TECHNOLOGY STRAND – Proficient
DISPOSITIONS
Collaboration
Flexibility
Goal Setting
Inquisitiveness
Openness and respect for the ideas and work of others
Responsible risk-taking
Self-Reflection
Self-discipline and Perseverance
CREATING
Imagine
Generate musical ideas for various purposes and contexts.
Standard: MU:Cr1.1 .T.la
Generate melodic, rhythmic, and harmonic ideas for
compositions and improvisations using digital tools.
Enduring Understanding
The creative ideas, concepts, and feelings that influence musicians’ work emerge
from a variety of sources.
Essential Question
How do musicians generate creative ideas?
Knowledge:
Skills:
Structure
 Identify correct and appropriate use of the digital tool to support creating or
recording musical ideas
 Identify technical and musical needs with given digital tool
 Identify menus and files of digital tools that support creating or generating
melodic, rhythmic, and harmonic ideas.
 Îdentify and learn to play digital instruments
 Identify how the technical and expressive qualities of music are created,
represented, recorded, or notated with the tool
 Describe musical literacies reinforced by the digital tool
Performing
 Present digital tool or instrument to peers, sharing new
found knowledge of the digital tool(s)
 Share with peers, how to create or record music with tools
 Improvise rhythms and melodies and record improvisations
using digital tool or instruments, within classroom guidelines
 Create rhythmic, melodic, or harmonic question and phrases
 Present their melodic, rhythmic, or harmonic ideas
generated on a digital tool
 Share their iconic and/or traditionally notated music through
a digital platform
 Reflect on classroom/student creations and how the digital
tool was used to express their musical ideas.
 Perform music with the digital instrument or tool.
Knowledge and Skills
Technology Proficient page 1
Context
 Identify and share genres of music using digital tools for music creation
 Identify and share information of musicians using digital tools for music
creation and recording.
 Track the evolution of electronic and digital instruments, recording devices,
and notation
 Notate, record, and perform rhythm and melody, digitally.
 Correlate musical terminology to digital tool/instrument.
 Identify the necessary requirements to perform or share using digital tools.
 Understand copyright law and the connections to the making and recording of
music through recording
 Connect knowledge of digital music to the music that students listen to
currently.
Evaluation
 Identify, explain, and peer teach the main components of the digital tool used
to create or record music.
 Use classroom generated rubrics to evaluate knowledge of the digital tool,
instrument, and music created.
 Demonstrate knowledge of the historical timeline of digital music and its many
facets from creating to performing, and recording.
Vocabulary:
 The elements of music and the 6 properties of sound: pitch (high/low),
dynamics (loud/quiet/), duration (long/short)
 Traditional and/or iconic notation
 Menu, file, key buttons and functions of digital tool
 Symbols and icons used in the digital tool
 Cursor, record, pause, play, rewind, forward,
 Process terms: play, record, layer, improvise, create, compose
Creating
 Create iconic and/or traditionally notated music through a
digital platform
 Construct and document knowledge through exploration of
the digital tool, applying new information to generate musical
ideas.
 Work collaboratively and independently to improvise,
generate and perform rhythmic, melodic, and/or harmonic
patterns and ideas or phrases
Aural & notational skills
 Identify iconic symbols of sound in digital tools and create
symbols to represent the six properties of sound: hgh/low,
loud/quiet, long/short
 Create a rhythm or melody with notation software and
identify and explain note relationships through creation, first.
 Apply note relationships and create original ideas with
traditional notation
 Describe the digital tool and identify how the tool connects
with the elements of music. (beat, tempo, rhythm, pitch, etc.)
 Utilize cloud technology to create and share notation and
musical works
Evaluating
 Using class generated rubrics, evaluate improvisations,
phrases, and melodic, rhythmic, or harmonic ideas or
phrases, while meeting correlating standard.
 Write and present reflections of work with the digital tool.
Plan and Make
Select and develop musical ideas for defined purposes
and contexts.
Standard: MU:Cr2.1.T.la
Select melodic, rhythmic, and harmonic ideas to develop
into a larger work using digital tools and resources.
Enduring Understanding
Musicians’ creative choices are influenced by their expertise, context, and expressive
intent.
