Vapamusicstds

MUSIC
The California Arts Standards for Music

“The fact that children can make beautiful music is less significant than the fact that music can make beautiful
children.”
–Cheryl Lavender, composer and music educator
The music standards are designed to enable students to achieve music literacy. Unlike the other arts disciplines, there are
five sets of performance standards for music. They are:
• Music: PK–8
• Music: Harmonizing Instruments
• Music: Ensembles
• Music: Composition and Theory
• Music: Technology
What is literacy in music?

Developing music literacy means discovering the expressive elements of music, understanding the basic concepts of
music, knowing the terminology that is used to comprehend music, developing the skills necessary to produce music, and
being able to reflect, critique, and connect personal experience to music.
The standards describe expectations for learning in music regardless of style or genre. The standards impart the breadth
and depth of the music experience through the art-making processes. The standards can and should be the impetus for
music educators to inspire their students to explore the many facets of music and prepare them for a life-long relationship
with music.
1
As in the other artistic disciplines, the four artistic processes are addressed linearly in the written music standards but are
envisioned to occur simultaneously in the actual practice of music. From the first day, the music student gives voice to an
instrument and makes music come alive, often from a written score, by singing, listening, playing, moving, reading, and/or
composing music individually or together with peers (creating). The music lesson works toward a synthesis—when
everything they have been working on is brought together (performing). The students analyze and evaluate what they
have done (responding), and finally attach meaning not only to a musical concept, but to the experience as it relates to
other contexts (connecting). As a result, aspects of multiple standards can be combined within a learning activity: students
can learn a skill, apply it to a piece of music, make musical decisions, try and think critically about their ideas, and relate
them to other experiences, contexts and meanings.
2
MUSIC – PK–8
CREATING—Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a
variety of sources.
Essential Question: How do musicians generate creative ideas?
Process Component: Imagine
PK.MU:Cr1 K.MU:Cr1 1.MU:Cr1 2.MU:Cr1 3.MU:Cr1 4.MU:Cr1 5.MU:Cr1
a. With a. With guidance, a. With limited a. Improvise a. Improvise a. Improvise a. Improvise
substantial explore and guidance, rhythmic and rhythmic and rhythmic, rhythmic,
guidance, experience music create musical melodic melodic ideas melodic, and melodic, and
explore and concepts (such ideas (such as patterns and and describe harmonic ideas, harmonic ideas,
experience a as beat and answering a musical ideas connection to and explain and explain
variety of music. melodic musical for a specific specific connection to connection to
contour). question) for a purpose. purpose and specific purpose specific purpose
specific context (such and context and context
purpose. as personal (such as social (such as social,
and social). and cultural). cultural, and
historical).
n/a b. With guidance, b. With limited b. Generate b. Generate b. Generate b. Generate
generate musical guidance, musical musical ideas musical ideas musical ideas
ideas (such as generate patterns and (such as (such as (such as
movements or musical ideas ideas within rhythms and rhythms, rhythms,
motives). in multiple the context of melodies) melodies, and melodies, and
tonalities a given within a given simple accompaniment
(such as major tonality (such tonality accompaniment patterns) within
and minor) and as major and and/or meter. patterns) within specific related
meters (such minor) and related tonalities,
as duple and meter (such tonalities (such meters, and
triple). as duple and as major and simple chord
triple). minor) and changes.
meters.
3
MUSIC – PK–8
6.MU:Cr1 7.MU:Cr1 8.MU:Cr1

a. Generate simple rhythmic, melodic, and a. Generate rhythmic, melodic, and a. Generate rhythmic, melodic, and
harmonic phrases within AB and ABA harmonic phrases and variations over harmonic phrases and harmonic
forms that convey expressive intent. harmonic accompaniments within AB, accompaniments within expanded
ABA, or theme and variation forms forms (including introductions,
that convey expressive intent. transitions, and codas) that convey
expressive intent.
4
MUSIC – PK–8
CREATING—Anchor Standard 2: Organize and develop artistic ideas and work.

Enduring Understanding: Musicians’ creative choices are influenced by their expertise, context, and expressive intent
Essential Question: How do musicians make creative decisions?
Process Component: Plan & Make
PK.MU:Cr2 K.MU:Cr2 1.MU:Cr2 2.MU:Cr2 3.MU:Cr2 4.MU:Cr2 5.MU:Cr2
a. With substantial a. With a. With limited a. Demonstrate a. Demonstrate a. Demonstrate a. Demonstrate
guidance, guidance, guidance, and explain selected selected and selected and
explore favorite demonstrate demonstrate personal musical ideas organized developed
musical ideas and choose and discuss reasons for for a simple musical ideas musical ideas
(such as favorite musical personal selecting improvisation for an for
movements, ideas. reasons for patterns and or composition improvisation, improvisations,
vocalizations, or selecting ideas for music to express arrangement, arrangements,
instrumental musical ideas that represent intent and or composition or compositions
accompaniments). that represent expressive describe to express to express
expressive intent. connection to a intent, and intent, and
intent. specific explain explain
purpose and connection to connection to
context. purpose and purpose and
context. context.
b. With substantial b. With b. With limited b. Use iconic or b. Use b. Use b. Use standard
guidance, select guidance, guidance, use standard standard and/or standard and/or and/or iconic
and keep track of organize iconic or notation and/or iconic notation iconic notation notation and/or
the order for personal standard recording and/or recording and/or recording recording
performing musical ideas notation technology to technology to technology to technology to
original musical using iconic and/or combine, document document document
ideas, using notation and/or recording sequence, and personal personal personal
iconic notation recording technology to document rhythmic and rhythmic, rhythmic,
and/or recording technology. document and personal melodic melodic, and melodic, and two
technology. organize musical ideas. musical ideas. simple harmonic chord harmonic
personal musical ideas. musical ideas.
musical ideas.
5
MUSIC – PK–8
6.MU:Cr2 7.MU:Cr2 8.MU:Cr2

a. Select, organize, construct, and a. Select, organize, develop and a. Select, organize, and document
document personal musical ideas for document personal musical ideas for personal musical ideas for
arrangements and compositions arrangements, songs, and arrangements, songs, and
within AB or ABA form that compositions within AB, ABA, or compositions within expanded
demonstrate an effective beginning, theme and variation forms that forms that demonstrate tension and
middle, and ending, and convey demonstrate unity and variety and release, unity and variety, balance,
expressive intent. convey expressive intent. and convey expressive intent.
b. Use standard and/or iconic b. Use standard and/or iconic b. Use standard and/or iconic
notation and/or audio/ video notation and/or audio/ video notation and/or audio/ video
recording to document personal recording to document personal recording to document personal
simple rhythmic phrases, melodic simple rhythmic phrases, melodic rhythmic phrases, melodic phrases,
phrases, and two chord harmonic phrases, and harmonic sequences. and harmonic sequences.
musical ideas.
6
MUSIC – PK–8
CREATING—Anchor Standard 3: Refine and complete artistic work.

