6.MU:Cr1 7.MU:Cr1 8.MU:Cr1 a. Generate simple rhythmic, melodic, and harmonic phrases within AB and ABA forms that convey expressive intent. a. Generate rhythmic, melodic, and harmonic phrases and variations over harmonic accompaniments within AB, ABA, or theme and variation forms that convey expressive intent. a. Generate rhythmic, melodic, and harmonic phrases and harmonic accompaniments within expanded forms (including introductions, transitions, and codas) that convey expressive intent. CREATING—Anchor Standard 2: Organize and develop artistic ideas and work. Enduring Understanding: Musicians’ creative choices are influenced by expertise, context, and expressive intent Essential Question: How do musicians make creative decisions? Process Component: Plan & Make PK.MU:Cr2 K.MU:Cr2 1.MU:Cr2 2.MU:Cr2 3.MU:Cr2 4.MU:Cr2 5.MU:Cr2 a. With substantial guidance, explore favorite musical ideas (such as movements, vocalizations, or instrumental accompaniments). a. With guidance, demonstrate and choose favorite musical ideas. a. With limited guidance, demonstrate and discuss personal reasons for selecting musical that represent expressive intent. a. Demonstrate and explain personal reasons for selecting patterns and for music that represent expressive intent. a. Demonstrate selected musical ideas for a simple improvisation or composition to express intent and describe connection to a specific purpose and context. a. Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent, and explain connection to purpose and context. a. Demonstrate selected and developed musical ideas for improvisations, arrangements, or compositions to express intent, and explain connection to purpose and context.
CREATING—Anchor Standard 3: Refine and complete artistic work. 3.2 Enduring Understanding: Musicians’ presentation of creative work is the culmination of a process of creation and communication. Essential Question: When is creative work ready to share? Process Component: Present PK.MU:Cr3.2 K.MU:Cr3.2 1.MU:Cr3.2 2.MU:Cr3.2 3.MU:Cr3.2 4.MU:Cr3.2 5.MU:Cr3.2 With substantial guidance, share revised personal musical ideas with peers. With guidance, demonstrate a final version of personal musical ideas to peers. With limited guidance, convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience. Convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience. Present the final version of personal created music to others and describe connection to expressive intent. Present the final version of personal created music to others and explain connection to expressive intent. Present the final version of personal created music to others that demonstrates craftsmanship and explain connection to expressive intent. 6.MU:Cr3.2 7.MU:Cr3.2 8.MU:Cr3.2 Present the final version of documented personal composition or arrangement, using craftsmanship and originality to demonstrate an effective beginning, middle, and ending, and convey expressive intent. Present the final version of documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate unity and variety, and convey expressive intent. Present the final version of documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate the application of compositional techniques for creating unity and variety, tension and release, and balance to convey expressive intent. PERFORMING—Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. 4.1 Enduring Understanding: Performers’ interest in and knowledge of musical understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
PK.MU:Pr4.2 K.MU:Pr4.2 1.MU:Pr4.2 2.MU:Pr4.2 3.MU:Pr4.2 4.MU:Pr4.2 5.MU:Pr4.2 a. With substantial guidance, explore and demonstrate awareness of musical contrasts such as high/low, loud/soft, fast/slow. a. With guidance, explore and demonstrate awareness of music contrasts such as high/low, loud/soft, same/different in a variety of music selected for performance. a. With limited guidance, demonstrate knowledge of concepts (such as beat and melodic contour) in music from a variety of cultures selected for performance. a. Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance. a. Demonstrate understanding of the structure in music selected from a variety of cultures for performance. a.Demonstrate understanding of the structure and the elements of (such as rhythm, pitch, and form) in music selected for performance. a. Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, form, and harmony) in music selected for performance. n/a n/a b. When analyzing selected music, read and perform rhythmic patterns using iconic or standard notation. b. When analyzing selected music, read and perform rhythmic and melodic patterns using iconic or standard notation. b. When analyzing selected music, read and perform rhythmic patterns and melodic phrases using iconic and standard notation. b. When analyzing selected music, read and perform using iconic and/or standard notation. b. When analyzing selected music, read and perform using standard notation.
