Recognize music and its notation as a type of language capable of expressing ideas.

1. Discuss ways in which music can express, non-verbally, various emotions or events.

2. Create and perform pieces using graphic notation and identify and interpret symbols of standard musical notation.

3. Use standard terms in discussing music and music performance.

Recognize how music is used in contemporary society to influence how we think and live.

1. Listen to several musical radio/TV commercials.

2. Discuss how the music of commercials can influence its listeners.

3. Listen to and compare the differences between military march music and meditative music.

Recognize that emotions and ideas can be expressed through abstract/absolute music.

Recognize how different compositional devices and forms can communicate distinct ideas through music.

1. Prepare a set of variations on a simple piece making sure to vary some element in each one, e.g., tempo, major or minor mode, meter, etc. Discuss how the different variants express different ideas.

Recognize music and its notation as a type of language capable of expressing ideas.

1. Discuss ways in which music can express, non-verbally, various emotions or events.

2. Create and perform pieces using graphic notation and identify and interpret symbols of standard musical notation.

3. Use standard terms in discussing music and music performance.

Recognize how music is used in contemporary society to influence how we think and live.

1. Listen to several musical radio/TV commercials.

2. Discuss how the music of commercials can influence its listeners.

3. Listen to and compare the differences between military march music and meditative music.

Recognize that emotions and ideas can be expressed through abstract/absolute music.

Recognize how different compositional devices and forms can communicate distinct ideas through music.

1. Prepare a set of variations on a simple piece making sure to vary some element in each one, e.g., tempo, major or minor mode, meter, etc. Discuss how the different variants express different ideas.

Identify terms common to the various art forms.

1. Demonstrate in discussion knowledge of terms common to all of the arts.

Improvise accompaniments to poetry, dramatizations, dance, etc.

1. Demonstrate ability to improvise accompaniments to poetry, stories, dramatizations, etc., using a variety of musical instruments.

Identify ways in which music can support and enhance other disciplines.

1. Discuss ways in which music and other disciplines are related and can contribute to mutual understanding.

Recognize how all music elements are used in similar and distinctive ways in various arts.

1. Create a work which uses all the arts and be able to explain how each art form with its independent capabilities is a necessary component of the finished work.

Explore and identify links among arts disciplines as well as among other content areas.

1. Discuss and demonstrate relationships of music to other disciplines: reading;the ongoing, horizontal flow of words akin to the movement of music; social studies; how music of a culture helps to define and understand that culture; mathematics; the rhythm of music is expressed numerically; science; the movement of sound as a physical phenomenon.

Explore how the principles and subject matter of various disciplines outside the arts are interrelated with those of the arts disciplines.

1. Prepare projects in other disciplines (social studies, literature, mathematics, science) each of which will concentrate on elements common to music and the other discipline.

Identify terms common to the various art forms.

1. Demonstrate in discussion knowledge of terms common to all of the arts.

Improvise accompaniments to poetry, dramatizations, dance, etc.

1. Demonstrate ability to improvise accompaniments to poetry, stories, dramatizations, etc., using a variety of musical instruments.

Identify ways in which music can support and enhance other disciplines.

1. Discuss ways in which music and other disciplines are related and can contribute to mutual understanding.

Recognize how all music elements are used in similar and distinctive ways in various arts.

1. Create a work which uses all the arts and be able to explain how each art form with its independent capabilities is a necessary component of the finished work.

Explore and identify links among arts disciplines as well as among other content areas.

1. Discuss and demonstrate relationships of music to other disciplines: reading;the ongoing, horizontal flow of words akin to the movement of music; social studies; how music of a culture helps to define and understand that culture; mathematics; the rhythm of music is expressed numerically; science; the movement of sound as a physical phenomenon.

Explore how the principles and subject matter of various disciplines outside the arts are interrelated with those of the arts disciplines.

1. Prepare projects in other disciplines (social studies, literature, mathematics, science) each of which will concentrate on elements common to music and the other discipline.

