Strand: Creating Content Standard 1: Students will generate and conceptualize artistic ideas and work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 CCSS Alignment CR.1.K.2 Experiment vocally and instrumentally, using a variety of simple songs alone and with others, with expressive elements and elements of music fast, slow high pitch, low pitch loud, soft steady beat CR.1.1.2 Experiment vocally and instrumentally, using a variety of simple songs alone and with others, with expressive elements and elements of music cumulative songs duple meter, triple meter dynamic levels forte (f) piano (p) fast, slow melodic patterns (e.g., sol-mi/5-3, quarter note, quarter rest, paired eighth note single-verse musical selection steady beat CR.1.2.2 Experiment vocally and instrumentally, using a variety of simple songs alone and with others, with expressive elements and elements of music call and response duple meter, triple meter dynamic levels fast, slow forte (f) piano (p) half note, half rest more complex melodic patterns (e.g., steps, skips, repeating tones) multi-verse musical selection steady beat CR.1.3.2 Experiment vocally and instrumentally, using a variety of simple songs alone and with others, with expressive elements and elements of music change in dynamic levels crescendo decrescendo dotted half note duple meter and triple meter more complex melodic patterns (e.g., pentatonic scale, steps, skips, leaps, repeating tones) multi-verse musical selection rounds steady beat variety of tempi (e.g., allegro, adagio) CR.1.4.2 Experiment vocally and instrumentally, using a variety of simple songs alone and with others, with expressive elements and elements of music duple meter, triple meter more complex melodic patterns (e.g., pentatonic, minor scales) multi-verse musical selection partner songs steady beat variety of dynamic levels (e.g., mezzo piano [mp], mezzo forte [mf], pianissimo [pp], fortissimo [ff]) variety of tempi changes (e.g., accelerando) whole notes, whole rests, four sixteenth notes, triplets CCRA.SL.1, 6 sol-
Strand: Creating Content Standard 2: Students will organize and develop artistic ideas and work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 CCSS Alignment Plan and Make CR.2.K.1 Identify iconic notation for high and low sounds CR.2.1.1 Distinguish between a note on a line and a note in a space (e.g., two-line staff) CR.2.2.1 Recognize lines and spaces staff treble clef CR.2.3.1 Name the lines and spaces of the treble clef CR.2.4.1 Identify the lines and spaces of the bass clef CCRA.R.1 CR.2.K.2 Create sound effects for songs, poems, and/or stories (e.g., found sounds, body percussion, traditional instruments, electronic keyboards, online sound libraries) CR.2.1.2 Create short rhythmic patterns CR.2.2.2 Compose short rhythmic patterns CR.2.3.2 Compose short melodic patterns CR.2.4.2 Compose melodic and rhythmic patterns using musical expression CCRA.W.2, 4, 10 CR.2.K.3 Write using iconic or standard notation sound, silence steady beat CR.2.1.3 Write using standard notation paired eighth note quarter note quarter rest CR.2.2.3 Write using standard notation dynamic levels forte (f) piano (p) half note half rest CR.2.3.3 Write using standard notation bar line and decrescendo change in dynamic levels crescendo decrescendo dotted half note repeat sign treble clef CR.2.4.3 Write using standard notation duple meter and triple meter time signature whole notes and whole rests, four sixteenth notes, and triplets CCRA.W.2, 4, 10
Strand: Creating Content Standard 2: Students will organize and develop artistic ideas and work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 CCSS Alignment CR.2.K.4 Organize, with guidance, personal musical ideas, using iconic notation or recording technology CR.2.1.4 Organize, with limited guidance, personal musical ideas, using standard or iconic notation or recording technology CR.2.2.4 Organize independently personal musical ideas, using standard or iconic notation or recording technology CR.2.3.4 Document personal rhythmic and melodic musical Ideas, using standard or iconic notation or recording technology CR.2.4.4 Document personal rhythmic, melodic, and simple harmonic musical ideas using standard or iconic notation or recording technology CCRA.W.2, 4, 6, 10 CR.2.K.5 Explore music through movement freestyle gross motor CR.2.1.5 Explore music through movement body percussion line and circle games CR.2.2.5 Explore music through movement musical games within duple and triple meter CR.2.3.5 Explore music through movement folk games storytelling CR.2.4.5 Explore music through movement choreographed songs folk and square dances SLE introduced in Grade 5 SLE introduced in Grade 5 SLE introduced in Grade 5 SLE introduced in Grade 5 SLE introduced in Grade 5