n/a n/a n/a n/a c. Describe how context (such as personal and social) can inform a performance. c. Explain how context (such as personal, social and cultural) informs a performance. c. Explain how context (such as personal, social, cultural, and historical) informs performances. 6.MU:Pr4.2 7.MU:Pr4.2 8.MU:Pr4.2 a. Explain how understanding the structure and the elements of music are used in music selected for performance. a. Explain and demonstrate the structure of contrasting pieces of music selected for performance and how elements of music are used. a. Compare the structure of contrasting pieces of music selected for performance, explaining how the elements of music are used in each. b. When analyzing selected read and identify by name or function standard symbols for rhythm, pitch, articulation, and dynamics. b. When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch articulation, dynamics, tempo, and form. b. When analyzing selected sight-read in treble, alto, or bass clef simple rhythmic, melodic, and/or harmonic notation. c. Identify how personal, social, cultural and historical context inform performances. c. Identify how personal, social, cultural and historical context inform performances and result in different musical effects. c. Identity how personal, social, cultural and historical context inform performances and result in different music interpretations. 4.3 Enduring Understanding: Performers make interpretive decisions based on their understanding of context and expressive intent. Essential Question: How do performers interpret musical works? Process Component: Interpret PK.MU:Pr4.3 K.MU:Pr4.3 1.MU:Pr4.3 2.MU:Pr4.3 3.MU:Pr4.3 4.MU:Pr4.3 5.MU:Pr4.3
PK.MU:Pr5 K.MU:Pr5 1.MU:Pr5 2.MU:Pr5 3.MU:Pr5 4.MU:Pr5 5.MU:Pr5 a. With substantial guidance, practice and demonstrate what they like about their own performances. a. With guidance, apply personal, teacher, and peer feedback to refine performances. a. With limited guidance, apply personal, teacher, and peer feedback to refine performances. a. established criteria to judge the accuracy, expressiveness, and effectiveness of performances. a. Apply teacher and collaboratively developed criteria and feedback to evaluate accuracy of ensemble performances. a. Apply teacher and collaboratively developed criteria and feedback to evaluate accuracy and expressiveness of ensemble and personal performances. a. Apply teacher provided and established criteria and feedback to evaluate the accuracy and expressiveness of ensemble and personal performances. b. With substantial guidance, personal, peer, and teacher feedback to refine performances. b. With guidance, use suggested strategies in rehearsal to improve the expressive qualities of music. b. With limited guidance, use suggested strategies in rehearsal to address interpretive challenges of music. b. rehearsal strategies to address identified interpretive, performance, and technical challenges of music. b. Rehearse to refine technical accuracy, expressive qualities, and identified performance challenges. b. Rehearse to refine technical accuracy and expressive qualities, and address performance challenges. b. Rehearse to refine technical accuracy and expressive qualities to address challenges and show improvement over time. 6.MU:Pr5 7.MU:Pr5 8.MU:Pr5
Identify and apply teacher-provided criteria (such as correct interpretation of notation, technical accuracy, originality, and interest) to rehearse, refine, and determine when a piece is ready to perform. Identify and apply collaboratively developed criteria (such as demonstrating correct interpretation of notation, technical skill of performer, originality, emotional impact, and interest) to rehearse, refine, and determine when the music is ready to perform. Identify and apply personally developed criteria (such as demonstrating correct interpretation of notation, technical skill of performer, originality, emotional impact, variety, and interest) to rehearse, refine, and determine when the music is ready to perform.
PERFORMING—Anchor Standard 6: Convey meaning through the presentation of artistic work. Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence audience response. Essential Questions: When is a performance judged to present? How do context and the manner in which musical work is presented influence audience response? Process Component: Present PK.MU:Pr6 K.MU:Pr6 1.MU:Pr6 2.MU:Pr6 3.MU:Pr6 4.MU:Pr6 5.MU:Pr6 a. With substantial guidance, perform with expression. a. With guidance, perform music with expression. a. With limited guidance, perform music for a specific purpose with expression. a. Perform music for a specific purpose with expression. a. Perform music for a specific purpose with expression and technical accuracy. a. Perform with expression, technical accuracy, and appropriate interpretation. a. Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation. b. With substantial guidance, demonstrate performance decorum appropriate for the audience. b. With guidance, demonstrate performance decorum appropriate for the audience. b. With limited guidance, demonstrate performance decorum and audience etiquette appropriate for the purpose. b. Demonstrate performance decorum and audience etiquette appropriate for the purpose. b. Demonstrate performance decorum and audience etiquette appropriate for the context and venue. b. Demonstrate performance decorum and audience etiquette appropriate for the context, venue, and genre. b. Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre, and style. 6.MU:Pr6 7.MU:Pr6 8.MU:Pr6
a. Perform the music, alone or with others with technical accuracy to convey the creator’s intent. a. Perform the music, alone or with others with technical accuracy and stylistic expression to convey the creator’s intent. a. Perform the alone or with others with technical accuracy, stylistic expression, and culturally authentic practices in music to convey the creator’s intent. b. Demonstrate performance decorum and audience etiquette appropriate for venue and purpose. b. Demonstrate performance decorum and audience etiquette appropriate for purpose, and context. b. Demonstrate performance decorum and audience etiquette appropriate for venue, purpose, context, and style. RESPONDING—Anchor Standard 7: Perceive and analyze artistic work 7.1 Enduring Understanding: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. Essential Question: How do individuals choose to experience? Process Component: Select PK.MU:Re7.1 K.MU:Re7.1 1.MU:Re7.1 2.MU:Re7.1 3.MU:Re7.1 4.MU:Re7.1 5.MU:Re7.1 With substantial guidance, state personal interests and demonstrate why they prefer some music selections over others. With guidance, list personal interests and experiences and demonstrate why they prefer some music selections over others. With limited guidance, identify and demonstrate how personal interests and experiences influence musical selection for specific purposes. Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes. Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes. Demonstrate and explain how selected connects to and is influenced by specific interests, experiences, purposes, or contexts. Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts. 6.MU:Re7.1 7.MU:Re7.1 8.MU:Re7.1
