2014 Music Standards (PK-8 General Music)

CREATING
Imagine
Generate musical ideas for various purposes and contexts.
Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of
Essential Question: How do musicians generate creative ideas?
sources.
Pre K K 1 2 3 4 5 6 7 8
MU:Cr1.1.PKa MU:Cr1.1.Ka With MU:Cr1.1.1a With MU:Cr1.1.2a MU:Cr1.1.3a MU:Cr1.1.4a MU:Cr1.1.5a MU:Cr1.1.6a MU:Cr1.1.7a MU:Cr1.1.8a
With substantial guidance, explore limited guidance, Improvise Improvise rhythmic Improvise rhythmic, Improvise rhythmic, Generate simple Generate rhythmic, Generate rhythmic,
guidance, explore and experience create musical rhythmic and and melodic ideas, melodic, and melodic, and rhythmic, melodic, melodic, and melodic and
and experience a music concepts ideas (such as melodic patterns and describe harmonic ideas, harmonic ideas, and harmonic harmonic phrases harmonic phrases
variety of music. (such as beat and answering a and musical ideas connection to and explain and explain phrases within AB and variations over and harmonic
melodic contour). musical question) for a specific specific purpose connection to connection to and ABA forms harmonic accompaniments
for a specific purpose. and context (such specific purpose specific purpose that convey accompaniments within expanded
purpose. as personal and and context (such and context (such expressive intent. within AB, ABA, or forms (including
social). as social and as social, cultural, theme and introductions,
cultural). and historical). variation forms transitions, and
Common Anchor #1

that convey codas) that convey

expressive intent. expressive intent.

MU:Cr1.1.Kb With MU:Cr1.1b With MU:Cr1.1.2b MU:Cr1.1.3b MU:Cr1.1.4b MU:Cr1.1.5b .

guidance, limited guidance, Generate musical Generate musical Generate musical Generate musical
generate musical generate musical patterns and ideas ideas (such as ideas (such as ideas (such as
ideas (such as ideas in multiple within the context rhythms and rhythms, rhythms,
movements or tonalities (such as of a given tonality melodies) within a melodies, and melodies, and
motives). major and minor) (such as major and given tonality simple accompaniment
and meters (such minor) and meter and/or meter. accompaniment patterns) within
as duple and triple). (such as duple and patterns) within specific related
triple). related tonalities tonalities, meters,
(such as major and and simple chord
minor) and changes.
meters.

Plan and Make

Select and develop musical ideas for defined purposes and contexts

Page 1 of 16
 2014 Music Standards (PK-8 General Music)
Enduring Understanding: Musicians’ creative choices are influenced by their expertise, context, and expressive intent. Essential Question: How do musicians make creative decisions?
Pre K K 1 2 3 4 5 6 7 8
MU:Cr2.1.PKa - MU:Cr2.1.Ka With MU:Cr2.1.1a With MU:Cr2.1.2a MU:Cr2.1.3a MU:Cr2.1.4a MU:Cr2.1.5a MU:Cr2.1.6a MU:Cr2.1.7a MU:Cr2.1.8a
With substantial guidance, limited guidance, Demonstrate and Demonstrate Demonstrate Demonstrate Select, organize, Select, organize, Select, organize,
guidance, explore demonstrate and demonstrate and explain personal selected musical selected and selected and construct, and develop and and document
favorite musical choose favorite discuss personal reasons for ideas for a simple organized musical developed musical document personal document personal personal musical
ideas (such as musical ideas. reasons for selecting patterns improvisation or ideas for an ideas for musical ideas for musical ideas for ideas for
movements, selecting musical and ideas for music composition to improvisation, improvisations, arrangements and arrangements, arrangements,
vocalizations, or ideas that that represent express intent, and arrangement, or arrangements, or compositions songs, and songs, and
instrumental represent expressive intent. describe composition to compositions to within AB or ABA compositions compositions
accompaniments). expressive intent. connection to a express intent, and express intent, and form that within AB, ABA, or within expanded
specific purpose explain connection explain connection demonstrate an theme and forms that
and context. to purpose and to purpose and effective beginning, variation forms demonstrate
context. context. middle, and ending, that demonstrate tension and
and convey unity and variety release, unity and
expressive intent. and convey variety, balance,
expressive intent. and convey
expressive intent.
Common Anchor #2

MU:Cr2.1.PKb – MU:Cr2.1.Ka With MU:Cr2.1.1b With MU:Cr2.1.2b MU:Cr2.1.3b Use MU:Cr2.1.4b Use MU:Cr2.1.5b Use MU:Cr2.1.6b Use MU:Cr2.1.7b Use MU:Cr2.1.8b Use
With substantial guidance, organize limited guidance, Use iconic or standard and/or standard and/or standard and/or standard and/or standard and/or standard and/or
guidance, select personal musical use iconic or standard notation iconic notation iconic notation iconic notation iconic notation iconic notation iconic notation
and keep track of ideas using iconic standard notation and/or recording and/or recording and/or recording and/or recording and/or audio/ video and/or audio/ video and/or audio/ video
the order for notation and/or and/or recording technology to technology to technology to technology to recording to recording to recording to
performing original recording technology to combine, document personal document personal document personal document personal document personal document personal
musical ideas, technology. document and sequence, and rhythmic and rhythmic, melodic, rhythmic, melodic, simple rhythmic simple rhythmic rhythmic phrases,
using iconic organize personal document personal melodic musical and simple and two-chord phrases, melodic phrases, melodic melodic phrases,
notation and/or musical ideas. musical ideas. ideas. harmonic musical harmonic musical phrases, and two- phrases, and and harmonic
recording ideas. ideas. chord harmonic harmonic sequences.
technology. musical ideas. sequences.