Strand: Creating Content Standard 3: Students will refine and complete artistic work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 CCSS Alignment Evaluate and Refine CR.3.K.1 Experiment, with guidance, with personal musical ideas CR.3.1.1 Apply, with limited guidance, personal, peer, or teacher feedback to personal musical ideas CR.3.2.1 Apply personal, peer, or teacher feedback to revise personal musical ideas CR.3.3.1 Document revisions to personal musical ideas, applying or criteria and feedback CR.3.4.1 Evaluate revisions to personal musical ideas, applying or criteria and feedback to show improvement over time CCRA.R.3, 4, 5, 6, 7 CCRA.W.3, 4, 5 CCRA.SL.1, 3, 4 Present CR.3.K.2 Present, with guidance, a final composition of personal musical ideas to others CR.3.1.2 Convey, with limited guidance, expressive intent in a final composition of personal musical ideas to others CR.3.2.2 Convey expressive intent in a final composition of personal musical ideas to others CR.3.3.2 Describe expressive intent in the final composition of personal musical ideas to others (e.g., I am…, I feel…) CR.3.4.2 Interpret expressive intent in the final composition of personal musical ideas to others (e.g., I am because…) CCRA.SL.1, 3, 4,
Strand: Performing Content Standard 4: Students will analyze, interpret, and select artistic work for presentation. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 CCSS Alignment Analyze P.4.K.1 Investigate sounds classroom instruments environmental sounds voices P.4.1.1 Identify musical sounds vocal, instrumental accompanied, unaccompanied solo and group P.4.2.1 Identify musical timbre children’s voices individual instruments male and female voices P.4.3.1 Identify musical timbre electronic sounds individual instruments P.4.4.1 Identify musical instruments by sight and sound brass electronic percussion string woodwind CCRA.R.7 CCRA.SL.1, 2, 4 P.4.K.2 Recognize musical form same, different P.4.1.2 Recognize musical form patterns phrase P.4.2.2 Recognize musical form AB ostinati verse and refrain P.4.3.2 Recognize musical form ABA call and response P.4.4.2 Recognize musical form 12-bar blues question and answer rondo CCRA.R.1, 2, 4, 5, 6, 7 CCRA.SL.1, 2, 4 SLE introduced in Grade 5 SLE introduced in Grade 5 SLE introduced in Grade 5 SLE introduced in Grade 5 SLE introduced in Grade 5 Select P.4.K.4 Demonstrate (e.g., show, tell, sing, play), with guidance, personal interest in musical selections P.4.1.4 Discuss, with limited guidance, personal interest in, knowledge about, and purpose of various musical selections P.4.2.4 Explain independently personal interest in, knowledge about, and purpose of varied musical selections P.4.3.4 Explain the influence of personal interest, knowledge, purpose, and context on the selection of music P.4.4.4 Explain the influence of personal interest, knowledge, purpose, context, and technical skill in the selection of music CCRA.SL.1, 2, 3, 4, 5, 6
Strand: Performing Content Standard 5: Students will develop and refine artistic work for presentation. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 CCSS Alignment Rehearse P.5.K.1 Sing or play a variety of simple songs, using iconic notation loud, soft sound, silence steady beat P.5.1.1 Sing or play a variety of simple songs alone and with others, containing level-appropriate expressive elements and elements of music cumulative songs duple meter dynamic levels forte (f), piano (p) fast, slow melodic patterns (e.g., sol-mi/5-3, steady beat triple meter whole note, whole rest, quarter note, quarter rest, paired eighth note P.5.2.1 Sing or play a variety of simple songs alone and with others, containing expressive elements and elements of music call and response duple meter dynamic levels forte (f) piano (p) half note and half rest melodic patterns (e.g., sol-mi-la/5- 3-6, steps, skips, repeating tones) triple meter P.5.3.1 Sing or play a variety of simple songs alone and with others, containing level-appropriate expressive elements and elements of music change in dynamic levels crescendo decrescendo dotted half note duple meter more complex melodic patterns (e.g., sol-mi-la-do- re/5-3-6-1-2, steps, skips, leaps, repeating pitch) rounds triple meter variety of tempi (e.g., allegro, adagio) P.5.4.1 Sing or play using a variety of simple songs alone and with others, containing expressive elements and elements of music four sixteenth notes, triplets more complex melodic patterns (e.g., steps, skips, leaps, repeating pitch) variety of tempi changes (e.g., accelerando, ritardando) CCRA.R.1, 2, 3, 4, 5, 7 CCRA.SL.1, 4, 5 appropriate appropriate