Select to listen to and explain the connections to specific interests or experiences for a specific purpose. Select contrasting music to listen to and compare the connections to specific interests or experiences for a specific purpose. Select programs of and demonstrate the connections to an interest or experience for a specific purpose. RESPONDING—Anchor Standard 7: Perceive and analyze artistic work 7.2 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 do individuals choose to experience? Process Component: Analyze PK.MU:Re7.2 K.MU:Re7.2 1.MU:Re7.2 2.MU:Re7.2 3.MU:Re7.2 4.MU:Re7.2 5.MU:Re7.2 With substantial guidance, explore musical contrasts in music. With guidance, demonstrate how a specific music concept (such as beat or melodic direction) is used in music. With limited guidance, demonstrate and identify how specific music concepts (such as beat or pitch) are used in various styles of music for a purpose. Describe how specific music concepts are used to support a specific purpose in music. Demonstrate and describe how a response to music can be informed by the structure, the use of the elements of music, and context (such as personal and social). Demonstrate and explain how responses to are informed by the structure, the use of the elements of music, and context (such as personal, social and cultural). Demonstrate and explain, citing evidence, how responses to are informed by the structure, the use of the elements of music, and context (such as personal, social, cultural, and historical). 6.MU:Re7.2 7.MU:Re7.2 8.MU:Re7.2
With substantial guidance, explore music’s expressive qualities (such as dynamics and tempo). With guidance, demonstrate awareness of expressive qualities that reflect creators’ and performers’ expressive intent. With limited guidance, demonstrate and identify expressive qualities that reflect creators’ and performers’ expressive intent. Demonstrate knowledge of expressive qualities and how they support creators’ and performers’ expressive intent. Demonstrate and describe how expressive qualities (such as dynamics, tempo, and timbre) are used in performers’ personal interpretations to reflect creators’ expressive intent. Demonstrate and explain how expressive qualities (such as dynamics, tempo, and timbre) are used in performers’ personal interpretations to reflect creators’ expressive intent. Demonstrate and explain how expressive qualities (such as dynamics, tempo, timbre, and articulation) are used in performers’ personal interpretations to reflect creators’ expressive intent. 6.MU:Re8 7.MU:Re8 8.MU:Re8 Describe a personal interpretation of how creators’ and performers’ application of the elements of music and expressive qualities, within genres and cultural and historical context, convey expressive intent. Describe a personal interpretation of contrasting works and explain how creators’ and performers’ application of the elements of music and expressive qualities, within genres, cultures, and historical periods, convey expressive intent. Support personal interpretations of contrasting programs of and explain how creators’ and performers’ apply the elements of music and expressive qualities, within genres, cultures, and historical periods to convey expressive intent. RESPONDING—Anchor Standard 9: Apply criteria to evaluate artistic work 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)? Process Component: Evaluate
With substantial guidance explore how personal interests connect to creating, performing, and responding to music. With guidance share how personal interests connect to creating, performing, and responding to music. With limited guidance, discuss how personal interests connect to creating, performing, and responding to music. Describe how personal interests, and experiences connect to creating, performing, and responding to music. Identify and demonstrate how personal interests, experiences, and ideas relate to creating, performing, and responding to music. Describe and demonstrate how personal interests, experiences, ideas, and knowledge relate to creating, performing, and responding to music. Explain and demonstrate how personal interests, experiences, ideas, and knowledge relate to creating, performing, and responding to music. 6.MU:Cn10 7.MU:Cn10 8.MU:Cn10 Explain and demonstrate how personal interests, knowledge and ideas relate to choices and intent when creating, performing, and responding to music. Relate and demonstrate how personal interests, knowledge and connect to choices and intent when creating, performing, and responding to music. Examine and demonstrate how personal interests, knowledge, and ideas relate to choices and intent when creating, performing, and responding to music. CONNECTING—Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Enduring Understanding: Musicians connect societal, cultural, and historical contexts when creating, performing, and responding. Essential Question: How do musicians make meaningful connections to societal, cultural, and historical contexts when creating, performing, and responding? Process Component: Relate PK.MU:Cn11 K.MU:Cn11 1.MU:Cn11 2.MU:Cn11 3.MU:Cn11 4.MU:Cn11 5.MU:Cn11
With substantial guidance explore connections between and culture. With guidance share connections between music and culture. With limited guidance discuss connections between music and culture. Describe connections between music, society, and culture. Identify and demonstrate connections between and societal, cultural, and historical contexts. Describe and demonstrate connections between music and societal, cultural, and historical contexts. Explain and demonstrate connections between music and societal, cultural, and historical contexts. 6.MU:Cn11 7.MU:Cn11 8.MU:Cn11 Explain and demonstrate connections between and societal, cultural and historical contexts when creating, performing, and responding. Relate and demonstrate connections between music and societal, cultural, and historical contexts when creating, performing, and responding. Examine and demonstrate connections between and societal, cultural and historical contexts when creating, performing, and responding.