Page 2 of 16
 2014 Music Standards (PK-8 General Music)
Evaluate and Refine
Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria.
Enduring Understanding: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the
Essential Question: How do musicians improve the quality of their creative work?
application of appropriate criteria.
Pre K K 1 2 3 4 5 6 7 8
MU:Cr3.1.PKa MU:Cr3.1.Ka - MU:Cr3.1.1a With MU:Cr3.1.2a MU:Cr3.1.3a MU:Cr3.1.4a MU:Cr3.1.5a MU:Cr3.1.6a MU:Cr3.1.7a MU:Cr3.1.8a
With substantial With guidance, limited guidance, Interpret and apply Evaluate, refine, Evaluate, refine, Evaluate, refine, Evaluate their own Evaluate their own Evaluate their own
guidance, consider apply personal, discuss and apply personal, peer, and and document and document and document work, applying work, applying work by selecting
personal, peer, and peer, and teacher personal, peer, and teacher feedback to revisions to revisions to revisions to teacher-provided selected criteria and applying
teacher feedback feedback in teacher feedback to revise personal personal musical personal music, personal music, criteria such as such as appropriate criteria including
when refining personal refine personal music. ideas, applying applying teacher- applying teacher- application of application of appropriate
demonstrating musical ideas. musical ideas. teacher-provided provided and provided and selected elements elements of music application of
and refining and collaboratively- collaboratively- of music, and use including style, compositional
personal musical collaboratively- developed criteria developed criteria of sound sources. form, and use of techniques, style,
ideas. developed criteria and feedback to and feedback, and sound sources. form, and use of
and feedback. show improvement explain rationale for sound sources.
over time. changes.
MU:Cr3.1.6b MU:Cr3.1.7b MU:Cr3.1.8b
Describe the Describe the Describe the
. rationale for making rationale for making rationale for
Common Anchor #3

revisions to the revisions to the refining works by

music based on music based on explaining the
evaluation criteria evaluation criteria choices, based on
and feedback from and feedback from evaluation criteria.
their teacher. others (teacher and
peers).

Page 3 of 16
2014 Music Standards (PK-8 General Music)
Present
Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
Enduring Understanding: Musicians’ presentation of creative work is the culmination of a process of creation and
Essential Question: When is creative work ready to share?
communication
Pre K K 1 2 3 4 5 6 7 8
MU:Cr3.2.PKa MU:Cr3.2.Ka With MU:Cr3.2.1a With MU:Cr3.2.2a MU:Cr3.2.3a MU:Cr3.2.4a MU:Cr3.2.5a MU:Cr3.2.6a MU:Cr3.2.7a MU:Cr3.2.8a
With substantial guidance, limited guidance, Convey Present the final Present the final Present the final Present the final Present the final Present the final
guidance, share demonstrate a convey expressive expressive intent version of personal version of personal version of personal version of their version of their version of their
revised personal final version of intent for a specific for a specific created music to created music to created music to documented documented documented
musical ideas with personal musical purpose by purpose by others, and others, and explain others that personal personal personal
peers. ideas to peers. presenting a final presenting a final describe connection to demonstrates composition or composition, composition,
version of personal version of personal connection to expressive intent. craftsmanship, arrangement, song, or song, or
musical ideas to musical ideas to expressive intent. and explain using arrangement, arrangement,
peers or informal peers or informal connection to craftsmanship and using using
audience. audience. expressive intent. originality to craftsmanship and craftsmanship and
demonstrate an originality to originality to
effective beginning, demonstrate unity demonstrate the
middle, and ending, and variety, and application of
and convey convey expressive compositional
expressive intent. intent. techniques for
creating unity and
variety, tension
and release, and
balance to convey
expressive intent.

Page 4 of 16
 2014 Music Standards (PK-8 General Music)

PERFORMING
Select
Select varied musical works to present based on interest, knowledge, technical skill, and context.

Enduring Understanding: Performers’ interest in and knowledge of musical works, understanding of their own technical skill,
Essential Question: How do performers select repertoire?
and the context for a performance influence the selection of repertoire.
Pre K K 1 2 3 4 5 6 7 8
MU:Pr4.1.PKa MU:Pr4.1.Ka With MU:Pr4.1.1a With MU:Pr4.1.2a MU:Pr4.1.3a MU:Pr4.1.4a MU:Pr4.1.5a MU:Pr4.1.6a Apply MU:Pr4.1.7a Apply MU:Pr4.1.8a Apply
With substantial guidance, limited guidance, Demonstrate and Demonstrate and Demonstrate and Demonstrate and teacher-provided collaboratively- personally-
guidance, demonstrate and demonstrate and explain personal explain how the explain how the explain how the criteria for developed criteria developed criteria
demonstrate and state personal discuss personal interest in, selection of music selection of music selection of music selecting music to for selecting music for selecting music
state preference for interest in varied interest in, knowledge about, to perform is to perform is to perform is perform for a of contrasting of contrasting
varied musical musical selections. knowledge about, and purpose of influenced by influenced by influenced by specific purpose styles for a styles for a
selections. and purpose of varied musical personal interest, personal interest, personal interest, and/or context, program with a program with a
varied musical selections. knowledge, knowledge, knowledge, and and explain why specific purpose specific purpose
selections. purpose, and context, and context, as well as each was chosen. and/or context and/or context,
context. technical skill. their personal and and, after and explain
Common Anchor #4

others’ technical discussion, identify expressive

skill. expressive qualities,
qualities, technical
technical challenges, and
challenges, and reasons for
reasons for choices.
choices.

