and audience, and distinct cultural norms when planning content, mode, delivery, and expression. (Civic Engagement)"
Music,Proficient,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,2. Perform/Demonstrate music in three or more parts accurately and with technique in order to convey intent.,MU.PR.1.2,Inquiry Questions:,How does appropriate performance technique impact a performance and audience response?
Music,Proficient,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,2. Perform/Demonstrate music in three or more parts accurately and with technique in order to convey intent.,MU.PR.1.2,Inquiry Questions:,How are skills and techniques applied differently when performing in an ensemble?
Music,Proficient,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,2. Perform/Demonstrate music in three or more parts accurately and with technique in order to convey intent.,MU.PR.1.2,Expand and Connect:,Musicians scaffold technique and skills to increase access to challenging music.
Music,Proficient,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,2. Perform/Demonstrate music in three or more parts accurately and with technique in order to convey intent.,MU.PR.1.2,Expand and Connect:,"Musicians connect their personal interests, experiences, ideas, and knowledge with their musical performance."
Music,Proficient,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply personal and prescribed criteria to develop a practice cycle.,MU.PR.1.3,Students Can:,"Identify and apply personally developed criteria to rehearse, refine, and determine when the music is ready to perform."
Music,Proficient,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply personal and prescribed criteria to develop a practice cycle.,MU.PR.1.3,Students Can:,Cite evidence during self-reflection process to refine musical performance
Music,Proficient,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply personal and prescribed criteria to develop a practice cycle.,MU.PR.1.3,Colorado Essential Skills:,"Evaluating and refining personal music-making skills allows students to apply knowledge to set goals, make informed decisions and transfer to new contexts. (Self-Management)"
Music,Proficient,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply personal and prescribed criteria to develop a practice cycle.,MU.PR.1.3,Colorado Essential Skills:,"Applying teacher, self, and peer critiques to improve personal musical performance teaches students to focus on learning goals and improvemnet. (Perseverance and Resilience)"
Music,Proficient,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply personal and prescribed criteria to develop a practice cycle.,MU.PR.1.3,Colorado Essential Skills:,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. (Critical Thinking and Analysis)
Music,Proficient,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply personal and prescribed criteria to develop a practice cycle.,MU.PR.1.3,Inquiry Questions:,When is a performance ready to present to an audience?
Music,Proficient,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply personal and prescribed criteria to develop a practice cycle.,MU.PR.1.3,Inquiry Questions:,How does a personal reflection and refinement process improve the overall ensemble performance?
Music,Proficient,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply personal and prescribed criteria to develop a practice cycle.,MU.PR.1.3,Expand and Connect:,"Musicians evaluate and refine their work through openness to new ideas, persistence, and the application of appropriate criteria."
Music,Proficient,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Apply personal and prescribed criteria to develop a practice cycle.,MU.PR.1.3,Expand and Connect:,"Practicing and refinement develops perseverance, discipline, and an academic mindset."
Music,Proficient,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create increasingly complex music using melodic and/or rhythmic ideas with variations to convey intent.,MU.PR.2.1,Students Can:,"Create/[Compose](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) melodic and/or rhythmic musical ideas using patterns and sequencing with multiple parts using a variety of [notation](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) methods (e.g., written, iconic, electronic, recording). (See Skill Level P in the Appendix)"
Music,Proficient,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create increasingly complex music using melodic and/or rhythmic ideas with variations to convey intent.,MU.PR.2.1,Students Can:,[Improvise](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) a solo vocally and/or instrumentally over a three-chord pattern using varied rhythmic and melodic patterns. (See Skill Level P in the Appendix)
Music,Proficient,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create increasingly complex music using melodic and/or rhythmic ideas with variations to convey intent.,MU.PR.2.1,Students Can:,[Arrange](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) an existing vocal or instrumental composition. (See Skill Level P in the Appendix)
Music,Proficient,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create increasingly complex music using melodic and/or rhythmic ideas with variations to convey intent.,MU.PR.2.1,Colorado Essential Skills:,"Composing, improvising, and arranging sounds require that students interpret and analyze a variety of musical elements and draw conclusions in order to best convey a purposeful intent. (Critical Thinking and Problem Solving)"
Music,Proficient,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create increasingly complex music using melodic and/or rhythmic ideas with variations to convey intent.,MU.PR.2.1,Colorado Essential Skills:,"Composing, improvising and arranging allows one to innovate from failure, connect learning across domains, and recognize new opportunities. (Perseverance and Resilience)"
Music,Proficient,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create increasingly complex music using melodic and/or rhythmic ideas with variations to convey intent.,MU.PR.2.1,Colorado Essential Skills:,Creating music requires the demonstration of confidence in sharing ideas/feelings. (Self-Advocacy and Initiative)
Music,Proficient,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create increasingly complex music using melodic and/or rhythmic ideas with variations to convey intent.,MU.PR.2.1,Inquiry Questions:,How do musicians use different sources to generate creative ideas?
Music,Proficient,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create increasingly complex music using melodic and/or rhythmic ideas with variations to convey intent.,MU.PR.2.1,Inquiry Questions:,What are the contexts/clues that a musician should consider when making improvisational decisions?
