Discipline: Music 1/30/14 DRAFT STANDARDS Artistic ......2014/01/30 · melody, or single chord accompaniment for a specified purpose. a - (Imagine) Explore musical ideas to create

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Discipline: Music 1/30/14 DRAFT STANDARDS

Artistic Process: Creating

Anchor: Generate and conceptualize artistic ideas and work.

General Music

Pre - K K 1 2 3

MU:Cr1-PK. MU:Cr1-K. MU:Cr1-1. MU:Cr1-2. MU:Cr1-3.

a - (Imagine) With guidance, explore through performance* a variety of music that represents specific interests or purpose. * chant, move, sing or play

a - (Imagine) With guidance, explore music concepts (such as beat and melodic contour) through performance.

a - (Imagine) With support, improvise musical ideas (such as answering a musical question), that represent specific interests, concepts, or purpose.

a - (Imagine) Improvise patterns and ideas that represent specific interests, concepts, or purpose.

a - (Imagine) Improvise rhythmic and melodic phrases, and describe their relevance to personal experience, specific interests, or purpose.

b - (Imagine) Generate musical ideas (such as movements or motives) that represent specific interests or purpose.

b - (Imagine) Generate musical ideas in multiple tonalities (such as major and minor)and meters (such as duple and triple).

b - (Imagine) Generate musical patterns and ideas within the context of a given tonality (such as major and minor) and/or meter (such as duple and triple).

b - (Imagine) Generate and demonstrate musical ideas within a given tonality( such as major/minor ) and/or meter (such as simple/ compound).

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General Music

4 5 6 7 8

MU:Cr1-4. MU:Cr1-5. MU:Cr1-6. MU:Cr1-7. MU:Cr1-8.

a - (Imagine) Improvise rhythmic, melodic and harmonic phrases and explain their relevance to personal experience, specific interests or purpose.

a -(Imagine) Improvise musical ideas and explain their relevance to personal experience, specific interests or purpose.

a - (Imagine) Create musical ideas, choosing tonalities, meters and styles to create music for a specific purpose/function or mood.

a - (Imagine) Create melodies, rhythms, or harmonic accompaniments choosing contrasting tonalities, meters, and styles for a specific purpose/function or mood or interest.

a - (Imagine) Create melodies, rhythms, or harmonic accompaniments choosing contrasting tonalities, meters, and styles for a specific purpose/function or mood or interest or personal experience.

b - (Imagine) Generate and demonstrate musical ideas within specific related tonalities (such as major/relative minor) and meters (such as 2/4 and 6/8).

b - (Imagine) Generate and demonstrate musical ideas within specific related tonalities, meters, and styles.

b - (Imagine) Use standard or iconic notation or audio/video to record the musical ideas.

b - (Imagine) Use standard or iconic notation or audio/visual to record the musical ideas.

b - (Imagine) Use standard or iconic notation or audio/video to record the musical ideas.

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Strand: Traditional and Emerging Ensembles

Novice (3-5) Intermediate (6-8) HS Proficient HS Accomplished HS Advanced

MU:Cr1-E.5. MU:Cr1-E.8. MU:Cr1- E.I. MU:Cr1-E.II. MU:Cr1-E.III.

a - (Imagine) Explore sounds and -- based on characteristics drawn from music studied in rehearsal – prepare or improvise an excerpt or melody for a specified purpose.

a - (Imagine) Explore sounds and -- using selected characteristics drawn from music studied in rehearsal – prepare or improvise a motive, excerpt, melody or section for a specified purpose or to express a personal interest or experience.

a - (Imagine) Explore sounds and – using characteristics drawn from music studied inside or outside rehearsal – prepare or improvise a rhythmic or melodic passage or arrangement expressing personal or ensemble interests or experiences.

a - (Imagine) Explore sounds and – using characteristics found in music studied inside and outside rehearsal – prepare or improvise an arrangement or composition for a specified purpose or context, or to express personal or ensemble interests or experiences.

a - (Imagine) Explore sounds and prepare or improvise music to share personal or ensemble experiences.

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Strand: Music Theory - Composition

HS Proficient HS Accomplished HS Advanced

MU:Cr1-C.I. MU:Cr1-C.II. MU:Cr1-C.III.

a - (Imagine) Imagine and describe a personal experience, mood, visual image or storyline that could be shared through music.

a - (Imagine) Imagine and describe multiple sonic events, memories, visual images, concepts, texts, or storylines that could be shared through music

a - (Imagine) Imagine and describe an extended sonic experience or abstract idea that could be shared through music.

b - (Imagine) Analyze and demonstrate awareness of multiple ways which an extended sonic experience or abstract idea can be represented through musical ideas.

b - (Imagine) Analyze and demonstrate awareness of multiple ways which sonic events, personal memories, visual images, concepts, texts, or storylines can be represented through musical ideas..

b - (Imagine) Analyze and demonstrate awareness of multiple ways which an extended sonic experience or abstract idea can be represented through musical ideas.

c - (Imagine) Identify sounds and short musical ideas that convey the selected experience, mood, image, or storyline.

c - (Imagine) Identify and experiment with multiple sounds and musical ideas that convey the selected sonic events, memories, images, concepts, texts, or storylines.

c - (Imagine) Identify and experiment with multiple sounds and extended musical ideas that convey the selected extended sonic experience or abstract idea.

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Strand: Harmonizing Instruments


MU:Cr1-H.5. MU:Cr1-H.8. MU:Cr1-H.I. MU:Cr1-H.II. MU:Cr1-H.III.

a - (Imagine) Explore musical ideas to create a phrase, melody, or single chord accompaniment for a specified purpose.

a - (Imagine) Explore musical ideas to create a phrase, melody, or two chord accompaniment for a specified purpose or to express personal interest or experience.

a - (Imagine) Explore musical ideas to create a composition, improvisation, or three chord accompaniment to express personal interest or experience.

a - (Imagine) Explore musical ideas to create a composition, improvisation, harmonization, or four or more chord accompaniment for a specified purpose or context, or to express personal interest and experience.

a - (Imagine) Explore musical ideas and create compositions, harmonizations, and chord accompaniments for a specified purpose or context, or to express personal interests and experiences.

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Strand: Music Technology


MU:Cr1-T.I. MU:Cr1-T.II. MU:Cr1-T.III.

a - (Imagine) Explore sounds and compose or improvise an excerpt or melody for a specific purpose or intent using digital tools and resources.

a - (Imagine) Explore sounds and compose or improvise multiple musical ideas, excerpts, melodies, or arrangements that exhibit originality, unity and variety for a specific purpose or to express intent, personal interests or experiences using digital tools and resources.

a - (Imagine) Explore sounds and compose or improvise an arrangement or composition for a specific purpose that emerges from an intent or personal interests that

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Anchor: Organize and develop artistic ideas and work.

General Music

Pre - K K 1 2 3


a - (Plan & Make) With guidance, explore, demonstrate, and select musical ideas.

a - (Plan & Make) With guidance, select musical ideas.

a - (Plan & Make) With support, select musical ideas.

a - (Plan & Make) Select improvised patterns and ideas for their music.

a - (Plan & Make) Select and demonstrate improvised phrases and ideas for their music, and describe their relationship to personal experience.

b - (Plan & Make) Organize and keep a written (iconic notation) or audio record of preferred musical ideas (such as movements, vocalizations, or instrumental accompaniments).

b - (Plan & Make) With guidance, discuss and perform to organize musical ideas, keeping a written or audio record (iconic or standard notation).

b - (Plan & Make) With support, discuss and perform to develop and organize their musical ideas, keeping a written (iconic or standard notation) or audio record.

b - (Plan & Make) Discuss and perform to organize their patterns and musical ideas, keeping and updating written (iconic or standard notation) or audio record of the developing musical plan.

b - (Plan & Make) Document the selected ideas using iconic and/or standard notation.

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General Music

4 5 6 7 8


a - (Plan & Make) Demonstrate selected and developed musical ideas, and explain their relationship to personal experience and context.

a - (Plan & Make) Demonstrate selected and developed musical ideas, and explain their relationship to personal experience, context, and expressive intent.

a - (Plan & Make) Explain the plan, including the decision process used in selecting idea, style, and expressive intent.

a - (Plan & Make) Explain the plan, including the decision process used in selecting ideas, style, cultural context, and expressive intent

a - (Plan & Make) Explain the plan, including the decision process used in selecting and developing ideas, style, cultural context, and expressive intent.

b - (Plan & Make) Document the selected ideas using iconic and/or standard notation and explain the evolving plan.

b - (Plan & Make) Document the development of selected ideas using iconic or standard notation and explain the evolving plan.

b - (Plan & Make) Select and construct musical ideas within AB or ABA form that demonstrate an effective beginning and ending, using iconic or standard notation.

b - (Plan & Make) Select and construct musical ideas within ABA or theme and variation form that demonstrate unity and variety, using iconic or standard notation.

b- (Plan & Make) Select and construct musical ideas within ABA or rondo, or theme and variation form that demonstrate tension and release as well as unity and variety, using iconic or standard notation.

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MU:Cr2-E.5. MU:Cr2-E.8. MU:Cr2-E.I. MU:Cr2-E.II. MU:Cr2-E.III.

a - (Plan and Make) Experiment with an excerpt or melody to clarify its connection to a specified purpose.

a - (Plan and Make) Experiment with, identify and select a prepared or improvised motive, excerpt, melody, or section expressing a personal experience, interest or for a specified purpose.

a - (Plan and Make) Experiment with, identify and select a prepared or improvised rhythmic/melodic passage or arrangement expressing personal/ensemble interests or experiences.

a - (Plan and Make) Experiment with and defend selecting a prepared or improvised arrangement or composition expressing personal/ensemble interests or experiences or for a specified purpose or context.

a - (Plan and Make) Experiment with and justify selecting prepared or improvised sounds to express personal/ensemble experiences.

b - (Plan and Make) Use a given plan and apply knowledge of music theory to develop a draft of an excerpt or melody.

b - (Plan and Make) Use knowledge about given or selected plans or music studied in rehearsal, to guide applying fundamentals of music theory to develop a draft of a selected motive, excerpt, melody, or section.

b - (Plan and Make) Use knowledge and understanding of selected plans or music studied inside or outside of rehearsal, to apply knowledge and understanding of music theory to develop a draft of a selected rhythmic or melodic passage or arrangement.

b - (Plan and Make) Use knowledge and understanding of plans based on music studied inside and outside of rehearsal, to apply music theory to develop a draft of a selected arrangement or composition.

b - (Plan and Make) Explain and justify a draft created to share personal or ensemble experiences.

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Strand: Music Theory – Composition



a - (Plan and Make) Plan how sounds and short musical ideas are to be organized so that they reflect an understanding of music structure.

a - (Plan and Make) Plan how multiple sounds and musical ideas are to be organized and developed so that they reflect an understanding of music structure.

a - (Plan and Make) Plan how multiple sounds and extended musical ideas are to be organized and developed so that they reflect theoretical concepts, personal experiences and the influence of context.

b - (Plan and Make) Assemble and organize the sounds or short musical ideas so they create an initial expression of the selected experience, mood, image, or storyline.

b - (Plan and Make) Assemble and organize the multiple sounds or musical ideas so they create an initial expressive statement of the selected sonic events, memories, images, concepts, texts, or storylines.

b - (Plan and Make) Assemble and organize the multiple sounds or extended musical ideas so they create an initial expressive statement of the selected extended sonic experience or abstract idea.

c - (Plan and Make) Apply knowledge of fundamentals of music theory to identify and compare the development of an idea in a draft of music within a simple one-part, cyclical, or binary structure.

c - (Plan and Make) Apply knowledge and understanding of music theory to describe and compare the development of similar ideas in drafts of music within a variety of simple or moderately complex binary, rondo, or ternary formal structures.

c - (Plan and Make) Apply knowledge and understanding of music theory and compositional techniques to analyze and explain the development of contrasting ideas in drafts of music within a variety of simple, moderately complex, or complex formal structures.

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a - (Plan & Make) Experiment with a phrase, melody, or single-chord accompaniment to clarify its connection to a specified purpose.

a - (Plan & Make) Experiment with, identify and select a phrase, melody, or two-chord accompaniment for a specified purpose or to express a personal interest or experience.

a -(Plan & Make) Experiment with, identify and select a composition, improvisation, or three-chord accompaniment to express a personal interest or experience.

a - (Plan & Make) Experiment with and defend selecting a composition, improvisation, harmonization, or four- or more chord accompaniment for a specified purpose or context, or to express personal interest and experience.

a - (Plan & Make) Experiment with and justify selecting specific compositions, improvisations, harmonizations, and chord accompaniments for a specified purpose or context, or to express personal interests and experiences.

b - (Plan & Make) Notate or record a preliminary early draft of a selected phrase, melody, or single-chord accompaniment.

b - (Plan & Make) Notate or record a preliminary early draft of a selected phrase, melody, or two-chord accompaniment.

b - (Plan & Make) Notate or record a preliminary early draft of a selected composition, improvisation, or three-chord accompaniment.

b - (Plan & Make) Notate and record a preliminary early draft of a selected composition, improvisation, harmonization, or four- or more chord accompaniment.

b - (Plan & Make) Notate and record drafts of selected compositions, improvisations, harmonizations, and chordal accompaniments to document their development.

