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Music

Anchor Standard 1: Generate and conceptualize artistic ideas and work.


CREATING

CREATING
Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.

Essential Question(s): How do musicians generate creative ideas?


Pre K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced
(MU:Cr1.1.PK) (MU:Cr1.1.K) (MU:Cr1.1.1) (MU:Cr1.1.2) (MU:Cr1.1.3) (MU:Cr1.1.4) (MU:Cr1.1.5) (MU:Cr1.1.6) (MU:Cr1.1.7) (MU:Cr1.1.8)
a Generate
a Generate
rhythmic, melodic
a Improvise rhythmic, melodic,
a Improvise a Improvise and harmonic
rhythmic, melodic, a Generate simple and harmonic
a With guidance, a With limited a Improvise rhythmic and rhythmic, melodic, phrases and
and harmonic ideas, rhythmic, melodic, phrases and
a With substantial explore and guidance, create rhythmic and melodic ideas, and and harmonic ideas, harmonic
and explain and harmonic variations over
guidance, explore experience music musical ideas (such melodic patterns describe connection and explain accompaniments
connection to phrases within AB harmonic
and experience a concepts (such as as answering a and musical ideas to specific purpose connection to within expanded
specific purpose and and ABA forms that accompaniments
variety of music. beat and melodic musical question) for for a specific and context (such specific purpose and forms (including
context (such as convey expressive within AB, ABA, or
contour ). a specific purpose . purpose. as personal and context (such as introductions,
social, cultural, and intent. theme and variation
social ). social and cultural ). transitions, and
historical ). forms that convey
Imagine

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

Page 1, Music
Copyright © 2014 State Education Agency Directors of Arts Education (SEADAE)
on behalf of NCCAS. All rights reserved.
Anchor Standard 2: Organize and develop artistic ideas and work.
CREATING

CREATING
Enduring Understanding: Musicians’ creative choices are influenced by their expertise, context, and expressive intent.
Essential Question(s): How do musicians make creative decisions?
Pre K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced
(MU:Cr2.1.PK) (MU:Cr2.1.K) (MU:Cr2.1.1) (MU:Cr2.1.2) (MU:Cr2.1.3) (MU:Cr2.1.4) (MU:Cr2.1.5) (MU:Cr2.1.6) (MU:Cr2.1.7) (MU:Cr2.1.8)

a Select, organize, a Select, organize,


a Select, organize,
a Demonstrate a Demonstrate develop and and document
construct, and
a Demonstrate selected and selected and document personal personal musical
a With substantial a With limited document personal
a Demonstrate and selected musical organized musical develop ed musical musical ideas for ideas for
guidance, explore guidance, musical ideas for
explain personal ideas for a simple ideas for an ideas for arrangements , arrangements,
favorite musical a With guidance, demonstrate and arrangements and
reasons for selecting improvisation or improvisation, improvisations, songs, and songs, and
ideas (such as demonstrate and discuss personal compositions within
patterns and ideas composition to arrangement, or arrangements , or compositions within compositions within
movements, choose favorite reasons for selecting AB or ABA form that
for music that express intent , and composition to compositions to AB, ABA, or theme expanded forms that
vocalizations, or musical ideas . musical ideas that demonstrate an
represent expressive describe connection express intent, and express intent, and and variation forms demonstrate
instrumental represent expressive effective beginning,
intent. to a specific purpose explain connection explain connection that demonstrate tension and release ,
accompaniments). intent . middle, and ending,
Plan and Make

Plan and Make


and context . to purpose and to purpose and unity and variety unity and variety,
and convey
context. context. and convey balance, and convey
expressive intent.
expressive intent. expressive intent.

b Use standard b Use standard


b Use standard
b – With substantial b Use standard b Use standard and/or iconic and/or iconic
b With limited b Use iconic or b Use standard and/or iconic
guidance, select and and/or iconic and/or iconic notation and/or notation and/or
a With guidance, guidance, use iconic standard notation and/or iconic notation and/or
keep track of the notation and/or notation and/or audio/ video audio/ video
organize personal or standard and/or recording notation and/or audio/ video
order for performing recording technology recording technology recording to recording to
musical ideas using notation and/or technology to recording technology recording to
original musical to document to document document personal document personal
iconic notation recording technology combine, sequence, to document document personal
ideas, using iconic personal rhythmic, personal rhythmic, simple rhythmic simple rhythmic
and/or recording to document and and document personal rhythmic rhythmic phrases,
notation and/or melodic, and simple melodic, and two- phrases, melodic phrases, melodic
technology. organize personal personal musical and melodic musical melodic phrases,
recording harmonic musical chord harmonic phrases , and two- phrases, and
musical ideas. ideas. ideas. and harmonic
technology. ideas. musical ideas. chord harmonic harmonic
sequences.
musical ideas. sequences .
Anchor Standard 3: Refine and complete artistic work.
CREATING