Page 5 of 16
2014 Music Standards (PK-8 General Music)
Analyze
Analyze the structure and context of varied musical works and their implications for performance.
Enduring Understanding: Analyzing creators’ context and how they manipulate elements of music provides insight into their Essential Question: How does understanding the structure and context of musical works
intent and informs performance. inform performance?
Pre K K 1 2 3 4 5 6 7 8
MU:Pr4.2.PKa MU:Pr4.2.Ka With MU:Pr4.2.1a With MU:Pr4.2.2a MU:Pr4.2.3a MU:Pr4.2.4a MU:Pr4.2.5a MU:Pr4.2.6a MU:Pr4.2.7a MU:Pr4.2.8a
With substantial guidance, explore limited guidance, Demonstrate Demonstrate Demonstrate Demonstrate Explain how Explain and Compare the
guidance, explore and demonstrate demonstrate knowledge of music understanding of understanding of understanding of understanding the demonstrate the structure of
and demonstrate awareness of knowledge of music concepts (such as the structure in the structure and the structure and structure and the structure of contrasting pieces
awareness of music contrasts concepts (such as tonality and music selected for the elements of the elements of elements of music contrasting pieces of music selected
musical contrasts. (such as high/low, beat and melodic meter) in music performance. music (such as music (such as are used in music of music selected for performance,
loud/soft, contour) in music from a variety of rhythm, pitch, and rhythm, pitch, selected for for performance explaining how the
same/different) in a from a variety of cultures selected form) in music form, and performance. and how elements elements of music
variety of music cultures selected for performance. selected for harmony) in music of music are used. are used in each.
selected for for performance. performance. selected for
performance. performance.

MU:Pr4.2.1b When MU:Pr4.2.2b When MU:Pr4.2.3b When MU:Pr4.2.4b When MU:Pr4.2.5b When MU:Pr4.2.6b When MU:Pr4.2.7b MU:Pr4.2.8b When
analyzing selected analyzing selected analyzing selected analyzing selected analyzing selected analyzing selected When analyzing analyzing selected
music, read and music, read and music, read and music, read and music, read and music, read and selected music, music, sight-read
perform rhythmic perform rhythmic perform rhythmic perform using perform using identify by name or read and identify by in treble or bass
patterns using and melodic patterns and iconic and/or standard notation. function standard name or function clef simple
iconic or standard patterns using melodic phrases standard notation. symbols for standard symbols rhythmic, melodic,
notation. iconic or standard using iconic and rhythm, pitch, for rhythm, pitch, and/or harmonic
notation. standard notation. articulation, and articulation, notation.
dynamics. dynamics, tempo,
and form.

MU:Pr4.2.3c MU:Pr4.2.4c MU:Pr4.2.5c MU: Pr4.2.6c MU:Pr4.2.7c MU:Pr4.2.8c

Describe how Explain how Explain how Identify how Identify how Identity how
context (such as context (such as context (such as cultural and cultural and cultural and
personal and social and social, cultural, historical context historical context historical context
social) can inform cultural) informs a and historical) inform inform inform
a performance. performance. informs performances. performances and performances and
performances. result in different result in different
music musical effects.
interpretations.

Page 6 of 16
2014 Music Standards (PK-8 General Music)
Interpret
Develop personal interpretations that consider creators’ intent.

Enduring Understanding: Performers make interpretive decisions based on their understanding of context and expressive intent. Essential Question: How do performers interpret musical works?
Pre K K 1 2 3 4 5 6 7 8
MU:Pr4.3.PKa MU:Pr4.3.Ka With MU:Pr4.3.1a MU:Pr4.3.2a MU:Pr4.3.3a MU:Pr4.3.4a MU:Pr4.3.5a MU:Pr4.3.6a MU:Pr4.3.7a MU:Pr4.3.8a
With substantial guidance, Demonstrate and Demonstrate Demonstrate and Demonstrate and Demonstrate and Perform a selected Perform Perform
guidance, explore demonstrate describe music’s understanding of describe how explain how intent explain how intent piece of music contrasting pieces contrasting pieces
music’s expressive awareness of expressive expressive intent is conveyed is conveyed is conveyed demonstrating how of music of music,
qualities (such as expressive qualities (such as qualities (such as through through interpretive through interpretive their demonstrating their demonstrating as
voice quality, qualities (such as dynamics and dynamics and expressive decisions and decisions and interpretations of interpretations of well as explaining
dynamics, and voice quality, tempo). tempo) and how qualities (such as expressive expressive the elements of the elements of how the music’s
tempo). dynamics, and creators use them dynamics and qualities (such as qualities (such as music and the music and intent is conveyed
tempo) that to convey tempo). dynamics, tempo, dynamics, tempo, expressive expressive by their
support the expressive intent. and timbre). timbre, and qualities (such as qualities (such as interpretations of
creators’ articulation/style). dynamics, tempo, dynamics, tempo, the elements of
expressive intent. timbre, timbre, music and
articulation/style, articulation/style, expressive
and phrasing) and phrasing) qualities (such as
convey intent. convey intent. dynamics, tempo,
timbre,
articulation/style,
and phrasing).