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a - (Plan and Make) Select musical ideas, improvisations, excerpts, or melodies and use digital tools and resources to develop them into a larger work that reflects personal experiences, interests, or social influences.

a - (Plan and Make) Select multiple musical ideas, improvisations, excerpts, melodic and rhythmic passages or arrangements that exhibit unity and variety and use digital and analog tools and resources to develop them into a larger work that reflects a purpose and intent.

a - (Plan and Make) Select, develop, expand upon, and organize multiple musical ideas (improvisations, arrangements, and compositions) that exhibit structural elements (originality, unity, variety, complexity and coherence) and integrates digital and analog tools, resources, and systems. reflect purpose and intent.

b - (Plan and Make: Explain the plan, including the decision process used to select ideas, style, intent, tools, and resources.

b - (Plan and Make) Explain the plan, including the decision process used to select ideas, styles, form, purpose, and intent, and digital and analog tools and resources.

b - (Plan and Make) Explain the plan, including the decision process used and reasons for selecting ideas, styles, form, purpose, and intent, and digital and analog tools, resources, and systems.

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Anchor: Refine and complete artistic work.

General Music

Pre - K K 1 2 3


a - (Evaluate & Refine) With guidance, incorporate musical ideas into performance that emerge from sharing personal preferences and peer and teacher feedback.

a - (Evaluate & Refine) With guidance, discuss and apply peer and teacher feedback in refining selected musical ideas.

a - (Evaluate & Refine) With support, discuss and apply peer and teacher feedback to adjust and improve selected musical ideas.

a - (Evaluate & Refine) Offer, interpret, and incorporate critical feedback to adjust and improve their music.

a (Evaluate & Refine) Evaluate and refine their selected musical ideas, applying teacher-provided and/or class-developed criteria and feedback.

b - (Evaluate & Refine) With guidance, revise and update written or audio record of musical ideas using iconic notation.

b - (Evaluate & Refine) With guidance, revise and update written or audio record of musical ideas using iconic or standard notation.

b - (Evaluate & Refine) With support, revise and update written or audio record of musical ideas using iconic or standard notation.

b - (Evaluate & Refine) Revise and update written or audio record of the musical plan, using iconic or standard notation.

b - (Evaluate & Refine) Document revisions to their music and the plan, using iconic and/or standard notation, to show improvement over time.

c - (Present) With guidance, share with peers revised musical ideas that represent a specific interest or purpose.

c - (Present) With guidance, share final version of musical ideas with peers that represents a specific interest or purpose and demonstrates expressive qualities (such as dynamics and tempo). (

c - (Present) With support, perform final version of musical ideas with peers or informal audience that represents a specific interest, concept, or purpose, and demonstrates expressive qualities (such as dynamics and tempo) and technical accuracy.

c - (Present) Perform final version of their music for peers or informal audience that represents a specific interest, concept, or purpose in their musical ideas and demonstrates expressive qualities (such as dynamics and tempo) and technical accuracy.

c - (Present) Present the final version of their original music for others and demonstrate how it conveys a specific interest or context.

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General Music

4 5 6 7 8


a - (Evaluate & Refine) Evaluate and refine their music, applying teacher-provided and student-developed criteria and feedback.

a - (Evaluate & Refine) Evaluate and refine their music, applying teacher-provided and student-developed criteria and feedback.

a - (Evaluate & Refine) Consider feedback from the teacher, and describe their rationale for making revisions in their music.

a - (Evaluate & Refine) Consider feedback from others (teacher and peers,) and describe their rationale for making revisions in their music.

a - (Evaluate & Refine) Consider feedback from self/others (teacher and peers), and describe their rationale for making revisions in their music.

b - (Evaluate & Refine) Demonstrate and document revisions to their music and the original plan, using iconic or standard notation, to show improvement over time.

b - (Evaluate & Refine) Demonstrate and document revisions to their music and the original plan, using standard notation, and explain rationale for the changes.

b - (Present) Present the final version of their composition or arrangement, using notation, the elements of music, craftsmanship, and originality to demonstrate an effective beginning and ending and to convey a mood or idea.

b - (Present) Present the final version of their composition or arrangement, using notation, the elements of music, craftsmanship, and originality to demonstrate unity and variety, and to communicate expressive intent.

b - (Present) Present the final version of their composition or arrangement, using notation, the elements of music, craftsmanship, and originality to demonstrate unity and variety as well as tension and release, and to communicate expressive intent. (MU:Cr10-8.d)

c - (Present) Present the final version of their original music, and explain how it conveys interest, context and expressive intent.

c - (Present) Present the final version of their original music, and explain how it conveys interest, context, expressive intent, and craftsmanship.

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MU:Cr3-E.5. MU:Cr3-E.8. MU:Cr3- E.I. MU:Cr3-E.II. MU:Cr3-E.III.

a - (Evaluate and Refine) Manipulate elements of music in a draft of an excerpt or melody to revise and refine their clarity for a specified purpose.

a - (Evaluate and Refine) Manipulate elements of music and technical aspects in a draft to revise and refine the expression in a selected prepared or improvised motive, excerpt, melody, or section for a specified purpose or personal experience or interest.

a - (Evaluate and Refine) Manipulate elements of music in a draft and revise and refine the expression in a selected prepared or improvised rhythmic or melodic passage or arrangement for personal or ensemble interests or experiences.

a - (Evaluate and Refine) Manipulate elements in a draft and revise and refine the expression in a selected prepared or improvised arrangement or composition for a specified purpose or context, or expressing personal or ensemble interests or experiences.

a - (Evaluate and Refine) Manipulate compositional devices in a selected draft to revise, refine, and clarify the expression of personal or ensemble experiences.

b -(Evaluate and Refine) Cite given criteria used to evaluate and choose when a final version of a draft is complete.

b - (Evaluate and Refine) Cite developed criteria used to evaluate and decide when a final version of a draft is complete.

b - (Evaluate and Refine) Cite personal or ensemble criteria used to evaluate and decide when a final version of a draft is complete.

b - (Evaluate and Refine) Cite musical and non-musical criteria used to evaluate and conclude when a final version of a draft is complete.

b - (Evaluate and Refine) Justify personal or ensemble criteria used to evaluate and judge when a final version of a draft is complete

c - (Present) Share an excerpt or melody to demonstrate craftsmanship in organizing sounds.

c - (Present) Share a motive, excerpt, melody, or section to demonstrate originality and craftsmanship applied to organizing sounds.

c - (Present) Share a rhythmic or melodic passage or arrangement to demonstrate originality and craftsmanship applied to organizing sounds.

c - (Present) Share an arrangement or composition to demonstrate originality and craftsmanship applied to organizing sounds.

c - (Present) Share music to demonstrate personal or ensemble originality and craftsmanship applied to organizing sounds.

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a - (Evaluate and Refine) Share and describe, through the application of knowledge of fundamentals of music theory, evolving drafts of a musical idea and/or structure in order to clarify its technical characteristics and expressive qualities.

a - (Evaluate and Refine) Share and describe, through the application of knowledge and understanding of music theory and compositional techniques, evolving drafts of musical ideas and/or structures in order to clarify the technical characteristics and expressive qualities.

a - (Evaluate and Refine) Share, describe, and explain, through the inventive application of understanding of music theory and compositional techniques, evolving drafts of musical ideas and/or structures in order to clarify the technical characteristics and expressive purposes.

b - (Evaluate and Refine) Recognize through external responses and articulate strengths and weaknesses of the evolving draft.

b - (Evaluate and Refine) Recognize through external or personal responses and articulate strengths and weaknesses of the evolving draft.

b - (Evaluate and Refine) Recognize through external and personal responses and articulate strengths and weaknesses of the evolving draft.

c - (Evaluate and Refine) Identify, describe, and apply given criteria that can be used to evaluate and refine the technical characteristics and expressive qualities in drafts leading to a final version.

c - (Evaluate and Refine) Identify, describe, and apply selected given or created criteria that can be used to evaluate and refine the technical characteristics and expressive qualities in evolving drafts leading to a final version.

c - (Evaluate and Refine) Research, identify, explain, and apply created personal criteria that can be used to evaluate and refine the technical characteristics and expressive qualities leading to a final version.

d - (Present) Share music through the use of notation, performance, or technology and demonstrate how the elements of music have been employed to realize the expressive intent of a selected personal experience, mood, visual image, or storyline.

d - (Present) Share music through the use of notation, solo or group performance, or technology and demonstrate and describe how the elements of music and compositional techniques have been employed to realize the expressive intent of selected sounds, personal experiences, moods, visual images, concepts, texts, or storyline.

d - (Present) Share music through the use of notation, solo or group performance, or technology and demonstrate, describe, and explain how the elements of music, compositional techniques, and processes have been employed to realize the expressive intent of selected sounds, personal experiences, moods, visual images, concepts, texts, storyline, or abstract idea(s).

e - (Present) Describe the given context and performance medium for the work, and how this impacts the final work.

e - (Present) Describe the selected context and performance medium for the work, and explain why this successfully impacts the final work.

e - (Present) Describe a variety of possible contexts and mediums for presenting the work, and explain and evaluate how successfully each could impact the final work.

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a - (Evaluate & Refine) Manipulate the elements of music to improve and refine a draft based on a specified purpose.

a - (Evaluate & Refine) Manipulate the elements of music to improve and refine a draft based on a specified purpose or expression of a personal interest or experience.

a - (Evaluate & Refine) Manipulate and refine the elements of music in a draft and evaluate the technical aspects used to express a personal interest or experience.

a - (Evaluate & Refine) Manipulate and refine the elements of music in a draft to improve the expression of personal interest and experience or for the specified purpose or context.

a - (Evaluate & Refine) Manipulate compositional devices in drafts to revise, refine, and clarify the expression of personal interests or experiences or for a specified purpose or context.

b - (Evaluate & Refine) Cite criteria used to evaluate and choose when a final version of a draft is complete.

b - (Evaluate & Refine) Cite criteria used to evaluate and choose when a final version of a draft is complete.

b - (Evaluate & Refine) Cite criteria used to evaluate and decide when a final version of a draft is complete.

b - (Evaluate & Refine) Cite criteria used to evaluate and decide when a final version of a draft is complete.

b - (Evaluate & Refine) Justify criteria used to evaluate and judge when a final version of the drafts is complete.

c - (Present) Share the final version to demonstrate craftsmanship in organizing musical ideas for a specified purpose.

c - (Present) Share the final version to demonstrate craftsmanship and originality in organizing musical ideas for a specified purpose or to express personal interest or experience.

c - (Present) Share the final version to demonstrate craftsmanship and originality in organizing musical ideas to express personal interest or experience.

c - (Present) Share the final version to demonstrate craftsmanship and originality in organizing musical ideas to express personal interest or experience or for a specified purpose or context.

c - (Present) Share the final version to demonstrate craftsmanship and originality in organizing musical ideas to express personal interests or experiences or for a specified purpose or context.

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a - (Evaluate and Refine) Use teacher provided feedback to develop a strategy to evaluate and refine aspects of the work, determine when it is ready for presentation, and describe the rationale for that strategy.

a - (Evaluate and Refine) Consider teacher and peer feedback to develop a strategy to evaluate, refine, and improve the work, determine when it is ready for presentation and provide a rationale for that strategy.

a - (Evaluate and Refine) Use feedback from variety of sources to evaluate, refine, and improve aspects of the work, determine when it is ready for presentation and provide and defend a rationale for that strategy.

b - (Evaluate and Refine) Document and share revisions to the work demonstrating improvement in the craftsmanship.

b - (Evaluate and Refine) Document and share revisions to the work demonstrating improvement in the craftsmanship, and use feedback to further refine the work.

b - (Evaluate and Refine) Document and share revisions to the work demonstrating improvement in the craftsmanship, and use feedback to further improve and refine the work.

c - (Present) Share work that demonstrates a level of musical and technological craftsmanship, using digital tools and resources, and is appropriate for a specified purpose.

c - (Present) Share an arrangement, improvisation or composition that demonstrates a level of musical and technological craftsmanship, uses digital and analog tools, concepts, systems, and operations and is appropriate for a specified purpose, audience, or venue.

c - (Present) Share musical creations that demonstrates a level of musical and technological craftsmanship, integrates digital and analog tools, concepts, systems, and operations and is appropriate for a specified purpose, audience, or venue.

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Artistic Process: Performing

Anchor: Analyze, interpret and select artistic work for presentation.