CREATING
Enduring Understanding: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
Essential Question(s): How do musicians improve the quality of their creative work?
Pre K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced
(MA:Cr3.1.PK) (MU:Cr3.1.K) (MU:Cr3.1.1) (MU:Cr3.1.2) (MU:Cr3.1.3) (MU:Cr3.1.4) (MU:Cr3.1.5) (MU:Cr3.1.6) (MU:Cr3.1.7) (MU:Cr3.1.8)
a With substantial a - With guidance, a With limited a Interpret and a Evaluate, refine , a Evaluate, refine, a Evaluate, refine, a Evaluate their own a Evaluate their own a Evaluate their own
guidance, consider apply personal, guidance, discuss apply personal, peer, and document and document and document work, applying work, applying work by selecting
personal, peer, and peer, and teacher and apply personal, and teacher feedback revisions to personal revisions to personal revisions to personal teacher-provided selected criteria such and applying criteria
teacher feedback feedback in refining peer, and teacher to revise personal musical ideas , music, applying music, applying criteria such as as appropriate including
when demonstrating personal musical feedback to refine music . applying teacher- teacher-provided teacher-provided application of application of appropriate
and refining personal ideas. personal musical provided and and collaboratively- and collaboratively- selected elements of elements of music application of
musical ideas. ideas. collaboratively- developed criteria developed criteria music, and use of including style , compositional
Evaluate and Refine

Evaluate and Refine


developed criteria and feedback to and feedback, and sound sources . form , and use of techniques , style,
and feedback. show improvement explain rationale for sound sources. form, and use of
over time. changes. sound sources.

b Describe the b Describe the b Describe the


rationale for making rationale for making rationale for refining
revisions to the revisions to the works by explaining
music based on music based on the choices, based on
evaluation criteria evaluation criteria evaluation criteria.
and feedback from and feedback from
their teacher. others (teacher and
peers).
Page 2, Music
Copyright © 2014 State Education Agency Directors of Arts Education (SEADAE)
on behalf of NCCAS. All rights reserved.
Enduring Understanding: Musicians’ presentation of creative work is the culmination of a process of creation and communication
Essential Question(s): When is creative work ready to share?
Pre K Kindergarten 1
st
2
nd
3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced
(MU:Cr3.2.PK) (MU:Cr3.2.K) (MU:Cr3.2.1) (MU:Cr3.2.2) (MU:Cr3.2.3) (MU:Cr3.2.4) (MU:Cr3.2.5) (MU:Cr3.2.6) (MU:Cr3.2.7) (MU:Cr3.2.8)
a Present the final
version of their
a Present the final documented
a Present the final
version of their personal
version of their
a With limited documented composition, song,
a Convey expressive a Present the final documented
guidance, convey personal or arrangement,
intent for a specific a Present the final a Present the final version of personal personal
a With substantial a With guidance, expressive intent for composition or using craftsmanship
purpose by version of personal version of personal created music to composition, song,
guidance, share demonstrate a final a specific purpose by arrangement, using and originality to
Present

Present
presenting a final created music to created music to others that or arrangement,
revised personal version of personal presenting a final craftsmanship and demonstrate the
version of personal others, and describe others, and explain demonstrates using craftsmanship
musical ideas with musical ideas to version of personal originality to application of
musical ideas to connection to connection to craftsmanship , and and originality to
peers. peers. musical ideas to demonstrate an compositional
peers or informal expressive intent . expressive intent. explain connection demonstrate unity
peers or informal effective beginning, techniques for
audience. to expressive intent. and variety, and
audience. middle, and ending, creating unity and
convey expressive
and convey variety, tension and
intent.
expressive intent. release , and
balance to convey
expressive intent.

