Creative Musicking

Our objectives are to explore, develop, and honor our musicality.

This means we will be creating music while respecting ourselves and others.

Nonviolent Communication

Problem-solving focused on the problem, not the persons involved.

Observation: What is happening? "You have been playing that drum the whole class. We only have one drum."

Feelings: What are you feeling about the situation? "I feel bad about not getting a turn with the drum."

Needs: What do you need/value? "I love drumming, and I think it is important that everybody gets a chance to play music. I don't like when people are left out, including myself."

Requests: What would resolve the issue for everyone involved? "Can I be your partner?" "Can you give me a turn with the drum, while you play something else?"

Critical Response Process

Honoring creators while giving constructive feedback.

Statements of meaning: listeners state what was meaningful, evocative, interesting, or exciting about what they heard.

Artist as questioner: the artist who made the song asks the audience specific questions about elements of the work-in-progress.

Neutral questions: listeners ask the maker questions about the work-in-progress without revealing their opinions.

Opinion time: listeners tell the artist what they think of the work-in-progress.


When wearing headphones, make sure your volume isn't too loud. Listening to loud sounds can result in hearing loss.

In many cases, setting your volume to 70% should be good. Feel free to adjust as needed.

Group Guidelines for Sharing Out



Judgment of Others

Collaborative doodle: What did you learn/do/teach/make/explore/love/hear/share/experience?

National Core Arts Standards

MU:Cr1.1.5a: Improvise rhythmic, melodic, and harmonic ideas, and explain the connection to specific purpose and context (such as social, cultural, and historical).

MU:Cr1.1.5b Generate musical ideas (such as rhythms, melodies, and accompaniment patterns) within specifically related tonalities, meters, and simple chord changes.

MU:Cr2.1.5a: Demonstrate selected and developed musical ideas for improvisations, arrangements, or compositions to express intent, and explain the connection to purpose and context.

MU:Cr2.1.8a: Select, organize, and document personal musical ideas for arrangements, songs, and compositions within expanded forms that demonstrate tension and release, unity and variety, balance, and convey expressive intent.

MU:Cr2.1.8b: Use standard and/or iconic notation and/or audio/video recording to document personal rhythmic phrases, melodic phrases, and harmonic sequences.

MU:Cr3.1.5a: Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively-developed criteria and feedback, and explain the rationale for changes.

MU:Cr3.2.5a: Present the final version of personally created music to others that demonstrates craftsmanship, and explain the connection to expressive intent.

MU:Pr4.1.6a: Apply teacher-provided criteria for selecting music to perform for a specific purpose and/or context, and explain why each was chosen.

MU:Pr5.1.5b: Rehearse to refine technical accuracy and expressive qualities to address challenges, and show improvement over time.

MU:Re7.1.5a: Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

MU:Cn10.0.5a: Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding.

MU:Cn11.0.5a: Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

CASEL Core Competencies

Self-awareness, self-management, responsible decision-making, relationship skills, social awareness