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Creating
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Imagine
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1) Create musical ideas for a specific purpose. Example: Improvise four-beat patterns in question and answer form. |
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2) Generate musical ideas in multiple tonalities and meters. Example: Improvise simple harmonic and rhythmic accompaniments within specified guidelines and major and minor tone sets, as well as duple and triple meter. |
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Plan and Make
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3) Demonstrate and discuss personal reasons for selecting musical ideas that represent expressive intent. |
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4) Organize personal musical ideas using iconic notation and/or recording technology. |
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Evaluate and Refine
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5) Discuss and apply personal, peer, and teacher feedback to refine personal musical ideas. |
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Present
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6) Convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience. |
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Performing
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Select
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7) Demonstrate and discuss personal interest in, knowledge about, and purpose of varied musical selections. |
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Analyze
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8) Demonstrate knowledge of music concepts in music from a variety of cultures selected for performance. Example: Respond with purposeful movement to reflect the melodic contour of a piece of music. |
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9) Read and perform rhythmic patterns using iconic or standard notation. |
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Interpret
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10) Demonstrate and describe music's expressive qualities. Example: Identify the tempo of a piece of music in a listening example. |
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Rehearse, Evaluate, and Refine
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11) Apply personal, teacher, and peer feedback to refine performances. |
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12) Recall and apply suggested strategies in rehearsal. |
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Present
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13) Perform music for a specific purpose with expression. |
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14) Perform appropriately for the audience and specific occasion. |
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Responding
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Select
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15) Identify and demonstrate how personal interests and experiences influence musical selection for specific purposes. |
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Analyze
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16) Demonstrate and identify how specific music concepts are used in various styles of music for a purpose. Example: Move in response to repeated phrases music and justify choices made. |
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Interpret
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17) Demonstrate and identify expressive qualities that reflect creators'/performers' expressive intent. Example: Play instruments to reflect dynamics in a piece of music. |
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Evaluate
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18) Apply personal and expressive preferences in the evaluation of music for specific purposes. |
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Connecting
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19) Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86. |
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