3.1 Enduring Understanding: Musicians evaluate, and refine their work through openness to new ideas, persistence,
and the application of appropriate criteria.
Essential Question: How do musicians improve the quality of their creative work?
Process Component: Evaluate and Refine
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
With substantial With guidance, With limited Interpret and Evaluate, Evaluate, Evaluate,
guidance, apply personal, guidance, apply refine, and refine, and refine, and
consider personal, peer, and teacher discuss and personal, document document document
peer, and teacher feedback in apply personal, peer, and revisions to revisions to revisions to
feedback when refining personal peer, and teacher personal personal music, personal music,
demonstrating musical ideas. teacher feedback to musical ideas, applying applying
and refining feedback to revise applying teacher- teacher-
personal musical refine personal personal teacher- provided and provided and
ideas. musical ideas. musical provided and collaboratively collaboratively
ideas. collaboratively developed developed
developed criteria and criteria and
criteria and feedback to feedback, and
feedback. show explain rationale
improvement for changes.
over time.
6.MU:Cr3.1 7.MU:Cr3.1 8.MU:Cr3.1

a. Evaluate personal work, applying a. Evaluate personal work, applying a. Evaluate personal work by selecting
teacher-provided criteria such as selected criteria such as appropriate and applying criteria including
application of selected elements of application of elements of music appropriate application of
music, and use of sound sources. including style, form, and use of sound compositional techniques, style,
sources. form, and use of sound sources.
b. Describe the rationale for making b. Describe the rationale for making b. Describe the rationale for refining
revisions to the music based on revisions to the music based on works by explaining the choices, based
evaluation criteria and feedback from evaluation criteria and feedback from on evaluation criteria.
their teacher. others (teacher and peers).
7
MUSIC – PK–8

3.2 Enduring Understanding: Musicians’ presentation of creative work is the culmination of a process of creation and
communication.
Essential Question: When is creative work ready to share?
Process Component: Present
PK.MU:Cr3.2 K.MU:Cr3.2 1.MU:Cr3.2 2.MU:Cr3.2 3.MU:Cr3.2 4.MU:Cr3.2 5.MU:Cr3.2
With substantial With guidance, With limited Convey Present the Present the Present the
guidance, share demonstrate a guidance, expressive final version of final version of final version of
revised personal final version of convey intent for a personal personal personal
musical ideas personal musical expressive specific created music to created music created music to
with peers. ideas to peers. intent for a purpose by others and to others and others that
specific purpose presenting a describe explain demonstrates
by presenting a final version of connection to connection to craftsmanship
final version of personal expressive expressive and explain
personal musical ideas intent. intent. connection to
musical ideas to to peers or expressive
peers or informal informal intent.
audience. audience.
6.MU:Cr3.2 7.MU:Cr3.2 8.MU:Cr3.2

Present the final version of documented Present the final version of documented Present the final version of documented
personal composition or arrangement, personal composition, song, or personal composition, song, or
using craftsmanship and originality to arrangement, using craftsmanship and arrangement, using craftsmanship and
demonstrate an effective beginning, originality to demonstrate unity and originality to demonstrate the application
middle, and ending, and convey variety, and convey expressive intent. of compositional techniques for creating
expressive intent. unity and variety, tension and release,
and balance to convey expressive intent.
8
MUSIC – PK–8
PERFORMING—Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
4.1 Enduring Understanding: Performers’ interest in and knowledge of musical works, understanding of their own
technical skill, and the context for a performance influence the selection of repertoire.
Essential Question: How do performers select repertoire?
Process Component: Select
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
With substantial With With limited Demonstrate Demonstrate Demonstrate Demonstrate and
guidance, guidance, guidance, and explain and explain how and explain how explain how the
demonstrate and demonstrate demonstrate personal the selection of the selection of selection of music
state personal and state and discuss interest in, music to music to to perform is
interest in varied personal personal knowledge perform is perform is influenced by
musical selections. interest in interest in, about, and influenced by influenced by personal interest,
varied musical knowledge purpose of personal personal knowledge, and
selections. about, and varied musical interest, interest, context, as well
purpose of selections. knowledge, knowledge, as their personal
varied musical purpose, and context, and and others’
selections. context. technical skill. technical skill.
6.MU:Pr4.1 7.MU:Pr4.1 8.MU:Pr4.1

Apply teacher provided criteria for Apply collaboratively developed Apply personally developed criteria
selecting music to perform for a criteria for selecting music of for selecting music of contrasting
specific purpose and/or context and contrasting styles for a program with styles for a program with a specific
explain why each was chosen. a specific purpose and/or context purpose and/or context, and explain
and, after discussion, identify expressive qualities, technical
expressive qualities, technical challenges, and reasons for choices.
challenges, and reasons for choices.
9
MUSIC – PK–8
4.2 Enduring Understanding: Analyzing creators’ context and how they manipulate elements of music provides insight
into their intent and informs performance.
Essential Question: How does understanding the structure and context of musical works inform performance?
Process Component: Analyze
a. With a. With a. With limited a. Demonstrate a. Demonstrate a.Demonstrate a. Demonstrate
substantial guidance, guidance, knowledge of understanding understanding understanding of the
guidance, explore and demonstrate music concepts of the structure of the structure structure and the
explore and demonstrate knowledge of (such as tonality in music and the elements of music
demonstrate awareness of music and meter) in selected from a elements of (such as rhythm,
awareness of music concepts (such music from a variety of music (such as pitch, form, and
musical contrasts such as beat and variety of cultures for rhythm, pitch, harmony) in music
contrasts as high/low, melodic cultures selected performance. and form) in selected for
such as loud/soft, contour) in for performance. music selected performance.
high/low, same/different music from a for
loud/soft, in a variety of variety of performance.
fast/slow. music cultures
selected for selected for
performance. performance.
n/a n/a b. When b. When b. When b. When b. When analyzing
analyzing analyzing analyzing analyzing selected music, read
selected music, selected music, selected music, selected music, and perform using
read and read and perform read and read and standard notation.
perform rhythmic and perform perform using
rhythmic melodic patterns rhythmic iconic and/or
patterns using using iconic or patterns and standard
iconic or standard melodic notation.
standard notation. phrases using
notation. iconic and
standard
notation.
10
MUSIC – PK–8

n/a n/a n/a n/a c. Describe how c. Explain how c. Explain how
context (such context (such context (such as
as personal as personal, personal, social,
and social) can social and cultural, and
inform a cultural) historical) informs
performance. informs a performances.
performance.
6.MU:Pr4.2 7.MU:Pr4.2 8.MU:Pr4.2

