Courses of Study

1) Generate simple rhythmic, melodic, and harmonic phrases within AB and ABA forms that convey expressive intent.

2) Select, organize, construct, and document personal musical ideas for arrangements and compositions within AB or ABA form that demonstrate an effective beginning, middle, and ending, and convey expressive intent.

3) Use standard and/or iconic notation and/or audio/video recording to document personal simple rhythmic phrases, melodic phrases, and two chord harmonic musical ideas.

4) Evaluate their own work, applying teacher-provided criteria, such as application of selected elements of music and use of sound sources.

5) Describe the rationale for making revisions to music based on evaluation criteria and feedback from their teacher.

6) Present the final version of their documented personal composition or arrangement, using craftsmanship and originality, to demonstrate an effective beginning, middle, and ending, and convey expressive intent.

7) Apply teacher-provided criteria for selecting music to perform for a specific purpose and/or context and explain why each selection was chosen.

8) Explain how the structure and the elements of music are used in music selected for performance.

9) Read and identify by name or function standard symbols for rhythm, pitch, articulation, and dynamics.

10) Identify how cultural and historical contexts inform performances.

11) Perform a selected piece of music demonstrating how their interpretations of the elements of music and the expressive qualities convey intent.

12) Identify and apply teacher-provided criteria to rehearse and refine music, and to determine when a piece is ready to perform.

13) Perform music with technical accuracy to convey the creator's intent.

14) Demonstrate performance decorum and audience etiquette appropriate for context, venue, genre, style, and purpose.

15) Select music to listen to and explain the connections to interests or experiences for a specific purpose.

16) Describe how the elements of music and expressive qualities relate to the structure of musical pieces.

17) Identify the context of music from a variety of genres, cultures, and historical periods.

18) Describe a personal interpretation of how creators' and performers' application of the elements of music and expressive qualities, within genres and cultural and historical context, convey expressive intent.

19) Apply teacher-provided criteria to evaluate musical works or performances.

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