Knowledge and Skills
Technology Proficient page 2
Essential Question
How do musicians make creative decisions?
Knowledge:
Skills:
Students will select and develop musical ideas with a digital instrument and/or
tool.
Performing
 Identify and share purpose and guidelines for musical
creation.
 Share thoughts and feelings about the selection process
and how creative choices are made and/or performed.
 Lead discussions about musical choices and identify how
these connect to the development of the larger musical
work.
 Share/perform melodic, rhythmic, and harmonic ideas for
the class with a digital tool and/or instrument
Structure
 Using a digital tool, create a musical plan for their work.
 Using a digital tool, expand musical cells or ideas into larger phrases.
 Using a digital tool or instrument, organize and select musical ideas to expand
into a larger musical form (binary, ternary, or rondo form with introduction and
coda)
 Using a digital tool or instrument, apply the expressive elements of music to
communicate their musical ideas.
 Using a digital instrument, perform and share the different timbres the
instrument can make and how these will contribute to the created music.
Context
 Identify how the digital tool is used to support music creation and performance.
 Identify how the musical choices created by the digital tool, effect the larger
piece
 Identify how the digital tool supported the process of creating or organizing
musical ideas
Evaluation
 Create a digital portfolio of the planning and process of their musical work and or
performance on a digital instrument, sharing audio and visual examples.
 Students write and present reflections on the process of creating the larger
musical work.
Vocabulary
 The elements of music and the 6 properties of sound: pitch (high/low), dynamics
(loud/quiet/), duration (long/short)
 Traditional and/or iconic notation
 Menu, file, key buttons and functions of digital tool
 Symbols and icons used in the digital tool
 Cursor, record, pause, play, rewind, forward,
 Process terms: play, record, layer, improvise, create, compose
 Reflection and revision
Knowledge and Skills
Technology Proficient page 3
Creating
 Work with peers to create a musical plan and create
larger works using digital tools or instruments.
 Create a visual plan with icons and verbal descriptions
 Create a presentation format to share their work
throughout the process.
Aural & notational skills
 Identify areas of the larger work to notate and share on a
digital platform
 Using notation software, notate chosen idea and expand
to complete a larger composition
Evaluating
 Using predetermined rubrics, evaluate musical plan and
outcome(s).
 Create and write reflections of the planning, creating, and
performing process, assessing levels of musical literacy
with the elements of music and reading/writing music,
with the use of the digital tool or instrument.
Evaluate and Refine
Evaluate and refine selected musical ideas to create musical work
that meets appropriate criteria.
Standard: MU:Cr3.1.T.la
Drawing on feedback from teachers and peers, develop
and implement strategies to improve and refine the
technical and expressive aspects of draft compositions
and improvisations.
Enduring Understanding
Musicians evaluate, and refine their work through openness to new ideas, persistence,
and the application of appropriate criteria.
Essential Question
How do musicians improve the quality of their creative
work?
Knowledge:
Skills:
Structure
 Identify and collaboratively discuss strategies for musical revisions using digital
tools and/or digital instruments
 Identify and collaboratively discuss how individual choices regarding digital tools
and/or digital tools impact melodic, rhythmic, and harmonic musical decisions
 Identify how the technical and expressive qualities of music are created,
represented, recorded, or notated with the tool
Performing
 Identify, share, and discuss the purpose and
guidelines for musical creation.
 With peers, audience members, and instructors,
share thoughts and feelings about the selection
process and how creative choices are made and/or
performed.
 Share/perform developed melodic, rhythmic, and
harmonic ideas for the class with a digital tool and/or
instrument
Context
 Share multiple steps of the creative process, discussing impact of digital tool on
the creation process
 Share musical presentations (compositions, performances, etc) in multiple
contexts, reflecting on impact of purpose and venue relating to individual context
 Track the evolution of compositional revisions and impact of revisions on the final
product or performance
 Connect appropriate music and technological vocabulary to revision and
development process
Evaluation
 Write, discuss, or demonstrate multiple steps in the creative process, including
and reflecting upon feedback from self, peers, instructors, or other consumers of
the musical product.
 Create a digital portfolio of the planning and process of their musical work and or
performance on a digital instrument, sharing audio and visual examples.