Music,Proficient,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create increasingly complex music using melodic and/or rhythmic ideas with variations to convey intent.,MU.PR.2.1,Inquiry Questions:,What are some differences between arranging and composing music and why do you think both are important?
Music,Proficient,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create increasingly complex music using melodic and/or rhythmic ideas with variations to convey intent.,MU.PR.2.1,Inquiry Questions:,Why do people create music?
Music,Proficient,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create increasingly complex music using melodic and/or rhythmic ideas with variations to convey intent.,MU.PR.2.1,Expand and Connect:,Understanding the basic structural elements used to write short musical phrases provides a foundation to understanding the structural elements of more complex musical compositions.
Music,Proficient,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,1. Create increasingly complex music using melodic and/or rhythmic ideas with variations to convey intent.,MU.PR.2.1,Expand and Connect:,Technology can provide new platforms for creating and sharing musical ideas.
Music,Proficient,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"1. Read, notate, and identify by name or function complex standard symbols for rhythm, pitch articulation, dynamics, tempo, and form.",MU.PR.3.1,Students Can:,Identify by name or function and [notate](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) musical symbols. (See Skill Level P in the Appendix)
Music,Proficient,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"1. Read, notate, and identify by name or function complex standard symbols for rhythm, pitch articulation, dynamics, tempo, and form.",MU.PR.3.1,Students Can:,"Sight-read, observing all musical symbols, tempo indications, expressive indications, and technical indications. (See Skill Level P in the Appendix)"
Music,Proficient,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"1. Read, notate, and identify by name or function complex standard symbols for rhythm, pitch articulation, dynamics, tempo, and form.",MU.PR.3.1,Students Can:,[Notate](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) melodic and/or rhythmic patterns. (See Skill Level P in the Appendix)
Music,Proficient,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"1. Read, notate, and identify by name or function complex standard symbols for rhythm, pitch articulation, dynamics, tempo, and form.",MU.PR.3.1,Colorado Essential Skills:,Sight-reading requires one to learn from failure and develop confidence to try again. (Adaptability and Flexibility)
Music,Proficient,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"1. Read, notate, and identify by name or function complex standard symbols for rhythm, pitch articulation, dynamics, tempo, and form.",MU.PR.3.1,Colorado Essential Skills:,Building sight-reading skills develops the habit of setting goals. (Perseverance and Resilience)
Music,Proficient,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"1. Read, notate, and identify by name or function complex standard symbols for rhythm, pitch articulation, dynamics, tempo, and form.",MU.PR.3.1,Inquiry Questions:,"How do different types of notation relate to different musical cultures, genres, styles, or instrumentation?"
Music,Proficient,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"1. Read, notate, and identify by name or function complex standard symbols for rhythm, pitch articulation, dynamics, tempo, and form.",MU.PR.3.1,Inquiry Questions:,How do sight-reading skills accelerate learning of music?
Music,Proficient,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"1. Read, notate, and identify by name or function complex standard symbols for rhythm, pitch articulation, dynamics, tempo, and form.",MU.PR.3.1,Expand and Connect:,Musicians consider historical and cultural contexts when analyzing music.
Music,Proficient,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"2. Analyze structure, use of musical elements, and expressive choices within musical creations.",MU.PR.3.2,Students Can:,Describe the way in which elements of music and form are manipulated and how it informs the response to music.
Music,Proficient,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"2. Analyze structure, use of musical elements, and expressive choices within musical creations.",MU.PR.3.2,Students Can:,Analyze a musical excerpt and describe the creator's application of musical structures and elements. (See Skill Level P in the Appendix)
Music,Proficient,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"2. Analyze structure, use of musical elements, and expressive choices within musical creations.",MU.PR.3.2,Colorado Essential Skills:,Analyzing music requires one to draw on prior knowledge and make connections. (Critical Thinking and Analysis)
Music,Proficient,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"2. Analyze structure, use of musical elements, and expressive choices within musical creations.",MU.PR.3.2,Inquiry Questions:,How do musicians extrapolate the structure of music from a single part?
Music,Proficient,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"2. Analyze structure, use of musical elements, and expressive choices within musical creations.",MU.PR.3.2,Inquiry Questions:,How are the skills used to analyze music similar to the skills used to analyze literature?
Music,Proficient,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"2. Analyze structure, use of musical elements, and expressive choices within musical creations.",MU.PR.3.2,Expand and Connect:,Sight-reading strengthens the visual-spatial reasoning skills required in other disciplines.
Music,Proficient,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,3. Aurally identify and differentiate elements of a piece including chords and harmonic progression.,MU.PR.3.3,Students Can:,Listen to a rhythmic phrase and notate the accurate rhythm.
Music,Proficient,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,3. Aurally identify and differentiate elements of a piece including chords and harmonic progression.,MU.PR.3.3,Students Can:,Listen to and identify chord changes in harmonic progression.
Music,Proficient,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,3. Aurally identify and differentiate elements of a piece including chords and harmonic progression.,MU.PR.3.3,Students Can:,"Listen to and notate a simple, diatonic melody with stepwise motion."