Page 3, Music
Copyright © 2014 State Education Agency Directors of Arts Education (SEADAE)
on behalf of NCCAS. All rights reserved.
Music
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

PERFORMING

PERFORMING
Enduring Understanding: Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
Essential Question(s): How do performers select repertoire?
Pre K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced
(MU:Pr4.1.PK) (MU:Pr4.1.K) (MU:Pr4.1.1) (MU:Pr4.1.2) (MU:Pr4.1.3) (MU:Pr4.1.4) (MU:Pr4.1.5) (MU:Pr4.1.6) (MU:Pr4.1.7) (MU:Pr4.1.8)

a Apply
collaboratively- a Apply personally-
a Demonstrate and
a With limited developed criteria developed criteria
a Demonstrate and explain how the a Apply teacher-
guidance, a Demonstrate and a Demonstrate and for selecting music for selecting music of
a With substantial explain how the selection of music to provided criteria for
a With guidance, demonstrate and explain personal explain how the of contrasting styles contrasting styles for
guidance, selection of music to perform is influenced selecting music to
demonstrate and discuss personal interest in, selection of music to for a program with a program with a
Select

Select
demonstrate and perform is by personal interest, perform for a specific
state personal interest in, knowledge about, perform is influenced a specific purpose specific purpose
state preference for influenced by knowledge, and purpose and/or
interest in varied knowledge about, and purpose of by personal interest, and/or context and, and/or context, and
varied musical personal interest, context, as well as context, and explain
musical selections. and purpose of varied musical knowledge, context, after discussion, explain expressive
selections. knowledge, purpose , their personal and why each was
varied musical selections. and technical skill . identify expressive qualities, technical
and context . others’ technical chosen.
selections. qualities , technical challenges, and
skill.
challenges , and reasons for choices.
reasons for choices.

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

Analyze
selected music, read b When analyzing and identify by name selected music, sight-
and perform and perform selected music, r ead and identify by name
and perform selected music, read or function standard read in treble or bass
rhythmic and rhythmic patterns and perform using or function standard
rhythmic patterns and perform using symbols for rhythm, clef simple rhythmic,
melodic patterns and melodic phrases iconic and/or symbols for rhythm,
using iconic or standard notation. pitch articulation, melodic, and/or
using iconic or using iconic and standard notation. pitch, articulation,
standard notation. dynamics, tempo , harmonic notation.
standard notation. standard notation. and dynamics.
and form .

c Identify how c Identity how


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

Page 4, Music
Copyright © 2014 State Education Agency Directors of Arts Education (SEADAE)
on behalf of NCCAS. All rights reserved.
Enduring Understanding: Performers make interpretive decisions based on their understanding of context and expressive intent.
Essential Question(s): How do performers interpret musical works?
Pre K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced
(MU:Pr4.3.PK) (MU:Pr4.3.K) (MU:Pr4.3.1) (MU:Pr4.3.2) (MU:Pr4.3.3) (MU:Pr4.3.4) (MU:Pr4.3.5) (MU:Pr4.3.6) (MU:Pr4.3.7) (MU:Pr4.3.8)

a Perform
contrasting pieces of
a Perform a selected a Perform
music ,
piece of music contrasting pieces of
a With guidance, a Demonstrate and demonstrating as
a Demonstrate a Demonstrate and demonstrating how music demonstrating
a With substantial demonstrate explain how intent is well as explaining
understanding of a Demonstrate and explain how intent is their interpretations their interpretations
guidance, explore awareness of a Demonstrate and conveyed through how the music’s
expressive qualities describe how intent conveyed through of the elements of of the elements of
Interpret

Interpret
music’s expressive expressive qualities describe music’s interpretive decisions intent is conveyed by
(such as dynamics is conveyed through interpretive decisions music and the music and expressive
qualities (such as (such as voice expressive qualities and expressive their interpretations
and tempo) and how expressive qualities and expressive expressive qualities qualities (such as
voice quality, quality, dynamics, (such as dynamics qualities ( such as of the elements of
creators use them to (such as dynamics qualities (such as (such as dynamics, dynamics, tempo,
dynamics, and and tempo) that and tempo). dynamics, tempo, music and expressive
convey expressive and tempo). dynamics, tempo, tempo, timbre, timbre,
tempo). support the creators’ timbre, and qualities (such as
intent . and timbre ) . articulation/style, articulation/style,
expressive intent. articulation/style ). dynamics, tempo,
and phrasing ) and phrasing) convey
timbre,
convey intent. intent.
articulation/style,
and phrasing).