Strand: Performing Content Standard 5: Students will develop and refine artistic work for presentation. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 CCSS Alignment SLE introduced in Grade 2 SLE introduced in Grade 2 P.5.2.2 Identify symbols and terms bar line decrescendo fermata repeat sign treble clef P.5.3.2 Identify symbols and terms first and second endings time signature P.5.4.2 Identify symbols and terms bass clef coda da capo (D.C.) dal segno (D.S.) CCRA.R.1, 2, 3, 4, 5 CCRA.SL. 1, 4 Rehearse P.5.K.3 Demonstrate during rehearsal, with guidance, correct techniques body percussion classroom instruments found sounds speaking, singing, whispering, and calling voices P.5.1.3 Demonstrate during rehearsal, with limited guidance, correct techniques body percussion classroom instruments found sounds vocal exploration P.5.2.3 Demonstrate during rehearsal, independently, correct techniques body percussion classroom instruments found sounds vocal and instrumental posture vocal exploration P.5.3.3 Demonstrate during rehearsal, using established criteria, correct techniques body percussion breathing classroom instruments found sounds phrasing vocal and instrumental posture vocal exploration P.5.4.3 Demonstrate during rehearsal, using established criteria, correct techniques articulation body percussion breathing classroom instruments found sounds performance skills phrasing vocal and instrumental posture vocal exploration CCRA.SL.1, 2, 4
Strand: Performing Content Standard 6: Students will convey meaning through the presentation of artistic work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 CCSS Alignment Present P.6.K.1 Identify the role of the conductor P.6.1.1 Recognize cues from the conductor P.6.2.1 Respond to cues from the conductor P.6.3.1 Identify simple conducting patterns P.6.4.1 Recognize simple conducting patterns CCRA.R.1, 2, 3, 4, 5 CCRA.SL.1, 2, 4, 5 P.6.K.2 Apply correct techniques during performance basic vocal exploration body percussion classroom instruments found sounds speaking, singing, whispering, calling voices P.6.1.2 Apply correct techniques during performance body percussion classroom instruments found sounds vocal exploration P.6.2.2 Apply correct techniques during performance body percussion classroom instruments found sounds vocal and instrumental posture vocal exploration P.6.3.2 Apply correct techniques during performance body percussion breathing classroom instruments found sounds phrasing vocal and instrumental posture vocal exploration P.6.4.2 Apply correct techniques during performance articulation body percussion breathing classroom instruments found sounds performance skills phrasing vocal and instrumental posture vocal exploration CCRA.SL.1, 2, 3, 4 P.6.K.3 Identify, with guidance, appropriate etiquette (e.g., stage presence, attire, behavior) as a performer and an observer P.6.1.3 Discuss, with limited guidance, etiquette (e.g., stage presence, attire, behavior) for purpose as a performer and an observer P.6.2.3 Demonstrate, with guidance, etiquette (e.g., stage presence, attire, behavior) appropriate for purpose as a performer and an observer P.6.3.3 Demonstrate, with limited guidance, etiquette (e.g., stage presence, attire, behavior) as a performer and an observer for context and venue P.6.4.3 Demonstrate, independently, etiquette (e.g., stage presence, attire, behavior) as a performer and an observer appropriate for context, venue, and genre CCRA.SL.1