Strand: General Music

MU:Pr4-PK. MU:Pr4-K. MU:Pr4-1. MU:Pr4-2. MU:Pr4-3.

a - (Select) With guidance, demonstrate through performance,*and state preference for a musical selection. *chant, move, sing, or play.

a - (Select) With guidance, demonstrate through performance, and discuss personal interest in a musical selection.

a - (Select) With support, demonstrate through performance, and discuss personal interest in, knowledge about, and purpose of the musical selection.

a - (Select) Demonstrate through performance, and explain personal interest in, knowledge about, and purpose of the musical selection.

a - (Select) Demonstrate and explain how the selection of music to perform is influenced by their personal interest and knowledge about its intended purpose.

b - (Analyze) With guidance, explore and demonstrate through performance awareness of musical contrasts.

b - (Analyze) With guidance, explore and demonstrate through performance awareness of music concepts (such as beat and melodic contour).

b - (Analyze) With support, demonstrate through performance knowledge of music concepts (such as beat and melodic contour).

b - (Analyze) Demonstrate through performance knowledge of music concepts (such as tonality and meter).

b - (Analyze) Demonstrate understanding of the structure of the music through performance.

c - (Interpret) With guidance, explore and demonstrate through performance the music’s expressive qualities (such as dynamics and tempo).

c - (Interpret) With guidance, explore and demonstrate through performance awareness of the music’s expressive qualities (such as dynamics and tempo).

c - (Interpret) With support, demonstrate through performance, and describe the music’s expressive qualities (such as dynamics and tempo).

c - (Interpret) Demonstrate through performance understanding of the music’s expressive qualities (such as dynamics and tempo).

c - (Interpret) Demonstrate understanding of how expressive qualities (such as dynamics and tempo) and their interpretation convey the music’s intent.

d - (Interpret) Explain how one’s own expressive interpretation supports the music’s intent.

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MU:Pr4-4. MU:Pr4-5. MU:Pr4-6. MU:Pr4-7. MU:Pr4-8.

a - (Select) Demonstrate and explain how the selection of

music to perform is influenced by their interest, knowledge, and

performance abilities.

a - (Select) Demonstrate and explain how the selection of

music to perform is influenced by their interest, knowledge, own

and others’ performance abilities, and context.

a - (Select) Apply teacher-provided criteria for selecting

music in relationship to personal interest, expressive qualities, technical challenges, venue

and/or context.

a - (Select) Apply collaboratively created criteria for selecting two pieces of music with contrasting

style and/or context in relationship to personal interest, expressive qualities, technical

challenges, and/or venue.

a - (Select) Apply collaboratively created criteria for selecting two pieces of music with contrasting

style and/or context in relationship to personal interest, expressive qualities, technical

challenges, and/or venue.

b - (Analyze) Demonstrate understanding of the structure

and the elements of music through performance.

b - (Analyze) Demonstrate understanding of the structure

and the elements of music through performance.

b - (Analyze) Explain how understanding the structure and the use of the elements of music

influence the performance.

b - (Analyze) Explain and demonstrate how understanding

the structure, the use of the elements of music, and the

cultural and historical contexts influence the performance.

b - (Analyze) Compare how understanding the structure, the

use of the elements of music, and the cultural and historical

contexts influence the performance and results in different musical effects.

c - (Interpret) Demonstrate and explain understanding of how expressive qualities (such as dynamics, tempo, articulation) and their interpretive decisions

convey the music’s intent.

c - (Interpret) Demonstrate and explain understanding of how expressive qualities (such as dynamics, tempo, articulation, phrasing) and their interpretive decisions convey the music’s

intent.

c - (Interpret) Demonstrate through performance how the

music’s intent is conveyed within a selected piece of music by

their interpretation of the elements of music and the

expressive qualities (such as dynamics, tempo,

articulation/style, phrasing).


music’s intent is conveyed within contrasting pieces of music by

their interpretations of the elements of music and the

expressive qualities (such as dynamics, tempo,

articulation/style, phrasing).


music’s intent is conveyed within multiple contrasting pieces of

music by their interpretations of the elements of music and the expressive qualities (such as

dynamics, tempo, articulation/style, phrasing)

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MU:Pr4-E.5. MU:Pr4-E.8. MU:Pr4-E.I. MU:Pr4-E.II. MU:Pr4-E.III.

a - (Select) Describe or demonstrate how the music selected evokes interest and is appropriate for the venue/audience.

a - (Select) Identify and demonstrate aspects in the music selected that create a personal interest and a context appropriate for the music to be performed.

a - (Select) Explain/ demonstrate the criteria used/considered for selecting music based on personal or ensemble interests and context appropriate for the music to be performed.

a - (Select) Develop and apply criteria for selecting music to perform based on and personal and ensemble interests for specific contexts.

a - (Select) Demonstrate an understanding of personal and ensemble interests through developing and applying criteria for selecting music to perform in various or multiple contexts.

b - (Analyze) Identify the technical and expressive challenges in the music that need to be addressed.

b - (Analyze) Identify, investigate and determine technical and expressive challenges in relation to the performer’s/ensemble’s skill level and how they affect the prepared/improvised performance.

b - (Analyze) Explain and document and demonstrate the technical and expressive challenges in relationship to the performer’s/ensemble’s skill level and how they affect the prepared/improvised performance.

b - (Analyze) Research, create and apply criteria for evaluating technical and expressive challenges in relationship to the performer’s/ensemble’s skill level and how they affect prepared/improvised performance.

b - (Analyze) Demonstrate an understanding of the performer and ensemble through creating and applying criteria for evaluating technical and expressive challenges in relation to the performer’s/ensemble’s skill level and how they affect the prepared/improvised performance.

c - (Interpret) Prepare an interpretation that explores and demonstrates specified theoretical aspects and expressive qualities and how they influence the prepared/improvised performance.

c - (Analyze) Describe and demonstrate using a specified musical example how an awareness of structural aspects (elements of music compositional devices) and the social context of a work affect the prepared/improvised performance.

c - (Analyze) Identify and demonstrate in a specific musical example how an understanding of theoretical and structural aspects (elements of music compositional devices) and context (social, cultural) of a work affect the prepared/improvised performance.

c - (Analyze) Research, document and demonstrate using multiple musical examples how an understanding of the manipulation of structure (elements of music, compositional devices) and context (social, cultural and historical) of a work affect the prepared/improvised performance.

c - (Analyze) Insightfully examine, document, demonstrate and critique/evaluate how the manipulation of structure (elements, compositional devices), and context (social, cultural and historical of a work affect the prepared/improvised performance.

d - (Interpret) Prepare an interpretation that describes and demonstrates an awareness of structural aspects (treatment of elements compositional devices) and the social context of a work and how they influence the prepared/improvised performance.

d - (Interpret) Prepare an interpretation that demonstrates an awareness of the treatment of the theoretical and structural aspects (compositional devices, setting/arrangement) the context of a work (social, cultural) and how they impact and influence prepared/improvised performance.

d - (Interpret) Research and prepare an interpretation demonstrating an understanding of the treatment and manipulation of theoretical and structural aspects (compositional devices, setting/arrangement, treatment of elements) and the context of a work (social, cultural, historical) and how they impact and influence prepared/improvised

d - (Interpret) Insightfully examine, document, critique/evaluate and prepare an interpretation demonstrating the theoretical and structural aspects (compositional devices, setting/arrangement, treatment of elements), context (social, cultural, historical), and a personal knowledge and understanding of the intent and how

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performance. they impact prepared/improvised performance.

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MU:Pr4-C.I. MU:Pr4-C.II. MU:Pr4-C.III.

a - (Select) Select music that expresses a personal experience, mood, visual image, or storyline in a simple formal structure (such as one-part, cyclical, binary), using knowledge of fundamentals of music theory.

a - (Select) Select music that expresses personal experiences and interests, moods, visual images, concepts, texts, or storyline in simple (such as binary, ternary, rondo) or moderately complex formal structure using knowledge and understanding of music theory and compositional techniques and procedures.

a - (Select) Select music that expresses personal experiences and interests, moods, visual images, concepts, texts, or storyline in moderately complex or complex formal structure using understanding of music theory and complex compositional techniques and procedures.

b - (Select) Identify and select specific excerpts, passages, or sections consistent with personal compositional technique and describe how they generate personal creative inspiration and serve as a model for composition.

b - (Select) Identify and select specific passages, sections, or movements consistent with personal compositional technique and describe how they generate personal creative inspiration and serve as a model for composition.

b - (Select) Identify and select specific sections, movements, or entire works consistent with personal compositional technique and describe how they generate personal creative inspiration and serve as a model for composition.

c - (Analyze) Analyze the elements of music and formal design of the selected work(s) relating them to the style and mood, and explain and support the analysis and its implications for rehearsal or performance of the selected work(s).

c - (Analyze) Analyze the elements of music and formal design of the selected work(s) relating them to the style, function, and context, and explain and support the analysis you have made, and its implications for rehearsal and performance of the selected work(s).

c. - (Analyze) Analyze the elements of music, formal design and compositional techniques of the selected work(s) relating them to the style, function, and context, and explain and support the analysis you have made, and its implications for rehearsal and performance of the selected work(s).

d - (Interpret) Develop, explain and support an interpretation of a work based on an understanding of its elements, style, and mood, and outline how the interpretive choices will reflect the creators’ intent for performance.

d - (Interpret) Develop an interpretation of a work based on an understanding of its elements, style, mood, function, and context, and explain and support the interpretive choices, outlining how they will reflect the creator’s intent for performance.

d - (Interpret) Develop an interpretation of a work based on an understanding of its elements, compositional techniques, formal design, style, function, and context, and explain and support the interpretive choices, outlining how they will reflect the creators’ intent for performance.

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MU:Pr4-H.5. MU:Pr4-H.8. MU:Pr4-H.I. MU:Pr4-H.II. MU:Pr4-H.III.

a - (Select) Describe or demonstrate how the music selected evokes interest and is appropriate for a particular venue/audience.

a - (Select) Identify and demonstrate aspects in the music selected that create a personal interest and a context appropriate for the venue/audience.

a - (Select) Explain the criteria used/considered when selecting music based on personal interest and a context appropriate for the venue/audience.

a - (Select) Develop and apply criteria for selecting music to perform based on personal interests and specific contexts.

a - (Select) Create Develop and apply criteria for selecting music to perform in a program, based on personal and small group interest, in various or multiple contexts.

b - (Analyze) Identify and cite technical challenges that need to be addressed in the music.

b - (Analyze) Investigate and document specified technical challenges in the music in relation to the performer's skill level.

b - (Analyze) Investigate and document technical and expressive challenges in the music in relation to the performer’s skill level.

b - (Analyze) Research and document technical and expressive challenges in the music in relation to the performer’s/small group’s skill level.

b - (Analyze) Research, document, and identify strategies to solve technical and expressive challenges in the music in relation to the performer’s and small group’s skill level.

c - (Interpret) Prepare an interpretation that explores and demonstrates specified theoretical aspects and expressive qualities, and describes how they influence the performance.

c - (Interpret) Prepare an interpretation that describes and demonstrates an awareness of structural aspects, the treatment of elements, and compositional devices; and the social context; and how they influence performance.

c - (Interpret) Prepare an interpretation that demonstrates an awareness of the treatment of compositional devices, the theoretical and structural aspects; the creator’s setting/arrangement of the music, and the contexts (social, cultural); and how they impact and influence performance.

c - (Interpret) Research and prepare an interpretation demonstrating an understanding of the manipulation of compositional devices, theoretical and structural aspects; and contexts (social, cultural, historical); and how they impact and influence performance.

c - (Interpret) Examine, document, critique, and prepare an interpretation demonstrating the compositional devices, theoretical and structural aspects; the contexts (social, cultural, historical); and a personal knowledge and understanding of the creator’s intent; and how they impact performance.

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MU:Pr4-T.I. MU:Pr4-T.II. MU:Pr4-T.III.

a - (Select) Identify or demonstrate how the music selected evokes interest, and describe an appropriate venue/audience for the music.

a - (Select) Identify and demonstrate how the music selected evokes interest, and describe an appropriate venue/audience for the music.

a - (Select) Demonstrate an understanding of personal interests, digital tools, resources, systems and environments through creating and applying criteria for selecting music to perform in various or multiple contexts.

b - (Analyze) Identify and determine the technical and expressive challenges of using digital tools and how they affect the prepared/improvised performance.

b - (Analyze) Explain, document and demonstrate the technical and expressive challenges of using digital tools and how they affect the prepared/improvised performance.

b - (Analyze) Demonstrate an understanding of the technical and expressive challenges of using digital technologies (tools, resources, systems, environments) and how they affect the prepared/improvised performance.

c - (Interpret) Present an interpretation that describes and demonstrates an awareness of structural aspects (treatment of elements, compositional devices) the impact of digital media/tools, and the social context of a work and how they influence the prepared/improvised performance.

c - (Interpret) Present an interpretation that describes and demonstrates an awareness of the theoretical and structural aspects (compositional devices, setting/arrangement) the impact of digital media/tools, and the context (social and cultural) of a work and how they influence the prepared/improvised performance.

c - (Interpret) Insightfully examine, document, critique/evaluate and present an interpretation demonstrating the theoretical and structural aspects (treatment of the elements, compositional devices) the impact of digital media and tools, the context (social, cultural, historical) and a personal knowledge and understanding of the intent and how they impact prepared/improvised performance.

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Anchor: Develop and refine artistic techniques and work for presentation.