a. Explain how understanding the a. Explain and demonstrate the a. Compare the structure of
structure and the elements of music structure of contrasting pieces of contrasting pieces of music selected
are used in music selected for music selected for performance and for performance, explaining how the
performance. how elements of music are used. elements of music are used in each.
b. When analyzing selected music, b. When analyzing selected music, b. When analyzing selected music,
read and identify by name or function read and identify by name or function sight-read in treble, alto, or bass clef
standard symbols for rhythm, pitch, standard symbols for rhythm, pitch simple rhythmic, melodic, and/or
articulation, and dynamics. articulation, dynamics, tempo, and harmonic notation.
form.
c. Identify how personal, social, c. Identify how personal, social, c. Identity how personal, social,
cultural and historical context cultural and historical context cultural and historical context
inform performances. inform performances and result in inform performances and result in
different musical effects. different music interpretations.
11
MUSIC – PK–8
PERFORMING—Anchor Standard 4: Select, analyze, and interpret artistic work for presentation
4.3 Enduring Understanding: Performers make interpretive decisions based on their understanding of context and
expressive intent.
Essential Question: How do performers interpret musical works?
Process Component: Interpret
With With With limited Demonstrate Demonstrate and Demonstrate and Demonstrate and
substantial guidance, guidance understanding describe how explain how explain how
guidance, demonstrate Demonstrate of expressive intent is intent is intent is
explore awareness of and describe qualities (such conveyed through conveyed through conveyed through
music’s expressive music’s as voice quality, expressive interpretive interpretive
expressive qualities expressive dynamics and qualities (such decisions and decisions and
qualities (such as voice qualities (such tempo) and as voice quality, expressive expressive
(such as quality, as voice quality, how creators dynamics and qualities (such qualities (such
voice quality, dynamics, dynamics and use them to tempo). as dynamics, as dynamics,
dynamics, and tempo) tempo) that convey tempo, and tempo, timbre,
and tempo). that support support the expressive timbre). and articulation/
the creators’ creators’ intent. style).
expressive expressive
intent. intent.
6.MU:Pr4.3 7.MU:Pr4.3 8.MU:Pr4.3

Perform a selected piece of music Perform contrasting pieces of music Perform contrasting pieces of music,
demonstrating how interpretations demonstrating interpretations of the demonstrating and explaining how
of the elements of music and the elements of music and expressive the music’s intent is conveyed by
expressive qualities (such as qualities (such as articulation/style, interpretations of the elements of
articulation/style, and phrasing) and phrasing) convey intent. music and expressive qualities
convey intent. (such as articulation/style, and
phrasing).
12
MUSIC – PK–8
PERFORMING—Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance
over time through openness to new ideas, persistence, and the application of appropriate criteria.
Essential Question: How do musicians improve the quality of their performance?
Process Component: Rehearse, Evaluate, and Refine
PK.MU:Pr5 K.MU:Pr5 1.MU:Pr5 2.MU:Pr5 3.MU:Pr5 4.MU:Pr5 5.MU:Pr5
a. With a. With a. With limited a. Apply a. Apply teacher a. Apply teacher a. Apply teacher
substantial guidance, guidance, established provided and provided and provided and
guidance, apply personal, apply personal, criteria to judge collaboratively collaboratively established
practice and teacher, and teacher, and the accuracy, developed developed criteria and
demonstrate peer feedback peer feedback expressiveness, criteria and criteria and feedback to
what they like to refine to refine and feedback to feedback to evaluate the
about their own performances. performances. effectiveness of evaluate evaluate accuracy and
performances. performances. accuracy of accuracy and expressiveness of
ensemble expressiveness ensemble and
performances. of ensemble and personal
personal performances.
performances.
b. With b. With b. With limited b. Apply b. Rehearse to b. Rehearse to b. Rehearse to
substantial guidance, use guidance, use rehearsal refine technical refine technical refine technical
guidance, apply suggested suggested strategies to accuracy, accuracy and accuracy and
personal, peer, strategies in strategies in address expressive expressive expressive
and teacher rehearsal to rehearsal to identified qualities, and qualities, and qualities to
feedback to improve the address interpretive, identified address address
refine expressive interpretive performance, performance performance challenges and
performances. qualities of challenges of and technical challenges. challenges. show
music. music. challenges of improvement over
music. time.
13
MUSIC – PK–8
6.MU:Pr5 7.MU:Pr5 8.MU:Pr5

Identify and apply teacher-provided Identify and apply collaboratively Identify and apply personally
criteria (such as correct developed criteria (such as developed criteria (such as
interpretation of notation, technical demonstrating correct interpretation demonstrating correct interpretation
accuracy, originality, and interest) to of notation, technical skill of of notation, technical skill of
rehearse, refine, and determine when performer, originality, emotional performer, originality, emotional
a piece is ready to perform. impact, and interest) to rehearse, impact, variety, and interest) to
refine, and determine when the music rehearse, refine, and determine when
is ready to perform. the music is ready to perform.
14
MUSIC – PK–8
PERFORMING—Anchor Standard 6: Convey meaning through the presentation of artistic work.

Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The
context and how a work is presented influence audience response.
Essential Questions: When is a performance judged ready to present? How do context and the manner in which musical
work is presented influence audience response?
PK.MU:Pr6 K.MU:Pr6 1.MU:Pr6 2.MU:Pr6 3.MU:Pr6 4.MU:Pr6 5.MU:Pr6
a. With substantial a. With guidance, a. With limited a. Perform a. Perform a. Perform a. Perform
guidance, perform music guidance, music for a music for a music, with music, alone or
perform music with expression. perform music specific specific expression, with others, with
with expression. for a specific purpose with purpose with technical expression,
purpose with expression. expression accuracy, and technical
expression. and technical appropriate accuracy, and
accuracy. interpretation. appropriate
interpretation.
b. With substantial b. With guidance, b. With limited b. Demonstrate b. Demonstrate b. Demonstrate b. Demonstrate
guidance, demonstrate guidance, performance performance performance performance
demonstrate performance demonstrate decorum and decorum and decorum and decorum and
performance decorum performance audience audience audience audience
decorum appropriate for decorum and etiquette etiquette etiquette etiquette
appropriate for the the audience. audience appropriate for appropriate for appropriate for appropriate for
audience. etiquette the purpose. the context the context, the context,
appropriate for and venue. venue, and venue, genre,
the purpose. genre. and style.
15
MUSIC – PK–8
6.MU:Pr6 7.MU:Pr6 8.MU:Pr6

a. Perform the music, alone or with a. Perform the music, alone or with a. Perform the music, alone or with
others with technical accuracy to others with technical accuracy and others with technical accuracy,
convey the creator’s intent. stylistic expression to convey the stylistic expression, and culturally
creator’s intent. authentic practices in music to
convey the creator’s intent.
b. Demonstrate performance b. Demonstrate performance b. Demonstrate performance
decorum and audience etiquette decorum and audience etiquette decorum and audience etiquette
appropriate for venue and purpose. appropriate for venue, purpose, and appropriate for venue, purpose,
context. context, and style.
16
MUSIC – PK–8
RESPONDING—Anchor Standard 7: Perceive and analyze artistic work