Improvise completion of a given rhythmic or melodic phrase.

1. Demonstrate ability to improvise rhythmic and melodic phrase endings, ostinato patterns, and variations on familiar themes.

Investigate a variety of sound sources for improvising short songs and instrumental pieces.

1. Base a short composition on one or more improvisations, expanding and developing the composition as appropriate.

Understand that there are multiple ways in which a phrase may be completed.

1. Use non-traditional as well as traditional sound sources to create accompaniments, improvisations, and compositions.

Improvise completion of a given rhythmic or melodic phrase, giving attention to similarities of 'question' and 'answer' in length of phrase, meter, mood, etc.;

1. To a given rhythm piece or melodic phrase, create a variety of solutions, and discuss the appropriateness of each.

Discuss improvisations in relation to what makes them successful; and

1. After demonstrating improvisational skills vocally and on classroom instruments, plan and create short group compositions.

Compose short melodies and accompaniments.

1. Use non-traditional sound sources as well as traditional instrumental and vocal sounds.

Define the significance of improvisation in performance and the compositional process;

1. Develop a piece built on an earlier improvisation.

2. Create a piece in which there is no repetition and discuss its merits.

3. Create a piece in which there is no contrast and discuss its merits.

4. Based on these exercises, discuss the role of unity in musical composition and create a piece that pays attention to all of these elements.

5. Discuss possible sources of inspiration for compositions.

6. Read the biographies of composers.

7. Learn about commissioned works, especially for New Mexico Performance groups - operas, symphonies, etc.

Demonstrate understanding of principles of repetition, contrast, and unity as compositional elements; and

Explain how the roles of composers, performers, and others combine to produce a successful presentation.

Improvise completion of a given rhythmic or melodic phrase.

1. Demonstrate ability to improvise rhythmic and melodic phrase endings, ostinato patterns, and variations on familiar themes.

Investigate a variety of sound sources for improvising short songs and instrumental pieces.

1. Base a short composition on one or more improvisations, expanding and developing the composition as appropriate.

Understand that there are multiple ways in which a phrase may be completed.

1. Use non-traditional as well as traditional sound sources to create accompaniments, improvisations, and compositions.

Improvise completion of a given rhythmic or melodic phrase, giving attention to similarities of 'question' and 'answer' in length of phrase, meter, mood, etc.;

1. To a given rhythm piece or melodic phrase, create a variety of solutions, and discuss the appropriateness of each.

Discuss improvisations in relation to what makes them successful; and

1. After demonstrating improvisational skills vocally and on classroom instruments, plan and create short group compositions.

Compose short melodies and accompaniments.

1. Use non-traditional sound sources as well as traditional instrumental and vocal sounds.

Define the significance of improvisation in performance and the compositional process;

1. Develop a piece built on an earlier improvisation.

2. Create a piece in which there is no repetition and discuss its merits.

3. Create a piece in which there is no contrast and discuss its merits.

4. Based on these exercises, discuss the role of unity in musical composition and create a piece that pays attention to all of these elements.

5. Discuss possible sources of inspiration for compositions.

6. Read the biographies of composers.

7. Learn about commissioned works, especially for New Mexico Performance groups - operas, symphonies, etc.

Demonstrate understanding of principles of repetition, contrast, and unity as compositional elements; and

Explain how the roles of composers, performers, and others combine to produce a successful presentation.

Identify simple music forms when presented aurally.

1. Demonstrate knowledge and use of appropriate terminology when discussing music and music performance.

Identify the sounds of more familiar instruments as well as treble and bass voices.

1. Demonstrate differing personal reactions to music by discussing individual preferences and feelings about given pieces of music.

Discuss responses and reactions to particular musical works using appropriate terminology.

1. Demonstrate knowledge of relationship of music to everyday experiences by discussing life and times of various composers and the context within which given pieces of music were written.

Identify aural instrumental and voice classifications.

1. Show relationships of length (strings, pipes, vocal cords) to pitch.

2. Show differences in timbre according to materials instruments are made of.

Compare and evaluate various musical works.

