Submitted by drupaladmin on Fri, 05/30/2014 - 08:35
With substantial guidance, explore and experience a variety of music.
a. With guidance, explore and experience music concepts (such as beat and melodic contour).
b.With guidance, generate musical ideas (such as movements or motives).
a. With limited guidance, create musical ideas (such as answering a musical question) for a specific purpose.
b.With limited guidance, generate musical ideas in multiple tonalities (such as major and minor) and meters (such as duple and triple).
a.Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.
b.Generate musical patterns and ideas within the context of a given tonality (such as major and minor) and meter (such as duple and triple).
a.Improvise rhythmic and melodic ideas, and describe connection to specific purpose and context (such as personal and social).
b.Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.
a. Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social and cultural).
b. Generate musical ideas (such as rhythms, melodies, and simple accompaniment patterns) within related tonalities (such as major and minor) and meters.
a.Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social, cultural, and historical).
b.Generate musical ideas (such as rhythms, melodies, and accompaniment patterns) within specific related tonalities, meters, and simple chord changes.
Generate simple rhythmic, melodic, and harmonic phrases within AB and ABA forms that convey expressive intent.
Generate rhythmic, melodic, and harmonic phrases and variations over harmonic accompaniments within AB, ABA, or theme and variation forms that convey expressive intent.
Generate rhythmic, melodic and harmonic phrases and harmonic accompaniments within expanded forms (including introductions, transitions, and codas) that convey expressive intent