Creating
 Lead discussions about musical choices and identify
how these connect to the development of the larger
musical work.
 Work with peers to create a musical plan and create
larger works using digital tools or instruments.
 Develop a visual plan with icons and verbal
descriptions, using peers, audience members, and
instructors as a guide.
 Create a presentation format to share their work
throughout the process using peers, audience
members, and instructors as a guide.
Aural & notational skills
 Identify and develop areas of the larger work to
notate and share on a digital platform
 Using notation software, notate chosen idea and
expand to complete a larger composition
Evaluating
 Create and write reflections of the planning, creating,
and performing process, assessing levels of musical
literacy with the elements of music and
reading/writing music, with the use of the digital tool
or instrument.
Knowledge and Skills
Technology Proficient page 4
Vocabulary
 The elements of music and the 6 properties of sound: pitch (high/low),
dynamics(loud/quiet/), duration (long/short)
 Traditional and/or iconic notation
 Menu, file, key buttons and functions of digital tool
 Symbols and icons used in the digital tool
 Cursor, record, pause, play, rewind, forward,
 Process terms: play, record, layer, improvise, create, compose
 Reflection and revision
Knowledge and Skills
Technology Proficient page 5
Present
Share creative musical work that conveys intent, demonstrates
craftsmanship, and exhibits originality.
Standard: MU:Cr3.2.T.la
Share compositions and improvisations that
demonstrate an accomplished level of musical and
technological craftsmanship as well as the use of
digital and/or analog tools and resources in
developing and organizing musical ideas
‘Standard: MU:Cr1.1 .T.la’
Generate melodic, rhythmic, and harmonic ideas
for compositions and improvisations using
digital tools.
Enduring Understanding
Essential Question
Musicians’ presentation of creative work is the
culmination of a process of creation and
communication.
When is a creative work ready to share?
Knowledge:
Skills:
Structure
● Present musical work with the digital tool and/or instrument,
identifying the elements of music and properties of sound and how
these are utilized within the music.
● Present notation of musical work and share edits and processing of
editing to complete the piece
● Identify areas that are unique and demonstrate originality, created
specifically, or as a result of, the digital tool.
Performing
 Present and share the process of editing to create a complete work
 Present and share the communication necessary in group work and
/or the metacognitive process while creating music with the digital
tool
 Present and share aspects of originality created through the usage
of the digital tool or instrument
Context
● Identify traditional and 21st century methods of presentation
● Identify resources for housing music in the cloud
● Identify how students share and house music with their digital
resources
● Identify editing tools within the digital tools to craft a complete piece
Aural & notational skills
 Provide digital copies of the notation and/or piece
 Blog and share resources used to present digital works
 Blog and reflect on the intent of the musical work through a digital
platform, identifying key elements of music and how these were
created in the piece to convey meaning?
Evaluation
● Identify how the elements of music conveyed the intent of the piece
with the digital tool
Knowledge and Skills
Evaluating
 Using rubrics, identify how the elements of music conveyed intent
and to what degree the digital tool enhanced or supported the
process
Technology Proficient page 6
Vocabulary
 The elements of music and the 6 properties of sound: pitch
(high/low), dynamics (loud/quiet/), duration (long/short)
 Traditional and/or iconic notation
 Menu, file, key buttons and functions of digital tool
 Symbols and icons used in the digital tool
 Cursor, record, pause, play, rewind, forward,
 Process terms: play, record, layer, improvise, create, compose
 Reflection, revision, and presentation
PERFORMING
Select
Select varied musical works to present based on interest, knowledge,
technical skill, and context.
Standard: MU:Pr4.l.T.la
Develop and explain the criteria used for selecting a varied repertoire of music based on interest,
music reading skills, and an understanding of the performer’s technical and technological skill.
Enduring Understanding
Performers’ interest in and knowledge of musical works, understanding of their own
technical skill, and the context for a performance influence the selection of
repertoire.
Essential Question
How do performers select repertoire?
Knowledge:
Skills:
Structure
 Perform a musical work with a digital tool and/or instrument, demonstrating
working knowledge of the tool or instrument.
 Identify skills needed to perform with a digital tool
 Improve piece through deeper knowledge and application of the digital tool
Context
 Identify traditional and 21st century methods of notation and recording
 Identify traditional and digital instruments and compare/contrast the skills
necessary to perform on each.