– HARMONIZING INSTRUMENTS CREATING—Anchor Standard 1: Generate and conceptualize artistic ideas and work. 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? Process Component: Imagine Nov.MU:H.Cr1 Int.MU:H.Cr1 Prof.MU:H.Cr1 Acc.MU:H.Cr1 Adv.MU:H.Cr1 Generate melodic, rhythmic, and harmonic ideas for simple melodies and chordal accompaniments for given melodies. Generate melodic, rhythmic, and harmonic for melodies created over specified chord progressions or AB / ABA forms and two-to three-chord accompaniments for given melodies. Generate melodic, rhythmic, and harmonic ideas for improvisations, compositions and three-or-more- chord accompaniments in a variety of patterns. Generate melodic, rhythmic, and harmonic ideas for compositions, improvisations, accompaniment patterns in a variety of styles, and harmonizations for given melodies. Generate melodic, rhythmic, and harmonic for a collection of compositions representing a variety of forms and styles, improvisations in several different styles, and stylistically appropriate harmonizations for given melodies. CREATING—Anchor Standard 2: Organize and develop artistic ideas and work. Enduring Understanding: Musicians’ creative choices are influenced by expertise, context, and expressive intent. Essential Question: How do musicians make creative decisions? Process Component: Plan & Make Nov.MU:H.Cr2 Int.MU:H.Cr2 Prof.MU:H.Cr2 Acc.MU:H.Cr2 Adv.MU:H.Cr2
Apply criteria to critique, improve, and refine drafts of simple melodies and chordal accompaniments for given melodies. Apply criteria to critique, improve, and refine drafts of melodies created over specified chord progressions or AB / ABA forms and -chord accompaniments for given melodies. Develop and apply criteria to critique, improve, and refine drafts of improvisations, compositions and three-or more -chord accompaniments in a variety of patterns. Develop and apply criteria to critique, improve, and refine drafts of compositions, improvisations, and accompaniment patterns in a variety of styles, and harmonizations for given melodies. Develop and apply criteria to critique, improve, and refine drafts of compositions representing a variety of forms and styles, improvisations in a variety of styles, and stylistically appropriate harmonizations for given melodies. CREATING—Anchor Standard 3: Refine and complete artistic work. 3.2 Enduring Understanding: Musicians’ presentation of creative work is the culmination of a process of creation and communication. Essential Question: When is creative work ready to share? Process Component: Present Nov.MU:H.Cr3.2 Int.MU:H.Cr3.2 Prof.MU:H.Cr3.2 Acc.MU:H.Cr3.2 Adv.MU:H.Cr3.2
Share final versions of simple melodies and chordal accompaniments for given melodies, demonstrating an understanding of how to develop and organize personal musical ideas. Share final versions of melodies created over specified chord progressions or AB / ABA forms and -chord accompaniments for given melodies, demonstrating an understanding of how to develop and organize personal musical ideas. Perform final versions of improvisations, compositions, and three-or more -chord accompaniments in a variety of patterns, demonstrating technical skill in applying principles of composition/ improvisation and originality in developing and organizing musical ideas. Perform final versions of compositions, improvisations, accompaniment patterns in a variety of styles, and harmonizations for given melodies, demonstrating technical skill in applying principles of and originality in developing and organizing musical ideas. Perform final versions of a collection of compositions representing a variety of forms and styles, improvisations in several different styles, and stylistically appropriate harmonizations for given melodies, demonstrating technical skill in applying principles of composition/ improvisation and originality in developing and organizing musical ideas. PERFORMING—Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. 4.1 Enduring Understanding: Performers’ interest in and knowledge of musical understanding of their own technical skill, and the context for a performance influence the selection of repertoire. Essential Question: How do performers select repertoire? Process Component: Select Nov.MU:H.Pr4.1 Int.MU:H.Pr4.1 Prof.MU:H.Pr4.1 Acc.MU:H.Pr4.1 Adv.MU:H.Pr4.1
Describe and demonstrate how a varied repertoire of music that includes melodies, and chordal accompaniments is selected, based on personal interest, music reading skills, and technical skill, as well as the context of the performances. Describe and demonstrate how a varied repertoire of that includes melodies, and chordal accompaniments is selected, based on personal interest, music reading skills, technical skills and related challenges, and the context of the performances. Explain the criteria used when selecting a varied repertoire of music for individual or small group performances that include melodies, improvisations, and chordal accompaniments in a variety of patterns. Develop and apply criteria for selecting a varied repertoire of music for individual and small group performances that include melodies, improvisations, and chordal accompaniments in a variety of styles. Develop and apply criteria for selecting a varied repertoire for a program of music for individual and small group performances that include melodies, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles. PERFORMING—Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. 4.2 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 inform performance? Process Component: Analyze Nov.MU:H.Pr4.2 Int.MU:H.Pr4.2 Prof.MU:H.Pr4.2 Acc.MU:H.Pr4.2 Adv.MU:H.Pr4.2