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
PERFORMING

PERFORMING
Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.
Essential Question(s): How do musicians improve the quality of their performance?
Pre K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced
(MU:Pr5.1.PK) (MU:Pr5.1.K) (MU:Pr5.1.1) (MU:Pr5.1.2) (MU:Pr5.1.3) (MU:Pr5.1.4) (MU:Pr5.1.5) (MU:Pr5.1.6) (MU:Pr5.1.7) (MU:Pr5.1.8)
a Identify and apply
a Identify and apply
personally-
collaboratively-
a Identify and apply developed criteria
developed criteria
a Apply teacher- a Apply teacher- teacher-provided (such as
(such as
a - Apply teacher- provided and provided and criteria (such as demonstrating
a - Apply demonstrating
a With substantial provided and collaboratively- established criteria correct correct
a With guidance, a With limited established criteria correct
guidance, practice collaboratively - developed criteria and feedback to interpretation of interpretation of
apply personal, guidance, apply to judge the interpretation of
and demonstrate developed criteria and feedback to evaluate the notation, technical notation, technical
teacher, and peer personal, teacher, accuracy, notation, technical
Rehearse, Evaluate and Refine

Rehearse, Evaluate and Refine


what they like about and feedback to evaluate accuracy accuracy and accuracy, originality, skill of performer,
feedback to refine and peer feedback to expressiveness, and skill of performer,
their own evaluate accuracy of and expressiveness expressiveness of and interest) to originality, emotional
performances. refine performances. effectiveness of originality, emotional
performances. ensemble of ensemble and ensemble and rehearse, refine, and impact, variety , and
performances . impac t, and interest)
performances . personal personal determine when a interest) to rehearse,
to rehearse, refine,
performances. performances. piece is ready to refine, and
and determine when
perform. determine when the
the music is ready to
music is ready to
perform.
perform.

b – Rehearse, b Rehearse to refine


b With guidance , b With limited b Rehearse to refine b Rehearse to refine
b With substantial identify and apply technical accuracy
use suggested guidance, use technical accuracy, technical accuracy
guidance, apply strategies to address and expressive
strategies in suggested strategies expressive qualities, and expressive
personal, peer, and interpretive, qualities to address
rehearsal to improve in rehearsal to and identified qualities, and
teacher feedback to performance, and challenges, and
the expressive address interpretive performance address performance
refine performances. technical challenges show improvement
qualities of music. challenges of music. challenges. challenges.
of music. over time.

Page 5, Music
Copyright © 2014 State Education Agency Directors of Arts Education (SEADAE)
on behalf of NCCAS. All rights reserved.
Anchor Standard 6: Convey meaning through the presentation of artistic work.

PERFORMING

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

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

Page 6, Music
Copyright © 2014 State Education Agency Directors of Arts Education (SEADAE)
on behalf of NCCAS. All rights reserved.
Music
Anchor Standard 7: Perceive and analyze artistic work
RESPONDING

RESPONDING
Enduring Understanding: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
Essential Question(s): How do individuals choose music to experience?
Pre K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced
(MU:Re7.1.PK) (MU:Re7.1.K) (MU:Re7.1.1) (MU:Re7.1.2) (MU:Re7.1.3) (MU:Re7.1.4) (MU:Re7.1.5) (MU:Re7.1.6) (MU:Re7.1.7) (MU:Re7.1.8)
a Demonstrate and
a With limited a Select programs
a With substantial a With guidance, a Demonstrate and a Demonstrate and explain, citing a Select or choose
guidance, identify a Explain and a Select or choose of music (such as a
guidance, state list personal describe how explain how selected evidence, how contrasting music to
and demonstrate demonstrate how music to listen to and CD mix or live
personal interests interests and selected music music connects to selected music listen to and
how personal personal interests explain the performances) and
Select

Select
and demonstrate experiences and connects to and is and is influenced by connects to and is compare the
interests and and experiences connections to demonstrate the
why they prefer demonstrate why influenced by specific specific interests, influenced by specific connections to
experiences influence musical specific interests or connections to an
some music they prefer some interests, experiences, interests, specific interests or
influence musical selection for specific experiences for a interest or
selections over music selections over experiences, or purposes, or experiences, experiences for a
selection for specific purposes. specific purpose. experience for a
others. others. purposes. contexts. purposes, or specific purpose.
purposes. specific purpose.
contexts.
Enduring Understanding: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
Essential Question(s): How do individuals choose music to experience?
Pre K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced
(MU:Re7.2.PK) (MU:Re7.2.K) (MU:Re7.2.1) (MU:Re7.2.2) (MU:Re7.2.3) (MU:Re7.2.4) (MU:Re7.2.5) (MU:Re7.2.6) (MU:Re7.2.7) (MU:Re7.2.8)
a With substantial a With guidance, a With limited a Describe how a Demonstrate and a Demonstrate and a Demonstrate and a Describe how the a Classify and a Compare how the
guidance, explore demonstrate how a guidance, specific music describe how a explain how explain, citing elements of music explain how the elements of music
musical contrasts in specific music demonstrate and concepts are used response to music responses to music evidence , how and expressive elements of music and expressive
music. concept (such as identify how specific to support a specific can be informed by are informed by the responses to music qualities relate to and expressive qualities relate to
beat or melodic music concepts (such purpose in music. the structure , the structure, the use of are informed by the the structure of the qualities relate to the structure within
direction ) is used in as beat or pitch) are use of the elements the elements of structure, the use of pieces. the structure of programs of music.
music. used in various styles of music , and music, and context the elements of contrasting pieces.
of music for a context (such as (such as social and music, and context
purpose . personal and cultural ). (such as social,
Analyze