1. Discuss and analyze music heard, both professionally made and student created, in relation to form, unity, variety, mode, mood, and other elements which may affect emotional response.

Discuss criteria for making musical judgments.

1. Discuss differences in individual response to music, exploring many possible solutions to the same musical problem.

Develop and apply specific criteria for making informed evaluations about the quality and effectiveness of musical performances.

1. Discuss objective aesthetic criteria and apply them to a professional performance.

2. Relate objective aesthetic criteria to classroom performance.

3. Discuss subjective aesthetic criteria and apply them to professional and classroom performance.

4. Explore subjective differences in aesthetic judgements, making sure that value judgments -- good/bad -- are not considered as aesthetic judgments.

Analyze and explain the aesthetic qualities of a piece of music, how meaning is derived, and how music can evoke feelings and emotions.

Examine how various instruments have evolved.

1. Discuss how the development of various instruments relates to the environment, e.g., gourds to rattles, hollow logs to drums, reeds to wind instruments, etc.

2. Discuss the development of musical instruments as an extension of the human body, e.g., higher and lower pitch than the human can produce; percussion instruments that grew out of expansion of body percussion.

Use appropriate music software.

1. Play musical games which foster notational and compositional skills.

Trace and discuss the evolution and use of various instruments.

p>1. Explore the history of music instruments, listening to recordings of ancient instruments and comparing them to their modern counterparts.

Discuss evolution and role of various ensembles.

1. Study the symphony orchestra, opera, chamber music ensembles as they existed in 1750 (or at the time of the American Revolution, or other given date) and compare them to their modern counterparts.

Explore the impact that video and other technologies have in relation to musical performances and to the perception of music.

1. Listen to examples of music made on synthesizers.

2. Experiment with tape loops.

Understand how technology has influenced the composition and performance of music.

1. Experiment with combinations of electronic and acoustic instruments.

2. Use appropriate software to study analysis of great pieces of music.

Examine how various instruments have evolved.

1. Discuss how the development of various instruments relates to the environment, e.g., gourds to rattles, hollow logs to drums, reeds to wind instruments, etc.

2. Discuss the development of musical instruments as an extension of the human body, e.g., higher and lower pitch than the human can produce; percussion instruments that grew out of expansion of body percussion.

Use appropriate music software.

1. Play musical games which foster notational and compositional skills.

Trace and discuss the evolution and use of various instruments.

p>1. Explore the history of music instruments, listening to recordings of ancient instruments and comparing them to their modern counterparts.

Discuss evolution and role of various ensembles.

1. Study the symphony orchestra, opera, chamber music ensembles as they existed in 1750 (or at the time of the American Revolution, or other given date) and compare them to their modern counterparts.

Explore the impact that video and other technologies have in relation to musical performances and to the perception of music.

1. Listen to examples of music made on synthesizers.

2. Experiment with tape loops.

Understand how technology has influenced the composition and performance of music.

1. Experiment with combinations of electronic and acoustic instruments.

2. Use appropriate software to study analysis of great pieces of music.

Model appropriate audience behavior at live concert performances.

1. Attend a concert in the school or community and exhibit proper concert behavior.

Participate in appropriate school programs.

1. Perform, solo or ensemble, in appropriate school programs.

Share and develop cultural experiences.

1. Plan and perform a program around the holidays.

2. Invite another school, a school in a nearby town, an Indian pueblo, etc. to participate in shared performances: one from your school, one from theirs.

Participate in appropriate programs at the school and in the community.

1. Prepare and perform music to be shared with audiences in school and elsewhere in the community.

Attend appropriate musical events.

1. Explore resources for locating concerts and distribute information.

2. Prepare a list of musical productions on television stations.

3. Invite local artists to perform.

Share musical abilities with community as a performer and consumer of music.

1. Plan and prepare programs that can be taken to service clubs, local events, other schools, etc.

2. Attend and evaluate concerts in the community.