Strand: Responding Content Standard 7: Students will perceive and analyze artistic work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 CCSS Alignment Select R.7.K.1 R.7.1.1 Identify, with limited guidance, the influence of personal interests and experiences on musical listening preferences R.7.2.1 Explain, independently, the influence of personal interests and experiences on musical listening preferences R.7.3.1 Select music for listening which connects to personal interests and/or personal experiences R.7.4.1 Select music for listening which connects to personal interests, experiences, specific purposes, or contexts CCRA.R.6 CCRA.SL.1, 2, 4 Analyze R.7.K.2 Describe the use of a specific musical concept (e.g., beat, melodic direction) R.7.1.2 Identify the use of specific musical concepts in various styles of music (e.g., beat, pitch) R.7.2.2 Describe the use of specific music concepts to support a purpose in various styles of music (e.g., rhythm, melody) R.7.3.2 Describe the manner in which a response to music can be informed by specific musical concepts context (e.g., personal, social) elements of music structure R.7.4.2 Explain the manner in which responses to a particular piece of music are informed by specific musical concepts context (e.g., personal, social) elements of music structure CCRA.R.1, 3, 4, 5, 6 CCRA.SL.1, 2, 3, 4 R.7.K.3 Identify personal responses (e.g., happy, sad) to music R.7.1.3 Share personal responses to music R.7.2.3 Discuss personal responses to music, using appropriate music terminology R.7.3.3 Describe personal responses to music, referencing applicable elements of music R.7.4.3 Compare personal responses to music to those of others, referencing applicable elements of music CCRA.R.6 CCRA.SL.1, 2, 3, 4
Strand: Responding Content Standard 8: Students will interpret intent and meaning in artistic work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 CCSS Alignment Interpret R.8.K.1 Explore dynamics and tempo that reflect creators’/performers’ expressive intent R.8.1.1 Identify dynamics and tempo that reflect creators’/performers’ expressive intent in a selected musical work R.8.2.1 Explain the manner in which dynamics and tempo support the creators’/performers’ expressive intent R.8.3.1 Describe the use of dynamics, tempo, and texture in the performers’ interpretations to reflect expressive intent R.8.4.1 Interpret the use of expressive elements in the performers’ interpretations to reflect expressive intent CCRA.R.1, 3, 5, 6 CCRA.SL.1, 2, 3, 4
Strand: Connecting Content Standard 10: Students will synthesize and relate knowledge and personal experiences to make art. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 CCSS Alignment SLE introduced in Grade 1 CN.10.1.1 Identify a personal experience that could form the basis of a song CN.10.2.1 Discuss personal experiences that could form the basis of songs CN.10.3.1 Identify individual experiences that provide context for the musical works of others CN.10.4.1 Discuss personal experiences that provide context for the musical works of others CCRA.SL.1, 2, 3, 4
Strand: Connecting Content Standard 11: Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 CCSS Alignment Cultural CN.11.K.1 Identify, with guidance, simple connections among music, other fine arts, and disciplines outside the arts CN.11.1.1 Identify, with limited guidance, simple connections among music, other fine arts, and disciplines outside the arts CN.11.2.1 Identify basic connections among music, other fine arts, and disciplines outside the arts CN.11.3.1 Identify multiple connections among music, other fine arts, and disciplines outside the arts CN.11.4.1 Identify moderately complex connections among music, other fine arts, and disciplines outside the arts CCRA.R.7, 9 CCRA.SL.1, 2, 3, 4 CN.11.K.2 Connect to music from various cultures, historical periods, and/or events by listening, singing, moving, or playing celebrations holiday songs lullabies nursery rhymes CN.11.1.2 Connect to music from various cultures, historical periods, and/or events by listening, singing, moving, or playing celebrations chants holiday songs marches nursery rhymes CN.11.2.2 Connect to music from various cultures, historical periods, and/or events by listening, singing, moving, or playing folk music from around the world CN.11.3.2 Connect to music from various cultures, historical periods, and/or events by listening, singing, moving, or playing folk music from around the world patriotic songs CN.11.4.2 Connect to music from various cultures, historical periods, and/or events by listening, singing, moving, or playing Arkansas songs folk music from around the world patriotic songs spirituals CCRA.R.3 CCRA.SL.1, 2, 3, 4 Societal SLE introduced in Grade 5 SLE introduced in Grade 5 SLE introduced in Grade 5 SLE introduced in Grade 5 SLE introduced in Grade 5