Demonstrate and describe in interpretations an understanding of the context and expressive intent in a varied repertoire of selected for performance that includes melodies, and chordal accompaniments. Demonstrate and describe in interpretations an understanding of the context (social, cultural, or historical) and expressive intent in a varied repertoire of music selected for performance that includes melodies, and chordal accompaniments. Describe in interpretations the context (social, cultural, or historical) and expressive intent in a varied repertoire of music selected for performance that includes melodies, improvisations, and chordal accompaniments in a variety of patterns. Explain in interpretations the context (social, cultural, and historical) and expressive intent in a varied repertoire of music selected for performance that includes melodies, improvisations, and chordal accompaniments in a variety of styles. Explain and present interpretations that demonstrate and describe the social, cultural, or historical) and an understanding of the creators’ intent in repertoire for varied programs of that include melodies, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles. PERFORMING—Anchor Standard 5: Develop and refine artistic techniques and work for presentation. Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question: How do musicians improve the quality of their performance? Process Component: Rehearse, Evaluate, and Refine Nov.MU:H.Pr5 Int.MU:H.Pr5 Prof.MU:H.Pr5 Acc.MU:H.Pr5 Adv.MU:H.Pr5
Identify reasons for selecting music, based on characteristics found in the music and connections to interest, purpose or personal experience. Explain reasons for selecting music, citing characteristics found in the music and connections to interest, purpose, and context (social, cultural, or historical). criteria to select music for specified purposes, supporting choices by citing characteristics found in the music and connections to interest, purpose and context (social, cultural, and historical). Apply criteria to select music for a variety of purposes, justifying choices citing knowledge of music and specified purpose and context (social, cultural, and historical). Select, describe, and compare a variety of individual and small group musical programs from varied cultures, genres, and historical periods.
RESPONDING—Anchor Standard 7: Perceive and analyze artistic work 7.2 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 do individuals choose music to experience? Process Component: Analyze Nov.MU:H.Re7.2 Int.MU:H.Re7.2 Prof.MU:H.Re7.2 Acc.MU:H.Re7.2 Adv.MU:H.Re7.2 Identify, citing evidence, the use of repetition, similarities and contrasts in musical selections and how these and knowledge of the context (social or cultural) informs the response. Describe how elements of music are manipulated and knowledge of the context (social and cultural) informs the response. Compare passages in musical selections and explain how the elements of music and context (social, cultural, or historical) inform the response. Explain how the analysis of the structures and context (social, cultural, and historical) of contrasting musical inform the response. Demonstrate and justify how the structural characteristics function within a variety of musical selections, and distinguish how context and creative decisions inform the response. RESPONDING—Anchor Standard 8: Interpret intent and meaning in artistic work 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? Process Component: Interpret Nov.MU:H.Re8 Int.MU:H.Re8 Prof.MU:H.Re8 Acc.MU:H.Re8 Adv.MU:H.Re8
Identify possible interpretations of the expressive intent and meaning of musical selections, referring to the elements of music, context (personal or social), and (when applicable) the setting of the text. Identify and support possible interpretations of the expressive intent and meaning of musical selections, citing as evidence the treatment of the elements of music, context, and (when applicable) the setting of the text. Explain and support possible interpretations of the expressive intent and meaning of musical selections, citing as evidence the treatment of the elements of music, context (personal, social, and cultural), and (when applicable) the setting of the text, and outside sources. Explain and support possible interpretations of the expressive intent and meaning of musical selections, citing as evidence the treatment of the elements of music, context (personal, social, and cultural), and (when applicable) the setting of the text, and varied researched sources. Establish and justify possible interpretations of the expressive intent and meaning of musical selections by comparing and synthesizing varied researched sources, including reference to examples from other art forms. RESPONDING—Anchor Standard 9: Apply criteria to evaluate artistic work 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)? Process Component: Evaluate Nov.MU:H.Re9 Int.MU:H.Re9 Prof.MU:H.Re9 Acc.MU:H.Re9 Adv.MU:H.Re9
