Courses of Study

1) Generate rhythmic, melodic, and harmonic phrases and variations over harmonic accompaniments within AB, ABA, or theme and variation forms that convey expressive intent.

2) Select, organize, develop, and document personal musical ideas for arrangements, songs, and compositions within AB, ABA, or theme and variation forms that demonstrate unity and variety 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 harmonic progressions with more than two chords.

4) Evaluate their own work, applying selected criteria such as appropriate application of elements of music including style and form, and appropriate use of sound sources.

5) Describe the rationale for making revisions to music based on evaluation criteria and feedback from others, including teachers and peers.

6) Present the final version of their documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate unity and variety while conveying expressive intent.

7) Apply collaboratively-developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context and, after discussion, identify expressive qualities, technical challenges, and reasons for choices.

8) Explain and demonstrate the structure of contrasting pieces of music selected for performance including how elements of music are used.

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

10) Identify how cultural and historical contexts inform performances and result in musical intent and meaning.

11) Perform contrasting pieces of music, demonstrating their interpretations of how the elements of music and expressive qualities convey intent.

12) Identify and apply collaboratively-developed criteria to rehearse and refine music, and determine when it is ready to perform.

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

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

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

16) Classify and explain how the elements of music and expressive qualities relate to the structure of contrasting pieces.

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

18) Describe a personal interpretation of contrasting works and explain how creators' and performers' application of the elements of music and expressive qualities, within genres, cultures, and historical periods, conveys expressive intent.

19) Select from 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.