Strand: Creating Content Standard 2: Students will organize and develop artistic ideas and work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 CCSS Alignment Plan and Make CR.2.5.1 Identify notes written on the lines and in the spaces of the treble clef and bass clef CR.2.6.1 Identify notes written on the lines, in the spaces, and on the ledger lines of the treble clef and bass clef CR.2.7.1 Identify notes written on the lines and in the spaces of the grand staff CR.2.8.1 Identify notes written on the lines, in the spaces, and on the ledger lines of the grand staff CCRA.R.1 CR.2.5.2 Write a variety of rhythmic patterns 3/4 and 4/4 time signatures eighth note and sixteenth note patterns syncopation CR.2.6.2 Write a variety of rhythmic patterns 2/4 and 6/8 time signatures pattern of a dotted quarter note followed by an eighth note or eighth rest CR.2.7.2 Write a variety of rhythmic patterns 2/2, or cut time, time signature pattern of a dotted eighth note followed by a sixteenth note or sixteenth rest CR.2.8.2 Write a variety of rhythmic patterns, using standard notation CCRA.W.2, 4, 10 CR.2.5.3 The student will continue to write using standard notation. CR.2.6.3 The student will continue to write using standard notation. CR.2.7.3 The student will continue to write using standard notation. CR.2.8.3 The student will continue to write using standard notation. CR.2.5.4 Compose, with guidance, a four-measure phrase CR.2.6.4 Compose, with limited guidance, a four-measure phrase CR.2.7.4 Compose eight measures in AB form CR.2.8.4 Compose at least twelve measures in extended form (e.g., theme and variations, rondo) CCRA.W.2, 4, 6, 10 CR.2.5.5 Explore music through traditional and improvised conducting patterns CR.2.6.5 Explore music by creating movement to outline musical form CR.2.7.5 Explore music by creating choreography for performance CR.2.8.5 Explore music by creating choreography to teach to others
Strand: Creating Content Standard 3: Students will refine and complete artistic work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 CCSS Alignment Evaluate and Refine CR.3.5.1 Evaluate revisions to personal musical ideas applying teacher-provided and collaboratively-developed criteria and feedback CR.3.6.1 Evaluate revisions to personal work, applying teacher-provided criteria (e.g., application of selected elements of music, use of sound sources) CR.3.7.1 Evaluate revisions to personal work, applying collaboratively-generated criteria (e.g., application of elements of music, including style, form, and use of sound sources) CR.3.8.1 Evaluate revisions to personal work, applying criteria (e.g., compositional techniques, appropriate application of elements of music, including style, form, and use of sound sources) CCRA.R.3, 4, 5, 6, 7 CCRA.W.3, 4, 5 CCRA.SL.1, 3, 4 Present CR.3.5.2 Demonstrate craftsmanship in the final version of a personal composition to others (e.g., elements of music) CR.3.6.2 Demonstrate craftsmanship and originality in the final version of a personal composition or arrangement, using an effective beginning, middle, and ending CR.3.7.2 Demonstrate craftsmanship and originality in the final version of a personal composition or arrangement, using unity and variety CR.3.8.2 Demonstrate craftsmanship and originality in the final version of a personal composition or arrangement using expressive elements and compositional techniques for creating unity and variety CCRA.SL.1, 3, 4
Strand: Performing Content Standard 5: Students will develop and refine artistic work for presentation. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 CCSS Alignment P.5.5.2 Apply knowledge of symbols and terms in preparing music for performance bar line and decrescendo bass clef fermata repeat sign simple key signatures time signatures treble clef P.5.6.2 Apply knowledge of symbols and terms in preparing music for performance accidentals coda da capo (D.C.) dal segno (D.S.) first and second endings P.5.7.2 Apply knowledge of symbols and terms in preparing music for performance additional key signatures grand staff P.5.8.2 Apply knowledge of symbols and terms in preparing music for performance multiple key signatures within a composition CCRA.R.1, 2, 3, 4, 5 CCRA.SL.1, 4 Rehearse P.5.5.3 Refine correct techniques using teacher-provided criteria