Page 7 of 16
 2014 Music Standards (PK-8 General Music)
Rehearse, Evaluate and Refine
Evaluate and refine personal and ensemble performances, individually or in collaboration with others.
Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time Essential Question: How do musicians improve the quality of their performance?
through openness to new ideas, persistence, and the application of appropriate criteria.
Pre K K 1 2 3 4 5 6 7 8
MU:Pr5.1.PKa MU:Pr5.1.Ka With MU:Pr5.1.1a With MU:Pr5.1.2a - MU:Pr5.1.3a - MU:Pr5.1.4a Apply MU:Pr5.1.5a Apply MU:Pr5.1.6a MU:Pr5.1.7a MU:Pr5.1.8a
With substantial guidance, apply limited guidance, Apply established Apply teacher- teacher-provided teacher-provided Identify and apply Identify and apply Identify and apply
guidance, practice personal, teacher, apply personal, criteria to judge provided and and and established teacher-provided collaboratively- personally-
and demonstrate and peer feedback teacher, and peer the accuracy, collaboratively- collaboratively- criteria and criteria (such as developed criteria developed criteria
what they like to refine feedback to refine expressiveness, developed criteria developed criteria feedback to correct (such as (such as
about their own performances. performances. and effectiveness and feedback to and feedback to evaluate the interpretation of demonstrating demonstrating
performances. of performances. evaluate accuracy evaluate accuracy accuracy and notation, technical correct correct
of ensemble and expressiveness expressiveness of accuracy, interpretation of interpretation of
performances. of ensemble and ensemble and originality, and notation, technical notation, technical
personal personal interest) to skill of performer, skill of performer,
performances. performances. rehearse, refine, originality, originality,
and determine emotional impact, emotional impact,
when a piece is and interest) to variety, and
ready to perform. rehearse, refine, interest) to
Common Anchor #5

and determine rehearse, refine,

when the music is and determine
ready to perform. when the music is
ready to perform.
MU:Pr5.1.PKb MU:Pr5.1.Kb With MU:Pr5.1.1b With MU:Pr5.1.2b – MU:Pr5.1.3b MU:Pr5.1.4b MU:Pr5.1.5b
With substantial guidance, use limited guidance, Rehearse, identify Rehearse to refine Rehearse to refine Rehearse to refine
guidance, apply suggested use suggested and apply technical technical technical
personal, peer, and strategies in strategies in strategies to accuracy, accuracy and accuracy and
teacher feedback to rehearsal to rehearsal to address expressive expressive expressive
refine improve the address interpretive interpretive, qualities, and qualities, and qualities to
performances. expressive challenges of performance, and identified address address
qualities of music. music. technical performance performance challenges, and
challenges of challenges. challenges. show improvement
music. over time.

Page 8 of 16
 2014 Music Standards (PK-8 General Music)

Present
Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context.
Essential Question: When is a performance judged ready to present?
Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures.
How do context and the manner in which musical work is presented
The context and how a work is presented influence the audience response.
influence audience response?
Pre K K 1 2 3 4 5 6 7 8
MU:Pr6.1.PKa With MU:Pr6.1.Ka MU:Pr6.1.1a With MU:Pr6.1.2a MU:Pr6.1.3a MU:Pr6.1.4a MU:Pr6.1.5a MU:Pr6.1.6a MU:Pr6.1.7a MU:Pr6.1.8a
substantial With guidance, limited guidance, Perform music for Perform music Perform music, Perform music, Perform the music Perform the music Perform the music
guidance, perform perform music perform music for a specific purpose with expression alone or with others, alone or with with technical with technical with technical
music with with expression. a specific purpose with expression and technical with expression others, with accuracy to convey accuracy and accuracy, stylistic
expression. with expression. and technical accuracy. and technical expression, the creator’s intent. stylistic expression, and
accuracy. accuracy, and technical expression to culturally
appropriate accuracy, and convey the authentic
interpretation. appropriate creator’s intent. practices in music
interpretation. to convey the
creator’s intent.
Common Anchor #6

MU:Pr6.1.Kb MU:Pr6.1.1b MU:Pr6.1.2b MU:Pr6.1.3b MU:Pr6.1.4b MU:Pr6.1.5b MU:Pr6.1.6b MU:Pr6.1.7b MU:Pr6.1.8b

Perform Perform Perform Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate
appropriately for appropriately for appropriately for performance performance performance performance performance performance
the audience. the audience and the audience and decorum and decorum and decorum and decorum (such as decorum (such as decorum (such as
purpose. purpose. audience audience etiquette audience stage presence, stage presence, stage presence,
etiquette appropriate for the etiquette attire, and behavior) attire, and attire, and
appropriate for the context, venue, appropriate for the and audience behavior) and behavior) and
context and and genre. context, venue, etiquette audience audience
venue. genre, and style. appropriate for etiquette etiquette
venue and appropriate for appropriate for
purpose. venue, purpose, venue, purpose,
and context. context, and style.

Page 9 of 16
 2014 Music Standards (PK-8 General Music)

RESPONDING
Select
Choose music appropriate for a specific purpose or context.