General Music

Pre - K K 1 2 3


a - (Rehearse, Evaluate & Refine) With guidance, demonstrate what they like or dislike about their performance.

a - (Rehearse, Evaluate & Refine) With guidance, demonstrate what they like about their performance.

a - (Rehearse, Evaluate & Refine) With support, demonstrate technical and expressive qualities of the music.

a - (Rehearse, Evaluate & Refine) Demonstrate technical and expressive qualities of the music.

a - (Rehearse, Evaluate & Refine) Demonstrate technical and expressive qualities and refine identified performance challenges through rehearsal.

b - (Rehearse, Evaluate & Refine) Apply personal preference to refine the performance.

b - (Rehearse, Evaluate & Refine) Apply teacher and peer feedback to refine the performance.

b - (Rehearse, Evaluate & Refine) Apply teacher and peer feedback to refine the performance.

b - (Rehearse, Evaluate & Refine) Apply teacher-provided and student- selected criteria to judge the accuracy, expressiveness, and effectiveness of the music performance.

b - (Rehearse, Evaluate & Refine), Apply teacher-provided or class-developed criteria and feedback to evaluate the accuracy of a performance.

c - (Rehearse, Evaluate & Refine) Apply appropriate strategies to improve the performance.

c - (Rehearse, Evaluate & Refine) Apply appropriate strategies to address technical and interpretive challenges.

c – (Rehearse, Evaluate & Refine) Identify and apply appropriate strategies to address performance, interpretive, and technical challenges.

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General Music

4 5 6 7 8


a - (Rehearse, Evaluate & Refine) Demonstrate and refine technical and expressive qualities, and overcome performance challenges through rehearsal.

a - (Present) Demonstrate and refine technical and expressive qualities, and overcome challenges by improving performance abilities through rehearsal.

a - (Rehearse, Evaluate & Refine) Identify and apply teacher-provided criteria (such as correctly interpreting notation; technical accuracy; originality, emotional impact, variety, and interest) to rehearse, refine, and evaluate the performance.

a - (Rehearse, Evaluate & Refine) Identify and apply collaboratively created criteria (such as correctly demonstrating notation, technical skill of performer, originality, emotional impact, variety, and interest) to rehearse, refine, and evaluate the performance.

a - (Rehearse, Evaluate & Refine) Identify and apply self-created criteria, (such as correctly demonstrating notation, technical skill of performer, originality, emotional impact, variety, and interest) to rehearse, refine, and evaluate the performance.

b - (Rehearse, Evaluate & Refine) Apply teacher-provided and/or class-developed criteria and feedback, to evaluate the accuracy and expressiveness of a performance.

b - (Rehearse, Evaluate & Refine) Apply teacher-provided and student-developed criteria and feedback, to evaluate the accuracy, expressiveness, and effectiveness of a performance.

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MU:Pr5-E.5. MU:Pr5-E.8. MU:Pr5-E.I. MU:Pr5-E.II. MU:Pr5-E.III.

a - (Rehearse, Evaluate & Refine) Identify and demonstrate strategies to refine the technical accuracy, expressiveness, and evaluate the effectiveness of personal and ensemble performances.

a - (Rehearse, Evaluate & Refine) Develop strategies to refine the technical accuracy, expressiveness, and evaluate the effectiveness of personal and ensemble performances.

a - (Rehearse, Evaluate & Refine) Use feedback from various sources to evaluate and refine the accuracy, expressiveness, and effectiveness of personal and ensemble performances.

a - (Rehearse, Evaluate & Refine) Use feedback from multiple sources to evaluate and refine the accuracy, expressiveness, and effectiveness of personal and ensemble performances.

a - (Rehearse, Evaluate & Refine) Develop and apply appropriate criteria that includes feedback from multiple sources to evaluate and refine the accuracy, expressiveness, and effectiveness of personal and ensemble performances.

b - (Rehearse, Evaluate & Refine) Identify and apply appropriate strategies to overcome performance challenges in relation to style, genre, social, cultural and historical context of the music.

b - (Rehearse, Evaluate & Refine) Identify and rehearse using appropriate strategies to overcome ensemble performance challenges in implementing intent in relation to style, genre, social, cultural and historical period of the music

b - (Rehearse, Evaluate & Refine) Determine and apply appropriate strategies to overcome ensemble performance challenges in implementing intent in relation to style, genre, social, cultural and historical context of the music.

b - (Rehearse, Evaluate & Refine) Develop and practice strategies to overcome personal and ensemble performance challenges in implementing intent in relation to style, genre, social, cultural and historical context of the music.

b - (Rehearse, Evaluate & Refine) Develop and apply appropriate rehearsal strategies to overcome personal and ensemble performance challenges in implementing intent in relation to style, genre, social, cultural and historical context of the music.

c - (Rehearse, Evaluate & Refine) Use feedback to review and refine the performance.

c - (Rehearse, Evaluate & Refine) Gather and apply feedback to refine the ensemble performance.

c - (Rehearse, Evaluate & Refine) Determine and apply strategies to use feedback from the ensemble and other sources to refine the ensemble performance.

c - (Rehearse, Evaluate & Refine) Develop and practice strategies to use feedback from diverse sources in the refinement of personal or ensemble performances.

c - (Rehearse, Evaluate & Refine) Develop and apply strategies to use feedback from multiple and varied sources in the refinement of personal and ensemble performances.

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MU:Pr5-C.I. MU:Pr5-C.II. MU:Pr5-C.II.

a - (Rehearse, Evaluate & Refine) Make an efficient and thorough rehearsal plan for a work by identifying repetition and variation within the form.

a - (Rehearse, Evaluate & Refine) Make an efficient and thorough rehearsal plan for a work by identifying the formal design, repetition and variation within the form, and the style and historical/cultural context of the work.

a - (Rehearse, Evaluate & Refine) Make an efficient and thorough rehearsal plan for a work by identifying the formal design, repetition and variation within the form, compositional techniques, and the style and historical/cultural context of the work.

b - (Rehearse, Evaluate & Refine) Using established performance criteria and feedback, identify the way(s) in which the performance conveys its elements, style, and mood.

b - (Rehearse, Evaluate & Refine) Using established performance criteria and feedback, identify the ways in which the performance conveys the formal design, style, and historical/cultural context of the work.

b - (Rehearse, Evaluate & Refine) :Using established performance criteria and feedback, identify the ways in which the performance uses compositional techniques and conveys the formal design, style, and historical/cultural context of the work.

c - (Rehearse, Evaluate & Refine) Identify and implement strategies for improving the technical requirements and expressive qualities of the music and describe their influence on inspiration of the personal creative process.

c - (Rehearse, Evaluate & Refine) Identify and implement strategies for improving the technical requirements and expressive qualities of the music, and describe their influence on inspiration of the personal creative process.

c - (Rehearse, Evaluate & Refine) Identify and implement strategies for improving the technical requirements and expressive qualities of the music, and describe their influence on inspiration of the personal creative process.

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MU:Pr5:H.5. MU:Pr5-H.8. MU:Pr5-H.I. MU:Pr5-H.II. MU:Pr5-H.III.

a - (Rehearse, Evaluate & Refine) Apply teacher-developed criteria to evaluate the accuracy and effectiveness of the performance.

a - (Rehearse, Evaluate & Refine) Apply teacher-developed criteria to evaluate the accuracy and effectiveness of the performance.

a - (Rehearse, Evaluate & Refine) Apply student-developed criteria to evaluate the technical accuracy, expressiveness, and effectiveness of the performance.

a - (Rehearse, Evaluate & Refine) Use feedback from multiple sources to evaluate the technical accuracy, expressiveness, and effectiveness of the personal and/or small group performance.

a - (Rehearse, Evaluate & Refine) Develop and apply appropriate criteria, including feedback from multiple sources, to evaluate the accuracy, expressiveness, and effectiveness of personal and small group performance performances.

b - Rehearse, Evaluate & Refine) Identify and apply appropriate strategies to address performance challenges in order to implement interpretation and refine the performance.

b - (Rehearse, Evaluate & Refine) Identify and rehearse using appropriate strategies to address personal performance challenges in order to implement interpretation and refine the performance.

b - (Rehearse, Evaluate & Refine) Identify and apply appropriate strategies to address personal performance challenges in order to implement interpretation and refine the performance.

b - (Rehearse, Evaluate & Refine) Develop and practice strategies to address personal performance challenges in order to implement interpretation and refine the performance.

b - (Rehearse, Evaluate & Refine) Develop and apply appropriate rehearsal strategies to address personal and small group performance challenges in order to implement interpretation and refine the performance.

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a - (Rehearse, Evaluate & Refine) Develop strategies to refine the technical accuracy, expressiveness, and evaluate the effectiveness of prepared or improvised performances.

a - (Rehearse, Evaluate & Refine) Use feedback from various sources to refine the accuracy, expressiveness, and evaluate the effectiveness of prepared or improvised performances.

a - (Rehearse, Evaluate & Refine) Develop and apply appropriate criteria that includes feedback from multiple sources to refine the accuracy, expressiveness, and evaluate the effectiveness of prepared or improvised performances.

b - (Rehearse, Evaluate & Refine) Identify and rehearse using appropriate strategies to address performance challenges in implementing intent in relation to style, genre, social, cultural and historical period of the music.

b - (Rehearse, Evaluate & Refine) Determine and apply appropriate strategies to overcome performance challenges in implementing intent in relation to style, genre, social, cultural and historical contexts of the music.

b - (Rehearse, Evaluate & Refine) Develop and apply appropriate rehearsal strategies to overcome performance challenges in implementing intent in relation to style, genre, social, cultural and historical contexts of the music.

c - (Rehearse, Evaluate & Refine) Gather and apply feedback in the refinement of the performance.

c - (Rehearse, Evaluate & Refine) Use feedback from multiple sources to refine the performance.

c - (Rehearse, Evaluate & Refine) Apply feedback from multiple and varied sources in the refinement of performances.

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Anchor: Convey meaning through the presentation of artistic work.



a - (Present) With guidance, demonstrate readiness to perform through starting and ending their presentation, memorization, and focused performance.

a - (Present) With guidance, demonstrate readiness to perform in starting and ending their presentation, memorization, and focused performance.

a - (Present) With support, demonstrate readiness to perform in starting and ending their presentation, memorization, and focused performance.

a - (Present) Perform with appropriate technique for starting and ending their presentation, memorization, focused performance, and effective stage presence.

a - (Present) Perform their interpretation of the music with expression and technical accuracy.

b - (Present) Perform appropriately for the audience and purpose.



b - (Present) Demonstrate performance decorum and audience etiquette appropriate for the context and venue.

c - (Present) Demonstrate the music’s expressive qualities.

c - (Present) Demonstrate the music’s expressive qualities and technical accuracy.

c - (Present) Demonstrate the music’s expressive qualities and technical accuracy.

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4 5 6 7 8


a - (Present) Perform their interpretation of the music with expression and technical accuracy to convey the creator’s intent.

a - (Present) Perform their interpretation of the music with expression and technical accuracy to convey the creator’s intent.

a - (Present) Perform their interpretation of the music with technical accuracy to convey the creator’s intent.

a - (Present) Perform their interpretation of the music with technical accuracy and stylistic expression to convey the creator’s intent.

a - (Present) Perform their interpretation of the music with technical accuracy, stylistic expression, and culturally authentic practices in music to convey the creator’s intent.

b - (Present) Demonstrate performance decorum and audience etiquette appropriate for the context, venue, and genre.

b - (Present) Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre and style.

b - (Present) Demonstrate performance decorum (such as stage presence, attire and behavior) and audience etiquette appropriate for venue, and purpose.

b - (Present) Demonstrate performance decorum (such as stage presence, attire and behavior) and audience etiquette appropriate for venue, purpose, and context.

b - (Present) Demonstrate performance decorum (such as stage presence, attire and behavior) and audience etiquette appropriate for venue, purpose, context, and style.

34




Strand: Traditional and Emerging Technologies


MU:Pr6-E.5. MU:Pr6-E.8. MU:Pr6-E.I. MU:Pr6-E.II. MU:Pr6.E.III.

a - (Present) Demonstrate, through prepared or improvised performance, attention to technical accuracy in relation to the performer’s/ensemble's skill level

a - (Present) Demonstrate through prepared or improvised performance attention to technical accuracy in relation to the performer’s/ensemble’s skill level.

a - (Present) Demonstrate through prepared or improvised performance attention to technical accuracy in relation to the performer’s/ensemble’s skill level.

a - (Present) Demonstrate through prepared and improvised performance, an understanding of the technical and expressive demands of the music.

a - (Present) Demonstrate through prepared and improvised performances, an understanding and command of the technical and expressive qualities and demands of the music.

b - (Present) Demonstrate through prepared or improvised performance, attention to expressive qualities marked or implied in the music.

b - (Present) Demonstrate through prepared or improvised performance, attention to and understanding of expressive qualities marked or implied in the music.

b - (Present) Demonstrate through prepared or improvised performance, attention to and understanding of the expressive intent when connecting with an audience.

b - (Present) Demonstrate through prepared or improvised performance, an understanding of the musical intent as a means for connecting with an audience.

b - (Present) Demonstrate an ability to connect with audience members before, engaging with and responding to them through performance.

c - (Present) Demonstrate through prepared or improvised performance, attention to the style, genre, social, cultural and historical context of music appropriate for the performer’s/ensemble’s skill level.

c - (Present) Demonstrate through prepared or improvised performance, an attention to and understanding of style, genre, social, cultural and historical context of music appropriate for the performer’s/ensemble’s skill level.

c - (Present) Demonstrate through prepared or improvised performance, an understanding and attention to the style, genre, social, cultural and historical context of music appropriate for the performer’s/ensemble’s skill level.

c - (Present) Demonstrate through prepared or improvised performance, an attention to and understanding of the style, genre, social, cultural and historical context of music appropriate for the performer’s/ensemble’s skill level.

c - (Present) Demonstrate through prepared or improvised performance, an attention to and understanding of the style, genre, social, cultural and historical context of music appropriate for the performer’s/ensemble’s skill level.