and feedback to evaluate technical accuracy articulation body percussion breathing classroom instruments found sounds phrasing vocal and instrumental posture vocal exploration P.5.6.3 Refine correct techniques using collaboratively-generated criteria and feedback to evaluate technical accuracy to determine performance readiness articulation body percussion breathing classroom instruments found sounds phrasing vocal and instrumental posture P.5.7.3 Refine correct techniques using personally-generated criteria and feedback to evaluate technical accuracy, originality, and emotional response to determine performance readiness articulation body percussion breathing classroom instruments found sounds phrasing vocal and instrumental posture P.5.8.3 Refine correct techniques using personally-generated criteria and feedback to evaluate technical accuracy to determine performance readiness articulation body percussion breathing classroom instruments found sounds phrasing rhythmic and melodic accuracy vocal and instrumental posture CCRA.SL.1, 2, 4
Strand: Performing Content Standard 6: Students will convey meaning through the presentation of artistic work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 CCSS Alignment Present P.6.5.1 Respond to simple conducting patterns P.6.6.1 Demonstrate simple conducting patterns P.6.7.1 Respond to artistic conducting P.6.8.1 Demonstrate artistic conducting CCRA.R.1, 2, 3, 4, 5 CCRA.SL.1, 2, 4, 5 P.6.5.2 Apply technical accuracy in performance to interpret music waltz in 3/4 time P.6.6.2 Apply technical accuracy in performance to interpret music expressive elements P.6.7.2 Apply technical accuracy in performance to interpret music creator’s intent (e.g., programmatic music) P.6.8.2 Apply technical accuracy in performance to interpret music stylistic expression (e.g., straight eighths vs. swing eighths) CCRA.SL.1, 2, 3, 4, P.6.5.3 Refine etiquette (e.g., stage presence, attire, behavior) appropriate for context, venue, genre, and style Students will continue to demonstrate etiquette. Students will continue to demonstrate etiquette. Students will continue to demonstrate etiquette. CCRA.SL.1
Strand: Responding Content Standard 7: Students will perceive and analyze artistic work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 CCSS Alignment Select R.7.5.1 Explain, citing evidence from the music, the connection of selected music for listening to personal interests, experiences, specific purposes, or contexts R.7.6.1 Compare and contrast two or more selections of music for listening in terms of connections to personal interests and experiences R.7.7.1 Compare and contrast two or more selections of music for listening in terms of connections to personal interests, experiences, specific purposes, or contexts R.7.8.1 Select programs of music for listening (e.g., live or recorded) which connect to personal interests, experiences, specific purposes, or contexts CCRA.R.6 CCRA.SL.1, 2, 4, 5 Analyze R.7.5.2 Explain, citing evidence from the music, the manner in which responses to a particular piece of music are informed by specific musical concepts context (e.g., social, cultural, historical) elements of music structure R.7.6.2 Illustrate the relationship between expressive elements and the elements of music to the structure of the music R.7.7.2 Compare the relationship between expressive elements and the elements of music to the structure of contrasting pieces R.7.8.2 Compare the relationship between expressive elements and the elements of music to the structure of the music within musical programs CCRA.R.1, 3, 4, 5, 6 CCRA.SL.1, 2, 3, 4 R.7.5.3 Explain personal responses to a selected piece of music, citing evidence from the music as support R.7.6.3 Compare and contrast personal responses to two or more pieces of music, citing evidence from the music as support R.7.7.3 Compare and contrast personal responses to music from two or more genres or contexts (e.g., social, cultural, historical), citing evidence from the music as support R. 7.8.3 Defend personal responses to programs of music, citing evidence from the music as support CCRA.R.6 CCRA.SL.1, 2, 3, 4