Analyze
social ). cultural, and
historical ).
b Identify the b Identify and b Identify and
context of music compare the context compare the context
from a variety of of music from a of programs of
genres, cultures, and variety of genres, music from a variety
historical periods. cultures, and of genres, cultures,
historical periods. and historical
periods.

Page 7, Music
Copyright © 2014 State Education Agency Directors of Arts Education (SEADAE)
on behalf of NCCAS. All rights reserved.
Anchor Standard 8: Interpret intent and meaning in artistic work.

RESPONDING

RESPONDING
Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
Essential Question(s): How do we discern the musical creators’ and performers’ expressive intent?
Pre K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced
(MU:Re8.1.PK) (MU:Re8.1.K) (MU:Re8.1.1) (MU:Re8.1.2) (MU:Re8.1.3) (MU:Re8.1.4) (MU:Re8.1.5) (MU:Re8.1.6) (MU:Re8.1.7) (MU:Re8.1.8)
a Describe a
a Support personal
a Describe a personal
interpretation of
a Demonstrate and a Demonstrate and personal interpretation of
a With limited contrasting
a With guidance, a Demonstrate and explain how the explain how the interpretation of contrasting works
guidance, programs of music
demonstrate a Demonstrate describe how the expressive qualities expressive qualities how creators’ and and explain how
a With substantial demonstrate and and explain how
awareness of knowledge of music expressive qualities (such as dynamics, (such as dynamics, performers’ creators’ and
guidance, explore identify expressive creators’ or
Interpret

Interpret
expressive qualities concepts and how (such as dynamics tempo, and timbre ) tempo, timbre, and application of the performers’
music’s expressive qualities (such as performers’ apply
(such as dynamics they support and tempo ) are are used in articulation ) are elements of music application of the
qualities (such as dynamics and the elements of
and tempo) that creators’/ used in performers’ performers’ and used in performers’ and expressive elements of music
dynamics and tempo ) that reflect music and expressive
reflect performers’ interpretations to personal and personal qualities, within and expressive
tempo). creators’/ qualities, within
creators’/performers’ expressive intent. reflect expressive interpretations to interpretations to genres and cultural qualities, within
performers’ genres, cultures, and
expressive intent. intent . reflect expressive reflect expressive and historical genres, cultures, and
expressive intent. historical periods to
intent. intent. context, convey historical periods,
convey expressive
expressive intent. convey expressive
intent.
intent.
Anchor Standard 9: Apply criteria to evaluate artistic work.
RESPONDING

RESPONDING
Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria.
Essential Question(s): How do we judge the quality of musical work(s) and performance(s)?
Pre K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced
(MU:Re9.1.PK) (MU:Re9.1.K) (MU:Re9.1.1) (MU:Re9.1.2) (MU:Re9.1.3) (MU:Re9.1.4) (MU:Re9.1.5) (MU:Re9.1.6) (MU:Re9.1.7) (MU:Re9.1.8)
a Evaluate musical
a Evaluate musical
a With limited a Evaluate musical works and
works and a Apply appropriate
a With substantial b With guidance, guidance, apply a Apply personal works and performances, a Apply teacher- a Select from
performances , personally-
guidance, talk about apply personal and personal and and expressive performances , applying established provided criteria to teacher-provided
Evaluate

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

Page 8, Music
Copyright © 2014 State Education Agency Directors of Arts Education (SEADAE)
on behalf of NCCAS. All rights reserved.
Music
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
CONNECTING

CONNECTING
Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding.
Essential Question(s): How do musicians make meaningful connections to creating, performing, and responding?
Pre K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced
(MU:Cn10.1.PK) (MU:Cn10.1.K) (MU:Cn10.1.1) (MU:Cn10.1.2) (MU:Cn10.1.3) (MU:Cn10.1.4) (MU:Cn10.1.5) (MU:Cn10.1.6) (MU:Cn10.1.7) (MU:Cn10.1.8)