35






MU:Pr6-C.I. MU:Pr6.C.II. MU:Pr6-C.III.

a - (Present) Share performances to demonstrate how the elements of music have been employed to realize the expressive intent of a selected personal experience, mood, visual image, or storyline.

a - (Present) Share performances to demonstrate how the elements of music and compositional techniques have been employed to realize the expressive intent of selected sounds, personal experiences, moods, visual images, concepts, texts, or storyline.

a - (Present) Perform personal or class member(s) music to demonstrate understanding of and sensitivity to the expressive intent of a creator’s expression in music.

b - (Present) Describe how knowledge of music theory contribute to understanding the characteristics needed for expression through music.

b - (Present) Explain how knowledge of music theory and compositional techniques contribute to understanding characteristics needed for expression through music.

b - (Present) Justify how knowledge of theory and compositional techniques contribute to displaying characteristics needed for expression through music.

c - (Present) Describe how the context of the performance is appropriate to continuing the evaluation and refinement of personal expression through music, and how it relates to the audience response.

c - (Present) Explain how the context of the performance is appropriate to continuing the evaluation and refinement of personal expression through music, and how the composition is appropriate for both audience and context.

c - (Present) Justify how the context of the performance is appropriate to continuing the evaluation and refinement of personal expression through music, and how the composition is appropriate for both audience and context.

36






MU:Pr6-H.5. MU:Pr6-H.8. MU:Pr6-H.I. MU:Pr6-H.II. MU:Pr6.H.III.

a - (Present) Demonstrate, through performance, technical accuracy, in music appropriate for the performer’s skill level

a - (Present) Demonstrate, through performance, technical accuracy, in music appropriate for the performer’s skill level.

a - (Present) Demonstrate, through prepared/improvised performance, technical and expressive accuracy, in music appropriate for the performer’s skill level.

a - (Present) Demonstrate, through prepared/improvised performance, command of the technical and expressive demands of the music.

a - (Present) Demonstrate, through prepared/improvised performance, the technical and expressive qualities, within the context of a program of music.

b - (Present) Demonstrate, through performance, attention to the expressive qualities marked or implied in the music.

b - (Present) Demonstrate, through performance, attention to and understanding of the expressive qualities marked or implied in the music.

b - (Present) Demonstrate expressive intent when connecting with an audience or context when performing.

b - (Present) Demonstrate and provide understanding of the musical intent as a means for connecting with an audience or a given context when performing.

b - (Present) Demonstrate, through performance and improvisation, social, cultural, and historical sensitivity and awareness in a program of music.

c - (Present) Demonstrate sensitivity to the audience and context when performing.

c - (Present) Demonstrate understanding of the audience and context when performing.

c - (Present) Demonstrate social and cultural sensitivity and awareness when performing.

c - (Present) Demonstrate social, cultural, or historical sensitivity and awareness when performing.

c - (Present) Independently and collaboratively, demonstrate and evaluate response to the audience by anticipating, engaging with, and responding to the audience before, during, and after performing a program of music.

37







a - (Present) Demonstrate, through prepared/improvised performance, using digital tools and resources, attention to technical accuracy appropriate for the performer’s/ensemble’s skill level.

a - (Present) Demonstrate, through prepared or improvised performance using digital and analog tools and resources attention to technical accuracy appropriate for the performer’s/ensemble’s skill level.

a - (Present) Demonstrate through prepared/improvised performance integrating digital and analog technologies (tools, resources, systems, environments) an understanding and command of the technical and expressive qualities and demands of the music appropriate for the performer’s/ensemble’s skill level.

b - (Present) Demonstrate, through prepared/improvised performance, using digital tools and resources, attention to the style, genre, social context of the music appropriate for the performer’s/ensemble’s skill level.

b - (Present) Demonstrate, through prepared/improvised performance, using digital and analog tools and resources, an attention to and understanding of the style, genre, social and cultural context of the music appropriate for the performer’s/ensemble’s skill level.

b - (Present) Demonstrate, through prepared/improvised performance, integrating digital and analog technologies (tools, resources, systems, environments) an attention to and understanding of the style, genre, context (social, cultural and historic) of the music appropriate for the performer’s/ensemble’s skill level.

c - (Present) Demonstrate, through prepared/improvised performance, attention to expressive qualities marked or implied in the music.

c - (Present) Demonstrate, through prepared/improvised performance, attention to and understanding of the expressive intent when connecting with an audience.

c - (Present) Demonstrate an ability to connect with an audience by engaging with and responding to them through performance.

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Artistic Process: Responding

Anchor: Understanding and evaluating how the arts convey meaning.

General Music

Pre - K K 1 2 3

MU:Re7-PK. MU:Re7-K. MU:Re7-1. MU:Re7-2. MU:Re7-3.

a - (Select) With guidance, demonstrate preference for musical selections through performance* *chant, move, sing, or play

a - (Select) With guidance, demonstrate preference for musical selections for a specific purpose through performance.

a - (Select) With support, state and demonstrate how personal interests and experiences influence their musical selection for a specific purpose.

a - (Select) Explain and demonstrate how personal interests and experiences influence musical selection for a specific purpose.

a - (Select) Demonstrate how the selected music connects to and is influenced by a specific interest, experience, and/or context.

b - (Select) Apply personal interests and experiences to select music.

b - (Select) Apply personal interests and experiences to select music.

b - (Analyze) With support, demonstrate a specific music concept (such as beat or pitch) through performance.

b - (Analyze) Demonstrate and describe how specific music concepts (such as tonality or meter) are used.

b - (Analyze) Demonstrate knowledge of the structure and the elements of music.

c - (Analyze) With guidance, explore musical contrast through performance.

c - (Analyze) With guidance, demonstrate a specific music concept (such as beat or melodic direction) through performance.

c - (Analyze) Describe the relation of the music concepts to the purpose.

39




General Music

4 5 6 7 8

MU:Re7-4. MU:Re7-5. MU:Re7-6. MU:Re7-7. MU:Re7-8.

a - (Select) Demonstrate and explain how the selected music connects to, and is influenced by specific interests, experiences, and context.

a - (Select) Demonstrate and explain, citing evidence, how the selected music connects to, and is influenced by specific interests, experiences, and context.

a - (Select) Select or choose music to listen to or perform, describing how the music connects to specific purposes, personal interests, and experiences.



b - (Analyze) Demonstrate and explain how the structure and the use of the elements of music can influence responses to the music.

b - (Analyze) Demonstrate and explain, citing evidence, how the structure and the use of the elements of music can influence responses to music.

b - (Analyze) Describe how the manipulation of the elements of music and expressive qualities relate to the structure of the piece.

b - (Analyze) Classify and explain how the manipulation of the elements of music and expressive qualities relate to the structure of the piece.

b - (Analyze) Compare how the manipulation of the elements of music and expressive qualities relate to the structure within contrasting styles of music.

40






MU:Re7-E.5. MU:Re7-E.8. MU:Re7-E.I. MU:Re7-E.II. MU:Re7-E.III.

a - (Select) Cite reasons for choosing music based on characteristics found in the music, connection to interest or purpose, or context of a performance.

a - (Select) Identify and describe the process used to choose music, cite characteristics found in the music, connection to interest or purpose, and context of a performance.

a - (Select) Develop and apply criteria to choose music for a specified purpose, cite an understanding of the characteristics of the music and how they support interest, purpose, and context of a performance.

a - (Select) Develop and apply criteria to choose music for a specified purpose, justify the choices made using knowledge of the music, interests or experiences, purpose, and context of a performance.

a - (Select) Use given, researched or original criteria to justify the choices made for choosing music, using knowledge of the music, interests or experiences; purpose or situation; and context of a performance.

b - (Analyze) Identify how knowledge of the music and the social or cultural contexts contribute to and influence the response to the music.

b - (Analyze) Describe how knowledge of the music and the social, cultural, or historical context of the music contribute to and influence the response to the music.

b - (Analyze) Explain how knowledge of the structure and social, cultural, or historical context of the music influence the response to the music.

b - (Analyze) Explain how the analysis of the structure and context of the music; structural, social, cultural, and historical characteristics influence the response to the music.

b - (Analyze) Demonstrate and justify how an analysis of the structural characteristics function within the form, and distinguish how social, cultural, historical context, and creative decisions influence the response to the music.

c - (Analyze) Identify how musical repetition, similarities, contrasts, and the elements of music are treated to create interest, and influence the response.

c - (Analyze) Compare and contrast sections of music, and describe how the elements of music are treated to create interest, and influence the response.

c - (Analyze) Compare and contrast passages of music, and explain how the elements of music are treated, and how the technical and expressive challenges and treatment of the elements of music influence the response.

c - (Analyze) Demonstrate how the elements of music are treated; explain the impact of technical and expressive challenges, and how the treatment and challenges influence the response.

c - (Analyze) Demonstrate how the elements of music are treated, and assess the influences of technical and expressive challenges and how the treatment and challenges impact the response.

41






MU:Re7-C.I. MU:Re7-C.II. MU:Re7-C.III.

a - (Select) Select music that effectively expresses a personal experience, mood, visual image, or storyline through a one-part, cyclical, binary, or other simple formal structure, using given criteria to describe the choice with regard to personal growth as a creator, performer, or listener.

a - (Select) Select music that effectively expresses personal experiences and interests, moods, visual images, concepts, texts, or storyline in simple or moderately complex formal structure using given or developed criteria to describe and defend the choice with regard to personal growth as a creator, performer, or listener.

a - (Select) Select music that effectively expresses personal experiences and interests, moods, visual images, concepts, texts, or storyline in moderately complex or complex formal structure using researched or original criteria to describe and justify the choice with regard to personal growth as a creator, performer, or listener.

b - (Analyze) Analyze aurally a musical work’s elements and formal structure; relate them to its style, mood, and context; and explain how the analysis enhances the response to the music.

b - (Analyze) Analyze aurally and/or by reading the score of a musical work, its elements, compositional techniques and procedures, and formal structure; relate them to its style, mood, and context; and explain how the analysis enhances the response to the music.

b - (Analyze) Analyze aurally and/or by reading the score of a musical work, its elements, compositional techniques and procedures, and formal structure; relate them to its aesthetic effectiveness, style, mood, and context; and explain how the analysis enhances the response to the music.

c - (Analyze) Describe how the analysis inspires the creation of music and influences personal growth as a creator, performer, or listener.

c - (Analyze) Describe how the analysis inspires the creation of music and influences personal growth as a creator, performer, or listener.

c - (Analyze) Describe how the analysis inspires the creation of music and influences personal growth as a creator, performer or listener.

42






MU:Re7-H.5. MU:Re7-H.8. MU:Re7-H.I. MU:Re7-H.II. MU:Re7-H.III.

a - (Select) Cite reasons for choosing a musical selection based on characteristics found in the music, connection to interest/purpose, or context of a performance.

a - (Select) Identify and describe the process used for choosing music that connects to interest/purpose, or context of a performance.

a - (Select) Develop and apply criteria used to explain choice of music for a specified purpose/interest, or context of a performance.

a - (Select) Develop and apply criteria used to justify choices of music for a specified purpose or interest, or context of a performance.

a - (Select) Use given, researched, or original criteria to justify choices made for a program of music using knowledge of the elements of music, interests or experiences, purpose, and context of a performance.

b - (Analyze) Identify how knowledge of the social or cultural contexts influences the response to the music.

b - (Analyze) Describe how knowledge of the social, cultural, or historical context influences the response to the music.

b - (Analyze) Explain how knowledge of the structure and social, cultural, or historical context of the music influences the response to the music.

b - (Analyze) Explain how the analysis of the structure and knowledge of the social, cultural, and historical context of the music influence the response to the music.

b - (Analyze) Demonstrate and justify how an analysis of the structure and knowledge of the social, cultural, and historical context of the music influence the response to the music.

c - (Analyze) Identify examples of repetition, similarities, and contrasts in the music, and describe how the elements of music are manipulated to create interest.

c - (Analyze) Compare and contrast sections in the music, and describe how the elements of music are manipulated to create interest.

c - (Analyze) Identify sections in the music with technical challenges, and describe how those challenges impact the response.

c - (Analyze) Describe the influences of technical and expressive challenges in the music and how those challenges impact the response.

c - (Analyze) Describe and assess the influences of technical and expressive challenges and how those challenges impact the response to the music.