CONNECTING—Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. Essential Question: How do musicians make meaningful connections to creating, performing, and responding? Process Component: Synthesize Nov.MU:H.Cn10 Int.MU:H.Cn10 Prof.MU:H.Cn10 Acc.MU:H.Cn10 Adv.MU:H.Cn10 Describe and demonstrate how personal interests relate to choices and intent when creating, performing, and responding to music. Explain and demonstrate how personal interests and knowledge relate to choices and intent when creating, performing, and responding to music. Connect and demonstrate how personal interests, knowledge, and skills relate to choices and intent when creating, performing, and responding to music. Synthesize personal interests, knowledge, skills, and contexts and how they relate to choices and intent when creating, performing, and responding to music. Integrate and interrelate how personal interests, knowledge, skills, contexts, and audience expectations connect to choices and intent when creating, performing, and responding to music. CONNECTING—Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. Essential Question: How do musicians make meaningful connections to creating, performing, and responding? Process Component: Relate Nov.MU:H.Cn11 Int.MU:H.Cn11 Prof.MU:H.Cn11 Acc.MU:H.Cn11 Adv.MU:H.Cn11
Relate music to societal, cultural and historical contexts when creating, performing and responding. Explain the influence of societal, cultural and historical contexts when creating, performing and responding. Connect and demonstrate the relationships between and societal, cultural and historical contexts when creating, performing and responding. Synthesize the connections between music and societal, cultural and historical contexts when creating, performing and responding. Integrate and interrelate the connections between music and societal, cultural and historical contexts when creating, performing and responding.
a. Select and develop draft melodic and rhythmic ideas or motives that demonstrate understanding of characteristic(s) of music or text(s) studied in rehearsal. a. Select and develop draft melodies and rhythmic passages that demonstrate understanding of characteristic(s) of music or text(s) studied in rehearsal. a. Select and develop draft melodies, rhythmic passages, and arrangements for specific purposes that demonstrate understanding of characteristic(s) of music from a variety of historical periods studied in rehearsal. a. Select and develop arrangements, sections, and short compositions for specific purposes that demonstrate understanding of characteristic(s) of music from a variety of cultures studied in rehearsal. a. Select and develop composed and improvised ideas into draft musical works organized for a variety of purposes and contexts. b. Preserve draft compositions and improvisations through standard notation and audio recording. b. Preserve draft compositions and improvisations through standard notation and audio recording. b. Preserve draft compositions through standard notation and improvisations through audio recording. b. Preserve compositions through standard notation, and improvisations through audio or video recording. b. Preserve draft musical works through standard notation, and audio or video recording. CREATING—Anchor Standard 3: Refine and complete artistic work. 3.1 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? Process Component: Evaluate and Refine Nov.MU:E.Cr3.1 Int.MU:E.Cr3.1 Prof.MU:E.Cr3.1 Acc.MU:E.Cr3.1 Adv.MU:E.Cr3.1
Evaluate and refine draft compositions and improvisations based on knowledge, skill, and criteria. Evaluate and refine draft compositions and improvisations based on knowledge, skill, and criteria. Evaluate and refine draft melodies, rhythmic passages, arrangements, and improvisations based on established criteria, including the extent to which they address identified purposes. Evaluate and refine arrangements, sections, short compositions, and improvisations based on criteria, including the extent to which they address identified purposes. Evaluate and refine varied draft musical works based on appropriate criteria, including the extent to which they address identified purposes and contexts. CREATING—Anchor Standard 3: Refine and complete artistic work. 3.2 Enduring Understanding: Musicians’ presentation of creative work is the culmination of a process of creation and communication. Essential Question: When is creative work ready to share? Process Component: Present Nov.MU:E.Cr3.2 Int.MU:E.Cr3.2 Prof.MU:E.Cr3.2 Acc.MU:E.Cr3.2 Adv.MU:E.Cr3.2 melodic and rhythmic ideas or motives— individually or as an ensemble—that demonstrate understanding of characteristics of music or texts studied in rehearsal. Share melodies and rhythmic passages— individually or as an ensemble—that demonstrate understanding of characteristics of music or texts studied in rehearsal. Share melodies, rhythmic passages, and arrangements— individually or as an ensemble—that address identified purposes. Share arrangements, sections, and short compositions— individually or as an ensemble—that address identified purposes. Share varied, personally-developed musical works— individually or as an ensemble—that address identified purposes and contexts.