Enduring Understanding: Individuals' selection of musical works is influenced by their interests, experiences, understandings,
Essential Question: How do individuals choose music to experience?
and purposes.
Pre K K 1 2 3 4 5 6 7 8
MU:Re7.1.PKa With MU:Re7.1.Ka MU:Re7.1.1a With MU:Re7.1.2a MU:Re7.1.3a MU:Re7.1.4a MU:Re7.1.5a MU:Re7.1.6a MU:Re7.1.7a MU:Re7.1.8a
substantial With guidance, limited guidance, Explain and Demonstrate and Demonstrate and Demonstrate and Select or choose Select or choose Select programs
guidance, state list personal identify and demonstrate how describe how explain how explain, citing music to listen to contrasting music of music (such as a
personal interests interests and demonstrate how personal interests selected music selected music evidence, how and explain the to listen to and CD mix or live
and demonstrate experiences and personal interests and experiences connects to and is connects to and is selected music connections to compare the performances) and
why they prefer demonstrate why and experiences influence musical influenced by influenced by connects to and is specific interests or connections to demonstrate the
some music they prefer some influence musical selection for specific interests, specific interests, influenced by experiences for a specific interests or connections to an
selections over music selections selection for specific purposes. experiences, or experiences, specific interests, specific purpose. experiences for a interest or
others. over others. specific purposes. purposes. purposes, or experiences, specific purpose. experience for a
contexts. purposes, or specific purpose.
Common Anchor #7

contexts.

Page 10 of 16
2014 Music Standards (PK-8 General Music)
Analyze
Analyze how the structure and context of varied musical works inform the response.
Enduring Understanding: Response to music is informed by analyzing context (social, cultural, and historical) and how Essential Question: How does understanding the structure and context of music inform a
creators and performers manipulate the elements of music. response?
Pre K K 1 2 3 4 5 6 7 8
MU:Re7.2.PKa With MU:Re7.2.Ka MU:Re7.2.1a With MU:Re7.2.2a MU:Re7.2.3a MU:Re7.2.4a MU:Re7.2.5a MU:Re7.2.6a MU:Re7.2.7a MU:Re7.2.8a
substantial With guidance, limited guidance, Describe how Demonstrate and Demonstrate and Demonstrate and Describe how the Classify and Compare how the
guidance, explore demonstrate demonstrate and specific music describe how a explain how explain, citing elements of music explain how the elements of
musical contrasts in how a specific identify how concepts are used response to music responses to music evidence, how and expressive elements of music and
music. music concept specific music to support a can be informed by are informed by the responses to music qualities relate to music and expressive
(such as beat or concepts (such as specific purpose in the structure, the structure, the use are informed by the the structure of the expressive qualities relate to
melodic beat or pitch) are music. use of the of the elements of structure, the use pieces. qualities relate to the structure
direction) is used in various elements of music, and of the elements of the structure of within programs of
used in music. styles of music for music, and context (such as music, and context contrasting pieces. music.
a purpose. context (such as social and (such as social,
personal and cultural). cultural, and
social). historical).

MU:Re7.2.6b MU:Re7.2.7b MU:Re7.2.8b

Identify the context Identify and Identify and
of music from a compare the compare the
variety of genres, context of music context of
cultures, and from a variety of programs of music
historical periods. genres, cultures, from a variety of
and historical genres, cultures,
periods. and historical
periods.

Page 11 of 16
 2014 Music Standards (PK-8 General Music)
Interpret
Support interpretations of musical works that reflect creators’/performers’ expressive intent.
Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their Essential Question: How do we discern the musical creators’ and performers’ expressive
expressive intent. intent?
Pre K K 1 2 3 4 5 6 7 8
MU:Re8.1.PKa With MU:Re8.1.Ka MU:Re8.1.1a With MU:Re8.1.2a MU:Re8.1.3a MU:Re8.1.4a MU:Re8.1.5a MU:Re8.1.6a MU:Re8.1.7a MU:Re8.1.7a
substantial With guidance, limited guidance, Demonstrate Demonstrate and Demonstrate and Demonstrate and Describe a Describe a personal Support personal
guidance, explore demonstrate demonstrate and knowledge of describe how the explain how the explain how the personal interpretation of interpretation of
music’s expressive awareness of identify expressive music concepts expressive expressive expressive interpretation of contrasting works contrasting
qualities (such as expressive qualities (such as and how they qualities (such as qualities (such as qualities (such as how creators’ and and explain how programs of music
dynamics and qualities (such dynamics and support creators’/ dynamics and dynamics, tempo, dynamics, tempo, performers’ creators’ and and explain how
Common Anchor #8

tempo). as dynamics and tempo) that reflect performers’ tempo) are used in and timbre) are timbre, and application of the performers’ creators’ or
tempo) that creators’/ expressive intent. performers’ used in performers’ articulation) are elements of application of the performers’ apply
reflect performers’ interpretations to and personal used in performers’ music and elements of music the elements of
creators’/perform expressive intent. reflect expressive interpretations to and personal expressive and expressive music and
ers’ expressive intent. reflect expressive interpretations to qualities, within qualities, within expressive
intent. intent. reflect expressive genres and genres, cultures, qualities, within
intent. cultural and and historical genres, cultures,
historical periods, convey and historical
context, convey expressive intent. periods to convey
expressive expressive intent.
intent.
Evaluate
Support evaluations of musical works and performances based on analysis, interpretation, and established criteria.
Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation,
Essential Question: How do we judge the quality of musical work(s) and performance(s)?
and established criteria.
Pre K K 1 2 3 4 5 6 7 8
MU:Re9.1.PKa With MU:Re9.1.Ka MU:Re9.1.1a With MU:Re9.1.2a MU:Re9.1.3a MU:Re9.1.4a MU:Re9.1.5a MU:Re9.1.6a Apply MU:Re9.1.7a MU:Re9.1.8a
substantial With guidance, limited guidance, Apply personal and Evaluate musical Evaluate musical Evaluate musical teacher-provided Select from Apply appropriate
guidance, talk about apply personal apply personal and expressive works and works and works and criteria to evaluate teacher-provided personally-
Common Anchor #9