7.1 Enduring Understanding: Individuals' selection of musical works is influenced by their interests, experiences,
understandings, and purposes.
Essential Question: How do individuals choose music to experience?
PK.MU:Re7.1 K.MU:Re7.1 1.MU:Re7.1 2.MU:Re7.1 3.MU:Re7.1 4.MU:Re7.1 5.MU:Re7.1
With substantial With guidance, With limited Explain and Demonstrate Demonstrate Demonstrate and
guidance, state list personal guidance, demonstrate and describe and explain how explain, citing
personal interests interests and identify and how personal how selected selected music evidence, how
and demonstrate experiences and demonstrate interests and music connects connects to and selected music
why they prefer demonstrate why how personal experiences to and is is influenced by connects to and is
some music they prefer some interests and influence influenced by specific influenced by
selections over music selections experiences musical specific interests, specific interests,
others. over others. influence selection for interests, experiences, experiences,
musical specific experiences, or purposes, or purposes, or
selection for purposes. purposes. contexts. contexts.
specific
purposes.
6.MU:Re7.1 7.MU:Re7.1 8.MU:Re7.1

Select music to listen to and explain Select contrasting music to listen to Select programs of music and
the connections to specific interests and compare the connections to demonstrate the connections to an
or experiences for a specific purpose. specific interests or experiences for a interest or experience for a specific
specific purpose. purpose.
17
MUSIC – PK–8

7.2 Enduring Understanding: Response to music is informed by analyzing context (social, cultural, and historical) and
how creators and performers manipulate the elements of music.
PK.MU:Re7.2 K.MU:Re7.2 1.MU:Re7.2 2.MU:Re7.2 3.MU:Re7.2 4.MU:Re7.2 5.MU:Re7.2
With substantial With guidance, With limited Describe how Demonstrate Demonstrate Demonstrate and
guidance, demonstrate guidance, specific and describe and explain how explain, citing
explore musical how a specific demonstrate music how a responses to evidence, how
contrasts in music. music concept and identify concepts are response to music are responses to
(such as beat or how specific used to music can be informed by the music are
melodic music support a informed by the structure, the informed by the
direction) is used concepts specific structure, the use of the structure, the
in music. (such as beat purpose in use of the elements of use of the
or pitch) are music. elements of music, and elements of
used in music, and context (such as music, and
various styles context (such personal, social context (such as
of music for a as personal and cultural). personal, social,
purpose. and social). cultural, and
historical).
6.MU:Re7.2 7.MU:Re7.2 8.MU:Re7.2

a. Describe how the elements of a. Classify and explain how the a. Compare how the elements of
music and expressive qualities elements of music and expressive music and expressive qualities
relate to the structure of the pieces. qualities relate to the structure of relate to the structure within
contrasting pieces. programs of music.
b. Identify the context of music from a b. Identify and compare the context of b. Identify and compare the context of
variety of genres, cultures, and music from a variety of genres, programs of music from a variety of
historical periods. cultures, and historical periods. genres, cultures, and historical
periods.
18
MUSIC – PK–8
RESPONDING—Anchor Standard 8: Interpret intent and meaning in artistic work

Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues
to their expressive intent.
Essential Question: How do we discern the musical creators’ and performers’ expressive intent?
PK.MU:Re8 K.MU:Re8 1.MU:Re8 2.MU:Re8 3.MU:Re8 4.MU:Re8 5.MU:Re8
With substantial With With limited Demonstrate Demonstrate Demonstrate Demonstrate and
guidance, guidance, guidance, knowledge of and describe and explain how explain how
explore music’s demonstrate demonstrate expressive how expressive expressive expressive
expressive awareness of and identify qualities and qualities (such qualities (such qualities (such as
qualities (such as expressive expressive how they as dynamics, as dynamics, dynamics, tempo,
dynamics and qualities that qualities that support tempo, and tempo, and timbre, and
tempo). reflect reflect creators’ and timbre) are timbre) are articulation) are
creators’ and creators’ and performers’ used in used in used in
performers’ performers’ expressive performers’ performers’ performers’
expressive expressive intent. personal personal personal
intent. intent. interpretations interpretations interpretations to
to reflect to reflect reflect creators’
creators’ creators’ expressive intent.
expressive expressive
intent. intent.
6.MU:Re8 7.MU:Re8 8.MU:Re8

Describe a personal interpretation of Describe a personal interpretation of Support personal interpretations of
how creators’ and performers’ contrasting works and explain how contrasting programs of music and
application of the elements of music creators’ and performers’ application explain how creators’ and performers’
and expressive qualities, within of the elements of music and apply the elements of music and
genres and cultural and historical expressive qualities, within genres, expressive qualities, within genres,
context, convey expressive intent. cultures, and historical periods, cultures, and historical periods to
convey expressive intent. convey expressive intent.
19
MUSIC – PK–8
RESPONDING—Anchor Standard 9: Apply criteria to evaluate artistic work

Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis,
interpretation, and established criteria.
Essential Question: How do we judge the quality of musical work(s) and performance(s)?
Process Component: Evaluate
PK.MU:Re9 K.MU:Re9 1.MU:Re9 2.MU:Re9 3.MU:Re9 4.MU:Re9 5.MU:Re9
With substantial With guidance, With limited Apply personal Evaluate Evaluate Evaluate musical
guidance, talk apply personal and guidance, and expressive musical musical works works and
about personal expressive apply personal preferences in works and and performances,
and expressive preferences in the and the evaluation performance performances, applying
preferences in evaluation of expressive of music for s, applying applying established
music. music. preferences in specific established established criteria, and
the evaluation purposes. criteria, and criteria, and explain
of music for describe explain appropriateness to
specific appropriatene appropriatenes the context, citing
purposes. ss to the s to the evidence from the
context. context. elements of
music.
6.MU:Re9 7.MU:Re9 8.MU:Re9