PERFORMING—Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. 4.1 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? Process Component: Select Nov.MU:E.Pr4.1 Int.MU:E.Pr4.1 Prof.MU:E.Pr4.1 Acc.MU:E.Pr4.1 Adv.MU:E.Pr4.1 Select varied repertoire to study based on interest, music reading skills (where appropriate), an understanding of the structure of the music, context, and the technical skill of the individual or ensemble. Select a varied repertoire to study based on music reading skills (where appropriate), an understanding of formal design in the music, context, and the technical skill of the individual and ensemble. Explain the criteria used to select a varied repertoire to study based on an understanding of theoretical and structural characteristics of the music, the technical skill of the individual or ensemble, and the purpose or context of the performance. Develop and apply criteria to select a varied repertoire to study and perform based on an understanding of theoretical and structural characteristics and expressive challenges in the music, the technical skill of the individual or ensemble, and the purpose and context of the performance. Develop and apply criteria to select varied programs to study and perform based on an understanding of theoretical and structural characteristics and expressive challenges in the music, the technical skill of the individual or ensemble, and the purpose and context of the performance.
PERFORMING—Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. 4.2 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? Process Component: Analyze Nov.MU:E.Pr4.2 Int.MU:E.Pr4.2 Prof.MU:E.Pr4.2 Acc.MU:E.Pr4.2 Adv.MU:E.Pr4.2 Demonstrate, using music reading skills where appropriate, how knowledge of formal aspects in musical works inform prepared or improvised performances. Demonstrate, music reading skills, how the setting and formal characteristics of musical works contribute to understanding the context of the music in prepared or improvised performances. Demonstrate, using music reading skills where appropriate, how compositional devices employed and theoretical and structural aspects of musical works impact and inform prepared or improvised performances. Document and demonstrate, using music reading skills where appropriate, how compositional devices employed and theoretical and structural aspects of musical works may impact and inform prepared and improvised performances. Examine, evaluate, and critique, using music reading skills where appropriate, how the structure and context impact and inform prepared and improvised performances.
PERFORMING—Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. 4.3 Enduring Understanding: Performers make interpretive decisions based on their understanding of context and expressive intent. Essential Question: How do performers interpret musical works? Process Component: Interpret Nov.MU:E.Pr4.3 Int.MU:E.Pr4.3 Prof.MU:E.Pr4.3 Acc.MU:E.Pr4.3 Adv.MU:E.Pr4.3 Identify expressive qualities in a varied repertoire of that can be demonstrated through prepared and improvised performances. Demonstrate understanding and application of expressive qualities in a varied repertoire of music through prepared and improvised performances. Demonstrate an understanding of context in a varied repertoire of music through prepared and improvised performances. Demonstrate how understanding the style, genre, and context of a varied repertoire of music influences prepared and improvised performances as well as performers’ technical skill to connect with the audience. Demonstrate how understanding the genre, and context of a varied repertoire of music informs prepared and improvised performances as well as performers’ technical skill to connect with the audience.
a. Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music. a. Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music representing diverse cultures and styles. a. Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music representing diverse cultures, styles, and genres. a. Demonstrate mastery of the technical demands and an understanding of expressive qualities of the in prepared and improvised performances of a varied repertoire representing diverse cultures, styles, genres, and historical periods. a. Demonstrate an understanding and mastery of the technical demands and expressive qualities of the through prepared and improvised performances of a varied repertoire representing diverse cultures, styles, genres, and historical periods in multiple types of ensembles. b. Demonstrate an awareness of the context of the music through prepared and improvised performances. b. Demonstrate an understanding of the context of the music through prepared and improvised performances. b. Demonstrate an understanding of expressive intent by connecting with an audience through prepared and improvised performances b. Demonstrate an understanding of intent as a means for connecting with an audience through prepared and improvised performances. b. Demonstrate an ability to connect with audience members before and during the process of engaging with and responding to them through prepared and improvised performances. RESPONDING—Anchor Standard 7: Perceive and analyze artistic work 7.1 Enduring Understanding: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. Essential Question: How do individuals choose to experience? Process Component: Select
Describe and demonstrate how personal interests relate to choices and intent when creating, performing, and responding to music. Explain and demonstrate how personal interests and knowledge relate to choices and intent when creating, performing, and responding to Connect and demonstrate how personal interests, knowledge, and skills relate to choices and intent when creating, performing, and responding to music. Synthesize personal interests, knowledge, skills, and contexts and how they relate to choices and intent when creating, performing, and responding to music. Integrate and interrelate how personal interests, knowledge, skills, contexts, and audience expectations connect to choices and intent when creating, performing, and responding to music.