Music,Proficient,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,3. Aurally identify and differentiate elements of a piece including chords and harmonic progression.,MU.PR.3.3,Colorado Essential Skills:,Aurally differentiating between musical elements requires one to make connections and draw conclusions. (Critical Thinking and Analysis)
Music,Proficient,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,3. Aurally identify and differentiate elements of a piece including chords and harmonic progression.,MU.PR.3.3,Colorado Essential Skills:,Pose and respond to questions or ideas and contribute to a discussion related to musical styles/genres. (Interpersonal Communication)
Music,Proficient,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,3. Aurally identify and differentiate elements of a piece including chords and harmonic progression.,MU.PR.3.3,Inquiry Questions:,How does rhythmic dictation improve sight-reading skills?
Music,Proficient,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,3. Aurally identify and differentiate elements of a piece including chords and harmonic progression.,MU.PR.3.3,Inquiry Questions:,How do theoretical concepts reinforce the understanding of mathematical relationships in music?
Music,Proficient,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,3. Aurally identify and differentiate elements of a piece including chords and harmonic progression.,MU.PR.3.3,Expand and Connect:,Aurally differentiating intervals and chordal relationships strengthens understanding of the mathematical nature of music.
Music,Proficient,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,4. Aurally identify and differentiate characteristics and expressive elements of different musical styles/genres.,MU.PR.3.4,Students Can:,"Listen to several pieces of music. Create a listening map describing each genre based on multiple musical characteristics such as form/structure, instrumentation, lyrical content, vocal or instrumental nuances, and application of dynamics."
Music,Proficient,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,4. Aurally identify and differentiate characteristics and expressive elements of different musical styles/genres.,MU.PR.3.4,Colorado Essential Skills:,Participating in discussions to analyze unfamiliar music requires communication and collaboration skills. (Interpersonal Communication)
Music,Proficient,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,4. Aurally identify and differentiate characteristics and expressive elements of different musical styles/genres.,MU.PR.3.4,Inquiry Questions:,How is comparing and contrasting music similar to analyzing genres in literature?
Music,Proficient,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,4. Aurally identify and differentiate characteristics and expressive elements of different musical styles/genres.,MU.PR.3.4,Inquiry Questions:,Do all cultures use the same techniques to convey emotions in music?
Music,Proficient,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,4. Aurally identify and differentiate characteristics and expressive elements of different musical styles/genres.,MU.PR.3.4,Expand and Connect:,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.
Music,Proficient,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to musical performances or compositions using student-created criteria.,MU.PR.4.1,Students Can:,Develop and describe personal criteria for evaluating musical performances.
Music,Proficient,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to musical performances or compositions using student-created criteria.,MU.PR.4.1,Students Can:,Listen to a performance and assign a quality rating based on student-created criteria. Explain and justify the rating.
Music,Proficient,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to musical performances or compositions using student-created criteria.,MU.PR.4.1,Students Can:,"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."
Music,Proficient,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to musical performances or compositions using student-created criteria.,MU.PR.4.1,Colorado Essential Skills:,Creating personal criteria for evaluation of music requires one to form a hypothesis about what defines quality. (Critical Thinking and Analysis)
Music,Proficient,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to musical performances or compositions using student-created criteria.,MU.PR.4.1,Colorado Essential Skills:,Evaluating performances by others allows one to develop ideas and apply critiques to one's own performance. (Self-Awareness)
Music,Proficient,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to musical performances or compositions using student-created criteria.,MU.PR.4.1,Colorado Essential Skills:,Information literacy is required to make appropriate selections of music in a variety of contexts. (Social Awareness)
Music,Proficient,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to musical performances or compositions using student-created criteria.,MU.PR.4.1,Inquiry Questions:,How do we evaluate the quality of musical work(s) and performances using our own criteria?
Music,Proficient,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to musical performances or compositions using student-created criteria.,MU.PR.4.1,Inquiry Questions:,How do music evaluators use knowledge and skills to make informed musical decisions?
Music,Proficient,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to musical performances or compositions using student-created criteria.,MU.PR.4.1,Expand and Connect:,The ability to critically evaluate performances provides necessary information essential to improving performance skills.
Music,Proficient,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to musical performances or compositions using student-created criteria.,MU.PR.4.1,Expand and Connect:,"Justifying one's own personal critique of a performance requires the evaluator to define quality, apply reason, and cite evidence."
Music,Proficient,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Identify and describe ways in which music is selected for use in society.,MU.PR.4.2,Students Can:,Apply personally developed criteria for selecting music of contrasting styles for a specific social event.
Music,Proficient,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Identify and describe ways in which music is selected for use in society.,MU.PR.4.2,Students Can:,Describe how entertainment and social media impact personal music preferences.
Music,Proficient,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Identify and describe ways in which music is selected for use in society.,MU.PR.4.2,Students Can:,Identify and describe the social roles of music in a variety of cultural settings.
Music,Proficient,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Identify and describe ways in which music is selected for use in society.,MU.PR.4.2,Colorado Essential Skills:,Selecting music for consumption by others requires one to act on creative ideas to make a tangible and useful product. (Creativity and Innovation)
Music,Proficient,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Identify and describe ways in which music is selected for use in society.,MU.PR.4.2,Colorado Essential Skills:,"Selecting music for an audience requires one to consider purpose, formality of context, and distinct cultural norms. (Civic Engagement)"
Music,Proficient,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Identify and describe ways in which music is selected for use in society.,MU.PR.4.2,Inquiry Questions:,What criteria do we use when choosing music for others?