2a Demonstrate
a Demonstrate how a Demonstrate how a Demonstrate how a Demonstrate how a Demonstrate how a Demonstrate how a Demonstrate how a Demonstrate how a Demonstrate how
how interests,
interests, knowledge, interests, knowledge, interests, knowledge, interests, knowledge, interests, knowledge, interests, knowledge, interests, knowledge, interests, knowledge, interests, knowledge,
knowledge, and skills
and skills relate to and skills relate to and skills relate to and skills relate to and skills relate to and skills relate to and skills relate to and skills relate to and skills relate to
relate to personal
personal choices and personal choices and personal choices and personal choices and personal choices and personal choices and personal choices and personal choices and personal choices and
choices and intent
intent when creating, intent when creating, intent when creating, intent when creating, intent when creating, intent when creating, intent when creating, intent when creating, intent when creating,
when creating,
performing, and performing, and performing, and performing, and performing, and performing, and performing, and performing, and performing, and
performing, and
responding to music. responding to music. responding to music. responding to music. responding to music. responding to music. responding to music. responding to music. responding to music.
responding to music.

MU:Cr3.2.PKa With MU:Cr3.2.Ka With MU:Cr2.1.1a With limited MU:Cr2.1.2a Demonstrate MU:Cr2.1.3a Demonstrate MU:Cr2.1.4a Demonstrate MU:Cr2.1.5a Demonstrate MU:Cr2.1.6a Select, MU:Cr2.1.7a Select, MU:Cr2.1.8a Select,
substantial guidance, share guidance, demonstrate a guidance, demonstrate and explain personal selected musical ideas for a selected and organized selected and develop ed organize, construct, and organize, develop and organize, and document
revised musical ideas with final version of personal and discuss personal reasons for selecting simple improvisation or musical ideas for an musical ideas for document personal musical document personal musical personal musical ideas for
peers. musical ideas to peers. reasons for selecting patterns and ideas for their composition to express improvisation, improvisations, ideas for arrangements ideas for arrangements , arrangements, songs, and
musical ideas that music that represent intent, and describe arrangement , or arrangements , or and compositions within songs, and compositions compositions within
represent expressive expressive intent. connection to a specific composition to express compositions to express AB or ABA form that within AB, ABA, or theme expanded forms that
intent. purpose and context . intent, and explain intent, and explain demonstrate an effective and variation forms that demonstrate tension and
connection to purpose and connection to purpose and beginning, middle, and demonstrate unity and release , unity and variety,
context. context. ending, and convey variety and convey and balance, and convey
expressive intent. expressive intent. expressive intent.

MU:Pr4.1.PKa With MU:Pr4.1.Ka With MU:Cr3.2.1a With limited MU:Cr3.2.2a Convey MU:Cr3.2.3a Present the MU:Cr3.2.4a Present the MU:Cr3.2.5a Present the MU:Cr3.2.6a Present the MU:Cr3.2.7a Present the MU:Cr3.2.8a Present the
substantial guidance, guidance, demonstrate guidance, convey expressive intent for a final version of created final version of created final version of created final version of their final version of their final version of their
demonstrate and state and state personal interest expressive intent for a specific purpose by music for others, and music for others, and music for others that documented personal documented personal documented personal
preference for varied in varied musical selections. specific purpose by presenting a final version describe connection to explain connection to demonstrates composition or composition, song, or composition, song, or
musical selections. presenting a final version of personal musical ideas to expressive intent. expressive intent. craftsmanship , and explain arrangement, using arrangement, using arrangement, using
of personal musical ideas to peers or informal audience. connection to expressive craftsmanship and craftsmanship and craftsmanship and
peers or informal audience. intent. originality to demonstrate originality to demonstrate originality to demonstrate
an effective beginning, unity and variety , and the application of
middle, and ending, and convey expressive intent. compositional techniques
convey expressive intent. for creating unity and
variety, tension and
release , and balance to
convey expressive intent.

MU:Pr4.3.PKa With MU:Pr4.3.Ka With MU:Pr4.3.1a Demonstrate MU:Pr4.3.2a Demonstrate MU:Pr4.1.3a Demonstrate MU:Pr4.1.4a Demonstrate MU:Pr4.1.5a Demonstrate MU:Pr4.1.6a Apply teacher- MU:Pr4.1.7a Apply MU:Pr4.1.8a Apply
substantial guidance, guidance, demonstrate and describe music’s understanding of expressive and explain how the and explain how the and explain how the provided criteria for collaboratively-developed personally-developed
explore music’s expressive awareness of expressive expressive qualities (such as qualities (such as dynamics selection of music to selection of music to selection of music to selecting music to perform criteria for selecting music criteria for selecting music
qualities (such as voice qualities (such as voice dynamics and tempo). and tempo) and how perform is influenced by perform is influenced by perform is influenced by for a specific purpose of contrasting styles for a of contrasting styles for a
quality, dynamics, and quality, dynamics, and creators use them to personal interest, personal interest, personal interest, and/or context and explain program with a specific program with a specific
tempo). tempo) that support the convey expressive intent . knowledge, purpose , and knowledge, context, and knowledge, context, as well why each was chosen. purpose and/or context purpose and/or context
creators’ expressive intent. context . technical skill . as their personal and others’ and, after discussion, and explain expressive
technical skill . identify expressive qualities, technical
qualities , technical challenges, and reasons for
challenges , and reasons for choices.
choices.