43






MU:Re7-T.I. MU:Re7-T.II. MU:Re7-T.III.

a - (Select) Develop and apply criteria used to explain choice of music using an understanding of the elements of music, identification of digital and electronic aspects, and of characteristics of the musical work, and how those support personal interest or purpose.

a - (Select) Develop and apply criteria used to choose music, defend the process and justify choices using knowledge of the elements of music; understanding of the digital and electronic aspects; personal interests or experiences; purpose or situation; and social, cultural, and historical context.

a - (Select) Use given, researched or original criteria to justify choices made for choosing music using knowledge of the elements of music; understanding of digital/electronic tools, systems, and environments; personal interests or experiences; purpose or situation; and social, cultural, and historical context.

b - (Analyze) Explain how knowledge of the structure (repetition, similarities, contrasts), technological aspects, and context (social, cultural, or historical) of the music influence the response.

b - (Analyze) Explain how the analysis of the structure and context of the music; technological aspects, structural, social, cultural and historical contexts influence the response.

b - (Analyze) Demonstrate and justify how an analysis of the structural characteristics function within the form, and distinguish how social, and cultural context, historical characteristics, technological and creative decisions influence musical interest.

c - (Analyze) Describe, using passages or sections of music, how the elements of music and the digital, electronic, and analog features, are utilized to impact response, and create interest.

c - (Analyze) Explain and demonstrate how the treatment of the elements of music, and the digital, electronic, and analog features, are treated or utilized to impact the response, and create interest.

c - (Analyze) Describe, assess, and demonstrate how the treatment of the elements of music, and the integration of the digital, electronic, and analog features, are treated and utilized to impact the response, and create interest.

44



Anchor: Interpret intent and meaning in artistic work.

General Music

Pre - K K 1 2 3


a - (Interpret) With guidance, explore though performance the music’s expressive qualities (such as dynamics and tempo).

a - (Interpret) With guidance, demonstrate awareness of the music’s expressive qualities (such as dynamics and tempo) through performance.

a - (Interpret) With support, demonstrate and identify the music’s expressive qualities (such as dynamics and tempo).

a - (Interpret) Demonstrate through performance their knowledge of the music’s expressive qualities.

a - (Interpret) Demonstrate in their interpretation an understanding of the music’s expressive qualities.

b - (Interpret) Explain how the music’s expressive qualities support the music’s intent.

b - (Interpret) Explain how the music’s structure is interpreted in a performance to show expressive intent.

45




General Music

4 5 6 7 8


a - (Interpret) Demonstrate in their interpretation an understanding of the use of expressive qualities.

a - (Interpret) Demonstrate and explain the use and influence of the expressive qualities in their interpretation.

a - (Interpret) Cite evidence of how they or other composers/ performers use elements of music and expressive qualities to convey expressive intent.

a - (Interpret) Cite evidence of how they or other composers/ performers use elements of music, expressive qualities, personal experience, and stylistic influence to convey expressive intent.

a - (Interpret) Cite evidence of how they or other composers/ performers use elements of music and expressive qualities, personal experience, stylistic influence, and cultural and historical context to convey expressive intent.

b - (Interpret) Explain how the structure and elements of music are interpreted to show expressive intent.

b - (Interpret) Explain, citing evidence of how the structure and elements of music are interpreted, to show expressive intent.

46






MU:Re8-E.5. MU:Re8-E.8. MU:Re8-E.I. MU:Re8-E.II. MU-Re8-E.III.

a - (Interpret) Identify the presence and treatment of the elements of music or the setting of the text in considering expressive intent in the music.

a - (Interpret) Identify and describe the treatment of the elements of music or setting of the text, and context of the performance in considering expressive intent in the music.

a - (Interpret) Explain the treatment of the elements of music, setting of the text when appropriate, and context of the performance in determining expressive intent in the music.

a - (Interpret) Explain how the treatment of elements, setting of the text when appropriate, and context of the performance influence the expressive intent in the music.

a - (Interpret) Demonstrate and provide a defense of the expressive intent in the music.

b - (Interpret) Describe how the personal, social, context influence the interpretation and give meaning to the music.

b - (Interpret) Describe how the personal, social, and cultural context influence the interpretation and give meaning to the music.

b - (Interpret) Explain how the personal, social, cultural, and historical context influence the interpretation and give meaning to the music.

b - (Interpret) Connect personal, social, cultural, historical contexts or other art forms to the expressive intent of the music.

b - (Interpret) Connect varied sources to establishing and justifying expressive intent of the music.

c - (Interpret) Research and cite sources used to identify the music’s expressive intent and meaning.

c - (Interpret) Research and cite primary or secondary sources used to describe the music’s expressive intent and meaning.

c - (Interpret) Research and apply primary or secondary sources to explain the music’s expressive intent and meaning.

c - (Interpret) Research and apply primary and secondary sources to clarify the music’s expressive intent and meaning.

c - (Interpret) Cite research and apply a to clarify the music’s expressive intent and meaning.

47






MU:Re8-C.I. MU:Re8-C.II. MU-Re8-C.III.

a- (Interpret) Develop and explain an interpretation of a work based on an understanding of the composer’s intent through the use of elements and formal structure, and the style/genre of the work.

a- (Interpret) Develop and support an interpretation of a work based on an understanding of the composer’s intent through their use of elements and formal structure, compositional techniques, and the style/genre and context of the work.

a - (Interpret) Develop, justify and defend an interpretation of a work based on an understanding of the composer’s musical and expressive intent through their use of elements and formal structure, compositional techniques, and the style/genre and context of the work.

48







a - (Interpret) Identify the presence and manipulation of the elements of music in considering expressive intent in the music.

a - (Interpret) Describe the manipulation of the elements of music or the setting of a text, in considering expressive intent in the music.

a - (Interpret) Explain how the manipulation of the elements of music or the setting of a text provide clues to expressive intent.

a - (Interpret) Explain how the manipulation of the elements of music or the setting of a text, and context of a performance influence expressive intent.

a - (Interpret) Demonstrate and provide a justification for the defense of the expressive intent in the music.

b - (Interpret) Describe how the personal, social, or cultural contexts influence the interpretation and give meaning to the music.

b - (Interpret) Describe how the personal, social, and cultural contexts influence the interpretation and give meaning to the music.

b - (Interpret) Explain how the personal, social, cultural, or historical contexts influence the interpretation and give meaning to the music.

b - (Interpret) Connect how the personal, social, cultural, and historical contexts influence the interpretation and give meaning to the music.

b - (Interpret) Connect varied sources to establishing and justifying expressive intent in the music.

c - (Interpret) Research and cite sources used to identify the music’s expressive intent and meaning.

c - (Interpret) Research and cite primary or secondary sources used to describe the music’s expressive intent and meaning.

c - (Interpret) Research and cite primary or secondary sources used to explain the music’s expressive intent and meaning.

c - (Interpret) Research and cite primary and secondary sources to clarify the music’s expressive intent and meaning.

c - (Interpret) Research and cite primary and secondary sources to clarify the music’s expressive intent and meaning.

49







a - (Interpret) Describe and explain the treatment of elements of music, digital/electronic features, text, and context in determining expressive intent in the music.

a - (Interpret) Explain and demonstrate how the treatment of elements of music, digital/electronic aspects, text, and context influenced the creator’s/performer’s expressive intent in the music.

a - (Interpret) Demonstrate and provide a justification for the defense of a work’s expressive intent through an examination of the elements of music, digital/electronic aspects, text, and context.

b - (Interpret) Explain the digital/electronic, personal, social, cultural, or historical influences on the music’s expressive intent.

b - (Interpret) Connect the influence of digital/electronic, personal, social, cultural, and historical aspects or other art forms to the music’s expressive intent.

b - (Interpret) Connect varied sources—such as digital/electronic, personal, social, cultural, historical, or other art forms—to establish and justify the music’s expressive intent.

c - (Interpret) Reference and apply primary or secondary sources used to describe the music’s expressive intent.

c - (Interpret) Research and apply primary and secondary sources to assist in clarifying the music’s expressive intent.

c - (Interpret) Cite research and apply a variety of sources to clarify the music’s expressive intent.

50



Anchor: Apply criteria to evaluate artistic work.

General Music

Pre - K K 1 2 3


a - (Evaluate) With guidance, share with others their personal and expressive preferences for the music.

a - (Evaluate) With guidance, apply personal and expressive preferences in the evaluation of the music.

a - (Evaluate) With support, apply personal and expressive preferences in the evaluation of the music.

a - (Evaluate) Apply personal and expressive preferences in the evaluation of the music.

a - (Evaluate) Evaluate music or a performance, applying teacher-provided and class- developed criteria.

b - (Evaluate) Explore the music’s relation to the purpose

b - (Evaluate) Identify the music’s relation to the purpose

b - (Evaluate) Describe the music’s appropriateness for the purpose

b - Explain the ways in which the music is or is not appropriate to the context.

c - (Evaluate) Discuss the effectiveness of the specific musical performance.

c - (Evaluate) Evaluate the effectiveness of the specific musical performance.

51




General Music

4 5 6 7 8


a - (Evaluate) Evaluate music or performances, applying teacher-provided and class-developed criteria.

a - (Evaluate) Evaluate music or contrasting performances, applying teacher-provided and student-developed criteria.

a - (Evaluate) Apply teacher-provided criteria to evaluate and justify a musical work/ performance for its intended purpose and in connection to stylistic influences, cultural and historical contexts.

a - (Evaluate) Apply class-developed criteria to evaluate and justify a musical work/ performance for its intended purpose and in connection to stylistic influences, cultural and historical contexts.

a - (Evaluate) Apply student-developed criteria to evaluate and justify a musical work/ performance for its intended purpose and in connection to stylistic influences, cultural and historical contexts.

b - (Evaluate) Explain the connections to and appropriateness of the music to the context.

b - (Evaluate) Explain the connections to and appropriateness of the music to the context and style, citing evidence from the elements of music.

52






MU:Re9-E.5. MU:Re9-E.8. MR:Re9-E.I. MU:Re9-E.II. MU:Re9-E.III.

a - (Evaluate) Identify and describe how experiences affect interest in and evaluation of music.

a - (Evaluate) Explain the influence of experiences that affect interest in and evaluation of music.

a - (Evaluate) Develop and apply criteria based on personal preference and analysis to evaluate music.

a - (Evaluate) Apply criteria based on personal preference, analysis, interpretation, artistic intent, and musical qualities to evaluate music.

a - (Evaluate) Develop and justify the evaluation of music based on personal and established criteria.

b - (Evaluate) Identify the influence of research and the context of the performance on the evaluation of music.

b - (Evaluate) Describe the influence of primary or secondary sources and the context of the performance on the evaluation of music.

b - (Evaluate) Describe and explain the influence of primary or secondary sources and the context of the performance on the evaluation of music.

b - (Evaluate) Cite and explain the influence of research and context of the performance on the evaluation of music.

b - (Evaluate) Justify and document the influence of the research and personal decision on the evaluation.

c - (Evaluate) Demonstrate and justify the influence of knowledge and understanding of the context of the performance on the evaluation of music.

53






MR:Re9-C.I. MU:Re9-C.II. MU:Re9-C.III.

a - (Evaluate) Evaluate the effectiveness of the technical characteristics and expressive qualities of selected music and/or performance(s) through the application of knowledge and understanding of fundamentals of music theory.

a - (Evaluate) Evaluate the effectiveness of the technical characteristics and expressive qualities of selected music and/or performance(s) through the application of knowledge and understanding of music theory and compositional techniques and procedures.

a - (Evaluate) Evaluate the effectiveness of the technical characteristics and expressive qualities of selected music and/or performance(s) through the application of knowledge and understanding of music theory and complex compositional techniques and procedures.

b - (Evaluate) Describe the way(s) in which critiquing others’ work and receiving feedback from others inspires growth in the personal creative process.



54






a - (Evaluate) Describe how experiences affect interest in and evaluation of the selected music.

a - (Evaluate) Explain the influence of experiences that affect interest in and evaluation of the selected music.

a - (Evaluate) Develop and apply criteria, based on personal preferences and analysis, to evaluate music.

a - (Evaluate) Apply criteria ––based on personal preference, analysis, interpretation, artistic intent, and musical qualities – to evaluate music.

a - (Evaluate) Develop and justify the evaluation of the program of music based on personal and established criteria that consider personal preference, analysis, interpretation, artistic intent, and musical qualities.

b - (Evaluate) Identify the influence of research and the context of the performance on the evaluation.

b - (Evaluate) Describe the influence of primary or secondary sources and the context of the performance on the evaluation.

b - (Evaluate) Describe and explain the influence of primary or secondary sources and the context of the performance on the evaluation.

b - (Evaluate) Cite and explain the influence of research and context of the performance on the evaluation.

b - (Evaluate) Justify and document the influence of the research and personal decision on the evaluation.

c - (Evaluate) Demonstrate and justify the influence of knowledge and understanding of the context of the performance on the evaluation.