Music,Proficient,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Identify and describe ways in which music is selected for use in society.,MU.PR.4.2,Inquiry Questions:,How does the ease of global communication influence musical choices?
Music,Proficient,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Identify and describe ways in which music is selected for use in society.,MU.PR.4.2,Expand and Connect:,We can communicate intent through music choices and programming.
Music,Proficient,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Identify and describe ways in which music is selected for use in society.,MU.PR.4.2,Expand and Connect:,The study of music develops informed consumers of music in society.
Music,Proficient,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,3. Identify and describe musical characteristics and performance styles of different world cultures through a global lens.,MU.PR.4.3,Students Can:,"Classify the use, performance technique, and cultural significance of instruments and vocal techniques specific to local or regional culture."
Music,Proficient,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,3. Identify and describe musical characteristics and performance styles of different world cultures through a global lens.,MU.PR.4.3,Students Can:,Construct a personal listening repertoire that represents various styles and cultures.
Music,Proficient,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,3. Identify and describe musical characteristics and performance styles of different world cultures through a global lens.,MU.PR.4.3,Colorado Essential Skills:,Examining music from different cultures encourages the use of multiple perspectives. (Civic Engagement)
Music,Proficient,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,3. Identify and describe musical characteristics and performance styles of different world cultures through a global lens.,MU.PR.4.3,Colorado Essential Skills:,Studying music of world cultures encourages one to make observations and draw conclusions. (Global and Cultural Awareness)
Music,Proficient,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,3. Identify and describe musical characteristics and performance styles of different world cultures through a global lens.,MU.PR.4.3,Inquiry Questions:,How does learning about a culture's music promote understanding and acceptance of that culture?
Music,Proficient,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,3. Identify and describe musical characteristics and performance styles of different world cultures through a global lens.,MU.PR.4.3,Inquiry Questions:,How is music a form of cultural transmission?
Music,Proficient,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,3. Identify and describe musical characteristics and performance styles of different world cultures through a global lens.,MU.PR.4.3,Expand and Connect:,Examining the cultural influences in popular music creates opportunities to understand similarities between cultures.
Music,Proficient,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,4. Compare uses for music in historical events and cultural and social contexts.,MU.PR.4.4,Students Can:,"Select musical works from two or more historical periods (including our current period) and compare the various roles the music played (e.g., historical record, propaganda, patriotism)."
Music,Proficient,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,4. Compare uses for music in historical events and cultural and social contexts.,MU.PR.4.4,Students Can:,Investigate how different historical contexts inform performance and results in different musical effects compared to the music of today.
Music,Proficient,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,4. Compare uses for music in historical events and cultural and social contexts.,MU.PR.4.4,Colorado Essential Skills:,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. (Media Literacy)
Music,Proficient,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,4. Compare uses for music in historical events and cultural and social contexts.,MU.PR.4.4,Colorado Essential Skills:,Analyzing music from historical periods requires the listener to make hypotheses and draw conclusions. (Critical Thinking and Analysis)
Music,Proficient,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,4. Compare uses for music in historical events and cultural and social contexts.,MU.PR.4.4,Inquiry Questions:,What role does music play in historical events?
Music,Proficient,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,4. Compare uses for music in historical events and cultural and social contexts.,MU.PR.4.4,Inquiry Questions:,How does historical context influence the way we might perform a particular musical work?
Music,Proficient,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,4. Compare uses for music in historical events and cultural and social contexts.,MU.PR.4.4,Expand and Connect:,We can learn about the human experience during a historical period by examining its music.
Music,Proficient,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,4. Compare uses for music in historical events and cultural and social contexts.,MU.PR.4.4,Expand and Connect:,Musicians often consider historic perspectives when making creative decisions.
Music,Accomplished,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making complex interpretive and expressive choices.",MU.AC.1.1,Students Can:,[Perform/Demonstrate](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) contrasting pieces of music with accurate rhythms. (See Skill Level A in Appendix)
Music,Accomplished,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making complex interpretive and expressive choices.",MU.AC.1.1,Students Can:,"[Perform/Demonstrate](https://www.cde.state.co.us/coarts/musicglossary_adopted2022"") contrasting pieces of music with accurate pitches and intonation. (See Skill Level A in Appendix)"
Music,Accomplished,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making complex interpretive and expressive choices.",MU.AC.1.1,Students Can:,[Perform/Demonstrate](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) contrasting pieces of music with expressive qualities. (See Skill Level A in Appendix)
Music,Accomplished,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making complex interpretive and expressive choices.",MU.AC.1.1,Colorado Essential Skills:,Performing music invites musicians to act on creative ideas to make an artistic statement. (Creativity and Innovation)
Music,Accomplished,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making complex interpretive and expressive choices.",MU.AC.1.1,Colorado Essential Skills:,Interpret information and draw conclusions based on informed analysis. (Critical Thinking and Analysis)
Music,Accomplished,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making complex interpretive and expressive choices.",MU.AC.1.1,Inquiry Questions:,How do different interpretations and application of expressive elements impact performance?