personal and and expressive expressive preferences in the performances, performances, performances, musical works or criteria to evaluate developed criteria
expressive preferences in preferences in the evaluation of music applying applying applying performances. musical works or to evaluate
preferences in music. the evaluation of evaluation of music for specific established established established performances. musical works or
music. for specific purposes. criteria, and criteria, and criteria, and explain performances.
purposes. describe explain appropriateness to
appropriateness to appropriateness to the context, citing
the context. the context. evidence from the
elements of music.

Page 12 of 16
 2014 Music Standards (PK-8 General Music)

CONNECTING
Connect #10
Synthesize and relate knowledge and personal experiences to make music.
Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, Essential Question: How do musicians make meaningful connections to creating,
and responding. performing, and responding?
Pre K K 1 2 3 4 5 6 7 8
MU:Cn10.0.PKa MU:Cn10.0.Ka MU:Cn10.0.1a MU:Cn10.0.2a MU:Cn10.0.3a MU:Cn10.0.4a MU:Cn10.0.5a MU:Cn10.0.6a MU:Cn10.0.7a MU:Cn10.0.8a
Common Anchor #10

Demonstrate how Demonstrate how Demonstrate how Demonstrate how Demonstrate how Demonstrate how Demonstrate how Demonstrate how Demonstrate how Demonstrate how
interests, interests, interests, interests, interests, interests, interests, interests, interests, interests,
knowledge, and knowledge, and knowledge, and knowledge, and knowledge, and knowledge, and knowledge, and knowledge, and knowledge, and knowledge, and
skills relate to skills relate to skills relate to skills relate to skills relate to skills relate to skills relate to skills relate to skills relate to skills relate to
personal choices personal choices personal choices personal choices personal choices personal choices personal choices personal choices personal choices personal choices
and intent when and intent when and intent when and intent when and intent when and intent when and intent when and intent when and intent when and intent when
creating, creating, creating, creating, creating, creating, creating, creating, creating, creating,
performing, and performing, and performing, and performing, and performing, and performing, and performing, and performing, and performing, and performing, and
responding to responding to responding to responding to responding to responding to responding to responding to responding to responding to
music. music. music. music. music. music. music. music. music. music.
MU:Cr3.2.PKa With MU:Cr3.2.Ka With MU:Cr2.1.1a With MU:Cr2.1.2a MU:Cr2.1.3a MU:Cr2.1.4a MU:Cr2.1.5a MU:Cr2.1.6a Select, MU:Cr2.1.7a Select, MU:Cr2.1.8a Select,
substantial guidance, guidance, demonstrate a limited guidance, Demonstrate and explain Demonstrate selected Demonstrate selected and Demonstrate selected and organize, construct, and organize, develop and organize, and document
share revised musical final version of personal demonstrate and discuss personal reasons for musical ideas for a simple organized musical ideas developed musical ideas document personal document personal personal musical ideas for
ideas with peers. musical ideas to peers. personal reasons for selecting patterns and improvisation or for an improvisation, for improvisations, musical ideas for musical ideas for arrangements, songs, and
MU:Pr4.1.PKa With MU:Pr4.1.Ka With selecting musical ideas ideas for their music that composition to express arrangement, or arrangements, or arrangements and arrangements, songs, and compositions within
substantial guidance, guidance, demonstrate that represent expressive represent expressive intent, and describe composition to express compositions to express compositions within AB or compositions within AB, expanded forms that
demonstrate and state and state personal interest intent. intent. connection to a specific intent, and explain intent, and explain ABA form that ABA, or theme and demonstrate tension and
preference for varied in varied musical MU:Cr3.2.1a With MU:Cr3.2.2a Convey purpose and context. connection to purpose connection to purpose demonstrate an effective variation forms that release, unity and variety,
musical selections. selections. limited guidance, convey expressive intent for a MU:Cr3.2.3a Present and context. and context. beginning, middle, and demonstrate unity and and balance, and convey
MU:Pr4.3.PKa With MU:Pr4.3.Ka With expressive intent for a specific purpose by the final version of created MU:Cr3.2.4a Present MU:Cr3.2.5a Present ending, and convey variety and convey expressive intent.
specific purpose by presenting a final version music for others, and the final version of created the final version of created expressive intent. expressive intent. MU:Cr3.2.8a Present
substantial guidance, guidance, demonstrate
explore music’s awareness of expressive presenting a final version of personal musical ideas describe connection to music for others, and music for others that MU:Cr3.2.6a Present MU:Cr3.2.7a Present the final version of their
expressive qualities (such qualities (such as voice of personal musical ideas to peers or informal expressive intent. explain connection to demonstrates the final version of their the final version of their documented personal
as voice quality, quality, dynamics, and to peers or informal audience. MU:Pr4.1.3a expressive intent. craftsmanship, and documented personal documented personal composition, song, or
dynamics, and tempo). tempo) that support the audience. MU:Pr4.3.2a Demonstrate and explain MU:Pr4.1.4a explain connection to composition or composition, song, or arrangement, using
creators’ expressive MU:Pr4.3.1a Demonstrate how the selection of music Demonstrate and explain expressive intent. arrangement, using arrangement, using craftsmanship and
intent. Demonstrate and describe understanding of to perform is influenced by how the selection of music MU:Pr4.1.5a craftsmanship and craftsmanship and originality to demonstrate
music’s expressive expressive qualities (such personal interest, to perform is influenced by Demonstrate and explain originality to demonstrate originality to demonstrate the application of
qualities (such as as dynamics and tempo) knowledge, purpose, and personal interest, how the selection of music an effective beginning, unity and variety, and compositional
dynamics and tempo). and how creators use context. knowledge, context, and to perform is influenced by middle, and ending, and convey expressive intent. techniques for creating
convey expressive intent. MU:Pr4.1.7a Apply unity and variety, tension
MU:Re7.1.1a With them to convey expressive MU:Pr4.3.3a technical skill. personal interest,
limited guidance, identify intent. Demonstrate and describe MU:Pr4.3.4a knowledge, context, as MU:Pr4.1.6a Apply collaboratively- and release, and balance
well as their personal and teacher-provided criteria developed criteria for to convey expressive
and demonstrate how MU:Re7.1.2a Explain how intent is conveyed Demonstrate and explain
others’ technical skill. for selecting music to selecting music of intent.
personal interests and and demonstrate how through expressive how intent is conveyed
experiences influence qualities (such as through interpretive MU:Pr4.3.5a perform for a specific contrasting styles for a MU:Pr4.1.8a Apply
personal interests and purpose and/or context program with a specific personally-developed
musical selection for experiences influence dynamics and tempo). decisions and expressive Demonstrate and explain
specific purposes. qualities (such as and explain why each was purpose and/or context criteria for selecting music
musical selection for MU:Re7.1.3a how intent is conveyed
dynamics, tempo, and through interpretive chosen. and, after discussion, of contrasting styles for a
specific purposes. Demonstrate and describe
how selected music timbre). decisions and expressive MU:Pr4.3.6a Perform a identify expressive program with a specific
qualities, technical purpose and/or context
connects to and is MU:Re7.1.4a qualities (such as selected piece of music
challenges, and reasons and explain expressive
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2014 Music Standards (PK-8 General Music)
influenced by specific Demonstrate and explain dynamics, tempo, timbre, demonstrating how their for choices. qualities, technical
interests, experiences, or how selected music and articulation/style). interpretations of the MU:Pr4.3.7a challenges, and reasons
purposes. connects to and is MU:Re7.1.5a elements of music and Perform contrasting pieces for choices.
influenced by specific Demonstrate and explain, the expressive qualities of music demonstrating MU:Pr4.3.8a Perform
interests, experiences, citing evidence, how (such as dynamics, their personal contrasting pieces of
purposes, or contexts. selected music connects tempo, timbre, interpretations of the music, demonstrating as
to, and is influenced by articulation/style, and elements of music and well as explaining how the
specific interests, phrasing) convey intent. expressive qualities (such music’s intent is conveyed
experiences, purposes, or MU:Re7.1.6a Select or as dynamics, tempo, by their interpretations of
contexts. choose music to listen to timbre, articulation/style, the elements of music
and explain the and phrasing) convey and expressive qualities
connections to specific intent. (such as dynamics,
interests or experiences for MU:Re7.1.7a Select or tempo, timbre,
a specific purpose. choose contrasting music articulation/style, and
to listen to and compare phrasing).
the connection to specific MU:Re7.1.8a Select
interests or experiences for programs of music (such
a specific purpose. as a CD mix or live
performances) and
demonstrate the
connections to an interest
or experience for a specific
purpose.