Page 9, Music
Copyright © 2014 State Education Agency Directors of Arts Education (SEADAE)
on behalf of NCCAS. All rights reserved.
MU:Re7.1.1a With limited MU:Re7.1.2a Explain and MU:Pr4.3.3a Demonstrate MU:Pr4.3.4a Demonstrate MU:Pr4.3.5a Demonstrate MU:Pr4.3.6a Perform a MU:Pr4.3.7a Perform MU:Pr4.3.8a Perform
guidance, identify and demonstrate how personal and describe how intent is and explain how intent is and explain how intent is selected piece of music contrasting pieces of music contrasting pieces of music ,
demonstrate how personal interests and experiences conveyed through conveyed through conveyed through demonstrating how their demonstrating their demonstrating as well as
interests and experiences influence musical selection expressive qualities (such as interpretive decisions and interpretive decisions and interpretations of the personal interpretations of explaining how the music’s
influence musical selection for specific purposes. dynamics and tempo). expressive qualities (such as expressive qualities (such elements of music and the the elements of music and intent is conveyed by their
for specific purposes. dynamics, tempo, and as dynamics, tempo, expressive qualities (such as expressive qualities (such as interpretations of the
timbre ) . timbre, and dynamics, tempo, timbre, dynamics, tempo, timbre, elements of music and
articulation/style ) . articulation/style, and articulation/style, and expressive qualities (such as
phrasing ) convey intent. phrasing) convey intent. dynamics, tempo, timbre,
articulation/style, and
phrasing).

MU:Re7.1.3a Demonstrate MU:Re7.1.4a Demonstrate MU:Re7.1.5a Demonstrate MU:Re7.1.6a Select or MU:Re7.1.7a Select or MU:Re7.1.8a Select
and describe how selected and explain how selected and explain, citing evidence, choose music to listen to choose contrasting music to programs of music (such as
music connects to and is music connects to and is how selected music and explain the connections listen to and compare the a CD mix or live
influenced by specific influenced by specific connects to, and is to specific interests or connection to specific performances) and
interests, experiences, or interests, experiences, influenced by specific experiences for a specific interests or experiences for demonstrate the
purposes. purposes, or contexts. interests, experiences, purpose. a specific purpose. connections to an interest
purposes, or contexts. or experience for a specific
purpose.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
CONNECTING

CONNECTING
Enduring Understanding: Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and responding.
Essential Question(s): How do the other arts, other disciplines, contexts, and daily life inform creating, performing, and responding to music?
Pre K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced
(MU:Cn11.1.PK) (MU:Cn11.1.K) (MU:Cn11.1.1) (MU:Cn11.1.2) (MU:Cn11.1.3) (MU:Cn11.1.4) (MU:Cn11.1.5) (MU:Cn11.1.6) (MU:Cn11.1.7) (MU:Cn11.1.8)
a Demonstrate a Demonstrate a Demonstrate a Demonstrate a Demonstrate a Demonstrate a Demonstrate a Demonstrate a Demonstrate a 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 limited MU:Cr1.1.2a Improvise MU:Cr1.1.3a Improvise MU:Cr1.1.4a Improvise MU:Cr1.1.5a Improvise MU:Cr1.1.6a Generate MU:Cr1.1.7a Generate MU:Cr1.1.8a Generate
substantial guidance, guidance, explore and guidance, create musical rhythmic and melodic rhythmic and melodic ideas, rhythmic, melodic, and rhythmic, melodic, and simple rhythmic, melodic, rhythmic, melodic, and rhythmic, melodic and
explore and demonstrate demonstrate awareness of ideas (such as answering a patterns and musical ideas and describe connection harmonic ideas, and explain harmonic ideas, and explain and harmonic phrases harmonic phrases and harmonic phrases and
awareness of musical music contrasts (such as musical question) for a for a specific purpose. to specific purpose and connection to specific connection to specific within AB and ABA forms variations over harmonic harmonic accompaniments
contrasts. high/low, loud/soft, specific purpose . context (such as personal purpose and context (such purpose and context (such that convey expressive accompaniments within AB, within expanded forms
same/different) in a variety and social ). as social and cultural ). as social, cultural, and intent. ABA, or theme and (including introductions,
of music selected for historical ). variation forms that convey transitions, and codas ) that
performance . expressive intent. convey expressive intent.