Strand: Responding Content Standard 8: Students will interpret intent and meaning in artistic work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 CCSS Alignment Interpret R.8.5.1 Analyze the use of expressive elements and articulation to reflect expressive intent in performers’ interpretations of music R.8.6.1 Analyze the use of expressive elements and articulation to reflect expressive intent in performers’ interpretations within genres and contexts (e.g., cultural, historical) R.8.7.1 Compare personal interpretations of contrasting works, considering either the creators’ or performers’ application of the expressive elements to convey expressive intent within genres and contexts (e.g., cultural, historical) R.8.8.1 Defend personal interpretations of contrasting programs, considering either the creators’ or performers’ application of the expressive elements to convey expressive intent within genres and contexts (e.g., cultural, historical) CCRA.R.1, 3, 5, 6 CCRA.SL.1, 2, 3, 4, 5, 6
Strand: Responding Content Standard 9: Students will apply criteria to evaluate artistic work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 CCSS Alignment Evaluate R.9.5.1 Evaluate personal preferences of music using criteria R.9.6.1 Evaluate personal preferences of music using criteria R.9.7.1 Establish criteria to evaluate personal preferences of music R.9.8.1 Apply criteria to evaluate personal peferences of music CCRA.SL.1, 2, 3, 4, 5
Strand: Connecting Content Standard 10: Students will synthesize and relate knowledge and personal experiences to make art. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 CCSS Alignment CN.10.5.1 Discuss individual experiences and other influences that provide context for the musical work of others CN.10.6.1 Research individual experiences and other influences that provide context for the musical work of others CN.10.7.1 Analyze the ways in which individual experiences and other influences provide context for the musical work and performance of others CN.10.8.1 Appraise individual experiences and other influences that provide context for personal musical work and impact personal musical performance CCRA.W.2, 7, 9 CCRA.SL.1, 2, 3, 4
Strand: Connecting Content Standard 11: Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 CCSS Alignment Cultural CN.11.5.1 Identify complex connections among music, other fine arts, and disciplines outside the arts, at the appropriate grade level CN.11.6.1 Identify complex connections among music, other fine arts, and disciplines outside the arts, at the appropriate grade level CN.11.7.1 Identify complex connections among music, other fine arts, and disciplines outside the arts, at the appropriate grade level CN.11.8.1 Identify complex connections among music, other fine arts, and disciplines outside the arts, at the appropriate grade level CCRA.R.6 CCRA.SL.1, 2, 3, 4, 5, 6 CN.11.5.2 Connect to music from various cultures, historical periods, and/or events by listening, singing, moving, and playing folk music jazz spirituals world music CN.11.6.2 Connect to music from various cultures, historical periods, and/or events by listening, singing, moving, and playing classical popular music CN.11.7.2 Investigate music from various cultures, historical periods, and/or events CN.11.8.2 Analyze music from various cultures, historical periods, and/or events CCRA.R.3 CCRA.SL.1, 2, 3, 4 Societal CN.11.5.3 Identify career opportunities in music fields (e.g., business, education, performance, music therapy, technology) CN.11.6.3 Describe career opportunities in music fields (e.g., business, education, performance, music therapy, technology) CN.11.7.3 Compare career opportunities in contrasting music fields (e.g., business, education, performance, music therapy, technology) CN.11.8.2.3 Investigate career opportunities in music fields (e.g., business, education, performance, music therapy, technology) CCRA.W.7, 8, 9 CCRA.SL.1, 2, 4, 5
Contributors The following people contributed to the development of this document: Dr. Deborah Barber – Arkansas Tech University Steve Holder – Rose Bud School District Kaci Berry – Springdale School District Alexander Michaels – El Dorado School District Kerry Blakemore – Pulaski County Special School District Patrick Mugridge – Helena/West Helena School District Casey Buck – Conway School District Karen Murphy – Greenwood School District Jeremy Carter – Corning School District Dr. I.J. Routen – Little Rock School District Laura Cornelius – Arkadelphia School District Bennie Vincent – Monticello School District James Hatch – Pulaski County Special School District John Wilkerson – Star City School District