 Identify how a digital tool can support different levels of musical learning
Evaluation
 Identify how the digital tool supports the growth of both technical and
expressive qualities of music.
 Demonstrate how the digital tool creates and supports musical literacy
(reading and writing music and reading and writing about music)
Performing
 Perform and share music with a digital instrument,
sharing personal interests and knowledge of the
instrument.
 Share the skills necessary to perform on the instrument
 Perform and share a digital work and share the process
through an artist statement, sharing personal interests,
knowledge, and feelings of process through the
completion of the work.
 Perform a musical work and share the technical skills
needed to play, record, or create the musical piece.
 Using predetermined guidelines, share the work in a
formal performance using a digital platform.
Creating
 Create a performance outline for the presentation of a
digital work, identifying needs for the tool and the
audience to receive the piece.
 Create a performance that shares the technical skills
necessary to use a digital tool
 Share personal interest and connect these to the musical
choices made in the performance.
Aural & notational skills
 Notate a musical piece of choice or an original work,
identifying the knowledge of the digital tool and the
technical skills needed to notate the musical piece.
Knowledge and Skills
Technology Proficient page 7
Vocabulary
 The elements of music and the 6 properties of sound: pitch (high/low),
dynamics (loud/quiet/), duration (long/short)
 Traditional and/or iconic notation
 Menu, file, key buttons and functions of digital tool
 Symbols and icons used in the digital tool
 Cursor, record, pause, play, rewind, forward,
 Process terms: play, record, layer, improvise, create, compose
 Reflection, revision, and presentation
Analyze
Analyze the structure and context of varied musical works and
their implications for performance.
Standard: MU:Pr4.2.la
Describe and demonstrate how context, theoretical
and structural aspects of the music and digital
media/tools inform and influence prepared and
improvised performances.
Enduring Understanding
Analyzing creators’ context and how they manipulate elements of music
provides insight into their intent and informs performance.
Essential Question
How does understanding the structure and context of musical works
inform performance?
Knowledge:
Skills:
Structure
 Analyze how digital recording tools support improvement of
performance levels through recording, assessment, and reflection
 Record a performance of a musical work with a digital tool and
observe or listen to the performance.
 Identify how digital tools can help assess performance pieces
 Identify how the digital tools can enhance a performance piece and
what elements of music can be adjusted with a digital tool
Performing
 Perform and share music with a digital instrument and adjust the
final piece through the digital tool, enhancing various elements of
music.
 Share the skills necessary to adjust a piece through a digital tool.
 Share a digital work that has been manipulated with a digital tool
and share personal thoughts and about this process.
Context
 Identify traditional and 21st century methods of recording and how
these are used to assess performance pieces
 Identify traditional and digital instruments and identify how these can
be used to support student growth in performance and skill.
 Identify how digital tools can be used in live performances to
enhance a performance
Creating
 Create a performance piece that has been altered digitally,
addressing various elements of music and needs of the piece.
 Share personal interest and connect these to the musical choices
made in the alteration
Aural & notational skills
 Notate a musical piece of choice or an original work, identifying the
adjustments made to the musical piece.
Evaluation
 Identify how the digital tool can change the performance piece
 Identify how the digital tool can change elements of music and
determine if this can be positive or negative and why
Knowledge and Skills
Technology Proficient page 8
Vocabulary
 The elements of music and the 6 properties of sound: pitch
(high/low), dynamics (loud/quiet/), duration (long/short)
 Traditional and/or iconic notation
 Menu, file, key buttons and functions of digital tool
 Symbols and icons used in the digital tool
 Cursor, record, pause, play, rewind, forward,
 Process terms: play, record, layer, improvise, create, compose
 Reflection, revision, and presentation
Interpret
Develop personal interpretations that consider creators’ intent.
Standard: MU:Pr4.3.T.la
Demonstrate how understanding the context,
expressive challenges, and use of digital tools
in a varied repertoire of music influence
prepared or improvised performances.
Enduring Understanding
Performers make interpretive decisions based on their understanding
of context and expressive intent.
Essential Question
How do performers interpret musical works?