55







a - (Evaluate) Develop and apply personal criteria based on analysis, interpretation, digital/electronic influences, and musical qualities in their evaluation of the music.

a - (Evaluate) Apply established criteria for evaluating music based on personal preference, analysis, interpretation, artistic intent, digital/electronic influences, and musical qualities.

a - (Evaluate) Develop and justify the evaluation of music based on established and personal criteria; digital/electronic, social, cultural, and historical influences; and/or other art forms.

b - (Evaluate) Describe and explain the influence of primary or secondary sources on their evaluation of the music.

b - (Evaluate) Cite and explain the influence of research on their evaluation of the music.

b - (Evaluate) Justify the influence of the research and personal decision on their evaluation of the music.

c - (Evaluate) Identify and demonstrate the influence of the context of the performance, venue or purpose on their evaluation of the music.

c - (Evaluate) Determine and demonstrate the influence of the context of the performance, venue, or purpose on their evaluation of the music.

c - (Evaluate) Demonstrate and justify the influence of personal knowledge and understanding of the context of the performance, venue, or purpose on their evaluation of the music.

56


Artistic Process: Connecting

Anchor: Synthesize and relate knowledge and personal experiences to make art.

General Music

Pre - K K 1 2 3

MU:Cn10-PreK. MU:Cn10-K. MU:Cn10-1. MU:Cn10-2. MU:Cn10-3.

a – (Imagine) With guidance, explore through performance* a variety of music that represents specific interests or purpose.

.a – (Imagine) Generate musical ideas (such as movements or motives) that represent specific interests or purpose

a – (Imagine) With support, improvise musical ideas (such as answering a musical question), that represent specific interests, concepts, or purpose.

a – (Imagine) Improvise patterns and ideas that represent specific interests, concepts, or purpose.

a - (Imagine) Improvise rhythmic and melodic phrases, and describe their relevance to personal experience, specific interests, or purpose.

b - (Present) With guidance, share with peers revised musical ideas that represent a specific interest or purpose.

b - (Present) With guidance, share final version of musical ideas with peers that represents a specific interest or purpose and demonstrates expressive qualities (such as dynamics and tempo).

b – (Present) With support, perform final version of musical ideas with peers or informal audience that represents a specific interest, concept, or purpose and demonstrates expressive qualities (such as dynamics and tempo) and technical accuracy.

b – (Present) Perform final version of their music for peers or informal audience that represents a specific interest, concept, or purpose in their musical ideas and demonstrates expressive qualities (such as dynamics and tempo) and technical accuracy.

b - (Plan & Make) Select and demonstrate improvised phrases and ideas for their music, and describe their relationship to personal experience.

c – (Present) Perform appropriately for the audience and purpose.


c – (Present) Perform appropriately to the audience and purpose.

c - (Select) Demonstrate and explain how the selection of music to perform is influenced by their personal interest and knowledge about its intended purpose.

57




General Music

4 5 6 7 8

MU:CN10-4. MU:Cn10-5. MU:Cn10-6. MU:Cn10-7. MU:Cn10-8.

a - (Imagine) Improvise rhythmic, melodic and harmonic phrases and explain their relevance to personal experience, specific interests or purpose.

a - (Imagine) Improvise musical ideas and explain their relevance to personal experience, specific interests or purpose.

a - (Imagine) Create musical ideas, choosing tonalities, meters and styles to create music for a specific purpose/function or mood.

a - (Imagine) Create melodies, rhythms, or harmonic accompaniments choosing contrasting tonalities, meters, and styles for a specific purpose or function or mood or interest.

a - (Imagine) Create melodies, rhythms, or harmonic accompaniments choosing contrasting tonalities, meters, and styles for a specific purpose, such as function, mood, interest or personal experience.

b - (Plan & Make) Demonstrate selected and developed musical ideas, and explain their relationship to personal experience and context.

b - (Plan & Make) Demonstrate selected and developed musical ideas and explain their relationship to personal experience, context, and expressive intent.

b - (Plan & Make) Explain the plan, including the decision process used in selecting idea, style, and expressive intent.

b - (Plan & Make) Explain the plan, including the decision process used in selecting ideas, style, cultural context, and expressive intent.

b - (Plan & Make) Explain the plan, including the decision process used in selecting and developing ideas, style, cultural context, and expressive intent.

c (Select) Demonstrate and explain how the selection of music to perform is influenced by their interest, knowledge, and performance abilities.

c (Select) Demonstrate and explain how the selection of music to perform is influenced by their interest, knowledge, own and others’ performance abilities, and context.

c - (Select) Apply teacher-provided criteria for selecting music in relationship to personal interest, expressive qualities, technical challenges, venue and/or context.

c - Apply collaboratively created criteria for selecting two pieces of music with contrasting style and/or context in relationship to personal interest, expressive qualities, technical challenges, and/or venue.

c - (Plan & Make) Apply collaboratively created criteria for selecting two pieces of music with contrasting style and/or context in relationship to personal interest, expressive qualities, technical challenges, and/or venue.

d - (Present) Present the final version of their composition or arrangement, using notation, the elements of music, craftsmanship and originality to demonstrate an effective beginning and ending and to convey a mood or idea.

d - (Present) Present the final version of their composition or arrangement, using notation, the elements of music, craftsmanship and originality to demonstrate unity and/or variety, and to communicate expressive intent.

d - (Present) Present the final version of their composition or arrangement, using notation, the elements of music, craftsmanship and originality to demonstrate unity and/or variety and tension and/or release, and to communicate expressive intent.

e - (Present) Demonstrate effective performance decorum (such as stage presence, attire and behavior) and audience etiquette appropriate for venue, and purpose.

e - (Present) Demonstrate effective performance decorum (such as stage presence, attire and behavior) and audience etiquette appropriate for venue, purpose, and context.

e - (Present) Demonstrate effective performance decorum (such as stage presence, attire and behavior) and audience etiquette appropriate for venue, purpose, context and style.

58





MU:Cn10-E.5. MU:Cn10-E.8. MU:Cn10-E.I. MU:Cn10-E.II. MU:Cn10.E.III.

a - (Imagine) Explore sounds and -- based on characteristics drawn from music studied in rehearsal – prepare or improvise an excerpt or melody for a specified purpose.

a - (Imagine) Explore sounds and -- using selected characteristics drawn from music studied in rehearsal – prepare or improvise a motive, excerpt, melody or section for a specified purpose or to express a personal interest or experience.

a - (Imagine) Explore sounds and – using characteristics drawn from music studied inside or outside rehearsal – prepare or improvise a rhythmic or melodic passage or arrangement expressing personal or ensemble interests or experiences.

a - (Imagine) Explore sounds and using characteristics found in music studied inside and outside rehearsal, prepare or improvise an arrangement or composition for a specified purpose or context, or to express personal or ensemble interests or experiences.

a - (Imagine) Explore sounds and prepare or improvise music to share personal or ensemble experiences.

b - (Evaluate and Refine) Manipulate elements of music in a draft of an excerpt or melody to revise and refine their clarity for a specified purpose.

b - (Evaluate and Refine) Manipulate elements of music and technical aspects in a draft to revise and refine the expression in a selected prepared or improvised motive, excerpt, melody or section for a specified purpose or personal experience or interest.

b - (Evaluate and Refine) Manipulate elements of music in a draft and revise and refine the expression in a selected prepared or improvised rhythmic or melodic passage or arrangement for personal or ensemble interests or experiences.

b - (Evaluate and Refine) Manipulate elements in a draft and revise and refine the expression in a selected prepared or improvised arrangement or composition for a specified purpose or context, or expressing personal or ensemble interests or experiences.

b - (Evaluate and Refine) Manipulate compositional devices in a selected draft to revise, refine and clarify the expression of personal or ensemble experiences.

c - (Interpret) Prepare an interpretation that explores and demonstrates specified theoretical aspects and expressive qualities and how they influence the prepared/improvised performance.

c - (Interpret) Prepare an interpretation that describes and demonstrates an awareness of structural aspects, the treatment of elements and compositional devices, and the social context of a work and how they influence the prepared/improvised performance.

c - (Interpret) Prepare an interpretation that demonstrates an awareness of the treatment of compositional devices, the theoretical and structural aspects, the setting/arrangement of the music, and the social and cultural context of a work and how they impact and influence prepared/improvised performance.

c - (Interpret) Research and prepare an interpretation demonstrating an understanding of the treatment and manipulation of compositional devices, theoretical and structural aspects, and the social, cultural and historical contexts of a work and how they impact and influence prepared/improvised performance.

c - (Interpret) Insightfully examine, document, critique/evaluate and prepare an interpretation demonstrating the compositional devices, theoretical and structural aspects, the social, cultural and historical contexts, and a personal knowledge and understanding of the intent and how they impact prepared/improvised performance.

59




Strand: Music Theory - Composition


MU:Cn10-C.I. MU:Cn10-C.II. MU:Cn10.C.III.

a - (Imagine) Identify and describe a personal experience, mood, visual image, or storyline that could be shared through music.

a - (Imagine) Imagine and describe multiple sonic events, memories, visual images, concepts, texts, or storylines that could be shared through music.

a - (Imagine) Imagine and describe an extended sonic experience or abstract idea that could be shared through music.

b - (Present) Share music through the use of notation, performance, or technology and demonstrate how the elements of music have been employed to realize the expressive intent of a selected personal experience, mood, visual image, or storyline.

b - (Present) Share music through the use of notation, solo or group performance, or technology and demonstrate and describe how the elements of music and compositional techniques have been employed to realize the expressive intent of selected sounds, personal experiences, moods, visual images, concepts, texts, or storyline.

b - (Present) Share music through the use of notation, solo or group performance, or technology and demonstrate, describe, and explain how the elements of music, compositional techniques, and processes have been employed to realize the expressive intent of selected sounds, personal experiences, moods, visual images, concepts, texts, storyline, or abstract idea(s).

c - (Select) Identify and select specific excerpts, passages, or sections consistent with personal compositional technique and describe how they generate personal creative inspiration and serve as a model for composition.

c - (Select) Identify and select specific passages, sections, or movements consistent with personal compositional technique and describe how they generate personal creative inspiration and serve as a model for composition.

c - (Select) Identify and select specific sections, movements, or entire works consistent with personal compositional technique and describe how they generate personal creative inspiration and serve as a model for composition.

d - (Analyze) Describe how the analysis inspires the creation of music and influences personal growth as a creator, performer, or listener.



60






MU:Cn10-H.5. MU:Cn10-H.8. MU:Cn10-H.I. MU:Cn10-H.II. MU:Cn10-H.III.

a - (Imagine) Explore musical ideas to create a phrase, melody, or single chord accompaniment for a specified purpose.

a - (Imagine) Explore musical ideas to create a phrase, melody, or two chord accompaniment for a specified purpose or to express personal interest or experience.

a - (Imagine) Explore musical ideas to create a composition, improvisation, or three chord accompaniment to express personal interest or experience.

a - (Imagine) Explore musical ideas to create a composition, improvisation, harmonization, or four or more chord accompaniment for a specified purpose or context, or to express personal interest and experience.

a - (Imagine) Explore musical ideas and create compositions, harmonizations, and chord accompaniments for a specified purpose or context, or to express personal interests and experiences.

b - (Evaluate & Refine) Manipulate the elements of music to improve and refine a draft.

b - (Evaluate & Refine) Manipulate the elements of music to improve and refine a draft based on a specified purpose or expression of a personal interest or experience.

b - (Evaluate & Refine) Manipulate and refine the elements of music in a draft and evaluate the technical aspects used to express a personal interest or experience.

b - (Evaluate & Refine) Manipulate and refine the elements of music in a draft to improve the expression of personal interest and experience or for the specified purpose or context.

b - (Evaluate & Refine) Manipulate compositional devices in drafts to revise, refine, and clarify the expression of personal interests or experiences or for a specified purpose or context.

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c - (Interpret) Prepare an interpretation that explores and demonstrates specified theoretical aspects and expressive qualities and describes how they influence the performance.

c - (Interpret) Prepare an interpretation that describes and demonstrates an awareness of structural aspects, the treatment of elements and compositional devices, and the social context and how they influence performance.

c - (Interpret) Prepare an interpretation that demonstrates an awareness of the treatment of compositional devices, the theoretical and structural aspects, the creator’s setting/arrangement of the music, and the social and cultural context and how they impact and influence performance.

c - (Interpret) Research and prepare an interpretation demonstrating an understanding of the treatment and manipulation of compositional devices, theoretical and structural aspects, and the social, cultural and historical contexts and how they impact and influence performance.

c - (Interpret) Insightfully examine, document, critique/evaluate, and prepare an interpretation demonstrating the compositional devices, theoretical and structural aspects, the social, cultural and historical contexts, and a personal knowledge and understanding of the creator’s intent and how they impact performance.