Select from teacher provided criteria Apply collaboratively developed Apply appropriate personally
to evaluate musical works or criteria to evaluate musical works or developed criteria to evaluate
performances. performances. musical works or performances.
20
MUSIC – PK–8
CONNECTING—Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating,
performing, and responding.
Essential Question: How do musicians make meaningful connections to creating, performing, and responding?
Process Component: Synthesize
PK.MU:Cn10 K.MU:Cn10 1.MU:Cn10 2.MU:Cn10 3.MU:Cn10 4.MU:Cn10 5.MU:Cn10
With substantial With With limited Describe how Identify and Describe and Explain and
guidance explore guidance guidance, personal demonstrate demonstrate demonstrate how
how personal share how discuss how interests, and how personal how personal personal interests,
interests connect personal personal interests experiences interests, interests, experiences,
to creating, interests connect to connect to experiences, experiences, ideas, and
performing, and connect to creating, creating, and ideas relate ideas, and knowledge relate
responding to creating, performing, and performing, to creating, knowledge relate to creating,
music. performing, responding to and performing, and to creating, performing, and
and music. responding to responding to performing, and responding to
responding to music. music. responding to music.
music. music.
6.MU:Cn10 7.MU:Cn10 8.MU:Cn10

Explain and demonstrate how Relate and demonstrate how Examine and demonstrate how
personal interests, knowledge and personal interests, knowledge and personal interests, knowledge, and
ideas relate to choices and intent ideas connect to choices and intent ideas relate to choices and intent
when creating, performing, and when creating, performing, and when creating, performing, and
responding to music. responding to music. responding to music.
21
MUSIC – PK–8
CONNECTING—Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to
deepen understanding.
Enduring Understanding: Musicians connect societal, cultural, and historical contexts when creating, performing, and
responding.
Essential Question: How do musicians make meaningful connections to societal, cultural, and historical contexts when
creating, performing, and responding?
Process Component: Relate
PK.MU:Cn11 K.MU:Cn11 1.MU:Cn11 2.MU:Cn11 3.MU:Cn11 4.MU:Cn11 5.MU:Cn11
With substantial With guidance With limited Describe Identify and Describe and Explain and
guidance explore share guidance connections demonstrate demonstrate demonstrate
connections connections discuss between connections connections connections
between music between music connections music, between between music between music and
and culture. and culture. between music society, and music and and societal, societal, cultural,
and culture. culture. societal, cultural, and and historical
cultural, and historical contexts.
historical contexts.
contexts.
6.MU:Cn11 7.MU:Cn11 8.MU:Cn11

Explain and demonstrate Relate and demonstrate Examine and demonstrate
connections between music and connections between music and connections between music and
societal, cultural and historical societal, cultural, and historical societal, cultural and historical
contexts when creating, performing, contexts when creating, performing, contexts when creating, performing,
and responding. and responding. and responding.
22
MUSIC – HARMONIZING INSTRUMENTS

variety of sources.
Nov.MU:H.Cr1 Int.MU:H.Cr1 Prof.MU:H.Cr1 Acc.MU:H.Cr1 Adv.MU:H.Cr1
Generate melodic, Generate melodic, Generate melodic, Generate melodic, Generate melodic,
rhythmic, and rhythmic, and rhythmic, and rhythmic, and rhythmic, and
harmonic ideas for harmonic ideas for harmonic ideas for harmonic ideas for harmonic ideas for a
simple melodies and melodies created improvisations, compositions, collection of
chordal over specified chord compositions and improvisations, compositions
accompaniments for progressions or three-or-more- chord accompaniment representing a variety
given melodies. AB / ABA forms and accompaniments in a patterns in a variety of forms and styles,
two-to three-chord variety of patterns. of styles, and improvisations in
accompaniments for harmonizations for several different
given melodies. given melodies. styles, and stylistically
appropriate
harmonizations for
given melodies.
23

Enduring Understanding: Musicians’ creative choices are influenced by their expertise, context, and expressive intent.
Nov.MU:H.Cr2 Int.MU:H.Cr2 Prof.MU:H.Cr2 Acc.MU:H.Cr2 Adv.MU:H.Cr2
Select, develop, and Select, develop, and Select, develop, and Select, develop, and Select, develop, and
use standard use standard use standard use standard use standard
notation or notation and/or notation and notation and notation and
audio/video recording audio/video recording audio/video recording audio/video recording audio/video recording
to document melodic, to document melodic, to document melodic, to document melodic, to document melodic,
rhythmic, and rhythmic, and rhythmic, and rhythmic, and rhythmic, and
harmonic ideas for harmonic ideas for harmonic ideas for harmonic ideas for harmonic ideas for
drafts of simple drafts of melodies drafts of drafts of drafts of
melodies and chordal created over specified improvisations, compositions, compositions
accompaniments for chord progressions compositions, and improvisations, and representing a variety
given melodies. or AB / ABA forms three-or more- chord accompaniment of forms and styles,
and two-to-three - accompaniments in a patterns in a variety improvisations in
chord variety of patterns. of styles, and several different
accompaniments for harmonizations for styles, and
given melodies. given melodies. stylistically
appropriate
harmonizations for
given melodies.
24

Nov.MU:H.Cr3.1 Int.MU:H.Cr3.1 Prof.MU:H.Cr3.1 Acc.MU:H.Cr3.1 Adv.MU:H.Cr3.1
Apply teacher- Apply teacher- Develop and apply Develop and apply Develop and apply
provided criteria to provided criteria to criteria to critique, criteria to critique, criteria to critique,
critique, improve, and critique, improve, and improve, and refine improve, and refine improve, and refine
refine drafts of simple refine drafts of drafts of drafts of drafts of
melodies and chordal melodies created improvisations, compositions, compositions
accompaniments for over specified chord compositions and improvisations, and representing a variety
given melodies. progressions or AB / three-or more -chord accompaniment of forms and styles,
ABA forms and two- accompaniments in a patterns in a variety improvisations in a
to-three -chord variety of patterns. of styles, and variety of styles, and
accompaniments for harmonizations for stylistically
given melodies. given melodies. appropriate
harmonizations for
given melodies.
25