Music,Accomplished,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making complex interpretive and expressive choices.",MU.AC.1.1,Inquiry Questions:,"How do musicians make meaningful connections between creating, performing, and responding?"
Music,Accomplished,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making complex interpretive and expressive choices.",MU.AC.1.1,Expand and Connect:,Performing accurately and expressively requires cognitive demands similar to reading complex texts.
Music,Accomplished,1. Expression of Music,1. Apply knowledge and skills through a variety of means to demonstrate musical concepts.,,,,,"1. Perform/Demonstrate contrasting pieces of music, making complex interpretive and expressive choices.",MU.AC.1.1,Expand and Connect:,The impact of a performance can increase the persuasive effect of the music and build the credibility of the performer(s).
Music,Accomplished,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate music accurately and expressively, demonstrating self-evaluation and personal interpretation.",MU.AC.1.2,Students Can:,"[Perform/Demonstrate](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) with effective technique using consistent tone quality, intonation, balance, diction/articulation and phrasing. (See Skill Level A in Appendix)"
Music,Accomplished,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate music accurately and expressively, demonstrating self-evaluation and personal interpretation.",MU.AC.1.2,Students Can:,Respond to leader's cues while singing or playing in an ensemble.
Music,Accomplished,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate music accurately and expressively, demonstrating self-evaluation and personal interpretation.",MU.AC.1.2,Students Can:,"Demonstrate the ability to adjust elements of music (pitch, rhythm, dynamics, timbre, texture, balance, blend, and phrasing). (See Skill Level A in Appendix)"
Music,Accomplished,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate music accurately and expressively, demonstrating self-evaluation and personal interpretation.",MU.AC.1.2,Colorado Essential Skills:,"Performing music requires students to consider purpose, venue, and cultural norms when planning and performing music. (Civic Engagement)"
Music,Accomplished,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate music accurately and expressively, demonstrating self-evaluation and personal interpretation.",MU.AC.1.2,Colorado Essential Skills:,"Performing music requires students to adapt to different venues with appropriate emotions, etiquette, techniques, and expression. (Self-Awareness)"
Music,Accomplished,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate music accurately and expressively, demonstrating self-evaluation and personal interpretation.",MU.AC.1.2,Colorado Essential Skills:,"Consider purpose, venue, and cultural norms when planning content, delivery, and expression. (Global and Cultural Awareness)"
Music,Accomplished,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate music accurately and expressively, demonstrating self-evaluation and personal interpretation.",MU.AC.1.2,Inquiry Questions:,How do musicians apply effective strategies to consistently improve?
Music,Accomplished,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate music accurately and expressively, demonstrating self-evaluation and personal interpretation.",MU.AC.1.2,Inquiry Questions:,How do individual musicians adjust when performing with others?
Music,Accomplished,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate music accurately and expressively, demonstrating self-evaluation and personal interpretation.",MU.AC.1.2,Expand and Connect:,Musicians simultaneously combine complex technique and skills to express challenging music.
Music,Accomplished,1. Expression of Music,2. Perform with appropriate technique and expressive elements to communicate ideas and emotions.,,,,,"2. Perform/Demonstrate music accurately and expressively, demonstrating self-evaluation and personal interpretation.",MU.AC.1.2,Expand and Connect:,"Musicians can their personal interests, experiences, ideas, and knowledge with their musical performance."
Music,Accomplished,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Synthesize multiple sources of feedback to develop and implement personal practice cycles to refine performance.,MU.AC.1.3,Students Can:,Define valid criteria for informed aesthetic judgments and apply those criteria to unfamiliar musical works and performances.
Music,Accomplished,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Synthesize multiple sources of feedback to develop and implement personal practice cycles to refine performance.,MU.AC.1.3,Students Can:,Apply self-reflection process to refine musical performance.
Music,Accomplished,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Synthesize multiple sources of feedback to develop and implement personal practice cycles to refine performance.,MU.AC.1.3,Colorado Essential Skills:,Musicians set personal goals by evaluating and refining skills and taking responsibility for those goals through reflection. (Self-Management)
Music,Accomplished,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Synthesize multiple sources of feedback to develop and implement personal practice cycles to refine performance.,MU.AC.1.3,Colorado Essential Skills:,"Musicians can apply teacher, self, and peer critiques to improve personal musical performance by allowing students to make connections between information gathered and personal experiences to apply and/or test solutions. (Critical Thinking and Analysis)"
Music,Accomplished,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Synthesize multiple sources of feedback to develop and implement personal practice cycles to refine performance.,MU.AC.1.3,Colorado Essential Skills:,Musicians can practice musical performance by investigating their own musical skills and refining personal musicianship. (Career Awareness)
Music,Accomplished,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Synthesize multiple sources of feedback to develop and implement personal practice cycles to refine performance.,MU.AC.1.3,Inquiry Questions:,What techniques do performers use to evaluate themselves?
Music,Accomplished,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Synthesize multiple sources of feedback to develop and implement personal practice cycles to refine performance.,MU.AC.1.3,Inquiry Questions:,How does self-evaluation strengthen performance during the course of preparation?
Music,Accomplished,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Synthesize multiple sources of feedback to develop and implement personal practice cycles to refine performance.,MU.AC.1.3,Expand and Connect:,"Musicians evaluate and refine their work through openness to new ideas, persistence, and the application of appropriate criteria."