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 2014 Music Standards (PK-8 General Music)
Connect #11
Relate musical ideas and works with varied context to deepen understanding.
Enduring Understanding: Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and Essential Question: How do the other arts, other disciplines, contexts, and daily life inform
responding. creating, performing, and responding to music?
Pre K K 1 2 3 4 5 6 7 8
MU:Cn11.0.PKa MU:Cn11.0.Ka MU:Cn11.0.1a MU:Cn11.0.2a MU:Cn11.0.3a MU:Cn11.0.4a MU:Cn11.0.5a MU:Cn11.0.6a MU:Cn11.0.7a MU:Cn11.0.8a
Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate
understanding of understanding of understanding of understanding of understanding of understanding of understanding of understanding of understanding of understanding of
relationships relationships relationships relationships relationships relationships relationships relationships relationships relationships
between music and between music and between music and between music and between music and between music and between music and between music and between music and between music and
the other arts, other the other arts, other the other arts, other the other arts, other the other arts, other the other arts, other the other arts, other the other arts, other the other arts, other the other arts, other
disciplines, varied disciplines, varied disciplines, varied disciplines, varied disciplines, varied disciplines, varied disciplines, varied disciplines, varied disciplines, varied disciplines, varied
contexts, and daily contexts, and daily contexts, and daily contexts, and daily contexts, and daily contexts, and daily contexts, and daily contexts, and daily contexts, and daily contexts, and daily
life. life. life. life. life. life. life. life. life. life.
MU:Pr4.2.PKa With MU:Pr4.2.Ka With MU:Cr1.1.1a With MU:Cr1.1.2a MU:Cr1.1.3a MU:Cr1.1.4a MU:Cr1.1.5a MU:Cr1.1.6a Generate MU:Cr1.1.7a Generate MU:Cr1.1.8a
substantial guidance, guidance, explore and limited guidance, create Improvise rhythmic and Improvise rhythmic and Improvise rhythmic, Improvise rhythmic, simple rhythmic, melodic, rhythmic, melodic, and Generate rhythmic, melodic
explore and demonstrate demonstrate awareness of musical ideas (such as melodic patterns and melodic ideas, and melodic, and harmonic melodic, and harmonic and harmonic phrases harmonic phrases and and harmonic phrases and
awareness of musical music contrasts (such as answering a musical musical ideas for a describe connection to ideas, and explain ideas, and explain within AB and ABA forms variations over harmonic harmonic accompaniments
contrasts. high/low, loud/soft, question) for a specific specific purpose. specific purpose and connection to specific connection to specific that convey expressive accompaniments within within expanded forms
MU:Re7.2.PKa With same/different) in a variety purpose. MU:Pr4.2.2a context (such as personal purpose and context purpose and context intent. AB, ABA, or theme and (including introductions,
substantial guidance, of music selected for MU:Pr4.2.1a With Demonstrate knowledge and social). (such as social and (such as social, cultural, variation forms that transitions, and codas) that
performance. and historical). MU:Pr4.2.6c convey expressive intent. convey expressive intent.
explore musical contrasts limited guidance, of music concepts (such MU:Pr4.2.3c Describe cultural).
Identify how cultural and
MU:Re7.2.Ka With MU:Pr4.2.5c MU:Pr4.2.7c Identify MU:Pr4.2.8c Identity
Common Anchor #11