Knowledge:
Skills:
Structure
 Make interpretive decision on a musical work with a digital tool
and/or instrument, demonstrating working knowledge of the
expressive intent of the composer
 Identify skills needed to perform with a digital tool
 Improve piece through deeper knowledge and application of the
digital tool
Performing
 Perform a piece of music using a digital tool or instrument, utilizing the
digital aspects to provide expression
 As a part of the performance, address how the expression is conveyed
digitally, highlighting key expressive elements of the music and the
digital tool or instrument.
 Provide multiple performance of a given piece, to expand the
expressivity of the piece with variations within the tool
Context
 Identify traditional and 21st century methods of notation and
recording
 Identify analog and digital music performances and
compare/contrast the performance of each
 Identify how a digital tool can support different levels of
expression
Evaluation
 Identify how the digital tool supports the growth of both technical
and expressive qualities of music.
 Demonstrate how the digital tool creates and supports artistic
expression.
Knowledge and Skills
Creating
 Create a portfolio that shares levels and stages of musical
development and growth as expressive intent is increased and
achieved as the piece of music is learned over time.
 Create a performance moment where students play previous
performances of the piece and compare and contrast the change of
the piece over time, identifying key expressive intent and connecting
the performer’s intent and interpretation
Aural & notational skills
 Listen to and write a reflection of the differences between multiple
performances of a given piece, identifying the progression of
expressivity over time, while using the digital tool
Technology Proficient page 9
Vocabulary
 The elements of music and the 6 properties of sound: pitch
(high/low), dynamics (loud/quiet/), duration (long/short)
 Traditional and/or iconic notation
 Menu, file, key buttons and functions of digital tool
 Symbols and icons used in the digital tool
 Cursor, record, pause, play, rewind, forward,
 Process terms: play, record, layer, improvise, create, compose
 Reflection, revision, and presentation
Evaluate, Refine
Evaluate and refine personal and ensemble performances,
individually or in collaboration with others.
Standard: MU:Pr5.1.T.la
Identify and implement rehearsal strategies to improve
the technical and expressive aspects of prepared
and improvised performances in a varied repertoire
of music.
Enduring Understanding
Musicians’ creative choices are influenced by their
context, expressive intent, and established criteria.
Essential Question
How do musicians make creative decisions?
Knowledge:
Skills:
Structure
 Share likes and dislikes of musical genres
 Identify the many musical genres and the expansion in the last 30
years
Performing
Creating
Aural & notational skills
Context
Evaluation
Vocabulary
 The elements of music and the 6 properties of sound: pitch
(high/low), dynamics (loud/quiet/), duration (long/short)
 Traditional and/or iconic notation
 Menu, file, key buttons and functions of digital tool
 Symbols and icons used in the digital tool
 Cursor, record, pause, play, rewind, forward,
 Process terms: play, record, layer, improvise, create, compose
 Reflection, revision, and presentation
Knowledge and Skills
Technology Proficient page 10
Present
Perform expressively, with appropriate interpretation and technical
accuracy, and in a manner appropriate to the audience and
context.
Standard: MU:Pr6.1.T.la
Using digital tools, demonstrate attention to
technical accuracy and expressive qualities in
prepared and improvised performances of a varied
repertoire of music.
.
.
Enduring Understanding
Musicians judge performance based on criteria that vary across time,
place, and cultures. The context and how a work is presented influence
the audience response.
Essential Question
When is a performance judged ready to present? How do context and
the manner in which musical work is presented influence audience
response?
Knowledge:
Skills:
Structure
Performing
Context
Creating
Aural & notational skills
Evaluation
Vocabulary
•The elements of music and the 6 properties of sound: pitch (high/low),
dynamics(loud/quiet/), duration (long/short)
•Traditional and/or iconic notation
•Menu, file, key buttons and functions of digital tool
•Symbols and icons used in the digital tool
•Cursor, record, pause, play, rewind, forward,
•Process terms: play, record, layer, improvise, create, compose
•Reflection, revision, and presentation
Standard: MU:Pr6.1.T.lb
Demonstrate an understanding of the expressive
intent when connecting with an audience through
prepared and improvised performances.
Enduring Understanding
Musicians judge performance based on criteria that vary across time,
place, and cultures. The context and how a work is presented influence
the audience response.