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MU:Cn10-T.I. MU:Cn10-T.II. MU:Cn10-T.III.

a - (Imagine) Explore sounds and compose or improvise an excerpt or melody for a specific purpose or intent using digital tools and resources.

a - (Imagine) Explore sounds and compose or improvise multiple musical ideas, excerpts, melodies or arrangements that exhibit originality, unity and variety for a specific purpose or to express intent, personal interests or experiences using digital tools and resources.

a - (Imagine) Explore sounds and compose or improvise an arrangement or composition for a specific purpose that emerges from an intent or personal interests that -contains multiple musical ideas - incorporates digital tools, resources, systems and environments- exhibits originality, unity, variety, complexity and coherence...

b- (Plan and Make) Select musical ideas, improvisations, excerpts, or melodies and use digital tools and resources to develop them into a larger work that reflects personal experiences, interests, or social influences.

b - (Plan and Make) Select multiple musical ideas, improvisations, excerpts, melodic and rhythmic passages or arrangements that exhibit unity and variety and use digital and analog tools and resources to develop them into a larger work that reflects a purpose and intent.

b - (Plan and Make) Select, develop, expand upon, and organize multiple musical ideas (improvisations, arrangements, and compositions) that exhibit structural elements (originality, unity, variety, complexity and coherence) and integrates digital and analog tools, resources, and systems. reflect purpose and intent.

c - (Present) Demonstrate, through prepared/improvised performance, attention to the style, genre, social context of the music in relation to the performer’s skill level.

c - (Present) Demonstrate through prepared/improvised performance an understanding and attention to the style, genre, social and cultural context of the music in relation to the performer’s skill level.

c - (Present) Demonstrate, through prepared/improvised performance, integrating digital and analog technologies (tools, resources, system, environments) an attention to and understanding of the style, genre, context (social, cultural and historic) of the music appropriate for the performer’s/ensemble’s skill level.

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Anchor: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

General Music

MU:Cn11-PK. MU:Cn11-K. MU:Cn11-1. MU:Cn11-2. MU:Cn11-3.

a – (Select) With guidance, demonstrate preference for musical selections through performance*.

a – (Select) With guidance demonstrate preference for musical selections for a specific purpose, through performance.

a – (Select) With support, state and demonstrate how personal interests and experiences influence their musical selection for a specific purpose.

b– (Select) Explain and demonstrate how personal interests and experiences influence musical selection for a specific purpose.

a - (Select) Demonstrate how the selected music connects to and is influenced by a specific interest, experience, and/or context.

b – (Select) With guidance, demonstrate through performance*and state preference for a musical selection.

b – (Select) With guidance, demonstrate through performance and discuss personal interest in a musical selection.

b – (Select) With support, demonstrate through performance and discuss personal interest in, knowledge about, and purpose of the musical selection.

b – (Select) Demonstrate through performance and explain personal interest in, knowledge about, and purpose of the musical selection.

b - (Present) Demonstrate performance decorum and audience etiquette appropriate for the context and venue.




c - (Evaluate) Explain the ways in which the music is or is not appropriate to the context.

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General Music

4 5 6 7 8

MU:Cn11-4. MU:Cn11-5. MU:Cn11-6. MU:Cn11-7. MU:Cn11-8.

a - (Select) Demonstrate and explain how the selected music connects to and is influenced by specific interests, experiences, and context.

a - (Select) Demonstrate and explain, citing evidence of how the selected music connects to and is influenced by specific interests, experiences, and context.

a - (Interpret) Demonstrate through performance how the music’s intent is conveyed within a selected piece of music by their interpretation of the elements of music and other expressive qualities (such as dynamics, tempo, articulation/style, phrasing).

a - (Interpret) Demonstrate through performance how the music’s intent is conveyed within contrasting pieces of music by their interpretation of the elements of music and other expressive qualities (such as dynamics, tempo, articulation/style, phrasing).

a - (Interpret) Demonstrate through performance how the music’s intent is conveyed within multiple contrasting pieces of music by their interpretation of the elements of music and other expressive qualities (such as dynamics, tempo, articulation/style, phrasing).

b -(Present) Demonstrate effective performance decorum and audience etiquette appropriate for the context, venue, and genre.

b -(Present) Demonstrate effective performance decorum and audience etiquette appropriate for the context, venue, genre and style.

b -(Analyze) Describe how the manipulation of the elements of music and expressive qualities relate to the structure of the piece.

b - (Analyze) Classify and explain how the manipulation of the elements of music and expressive qualities relate to the structure of the piece.

b - (Analyze) Compare how the manipulation of the elements of music and expressive qualities relate to the structure within contrasting styles of music.

c - (Evaluate) Explain the connections to and appropriateness of the music to the context.

c - (Evaluate) Explain the connections to and appropriateness of the music to the context and style, citing evidence from the elements of music.

c - (Interpret) Cite evidence of how they or other composers/ performers use elements of music and expressive qualities to convey expressive intent.

c - (Interpret) Cite evidence of how they or other composers/ performers use elements of music, expressive qualities, personal experience, and stylistic influence to convey expressive intent.

c - (Interpret) Cite evidence of how they or other composers/ performers use elements of music and expressive qualities, personal experience, stylistic influence, cultural and historical context to convey expressive intent.

d - (Evaluate) Apply teacher-provided criteria to evaluate and justify a musical work/ performance for its intended purpose and in connection to stylistic influences, cultural and historical contexts.

d - (Evaluate) Apply class-developed criteria to evaluate and justify a musical work/ performance for its intended purpose and in connection to stylistic influences, cultural and historical contexts.

d - (Evaluate) Apply student-developed criteria to evaluate and justify a musical work/ performance for its intended purpose and in connection to stylistic influences, cultural and historical contexts.

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MU:Cn11-E.5. MU:Cn11-E.8. MU:Cn11-E.I. MU:Cn11-E.II. MU:En11-E.III.

a - (Interpret) Identify how knowledge of the music and the social or cultural aspects contribute to and influence the response to the music.

a - (Interpret) Prepare an interpretation that describes and demonstrates an awareness of structural aspects, the treatment of elements and compositional devices, and the social context of a work and how they influence the prepared/improvised performance.

a - (Interpret) Prepare an interpretation that demonstrates an awareness of the treatment of compositional devices, the theoretical and structural aspects, the setting/arrangement of the music, and the social and cultural context of a work and how they impact and influence prepared/improvised performance.

a - (Interpret) Research and prepare an interpretation demonstrating an understanding of the treatment and manipulation of compositional devices, theoretical and structural aspects, and the social, cultural and historical contexts of a work and how they impact and influence prepared/improvised performance.

a - (Interpret) Insightfully examine, document, critique/evaluate and prepare an interpretation demonstrating the compositional devices, theoretical and structural aspects, the social, cultural and historical contexts, and a personal knowledge and understanding of the intent and how they impact prepared/improvised performance..

b - (Interpret) Describe how the personal, social or cultural context influence the interpretation and give meaning to the music.

b - (Analyze) Describe how knowledge of the music and the social, cultural, or historical context of the music contribute to and influence the response to the music.

b - (Analyze) Explain how knowledge of the structure and social, cultural, or historical context of the music influence the response to the music.

b - (Analyze) Explain how the analysis of the structure and context of the music; structural, social, cultural and historical characteristics influence the response to the music.

b - (Analyze) Demonstrate and justify how an analysis of the structural characteristics function within the form, and distinguish how social, cultural, historical context and creative decisions influence the response to the music.

c - (Interpret) Describe how the personal, social or cultural context influence the interpretation and give meaning to the music.

c - (Interpret) Explain how the personal, social, cultural or historical contexts influence the interpretation and give meaning to the music.

c - (Interpret) Connect personal, social, cultural, historical contexts or other art forms to the expressive intent of the music..

c - (Interpret) Connect varied sources to establishing and justifying expressive intent of the music.

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MU:Cn11-C.I. MU:Cn11-C.II. MU:Cn11-C.III.

a - (Present) Describe the given context and performance medium for the work, and how this impacts the final work.

a - (Present) Describe the selected context and performance medium for the work, and explain why this successfully impacts the final work.

a - (Present) Describe a variety of possible contexts and mediums for presenting the work, and explain and evaluate how successfully each could impact the final work.

b - (Present) Describe how the performance context was appropriate to continuing the evaluation and refinement of personal expression through music, and briefly describe how it relates to the audience response.

b - (Present) Describe how the performance context was appropriate to continuing the evaluation and refinement of personal expression through music, and explain how the composition is appropriate for both audience and context.

b - (Present) Describe how the performance context was appropriate to continuing the evaluation and refinement of personal expression through music, and explain how the composition is appropriate for both audience and context.

c - (Analyze) In response to listening to a musical work, analyze its elements and formal structure, relate them to its style, mood, and context, and explain how the analysis enhances the response to the music.

c - (Analyze) In response to listening to and/or reading the score of a musical work, analyze its elements, compositional techniques and procedures, and formal structure, relate them to its style, mood, and context, and explain how the analysis enhances the response to the music.

c - (Analyze) In response to listening to and/or reading the score of a musical work, analyze its elements, compositional techniques and procedures, and formal structure, relate them to its aesthetic effectiveness, style, mood, and context, and explain how the analysis enhances the response to the music.

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MU:Cn11-H.5. MU:Cn11-H.8. MU:Cn11-H.I. MU:Cn11-H.II. MU:Cn11-H.III.

a - (Analyze) Identify how knowledge of the social or cultural contexts contributes to and influences the response to the music.

a - (Interpret) Present an interpretation that describes and demonstrates an awareness of structural aspects, the treatment of elements and compositional devices, and the social context and how they influence performance.

a - (Interpret) Present an interpretation that demonstrates an awareness of the treatment of compositional devices, the theoretical and structural aspects, the creator’s setting/arrangement of the music, and the social and cultural context and how they impact and influence performance.

a - (Interpret) Research, prepare, and present an interpretation demonstrating an understanding of the treatment and manipulation of compositional devices, theoretical and structural aspects, and the social, cultural and historical contexts and how they impact and influence performance.

a - (Interpret) Examine, document, critique, and prepare an interpretation demonstrating the compositional devices, theoretical and structural aspects; the contexts (social, cultural, historical); and a personal knowledge and understanding of the creator’s intent; and how they impact performance.

b - (Interpret) Describe how the personal, social or cultural contexts influence the interpretation and give meaning to the music.

b - (Analyze) Describe how knowledge of the social, cultural, or historical contexts contributes to and influences the response to the music.

b - (Analyze) Explain how knowledge of the structure and social, cultural, or historical context of the music influences the response to the music.

b - (Analyze) Explain how the analysis of the structure and knowledge of the social, cultural, and historical context of the music influence the response to the music.

b - (Analyze) Demonstrate and justify how an analysis of the structural characteristics function within the form, and distinguish how social, cultural, and historical context, technological and creative decisions influence musical interest.

c - (Interpret) Describe how the personal, social, and cultural contexts influence the interpretation and give meaning to the music.

c - (Interpret) Explain how the personal, social, cultural or historical contexts influence the interpretations and give meaning to the music.

c - (Interpret) Connect how the personal, social, cultural, and historical contexts influence the interpretation and give meaning to the music.

c - (Interpret) Connect varied sources to establishing and justifying expressive intent in the music.

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MU:Cn11-T.I. MU:Cn11-T.II. MU:Cn11-T.III.

a - Interpret) Present an interpretation that describes and demonstrates an awareness of structural aspects, the treatment of elements, compositional devices, the impact of digital media/tools, and the social context of a work and how they influence the prepared/improvised performance.

a - (Interpret) Present an interpretation that describes and demonstrates an awareness of the treatment of compositional devices, the theoretical and structural aspects, the setting/arrangement of the music, the impact of digital media/tools, and the social and cultural context of a work and how they influence the prepared/improvised performance.

a - (Interpret) Insightfully examine, document, critique/evaluate and present an interpretation demonstrating the theoretical and structural aspects; treatment of the elements; compositional devices, the impact of digital media and ; tool; the social, cultural and historical contexts; and a personal knowledge and understanding of the intent and how they impact prepared/improvised performance.

b - (Analyze) Explain how knowledge of the structure; repetition, similarities, contrasts, technical aspects, and social, cultural, or historical context of the music influence the response.

b - (Analyze) Explain how the analysis of the structure and context of the music; technological aspects, structural, social, cultural and historical characteristics influence the response.

b - (Analyze) Demonstrate and justify how an analysis of the structural characteristics function within the form, and distinguish how social, cultural, and historical context, technological and creative decisions influence musical interest.

c - (Interpret) Explain the digital/electronic, personal, social, cultural, or historical influences on the music’s expressive intent.

c - (Interpret) Connect the influence of digital/electronic, personal, social, cultural, and historical aspects or other art forms to the music’s expressive intent.

c - (Interpret) Connect varied sources—such as digital/electronic, personal, social, cultural, historical, or other art forms—to establish and justify the music’s expressive intent.

Documents

Discipline: Music 1/30/14 DRAFT STANDARDS Artistic ......2014/01/30 · melody, or single chord accompaniment for a specified purpose. a - (Imagine) Explore musical ideas to create