4th+grade+Standards

= __4th Grade: __ =

=**Standard #1 - Expression of Music ** =

//**1. Perform using accurate production techniques **// Prepared Graduates


 * [|Employ musical skills through a variety of means, including singing, playing instruments, and purposeful movement]
 * [|Demonstrate the processes of development of musical literature from rehearsal to performance, exhibiting appropriate interpersonal and expressive skills, both individually and within ensembles]
 * [|Demonstrate the expressive elements of music - including melody, harmony, rhythm, style, genre, texture, voicing/instrumentation, mood, tonality, and form - through voice, musical instruments, and/or the use of electronic tools]

Evidence Outcomes Students can:


 * 1) Perform three-part vocal and/or instrumental rounds, using movement, and speech (DOK 1-3)
 * 2) Watch the conductor and follow meter patterns, tempo, and dynamic changes (DOK 1-3)
 * 3) Perform using correct posture, breathing, and diction (DOK 1-2)

//**2. Perform a variety of rhythmic, melodic, and harmonic patterns **// Prepared graduates


 * [|Perform music with appropriate technique and level of expression at an appropriate level of difficulty in sight reading and prepared performance]
 * [|Demonstrate the processes of development of musical literature from rehearsal to performance, exhibiting appropriate interpersonal and expressive skills, both individually and within ensembles]

Evidence Outcomes Students can:
 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Perform patterns that include do, re, mi, fa, sol, la, ti, high do, low sol, low la pitches and dotted quarter-eighth, triplet rhythms (DOK 1-2)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Perform I-IV-V accompaniments in simple keys (DOK 1-2)
 * 3) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Perform melodic and rhythmic ostinati individually (DOK 1-2)

//**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">3. Perform extended melodies from the treble staff using traditional notation **// <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Prepared graduates
 * //**<span style="color: #003876; font-family: arial,sans-serif; font-style: normal; font-weight: normal; line-height: normal; text-decoration: none;"> [|Demonstrate the expressive elements of music - including melody, harmony, rhythm, style, genre, texture, voicing/instrumentation, mood, tonality, and form - through voice, musical instruments, and/or the use of electronic tools] **//

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Evidence Outcomes <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Students can:
 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Play and sing simple notated melodies (8 to 12 measures) with attention to pitch, rhythm, and expressive qualities (DOK 1-3)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Play and sing simple songs in major keys (DOK 1-2)

=<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Standard #2 - Creation of Music ** = //**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">1. Improvise simple musical phrases **// <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Prepared graduates
 * //**<span style="color: #003876; font-family: arial,sans-serif; font-style: normal; font-weight: normal; line-height: normal; text-decoration: none;">[|Display instrumental or vocal improvisation skills by performing extemporaneously what is created in the mind] **//

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Evidence Outcomes <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Students can:
 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Improvise completion of a given rhythmic or melodic phrase (DOK 2-3)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Improvise short phrases using the pitches of the diatonic scale (DOK 2-3)

//**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">2. Notate simple musical selection **// <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Prepared graduates <span style="font-family: arial,sans-serif; line-height: normal;">
 * //**<span style="color: #003876; font-family: arial,sans-serif; font-style: normal; font-weight: normal; line-height: normal; text-decoration: none;">[|Create music by composing and/or arranging what is heard or envisioned, in notated or non-notated form, with or without the use of music technology, demonstrating originality and technical understanding] **//

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Evidence Outcomes <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Students can:
 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Create 4- to 8-measures using known rhythms and pitches on a treble clef staff (DOK 2-4)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Follow prescribed criteria when notating (DOK 1)

=<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Standard #3 - Theory of Music ** =

//**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">1. Application and demonstration of the use of more advanced dynamics, tempo, meter and articulation using appropriate music vocabulary **// <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Prepared graduates
 * //**<span style="color: #003876; font-family: arial,sans-serif; font-style: normal; font-weight: normal; line-height: normal; text-decoration: none;">[|Read and employ the language and vocabulary of music in discussing musical examples and writing music, including technology related to melody, harmony, rhythm, style, genre, voicing/orchestration, mood, tonality, expression, and form] **//

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Evidence Outcomes <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Students can:


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Apply vocabulary for mezzo-piano/mezzo-forte, andante, presto, and accelerando/ritardando in describing musical examples (DOK 1-2)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Demonstrate mezzo-piano/mezzo-forte, andante, presto, and accelerando/ritardando using movement, voice, and instruments (DOK 1-2)
 * 3) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Explain the function of the top and bottom numbers of a time signature in duple and triple meter (DOK 1)

//**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">2. Identification of aural and visual notations of basic musical forms **// //**<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-style: normal; font-weight: normal;">Prepared graduates **//
 * //**<span style="color: #003876; font-family: arial,sans-serif; font-style: normal; font-weight: normal; line-height: normal; text-decoration: none;">[|Demonstrate melodic, harmonic, and rhythmic aural skills through identification, transcription, and vocalization or instrumental playback of aural musical examples] **//

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Evidence Outcomes <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Students can:


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Aurally identify theme and Variations form (DOK 1-2)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Aurally identify interlude (DOK 1-2)
 * 3) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Visually identify and apply D.C. al Fine, D.S. al Coda (DOK 1-2)

//**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">3. Analyze vocal and instrumental examples **// //**<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-style: normal; font-weight: normal;">Prepared graduates **//


 * [|Demonstrate melodic, harmonic, and rhythmic aural skills through identification, transcription, and vocalization or instrumental playback of aural musical examples]
 * [|Read and employ the language and vocabulary of music in discussing musical examples and writing music, including technology related to melody, harmony, rhythm, style, genre, voicing/orchestration, mood, tonality, expression, and form]

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Evidence Outcomes <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Students can:


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Aurally and visually identify specific instruments of the band and orchestra (DOK 1)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Aurally identify music performed in two or more parts (DOK 1-2)
 * 3) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Aurally identify music from various periods in history (DOK 1-2)

//**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">4. Identify and aurally recognize melodic, rhythmic, and harmonic patterns **// //**<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-style: normal; font-weight: normal;">Prepared graduates **//


 * [|Demonstrate melodic, harmonic, and rhythmic aural skills through identification, transcription, and vocalization or instrumental playback of aural musical examples]
 * [|Read and employ the language and vocabulary of music in discussing musical examples and writing music, including technology related to melody, harmony, rhythm, style, genre, voicing/orchestration, mood, tonality, expression, and form]

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Evidence Outcomes <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Students can:


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Identify and use do, re, mi, fa, sol, la, ti, high do, low sol, and low la pitches (diatonic scale) (DOK 1-2)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Identify and use dotted quarter-eighth and triplet notes (DOK 1-2)
 * 3) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Notate four-beat rhythmic patterns and four-beat melodic patterns dictated by the teacher (DOK 1-3)
 * 4) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Aurally recognize IV chord in a I-IV-V pattern (DOK 1-3)
 * 5) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Aurally distinguish between major and minor tonalities (DOK 1-2)

=<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Standard #4 - Aesthetic Valuation of Music ** =

//**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">1. Explain personal preferences for specific music **// //**<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-style: normal; font-weight: normal;">Prepared graduates **//


 * [|Make informed, critical evaluations of the effectiveness of musical works and performances on the basis of aesthetic qualities, technical excellence, musicality, or convincing expression of feelings and ideas related to cultural and ideological associations]
 * [|Develop a framework for making informed personal musical choices, and utilize that framework in the making and defending of musical choices]

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Evidence Outcomes <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Students can:
 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Use appropriate music terminology to explain preferences (DOK 1-3)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Describe and demonstrate characteristics of effective personal participation in ensembles (DOK 1-2)
 * 3) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Discriminate between musical and nonmusical factors in individual music preference (DOK 1-2)

//**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">2. Comprehend and respect the musical values of others considering cultural context as an element of musical evaluation and meaning **// //**<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-style: normal; font-weight: normal;">Prepared graduates **//


 * [|Demonstrate a nuanced understanding of aesthetics in music, appropriate to the particular features of given styles and genres, as it relates to the human experience in music]
 * [|Know the place of each of the participants in the performance environment and practice appropriate audience participation; recognize the place and importance of music in life]

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Evidence Outcomes <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Students can:
 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Demonstrate respect for diverse local and regional opinions regarding music preferences (DOK 1-2)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Identify prominent Colorado styles and musicians (DOK 1)
 * 3) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Compare differences in sources of meaning and standards of evaluation within the contexts of local and regional musical styles (DOK 1-3)