Knowledge and Skills
Essential Question
When is a performance judged ready to present? How do context and
the manner in which musical work is presented influence audience
response?
Technology Proficient page 11
Knowledge:
Skills:
Structure
Performing
Context
Creating
Aural & notational skills
Evaluation
Vocabulary
 The elements of music and the 6 properties of sound: pitch
(high/low), dynamics (loud/quiet/), duration (long/short)
 Traditional and/or iconic notation
 Menu, file, key buttons and functions of digital tool
 Symbols and icons used in the digital tool
 Cursor, record, pause, play, rewind, forward,
 Process terms: play, record, layer, improvise, create, compose
 Reflection, revision, and presentation
Knowledge and Skills
Technology Proficient page 12
RESPONDING
Select
Choose music appropriate for a specific purpose or situation.
Standard: MU:Re7.1.T.la
Cite reasons for choosing music based on the use of
the elements of music, digital and electronic aspects,
and connections to interest or purpose
Enduring Understanding
Individuals' selection of musical works is influenced by their interests,
experiences, understandings, and purposes.
Essential Question
How do individuals choose music to experience?
Knowledge:
Skills:
Structure
 Demonstrate, either verbally or in writing, choices made
regarding fundamentals elements of music (such as
melody, harmony, form, etc)
 Demonstrate, either verbally or in writing, choices made
regarding digital tool or digital instrument selection.
Performing
 In a formal performance using a digital platform, creator shares
personal intention with the musical audience and those participating
in the creative experience.
 In a formal performance using a digital platform, creator shares final
product of pre-selected musical and digital choices.
Context
 Identify and describe how selection of digital tools and
instruments impacts overall musical experience in
various venues.
 Identify and describe how creator’s purpose can be
perceived differently based on cultural and social
environment of performance venue.
Creating
 Create a plan and structure outlining musical and digital choices
connected to the final product or musical experience.
 Create and articulate (either verbally or written) overall intention,
purpose, or mood of a composition.
Evaluation
 Demonstrate, either verbally or in writing, connections
between musical and technological choices in the
creative experience.
 Demonstrate, either verbally or in writing, the creator
intended purpose or function of musical experience or
creation.
Aural & notational skills
 Through traditional or iconic notation, express connections to mood
or purpose of musical creation by using expressive markings.
 Through traditional or iconic notation, illustrate personal choices in
musical experience.
Vocabulary
 The elements of music and the 6 properties of sound: pitch
(high/low), dynamics (loud/quiet/), duration (long/short)
 Traditional and/or iconic notation
 Menu, file, key buttons and functions of digital tool
 Symbols and icons used in the digital tool
 Cursor, record, pause, play, rewind, forward,
 Process terms: play, record, layer, improvise, create, compose
 Reflection, revision, and presentation
Knowledge and Skills
Technology Proficient page 13
Analyze
Analyze how the structure and context of varied musical works
inform the response.
Standard: MU:Re7.2.T.la
Explain how knowledge of the structure (repetition,
similarities, contrasts), technological aspects, and
purpose of the music informs the response.
Enduring Understanding
Response to music is informed by analyzing context (social, cultural, and
historical) and how creators and performers manipulate the elements of
music.
Essential Question
How does understanding the structure and context of music inform a
response?
Knowledge:
Skills:
Structure
 Demonstrate, either verbally or in writing, how
knowledge of elements of music (such as melody,
harmony, form, etc) impact the intended response
 Demonstrate, either verbally or in writing, choices made
regarding digital tool or digital instrument selection.
Performing
 In a formal performance using a digital platform, creator uses
knowledge of the composition’s musical structure and organization to
communicate intention to audience or other participants in musical
experience.
 In a formal performance using a digital platform, creator shares final
product of pre-selected musical and digital choices.
Context
 Identify and describe how selection of digital tools and
instruments impacts overall musical experience and
musical response of the audience.
 Identify and describe how creator’s purpose can be
perceived differently based on cultural and social
environment or performance venue.
Evaluation
 Demonstrate, either verbally or in writing, connections
between musical and technological choices in the
creative experience.
 Demonstrate, either verbally or in writing, the creator
intended purpose or function of musical experience or
creation.
