Courses of Study

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social and cultural purposes and contexts.

2) Generate musical ideas within related tonalities and meters.

3) Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent and explain the connection to purpose and context.

4) Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas.

5) Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively-developed criteria and feedback to show improvement over time.

6) Present the final version of personally created music to others and explain expressive intent.

7) Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, context, and technical skill.

8) Demonstrate understanding of the formal structure and the rudimentary elements of music in music selected for performance.

9) Read and perform with increased fluency, using iconic and/or standard notation.

10) Explain how context informs a performance.

11) Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities.

12) Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate accuracy and expressiveness of ensemble and personal performances.

13) Rehearse to refine technical accuracy and expressive qualities and address performance challenges.

14) Perform music, alone or with others, with expression and technical accuracy.

15) Demonstrate performance decorum and audience etiquette appropriate for the context, venue, and genre.

16) Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

17) Demonstrate and explain how responses to music are informed by its structure, the use of the elements of music, and context.

18) Demonstrate and explain how expressive qualities, including dynamics and tempo, are used in performers' and personal interpretations to reflect expressive intent.

19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

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