communication.
Nov.MU:H.Cr3.2 Int.MU:H.Cr3.2 Prof.MU:H.Cr3.2 Acc.MU:H.Cr3.2 Adv.MU:H.Cr3.2
Share final versions Share final versions Perform final versions Perform final versions Perform final versions
of simple melodies of melodies created of improvisations, of compositions, of a collection of
and chordal over specified chord compositions, and improvisations, compositions
accompaniments for progressions or AB / three-or more -chord accompaniment representing a variety
given melodies, ABA forms and two- accompaniments in a patterns in a variety of forms and styles,
demonstrating an to-three -chord variety of patterns, of styles, and improvisations in
understanding of how accompaniments for demonstrating harmonizations for several different
to develop and given melodies, technical skill in given melodies, styles, and
organize personal demonstrating an applying principles of demonstrating stylistically
musical ideas. understanding of how composition/ technical skill in appropriate
to develop and improvisation and applying principles of harmonizations for
organize personal originality in composition/improvi given melodies,
musical ideas. developing and sation and originality demonstrating
organizing musical in developing and technical skill in
ideas. organizing musical applying principles of
ideas. composition/
improvisation and
originality in
developing and
organizing musical
ideas.
26
Nov.MU:H.Pr4.1 Int.MU:H.Pr4.1 Prof.MU:H.Pr4.1 Acc.MU:H.Pr4.1 Adv.MU:H.Pr4.1
Describe and Describe and Explain the criteria Develop and apply Develop and apply
demonstrate how a demonstrate how a used when selecting criteria for selecting criteria for selecting
varied repertoire of varied repertoire of a varied repertoire of a varied repertoire of a varied repertoire for
music that includes music that includes music for individual or music for individual a program of music
melodies, and melodies, and small group and small group for individual and
chordal chordal performances that performances that small group
accompaniments is accompaniments is include melodies, include melodies, performances that
selected, based on selected, based on improvisations, and improvisations, and include melodies,
personal interest, personal interest, chordal chordal stylistically
music reading skills, music reading skills, accompaniments in a accompaniments in a appropriate
and technical skill, technical skills and variety of patterns. variety of styles. accompaniments, and
as well as the context related challenges, improvisations in a
of the performances. and the context of the variety of contrasting
performances. styles.
27
Identify prominent Identify prominent Identify and describe Identify and describe Identify and describe
melodic and melodic, harmonic, important theoretical important theoretical important theoretical
harmonic and structural and structural and structural and structural
characteristics in a characteristics and characteristics and characteristics and characteristics and
varied repertoire of context (social, context (social, context (social, context (social,
music that includes cultural, or cultural, or cultural, and cultural, and
melodies and chordal historical) in a varied historical) in a varied historical) in a varied historical) in a varied
accompaniments repertoire of music repertoire of music repertoire of music repertoire of music
selected for that includes that includes that includes selected for
performance, using melodies and chordal melodies, melodies, performance
standard notation. accompaniments improvisations, and improvisations, and programs that
selected for chordal chordal includes melodies,
performance, using accompaniments in a accompaniments in a stylistically
standard notation. variety of patterns. variety of styles. appropriate
accompaniments, and
improvisations in a
variety of contrasting
styles.
28
expressive intent.
Demonstrate and Demonstrate and Describe in Explain in Explain and present
describe in describe in interpretations the interpretations the interpretations that
interpretations an interpretations an context (social, context (social, demonstrate and
understanding of the understanding of the cultural, or cultural, and describe the social,
context and context (social, historical) and historical) and cultural, or
expressive intent in cultural, or expressive intent in expressive intent in historical) and an
a varied repertoire of historical) and a varied repertoire of a varied repertoire of understanding of the
music selected for expressive intent in music selected for music selected for creators’ intent in
performance that a varied repertoire of performance that performance that repertoire for varied
includes melodies, music selected for includes melodies, includes melodies, programs of music
and chordal performance that improvisations, and improvisations, and that include
accompaniments. includes melodies, chordal chordal melodies, stylistically
and chordal accompaniments in a accompaniments in a appropriate
accompaniments. variety of patterns. variety of styles. accompaniments, and
improvisations in a
variety of contrasting
styles.
29
Nov.MU:H.Pr5 Int.MU:H.Pr5 Prof.MU:H.Pr5 Acc.MU:H.Pr5 Adv.MU:H.Pr5
Apply teacher- Apply teacher- Develop and apply Develop and apply Develop and apply
provided criteria to provided criteria to criteria to critique criteria to critique criteria, including
critique individual critique individual individual and small individual and small feedback from
performances of a performances of a group performances group performances multiple sources, to
varied repertoire of varied repertoire of of a varied repertoire of a varied repertoire critique varied
music that includes music that includes of music that includes of music that includes programs of music
melodies, and melodies, and melodies, melodies, repertoire selected
chordal chordal improvisations, and improvisations, and for individual and
accompaniments accompaniments chordal chordal small group
selected for selected for accompaniments in a accompaniments in a performance, and
performance, and performance, and variety of patterns, variety of styles, and create rehearsal
apply practice identify practice and create rehearsal create rehearsal strategies to address
strategies to address strategies to address strategies to address strategies to address performance
performance performance performance performance challenges and refine
challenges and refine challenges and refine challenges and refine challenges and refine the performances.
the performances. the performances. the performances. the performances.
30

Nov.MU:H.Pr6 Int.MU:H.Pr6 Prof.MU:H.Pr6 Acc.MU:H.Pr6 Adv.MU:H.Pr6
Perform with Perform with Perform with Perform with Perform with
expression and expression and expression and expression and expression and
technical accuracy technical accuracy technical accuracy, technical accuracy, technical accuracy,
individual individual in individual and small in individual and small in individual and small
performances of a performances of a group performances, group performances, group performances,
varied repertoire of varied repertoire of a varied repertoire of a varied repertoire of a varied repertoire for
music that includes music that includes music that includes music that includes programs of music
melodies and chordal melodies and chordal melodies, melodies, that includes
accompaniments, accompaniments, improvisations, and improvisations, and melodies, stylistically
demonstrating demonstrating chordal chordal appropriate
understanding of the sensitivity to the accompaniments in a accompaniments in a accompaniments, and
audience and the audience and an variety of patterns, variety of styles, improvisations in a
context. understanding of the demonstrating demonstrating variety of contrasting
context (such as sensitivity to the sensitivity to the styles,
social, cultural, or audience and an audience and an demonstrating
historical). understanding of the understanding of the sensitivity to the
context (social, context (social, audience and an
cultural, or cultural, and understanding of the
historical). historical). context (social,
cultural, and
historical).
31

Nov.MU:H.Re7.1 Int.MU:H.Re7.1 Prof.MU:H.Re7.1 Acc.MU:H.Re7.1 Adv.MU:H.Re7.1
Identify reasons for Explain reasons for Apply criteria to Apply criteria to Select, describe, and
selecting music, selecting music, select music for select music for a compare a variety of
based on citing characteristics specified purposes, variety of purposes, individual and small
characteristics found found in the music supporting choices by justifying choices group musical
in the music and and connections to citing characteristics citing knowledge of programs from varied
connections to interest, purpose, found in the music music and specified cultures, genres, and
interest, purpose or and context (social, and connections to purpose and context historical periods.
personal experience. cultural, or interest, purpose and (social, cultural, and
historical). context (social, historical).
cultural, and
historical).
32

Nov.MU:H.Re7.2 Int.MU:H.Re7.2 Prof.MU:H.Re7.2 Acc.MU:H.Re7.2 Adv.MU:H.Re7.2
Identify, citing Describe how Compare passages in Explain how the Demonstrate and
evidence, the use of elements of music musical selections analysis of the justify how the
repetition, similarities are manipulated and and explain how the structures and structural
and contrasts in knowledge of the elements of music context (social, characteristics
musical selections context (social and and context (social, cultural, and function within a
and how these and cultural) informs the cultural, or historical) of variety of musical
knowledge of the response. historical) inform the contrasting musical selections, and
context (social or response. inform the response. distinguish how
cultural) informs the context and creative
response. decisions inform the
response.
33