Creating
 Create a plan and structure outlining musical and digital choices that
informs the audience and other participants in musical experience of
creator’s intended purpose.
 Create and articulate (either verbally or written) overall intention and
purpose and how it relates to composition’s or performance’s musical
and technological elements.
Aural & notational skills
 Through traditional or iconic notation, express connections to mood
or purpose of musical creation by using expressive markings.
 Through traditional or iconic notation, illustrate personal choices in
musical experience.
Vocabulary
 The elements of music and the 6 properties of sound: pitch
(high/low), dynamics (loud/quiet/), duration (long/short)
 Traditional and/or iconic notation
 Menu, file, key buttons and functions of digital tool
 Symbols and icons used in the digital tool
 Cursor, record, pause, play, rewind, forward,
 Process terms: play, record, layer, improvise, create, compose
 Reflection, revision, and presentation
Knowledge and Skills
Technology Proficient page 14
Interpret
Support interpretations of musical works that reflect
creators’/performers’ expressive intent.
Standard: MU:Re8.1.T.la
Explain and support an interpretation of the
expressive intent of musical selections based on
treatment of the elements of music, digital and
electronic features, and purpose.
Enduring Understanding
Through their use of elements and structures of music, creators and
performers provide clues to their expressive intent.
Essential Question
How do we discern the musical creators’ and performers’ expressive
intent?
Knowledge:
Skills:
Structure
 Demonstrate, either verbally or in writing, how
knowledge of elements of music (such as melody,
harmony, form, etc.) impact the intended response
 Demonstrate, either verbally or in writing, choices made
regarding digital tool or digital instrument selection.
Performing
 In a formal performance using a digital platform, creator uses
knowledge of the composition’s musical structure and organization
to communicate intention to audience or other participants in
musical experience.
 In a formal performance using a digital platform, creator shares final
product of pre-selected musical and digital choices.
Context
 Identify and describe how selection of digital tools and
instruments impacts overall musical experience and
musical response of the audience.
 Identify and describe how creator’s purpose can be
perceived differently based on cultural and social
environment or performance venue.
Evaluation
 Demonstrate, either verbally or in writing, connections
between musical and technological choices in the
creative experience.
 Demonstrate, either verbally or in writing, the creator
intended purpose or function of musical experience or
creation.
Knowledge and Skills
Creating
 Create a plan and structure outlining musical and digital choices
that informs the audience and other participants in musical
experience of creator’s intended purpose.
 Create and articulate (either verbally or written) overall intention and
purpose and how it relates to composition’s or performance’s
musical and technological elements.
Aural & notational skills
 Through traditional or iconic notation, express connections to mood
or purpose of musical creation by using expressive markings.
 Through traditional or iconic notation, illustrate personal choices in
musical experience.
Technology Proficient page 15
Vocabulary
 The elements of music and the 6 properties of sound: pitch
(high/low), dynamics (loud/quiet/), duration (long/short)
 Traditional and/or iconic notation
 Menu, file, key buttons and functions of digital tool
 Symbols and icons used in the digital tool
 Cursor, record, pause, play, rewind, forward,
 Process terms: play, record, layer, improvise, create, compose
 Reflection, revision, and presentation
Evaluate
Support evaluations of musical works and performances based on
analysis, interpretation, and established criteria.
Standard: MU:Re9.1.T.la
Evaluate music using criteria based on analysis,
interpretation, digital and electronic features, and
personal interests.
Enduring Understanding
The personal evaluation of musical work(s) and performance(s) is
informed by analysis, interpretation, and established criteria.
Essential Question
How do we judge the quality of musical work(s) and performance(s)?
Knowledge:
Skills:
Structure
Performing
Context
Creating
Aural & notational skills
Evaluation
Vocabulary
 The elements of music and the 6 properties of sound: pitch
(high/low), dynamics (loud/quiet/), duration (long/short)
 Traditional and/or iconic notation
 Menu, file, key buttons and functions of digital tool
 Symbols and icons used in the digital tool
 Cursor, record, pause, play, rewind, forward,
 Process terms: play, record, layer, improvise, create, compose
 Reflection, revision, and presentation
Knowledge and Skills
Technology Proficient page 16
Knowledge and Skills
Technology Proficient page 17