b. Using established criteria and feedback, identify the way(s) in which performances convey the elements of music, style, and mood. b. Using established criteria and feedback, identify the ways in which performances convey the formal design, style, and historical/cultural context of the works. b. Using established criteria and feedback, identify the ways in which performances use compositional techniques and convey the formal design, style, and historical/cultural context of the works. c. Identify and implement strategies for improving the technical and expressive aspects of multiple works. c. Identify and implement strategies for improving the technical and expressive aspects of varied works. c. Identify, compare, and implement strategies for improving the technical and expressive aspects of multiple contrasting works. PERFORMING—Anchor Standard 6: Convey meaning through the presentation of artistic work. Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence 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? Process Component: Present Prof.MU:C.Pr6 Acc.MU:C.Pr6 Adv.MU:C.Pr6 a. Share live or recorded performances of works (both personal and others’) and explain how the elements of music are used to convey intent. a. Share live or recorded performances of works (both personal and others’), and explain how the elements of music and compositional techniques are used to convey intent. a. live or recorded performances of works (both personal and others’), and explain and/or demonstrate understanding of how the expressive intent of the music is conveyed. b. Identify how compositions are appropriate for an audience or context, and how this will future compositions. b. Explain how compositions are appropriate for both audience and context, and how this will shape future compositions. b. Explain how compositions are appropriate for a variety of audiences and contexts, and how this will shape future compositions.
Analyze aurally the elements of music (including form) of musical works, relating them to style, mood, and context, and describe how the analysis provides models for personal growth as composer, performer, and listener. Analyze aurally and/or by reading the scores of musical the elements of music (including form), compositional techniques and procedures, relating them to style, mood, and context; and explain how the analysis provides models for personal growth as composer, performer, and listener. Analyze aurally and/or by reading the scores of musical works the elements of music (including form), compositional techniques and procedures, relating them to aesthetic effectiveness, style, mood, and context; and explain how the analysis provides models for personal growth as composer, performer, and listener. RESPONDING—Anchor Standard 8: Interpret intent and meaning in artistic work 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? Process Component: Interpret Prof.MU:C.Re8 Acc.MU:C.Re8 Adv.MU:C.Re8 Develop and explain interpretations of varied works, demonstrating an understanding of the composers’ intent by citing technical and expressive aspects as well as the style/genre of each work. Develop and support interpretations of varied works, demonstrating an understanding of the composers’ intent by citing the use of elements of music (including form), compositional techniques, and the style/genre and context of each work. Develop, justify and defend interpretations of varied works, demonstrating an understanding of the composers’ intent by citing the use of elements of music (including form), compositional techniques, and the style/genre and context of each work. RESPONDING—Anchor Standard 9: Apply criteria to evaluate artistic work 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)? Process Component: Evaluate
Prof.MU:C.Re9 Acc.MU:C.Re9 Adv.MU:C.Re9 a. Describe the effectiveness of the technical and expressive aspects of selected and performances, demonstrating understanding of fundamentals of music theory. a. Explain the effectiveness of the technical and expressive aspects of selected music and performances, demonstrating understanding of music theory as well as compositional techniques and procedures. a. Evaluate the effectiveness of the technical and expressive aspects of selected music and performances, demonstrating understanding of theoretical concepts and complex compositional techniques and procedures. b. Describe the way(s) in which critiquing others’ work and receiving feedback from others can be applied in the personal creative process. b. Describe ways in which critiquing others’ work and receiving feedback from others have been specifically applied in the personal creative process. b. Describe and evaluate ways in which critiquing others’ work and receiving feedback from others have been specifically applied in the personal creative process. CONNECTING—Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. Essential Question: How do musicians make meaningful connections to creating, performing, and responding? Process Component: Synthesize Prof.MU:C.Cn10 Acc.MU:C.Cn10 Adv.MU:C.Cn10 Connect and demonstrate how personal interests, knowledge, and skills relate to choices and intent when creating, performing and responding to music. Synthesize personal interests, knowledge, skills, and contexts and how they relate to choices and intent when creating, performing and responding to music. Integrate and interrelate how personal interests, knowledge, skills, contexts, and audience expectations connect to choices and intent when creating, performing and responding to music. CONNECTING—Anchor Standard 11: Relate artistic and works with societal, cultural, and historical context to deepen understanding.
Prof.MU:T.Re9 Acc.MU:T.Re9 Adv.MU:T.Re9 Evaluate using teacher-provided criteria based on analysis, interpretation, digital and electronic features, and personal interests. teacher-provided or criteria to evaluate music based on analysis, interpretation, artistic intent, digital, electronic, and analog features, and musical qualities. Develop and justify the evaluation of a variety of music based on established and personally-developed criteria, digital, electronic and analog features, and understanding of purpose and context.