Nov.MU:H.Re8 Int.MU:H.Re8 Prof.MU:H.Re8 Acc.MU:H.Re8 Adv.MU:H.Re8
Identify possible Identify and support Explain and support Explain and support Establish and justify
interpretations of the possible possible possible possible
expressive intent interpretations of the interpretations of the interpretations of the interpretations of the
and meaning of expressive intent expressive intent expressive intent expressive intent
musical selections, and meaning of and meaning of and meaning of and meaning of
referring to the musical selections, musical selections, musical selections, musical selections by
elements of music, citing as evidence the citing as evidence the citing as evidence the comparing and
context (personal or treatment of the treatment of the treatment of the synthesizing varied
social), and (when elements of music, elements of music, elements of music, researched sources,
applicable) the context, and (when context (personal, context (personal, including reference to
setting of the text. applicable) the social, and cultural), social, and cultural), examples from other
setting of the text. and (when applicable) and (when applicable) art forms.
the setting of the the setting of the
text, and outside text, and varied
sources. researched sources.
34

Nov.MU:H.Re9 Int.MU:H.Re9 Prof.MU:H.Re9 Acc.MU:H.Re9 Adv.MU:H.Re9
Identify and describe Explain the influence Develop and apply Apply personally- Develop and justify
how interest, of experiences and teacher-provided developed and evaluations of a
experiences, and contexts (personal, and established established criteria variety of individual
contexts (personal social, or cultural) on criteria based on based on research, and small group
or social) effect the interest in and the personal preference, personal preference, musical selections
evaluation of music. evaluation of a varied analysis, and analysis, based on personally-
repertoire of music. context (personal, interpretation, developed and
social, and cultural) expressive intent, established criteria,
to evaluate individual and musical personal decision
and small group qualities to evaluate making, and
musical selections. contrasting individual knowledge and
and small group understanding of
musical selections. context.
35
Nov.MU:H.Cn10 Int.MU:H.Cn10 Prof.MU:H.Cn10 Acc.MU:H.Cn10 Adv.MU:H.Cn10
Describe and Explain and Connect and Synthesize personal Integrate and
demonstrate how demonstrate how demonstrate how interests, knowledge, interrelate how
personal interests personal interests and personal interests, skills, and contexts personal interests,
relate to choices and knowledge relate to knowledge, and skills and how they relate to knowledge, skills,
intent when creating, choices and intent relate to choices and choices and intent contexts, and
performing, and when creating, intent when creating, when creating, audience
responding to music. performing, and performing, and performing, and expectations connect
responding to music. responding to music. responding to music. to choices and intent
when creating,
performing, and
responding to music.
36
Nov.MU:H.Cn11 Int.MU:H.Cn11 Prof.MU:H.Cn11 Acc.MU:H.Cn11 Adv.MU:H.Cn11
Relate music to Explain the influence Connect and Synthesize the Integrate and
societal, cultural and of societal, cultural demonstrate the connections interrelate the
historical contexts and historical relationships between between music and connections
when creating, contexts when music and societal, societal, cultural and between music and
performing and creating, performing cultural and historical contexts societal, cultural and
responding. and responding. historical contexts when creating, historical contexts
when creating, performing and when creating,
performing and responding. performing and
responding. responding.
37
MUSIC – ENSEMBLES
variety of sources.
Nov.MU:E.Cr1 Int.MU:E.Cr1 Prof.MU:E.Cr1 Acc.MU:E.Cr1 Adv.MU:E.Cr1
Compose and Compose and Compose and Compose and Compose and
improvise melodic improvise ideas for improvise ideas for improvise ideas for improvise musical
and rhythmic ideas melodies and melodies, rhythmic arrangements, ideas for a variety of
or motives that reflect rhythmic passages passages, and sections, and short purposes and
characteristic(s) of based on arrangements for compositions for contexts.
music or text(s) characteristic(s) of specific purposes specific purposes
studied in rehearsal. music or text(s) that reflect that reflect
studied in rehearsal. characteristic(s) of characteristic(s) of
music from a variety music from a variety
of historical periods of cultures studied in
studied in rehearsal. rehearsal.
38
MUSIC – ENSEMBLES

Process Component: Plan and Make
Nov.MU:E.Cr2 Int.MU:E.Cr2 Prof.MU:E.Cr2 Acc.MU:E.Cr2 Adv.MU:E.Cr2
a. Select and develop a. Select and develop a. Select and develop a. Select and develop a. Select and develop
draft melodic and draft melodies and draft melodies, arrangements, composed and
rhythmic ideas or rhythmic passages rhythmic passages, sections, and short improvised ideas into
motives that that demonstrate and arrangements compositions for draft musical works
demonstrate understanding of for specific purposes specific purposes organized for a
understanding of characteristic(s) of that demonstrate that demonstrate variety of purposes
characteristic(s) of music or text(s) understanding of understanding of and contexts.
music or text(s) studied in rehearsal. characteristic(s) of characteristic(s) of
studied in rehearsal. music from a variety music from a variety
of historical periods of cultures studied in
studied in rehearsal. rehearsal.
b. Preserve draft b. Preserve draft b. Preserve draft b. Preserve draft b. Preserve draft
compositions and compositions and compositions compositions musical works
improvisations improvisations through standard through standard through standard
through standard through standard notation and notation, and notation, and audio
notation and audio notation and audio improvisations improvisations or video recording.
recording. recording. through audio through audio or
recording. video recording.
39
MUSIC – ENSEMBLES

Nov.MU:E.Cr3.1 Int.MU:E.Cr3.1 Prof.MU:E.Cr3.1 Acc.MU:E.Cr3.1 Adv.MU:E.Cr3.1
Evaluate and refine Evaluate and refine Evaluate and refine Evaluate and refine Evaluate and refine
draft compositions draft compositions draft melodies, draft arrangements, varied draft musical
and improvisations and improvisations rhythmic passages, sections, short works based on
based on knowledge, based on knowledge, arrangements, and compositions, and appropriate criteria,
skill, and teacher- skill, and improvisations improvisations including the extent to
provided criteria. collaboratively- based on established based on personally- which they address
developed criteria. criteria, including the developed criteria, identified purposes
extent to which they including the extent to and contexts.
address identified which they address
purposes. identified purposes.
40
MUSIC – ENSEMBLES