Music,Accomplished,1. Expression of Music,3. Demonstrate practice and refinement processes to develop independent musicianship.,,,,,3. Synthesize multiple sources of feedback to develop and implement personal practice cycles to refine performance.,MU.AC.1.3,Expand and Connect:,Learning to critique musical creations transfers over to critiquing content in others areas.
Music,Accomplished,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create music using melodic, harmonic and rhythmic elements to convey intent.",MU.AC.2.1,Students Can:,"Create/[Compose](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) music incorporating level-appropriate melody, harmony, and form. (See Skill Level A in the Appendix)"
Music,Accomplished,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create music using melodic, harmonic and rhythmic elements to convey intent.",MU.AC.2.1,Students Can:,[Improvise](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) a solo vocally and/or instrumentally using varied rhythmic and melodic patterns. (See Skill Level A in the Appendix)
Music,Accomplished,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create music using melodic, harmonic and rhythmic elements to convey intent.",MU.AC.2.1,Students Can:,"[Arrange](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) music: level-appropriate melody, harmony, and form/structure. (See Skill Level A in the Appendix)"
Music,Accomplished,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create music using melodic, harmonic and rhythmic elements to convey intent.",MU.AC.2.1,Colorado Essential Skills:,"Composing/Creating, improvising, and arranging help to synthesize ideas in original and unexpected ways. (Creativity and Innovation)"
Music,Accomplished,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create music using melodic, harmonic and rhythmic elements to convey intent.",MU.AC.2.1,Colorado Essential Skills:,"Composing/Creating, improvising, and arranging allow one to express creative ideas. (Self-Advocacy and Initiative)"
Music,Accomplished,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create music using melodic, harmonic and rhythmic elements to convey intent.",MU.AC.2.1,Inquiry Questions:,How do music creators use the elements of music to communicate?
Music,Accomplished,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create music using melodic, harmonic and rhythmic elements to convey intent.",MU.AC.2.1,Inquiry Questions:,How does the skill of improvising music help people in other areas of their lives?
Music,Accomplished,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create music using melodic, harmonic and rhythmic elements to convey intent.",MU.AC.2.1,Inquiry Questions:,How can one devise their own means of notating sound?
Music,Accomplished,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create music using melodic, harmonic and rhythmic elements to convey intent.",MU.AC.2.1,Expand and Connect:,Understanding the basic structural elements used to create short music creations provides a foundation to understanding the structural elements of more complex musical creations.
Music,Accomplished,2. Creation of Music,"4. Compose, improvise, and arrange sounds and musical ideas to communicate purposeful intent.",,,,,"1. Create music using melodic, harmonic and rhythmic elements to convey intent.",MU.AC.2.1,Expand and Connect:,Technology provides new platforms for creating and sharing musical ideas.
Music,Accomplished,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,1. Read and notate level-appropriate music accurately and expressively.,MU.AC.3.1,Students Can:,Identify by name or function and [notate](https://www.cde.state.co.us/coarts/musicglossary_adopted2022) musical symbols. (See Skill Level A in the Appendix)
Music,Accomplished,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,1. Read and notate level-appropriate music accurately and expressively.,MU.AC.3.1,Students Can:,"Sight-read, observing musical symbols, tempo indications, expressive indications, and technical indications. (See Skill Level A in the Appendix)"
Music,Accomplished,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,1. Read and notate level-appropriate music accurately and expressively.,MU.AC.3.1,Students Can:,[Notate melodic and/or rhythmic patterns of two to four measures. (See Skill Levels A in the Appendix)
Music,Accomplished,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,1. Read and notate level-appropriate music accurately and expressively.,MU.AC.3.1,Colorado Essential Skills:,Sight-reading encourages musicians to synthesize their skills with the expectation of growth. (Self-Awareness)
Music,Accomplished,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,1. Read and notate level-appropriate music accurately and expressively.,MU.AC.3.1,Colorado Essential Skills:,Sight-reading invites musicians to set goals and applying strategies to meet those goals. (Perseverance and Resilience)
Music,Accomplished,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,1. Read and notate level-appropriate music accurately and expressively.,MU.AC.3.1,Inquiry Questions:,How are complex musical ideas expressed through notation?
Music,Accomplished,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,1. Read and notate level-appropriate music accurately and expressively.,MU.AC.3.1,Inquiry Questions:,What cognitive skills are required to make instant adjustments while sight-reading?
Music,Accomplished,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,1. Read and notate level-appropriate music accurately and expressively.,MU.AC.3.1,Expand and Connect:,Analysis allows musicians to make informed critiques of music and other art forms.
Music,Accomplished,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"2. Analyze structure, use of musical elements, and expressive choices within musical creations.",MU.AC.3.2,Students Can:,Compare notation among different musical creations.
Music,Accomplished,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"2. Analyze structure, use of musical elements, and expressive choices within musical creations.",MU.AC.3.2,Students Can:,Analyze a musical excerpt and describe the creator's application of musical structures and elements. (See Skill Level A in the Appendix)
Music,Accomplished,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"2. Analyze structure, use of musical elements, and expressive choices within musical creations.",MU.AC.3.2,Colorado Essential Skills:,Analyzing music requires one to interpret information and draw conclusions. (Critical Thinking and Analysis)
Music,Accomplished,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"2. Analyze structure, use of musical elements, and expressive choices within musical creations.",MU.AC.3.2,Inquiry Questions:,How do musical creators express meaning through differentiated musical expressions?