MU:Re7.2.PKa With MU:Re7.2.Ka With MU:Pr4.2.1a With limited MU:Pr4.2.2a Demonstrate MU:Pr4.2.3c Describe how MU:Pr4.2.4c Explain how MU:Pr4.2.5cExplain how MU:Pr4.2.6c Identify how MU:Pr4.2.7c Identify how MU:Pr4.2.8c Identity how
substantial guidance, guidance, demonstrate guidance, demonstrate knowledge of music context (such as personal context (such as social and context (such as social, cultural and historical cultural and historical cultural and historical
explore musical contrasts in how a specific music knowledge of music concepts (such as tonality and social) can inform a cultural ) informs a cultural, and historical ) context inform the context inform context inform
music. concept (such as beat or concepts (such as beat and and meter ) in music from performance. performance. informs performances. performances. performance and results in performance and results in
melodic direction ) is used melodic contour ) in music a variety of cultures different music different musical effects .
in music. from a variety of cultures selected for performance. interpretations .
selected for performance.

MU:Re9.1.PKa With MU:Re9.1.Ka With MU:Pr6.1.1a With limited MU:Pr6.1.2a Perform music MU:Pr6.1.3b Demonstrate MU:Pr6.1.4b Demonstrate MU:Pr6.1.5b Demonstrate MU:Pr6.1.6b Demonstrate MU:Pr6.1.7b Demonstrate MU:Pr6.1.8b Demonstrate
substantial guidance, talk guidance, apply personal guidance, perform music for for a specific purpose with performance decorum and performance decorum and performance decorum and performance decorum performance decorum performance decorum
about their personal and and expressive preferences a specific purpose with expression and technical audience etiquette audience etiquette audience etiquette (such as stage presence, (such as stage presence, (such as stage presence,
expressive preferences in in the evaluation of music . expression. accuracy . appropriate for the context appropriate for the context, appropriate for the context, attire, and behavior) and attire, and behavior) and attire, and behavior) and
music. and venue. venue, and genre . venue, genre, and style . audience etiquette audience etiquette audience etiquette
appropriate for venue and appropriate for venue, appropriate for venue,
purpose. purpose, and context . purpose, context, and style .

Page 10, Music


Copyright © 2014 State Education Agency Directors of Arts Education (SEADAE)
on behalf of NCCAS. All rights reserved.
MU:Re7.2.1a With limited MU:Re7.2. Describe how MU:Re7.2.3a Demonstrate MU:Re7.2.4a Demonstrate MU:Re7.2.5a Demonstrate MU:Re7.2.6b Identify the MU:Re7.2.7b Identify and MU:Re7.2.8b Identify and
guidance, demonstrate specific music concepts are and describe how a and explain how responses and explain, citing evidence , context of music from a compare the context of compare the context of
and identify how specific used to support a specific response to music can be to music are informed by how responses to music are variety of genres, cultures, music from a variety of programs of music from a
music concepts (such as purpose in music. informed by the structure , the structure, the use of the informed by the structure, and historical periods. genres, cultures, and variety of genres, cultures,
beat or pitch) is used in the use of the elements of elements of music, and the use of the elements of historical periods. and historical periods.
various styles of music for a music , and context (such context (such as social and music, and context (such as
purpose . as personal and social ). cultural ). social, cultural, and
historical ).

MU:Re9.1.1a With limited MU:Re9.1.2a Apply MU:Re9.1.3a Evaluate MU:Re9.1.4a Evaluate MU:Re9.1.5a Evaluate MU:Re9.1.6a Apply MU:Re9.1.7a Select from MU:Re9.1.8a Apply
guidance, apply personal personal and expressive musical works and musical works and musical works and teacher-provided criteria to teacher-provided criteria to appropriate personally-
and expressive preferences preferences in the performances , applying performances , applying performances, applying evaluate musical works or evaluate musical works or developed criteria to
in the evaluation of music evaluation of music for established criteria , and established criteria, and established criteria, and performances. performances. evaluate musical works or
for specific purposes. specific purposes. describe appropriateness to explain appropriateness to explain appropriateness to performances.
the context . the context. the context, citing evidence
from the elements of
music .

Page 11, Music


Copyright © 2014 State Education Agency Directors of Arts Education (SEADAE)
on behalf of NCCAS. All rights reserved.