Courses of Study

1) Describe how sounds and short musical ideas can be used to represent personal experiences, moods, visual images, and/or storylines.

2) Assemble and organize sounds or short musical ideas to create initial expressions of selected experiences, moods, images, or storylines.

3) Identify and describe the development of sounds or short musical ideas in drafts of music within simple forms (such as one-part, cyclical, or binary).

4) Identify, describe, and apply teacher-provided 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, performance, or technology, and demonstrate how the elements of music have been employed to realize expressive intent.

6) Describe the given context and performance medium for presenting personal works, and how they impact the final composition and presentation.

7) Identify and select specific excerpts, passages, or sections in musical works that express a personal experience, mood, visual image, or storyline in simple forms (such as one-part, cyclical, binary).

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

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

10) Create rehearsal plans for works, identifying repetition and variation within the form.

11) Using established criteria and feedback, identify the way(s) in which performances convey the elements of music, style, and mood.

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

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

14) Identify how compositions are appropriate for an audience or context, and how this will shape future compositions.

15) Apply teacher-provided criteria to select music that expresses a personal experience, mood, visual image, or storyline in simple forms (such as one-part, cyclical, binary), and describe the choices as models for composition.

16) Analyze aurally the elements of music (including form) of musical works, relating them to style, mood, and context, and describe how the analysis provides models for personal growth as composer, performer, and/or listener.

17) Develop and explain interpretations of varied works, demonstrating an understanding of the composers' intent by citing technical and expressive aspects as well as the style/genre of each work.

18) Describe the effectiveness of the technical and expressive aspects of selected music and performances, demonstrating understanding of fundamentals of music theory.

19) Describe the way(s) in which critiquing others' work and receiving feedback from others can be 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.