in music.
MU:Re9.1.PKa With guidance, demonstrate
substantial guidance, talk how a specific music
concept (such as beat or
about their personal and
expressive preferences in melodic direction) is
music. used in music.
MU:Re9.1.Ka With
guidance, apply personal
and expressive
preferences in the
evaluation of music.
demonstrate knowledge of
music concepts (such as
beat and melodic
contour) in music from a
variety of cultures selected
for performance.
MU:Pr6.1.1a With
limited guidance, perform
music for a specific
purpose with expression.
MU:Re7.2.1a With
limited guidance,
demonstrate and identify
how specific music
concepts (such as beat or
pitch) is used in various
styles of music for a
purpose.
MU:Re9.1.1a With
limited guidance, apply
personal and expressive
preferences in the
evaluation of music for
specific purposes.
as tonality and meter) in how context (such as
music from a variety of personal and social) can
cultures selected for inform a performance.
performance.
MU:Pr6.1.3b
MU:Pr6.1.2a Perform Demonstrate
music for a specific performance decorum
purpose with expression and audience etiquette
and technical accuracy. appropriate for the context
MU:Re7.2. Describe and venue.
how specific music MU:Re7.2.3a
concepts are used to Demonstrate and describe
support a specific purpose how a response to music
in music. can be informed by the
MU:Re9.1.2a Apply structure, the use of the
personal and expressive elements of music, and
preferences in the context (such as personal
and social).
evaluation of music for
specific purposes. MU:Re9.1.3a Evaluate
musical works and
performances, applying
established criteria, and
describe appropriateness
to the context.
MU:Pr4.2.4c historical context inform
Explain how context (such Explain how context (such the performances. how cultural and how cultural and
as social and cultural) as social, cultural, and historical context inform historical context inform
historical) informs MU:Pr6.1.6b performance and results
informs a performance.
Demonstrate
performance and results
MU:Pr6.1.4b performances. in different music in different musical effects.
performance decorum
Demonstrate MU:Pr6.1.5b (such as stage presence,
interpretations. MU:Pr6.1.8b
performance decorum Demonstrate attire, and behavior) and MU:Pr6.1.7b Demonstrate
and audience etiquette performance decorum audience etiquette Demonstrate performance decorum
appropriate for the and audience etiquette appropriate for venue and performance decorum (such as stage presence,
context, venue, and appropriate for the purpose. (such as stage presence, attire, and behavior) and
genre. context, venue, genre, attire, and behavior) and audience etiquette
and style. MU:Re7.2.6b Identify audience etiquette appropriate for venue,
MU:Re7.2.4a the context of music from
Demonstrate and explain MU:Re7.2.5a a variety of genres,
appropriate for venue, purpose, context, and
purpose, and context. style.
how responses to music Demonstrate and explain, cultures, and historical
are informed by the citing evidence, how periods. MU:Re7.2.7b MU:Re7.2.8b
structure, the use of the responses to music are Identify and compare the Identify and compare the
informed by the structure, MU:Re9.1.6a Apply context of music from a context of programs of
elements of music, and
the use of the elements of teacher-provided criteria variety of genres, music from a variety of
context (such as social
to evaluate musical
and cultural). music, and context (such cultures, and historical genres, cultures, and
as social, cultural, and works or performances. periods. historical periods.
MU:Re9.1.4a
Evaluate musical works historical). MU:Re9.1.7a Select MU:Re9.1.8a Apply
and performances, MU:Re9.1.5a Evaluate from teacher-provided appropriate personally-
applying established musical works and criteria to evaluate developed criteria to
criteria, and explain performances, applying musical works or evaluate musical works or
appropriateness to the established criteria, and performances. performances.
context. explain appropriateness to
the context, citing
evidence from the
elements of music.

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2014 Music Standards (PK-8 General Music)

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