Music,Accomplished,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"2. Analyze structure, use of musical elements, and expressive choices within musical creations.",MU.AC.3.2,Inquiry Questions:,How does analyzing musical ideas improve critical listening skills?
Music,Accomplished,3. Theory of Music,"5. Read, write, and analyze the elements of music through a variety of means to demonstrate musical literacy.",,,,,"2. Analyze structure, use of musical elements, and expressive choices within musical creations.",MU.AC.3.2,Expand and Connect:,"Sight-reading music requires musicians to make multiple, simultaneous musical decisions and technical adjustments."
Music,Accomplished,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,3. Aurally identify and differentiate musical elements within musical excerpts.,MU.AC.3.3,Students Can:,Listen to and notate melodies with rhythm.
Music,Accomplished,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,3. Aurally identify and differentiate musical elements within musical excerpts.,MU.AC.3.3,Students Can:,"Listen to, identify, and demonstrate chords and intervals."
Music,Accomplished,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,3. Aurally identify and differentiate musical elements within musical excerpts.,MU.AC.3.3,Students Can:,Aurally recall a complex melodic phrase.
Music,Accomplished,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,3. Aurally identify and differentiate musical elements within musical excerpts.,MU.AC.3.3,Colorado Essential Skills:,Listening to music requires one to aurally analyze musical ideas. (Critically Thinking and Analysis)
Music,Accomplished,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,3. Aurally identify and differentiate musical elements within musical excerpts.,MU.AC.3.3,Colorado Essential Skills:,Discuss musical styles and genres by posting and responding to questions or ideas. Pose and respond to questions or ideas and contribute to a discussion related to musical styles/genres. (Self-Awareness)
Music,Accomplished,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,3. Aurally identify and differentiate musical elements within musical excerpts.,MU.AC.3.3,Inquiry Questions:,How does melodic and rhythmic dictation improve critical listening and composition skills?
Music,Accomplished,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,3. Aurally identify and differentiate musical elements within musical excerpts.,MU.AC.3.3,Inquiry Questions:,How can audiation and identifying intervals and chordal relationships improve intonation and performance?
Music,Accomplished,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,3. Aurally identify and differentiate musical elements within musical excerpts.,MU.AC.3.3,Expand and Connect:,Aurally differentiating intervals and chordal relationships strengthens understanding of the mathematical nature of music.
Music,Accomplished,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,"4. Aurally identify music by genre, style, historical period or culture.",MU.AC.3.4,Students Can:,Classify and describe aural examples of music from a given musical genre and explain the reasoning for the classification
Music,Accomplished,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,"4. Aurally identify music by genre, style, historical period or culture.",MU.AC.3.4,Colorado Essential Skills:,"Discussing, analyzing, and differentiating musical elements promotes the understanding of musical genres, styles, historical periods, or cultures. (Global and Cultural Awareness)"
Music,Accomplished,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,"4. Aurally identify music by genre, style, historical period or culture.",MU.AC.3.4,Inquiry Questions:,What informed understandings are necessary in order to classify known and unknown music?
Music,Accomplished,3. Theory of Music,6. Aurally identify and differentiate musical elements to interpret and respond to music.,,,,,"4. Aurally identify music by genre, style, historical period or culture.",MU.AC.3.4,Expand and Connect:,Classifying known and unknown music encourages the listener to draw upon previous knowledge and draw inferences.
Music,Accomplished,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to musical performances or creations and communicate those artistic choices using informed criteria.,MU.AC.4.1,Students Can:,Analyze and interpret the intention of different musical elements throughout culturally diverse musical creations and performances.
Music,Accomplished,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to musical performances or creations and communicate those artistic choices using informed criteria.,MU.AC.4.1,Students Can:,Listen to a performance and evaluate various musical elements.
Music,Accomplished,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to musical performances or creations and communicate those artistic choices using informed criteria.,MU.AC.4.1,Students Can:,Explain interpretations of musical creations as they connect with musicians' intent and communicative choices.
Music,Accomplished,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to musical performances or creations and communicate those artistic choices using informed criteria.,MU.AC.4.1,Colorado Essential Skills:,Evaluating music requires one to interpret a performance. (Critical Thinking and Analysis)
Music,Accomplished,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to musical performances or creations and communicate those artistic choices using informed criteria.,MU.AC.4.1,Colorado Essential Skills:,Critiquing performances allows the evaluator provide feedback and respond to their aesthetic choices. (Critical Thinking and Analysis)
Music,Accomplished,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to musical performances or creations and communicate those artistic choices using informed criteria.,MU.AC.4.1,Inquiry Questions:,How do personal preferences and bias impact the way we evaluate musical creations and performances?
Music,Accomplished,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to musical performances or creations and communicate those artistic choices using informed criteria.,MU.AC.4.1,Expand and Connect:,Critically evaluating performances draws on analytical skills used in other disciplines.
