Courses of Study

1) Describe and demonstrate how sounds and musical ideas can be used to represent sonic events, memories, visual images, concepts, texts, or storylines.

2) Assemble and organize multiple sounds or musical ideas to create initial expressive statements of selected sonic events, memories, images, concepts, texts, or storylines.

3) Describe and explain the development of sounds and musical ideas in drafts of music within a variety of simple or moderately complex forms (such as binary, rondo, or ternary).

4) Identify, describe, and apply selected teacher-provided or personally-developed criteria to assess and refine the technical and expressive aspects of evolving drafts leading to final versions.

5) Share music through the use of notation, solo or group performance, or technology, and demonstrate and describe how the elements of music and compositional techniques have been employed to realize expressive intent.

6) Describe the selected contexts and performance mediums for presenting personal works, and explain why they successfully impact the final composition and presentation.

7) Identify and select specific passages, sections, or movements in musical works that express personal experiences and interests, moods, visual images, concepts, texts, or storylines in simple forms (such as binary, ternary, rondo) or moderately complex forms.

8) Analyze how the elements of music (including form) of selected works relate to the style, function, and context, and explain the implications for rehearsal and performance.

9) Develop interpretations of works based on an understanding of the use of elements of music, style, mood, function, and context, explaining and supporting how the interpretive choices reflect the creators' intent.

10) Create rehearsal plans for works, identifying the form, repetition and variation within the form, and the style and historical or cultural context of the work.

11) Identify the ways in which performances convey the formal design, style, and historical/cultural context of the works.

12) Identify and implement strategies for improving the technical and expressive aspects of varied works.

13) Share live or recorded performances of works (both personal and others'), and explain how the elements of music and compositional techniques are used to convey intent.

14) Explain how compositions are appropriate for both audience and context, and how this will shape future compositions.

15) Apply teacher-provided or personally-developed criteria to select music that expresses personal experiences and interests, moods, visual images, concepts, texts, or storylines in simple or moderately complex forms, and describe and defend the choices as models for composition.

16) Analyze aurally and/or by reading the scores of musical works the elements of music (including form), compositional techniques, and procedures, relating them to style, mood, and context; and explain how the analysis provides models for personal growth as composer, performer, and/or listener.

17) Develop and support interpretations of varied works, demonstrating an understanding of the composer's' intent by citing the use of elements of music (including form), compositional techniques, and the style/genre and context of each work.

18) Explain the effectiveness of the technical and expressive aspects of selected music and performances, demonstrating understanding of music theory as well as compositional techniques and procedures.

19) Describe ways in which critiquing others' work and receiving feedback from others have been specifically applied in the personal creative process.

20) Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.