Music,Accomplished,4. Response to Music,7. Evaluate and respond to music using criteria to make informed musical decisions.,,,,,1. Respond to musical performances or creations and communicate those artistic choices using informed criteria.,MU.AC.4.1,Expand and Connect:,Awareness of biases in musical critiques encourages the evaluator to apply the same lens to evaluations in other fields of study.
Music,Accomplished,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Describe and analyze the contributions of music on various cultures.,MU.AC.4.2,Students Can:,Analyze how specific musical creations influence and are influenced by interactions between social and cultural groups.
Music,Accomplished,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Describe and analyze the contributions of music on various cultures.,MU.AC.4.2,Students Can:,Analyze the present and historical relationships between music and shifts in culture.
Music,Accomplished,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Describe and analyze the contributions of music on various cultures.,MU.AC.4.2,Colorado Essential Skills:,Analyzing music illuminates the relationship between music and popular culture. (Critical Thinking and Analysis)
Music,Accomplished,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Describe and analyze the contributions of music on various cultures.,MU.AC.4.2,Colorado Essential Skills:,Studying the contributions of music on social groups aids in the development of interpersonal skills. (Global and Cultural Awareness)
Music,Accomplished,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Describe and analyze the contributions of music on various cultures.,MU.AC.4.2,Inquiry Questions:,How can music contribute to how listeners collectively think and behave?
Music,Accomplished,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Describe and analyze the contributions of music on various cultures.,MU.AC.4.2,Inquiry Questions:,How does the increased ease of global communication contribute to musical choices?
Music,Accomplished,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,2. Describe and analyze the contributions of music on various cultures.,MU.AC.4.2,Expand and Connect:,The study of music helps inform consumers of music in society.
Music,Accomplished,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,3. Compare the use of musical characteristics across multiple and diverse cultures.,MU.AC.4.3,Students Can:,"Analyze music influenced by two or more cultures for structure, style, and cultural context (e.g., connections, spirituality, traditions, language, community, etc.)."
Music,Accomplished,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,3. Compare the use of musical characteristics across multiple and diverse cultures.,MU.AC.4.3,Students Can:,Contrast performance styles and/or techniques between two or more cultures and describe the intent and application of each.
Music,Accomplished,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,3. Compare the use of musical characteristics across multiple and diverse cultures.,MU.AC.4.3,Students Can:,"Research and present the music of multiple and diverse cultures for indicators of cultural identity (e.g., connections, spirituality, traditions, language, community, etc.)"
Music,Accomplished,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,3. Compare the use of musical characteristics across multiple and diverse cultures.,MU.AC.4.3,Colorado Essential Skills:,Examining music from different cultures promotes understanding of global problems through multiple perspectives. (Global and Cultural Awareness)
Music,Accomplished,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,3. Compare the use of musical characteristics across multiple and diverse cultures.,MU.AC.4.3,Colorado Essential Skills:,Examining the relationship between music and cultural identity requires one to interpret information and draw informed conclusions. (Critical Thinking and Analysis)
Music,Accomplished,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,3. Compare the use of musical characteristics across multiple and diverse cultures.,MU.AC.4.3,Inquiry Questions:,How can learning about a culture's music promote understanding and acceptance of that culture?
Music,Accomplished,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,3. Compare the use of musical characteristics across multiple and diverse cultures.,MU.AC.4.3,Inquiry Questions:,How do different cultures retain their identity through music?
Music,Accomplished,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,3. Compare the use of musical characteristics across multiple and diverse cultures.,MU.AC.4.3,Expand and Connect:,Examining the cultural contributions in music promotes empathy.
Music,Accomplished,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,4. Describe and analyze the contributions of music on historical periods and cultural and social contexts.,MU.AC.4.4,Students Can:,Analyze examples of music associated with a specific historical event and describe how music may have contributed to the outcome of the event.
Music,Accomplished,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,4. Describe and analyze the contributions of music on historical periods and cultural and social contexts.,MU.AC.4.4,Students Can:,Analyze the evolution of music and other arts and their relationship to history and social movements.
Music,Accomplished,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,4. Describe and analyze the contributions of music on historical periods and cultural and social contexts.,MU.AC.4.4,Colorado Essential Skills:,Analyzing media messages in music from specific time periods allows one to assess the contributions of music on historical events. (Media Literacy)
Music,Accomplished,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,4. Describe and analyze the contributions of music on historical periods and cultural and social contexts.,MU.AC.4.4,Inquiry Questions:,What role can music play in historical events?
Music,Accomplished,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,4. Describe and analyze the contributions of music on historical periods and cultural and social contexts.,MU.AC.4.4,Inquiry Questions:,How can music contribute to the thinking and behavior during a historic event?
Music,Accomplished,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,4. Describe and analyze the contributions of music on historical periods and cultural and social contexts.,MU.AC.4.4,Expand and Connect:,Music and other arts can provide artifacts of historical trends.
Music,Accomplished,4. Response to Music,"8. Connect musical ideas and works with societal, cultural and historical context to understand relationships and influences.",,,,,4. Describe and analyze the contributions of music on historical periods and cultural and social contexts.,MU.AC.4.4,Expand and Connect:,Musicians make performance choices by considering historical context and modern innovations.