communication.
Nov.MU:E.Cr3.2 Int.MU:E.Cr3.2 Prof.MU:E.Cr3.2 Acc.MU:E.Cr3.2 Adv.MU:E.Cr3.2
Share personally- Share personally- Share personally- Share personally- Share varied,
developed melodic developed melodies developed melodies, developed personally-developed
and rhythmic ideas and rhythmic rhythmic passages, arrangements, musical works—
or motives— passages— and arrangements— sections, and short individually or as an
individually or as an individually or as an individually or as an compositions— ensemble—that
ensemble—that ensemble—that ensemble—that individually or as an address identified
demonstrate demonstrate address identified ensemble—that purposes and
understanding of understanding of purposes. address identified contexts.
characteristics of characteristics of purposes.
music or texts studied music or texts studied
in rehearsal. in rehearsal.
41
MUSIC – ENSEMBLES
Nov.MU:E.Pr4.1 Int.MU:E.Pr4.1 Prof.MU:E.Pr4.1 Acc.MU:E.Pr4.1 Adv.MU:E.Pr4.1
Select varied Select a varied Explain the criteria Develop and apply Develop and apply
repertoire to study repertoire to study used to select a criteria to select a criteria to select
based on interest, based on music varied repertoire to varied repertoire to varied programs to
music reading skills reading skills (where study based on an study and perform study and perform
(where appropriate), appropriate), an understanding of based on an based on an
an understanding of understanding of theoretical and understanding of understanding of
the structure of the formal design in the structural theoretical and theoretical and
music, context, and music, context, and characteristics of the structural structural
the technical skill of the technical skill of music, the technical characteristics and characteristics and
the individual or the individual and skill of the individual expressive challenges expressive challenges
ensemble. ensemble. or ensemble, and the in the music, the in the music, the
purpose or context technical skill of the technical skill of the
of the performance. individual or individual or
ensemble, and the ensemble, and the
purpose and context purpose and context
of the performance. of the performance.
42
MUSIC – ENSEMBLES
Demonstrate, using Demonstrate, using Demonstrate, using Document and Examine, evaluate,
music reading skills music reading skills, music reading skills demonstrate, using and critique, using
where appropriate, how the setting and where appropriate, music reading skills music reading skills
how knowledge of formal characteristics how compositional where appropriate, where appropriate,
formal aspects in of musical works devices employed how compositional how the structure
musical works inform contribute to and theoretical and devices employed and context impact
prepared or understanding the structural aspects of and theoretical and and inform prepared
improvised context of the music musical works structural aspects of and improvised
performances. in prepared or impact and inform musical works may performances.
improvised prepared or impact and inform
performances. improvised prepared and
performances. improvised
performances.
43
MUSIC – ENSEMBLES
expressive intent.
Identify expressive Demonstrate Demonstrate an Demonstrate how Demonstrate how
qualities in a varied understanding and understanding of understanding the understanding the
repertoire of music application of context in a varied style, genre, and style, genre, and
that can be expressive qualities repertoire of music context of a varied context of a varied
demonstrated in a varied repertoire through prepared and repertoire of music repertoire of music
through prepared and of music through improvised influences prepared informs prepared and
improvised prepared and performances. and improvised improvised
performances. improvised performances as well performances as well
performances. as performers’ as performers’
technical skill to technical skill to
connect with the connect with the
audience. audience.
44
MUSIC – ENSEMBLES
Nov.MU:E.Pr5 Int.MU:E.Pr5 Prof.MU:E.Pr5 Acc.MU:E.Pr5 Adv.MU:E.Pr5
Use self-reflection and Develop strategies to Develop strategies to Develop and apply Develop, apply, and
peer feedback to address technical address expressive appropriate rehearsal refine appropriate
refine individual and challenges in a challenges in a varied strategies to address rehearsal strategies to
ensemble varied repertoire of repertoire of music, individual and address individual and
performances of a music and evaluate and evaluate their ensemble challenges ensemble challenges
varied repertoire of their success using success using in a varied repertoire in a varied repertoire
music. feedback from feedback from of music, and of music.
ensemble peers and ensemble peers and evaluate their
other sources to other sources to success.
refine performances. refine performances.
45
MUSIC – ENSEMBLES

Nov.MU:E.Pr6 Int.MU:E.Pr6 Prof.MU:E.Pr6 Acc.MU:E.Pr6 Adv.MU:E.Pr6
a. Demonstrate a. Demonstrate a. Demonstrate a. Demonstrate a. Demonstrate an
attention to technical attention to technical attention to technical mastery of the understanding and
accuracy and accuracy and accuracy and technical demands mastery of the technical
expressive qualities expressive qualities expressive qualities and an understanding demands and
in prepared and in prepared and in prepared and of expressive expressive qualities of
improvised improvised improvised qualities of the music the music through
performances of a performances of a performances of a in prepared and prepared and
varied repertoire of varied repertoire of varied repertoire of improvised improvised
music. music representing music representing performances of a performances of a
diverse cultures and diverse cultures, varied repertoire varied repertoire
styles. styles, and genres. representing diverse representing diverse
cultures, styles, cultures, styles,
genres, and genres, and historical
historical periods. periods in multiple
types of ensembles.
b. Demonstrate an b. Demonstrate an b. Demonstrate an b. Demonstrate an b. Demonstrate an
awareness of the understanding of the understanding of understanding of ability to connect with
context of the music context of the music expressive intent by intent as a means for audience members
through prepared and through prepared and connecting with an connecting with an before and during the
improvised improvised audience through audience through process of engaging
performances. performances. prepared and prepared and with and responding to
improvised improvised them through prepared
performances performances. and improvised
performances.
46
MUSIC – ENSEMBLES

Nov.MU:E.Re7.1 Int.MU:E.Re7.1 Prof.MU:E.Re7.1 Acc.MU:E.Re7.1 Adv.MU:E.Re7.1
Identify reasons for Explain reasons for Apply criteria to Apply criteria to Use research and
selecting music based selecting music citing select music for select music for a personally
on characteristics characteristics found specified purposes, variety of purposes, developed criteria to
found in the music, in the music and supporting choices by justifying choices justify choices made
connection to connections to citing characteristics citing knowledge of when selecting music,
interest, and purpose interest, purpose, found in the music the music and the citing knowledge of
or context. and context. and connections to specified purpose the music, and
interest, purpose, and context. individual and
and context. ensemble purpose
and context.
47
MUSIC – ENSEMBLES

Nov.MU:E.Re7.2 Int.MU:E.Re7.2 Prof.MU:E.Re7.2 Acc.MU:E.Re7.2 Adv.MU:E.Re7.2
Identify how Describe how Explain how the Explain how the Demonstrate and
knowledge of context understanding analysis of passages analysis of justify how the
and the use of context and the way and understanding structures and analysis of
repetition, similarities, the elements of the way the elements contexts inform the structures, contexts,
and contrasts inform music are of music are response to music. and performance
the response to manipulated inform manipulated inform decisions inform the
music. the response to the response to response to music.
music. music.
48
MUSIC – ENSEMBLES

Nov.MU:E.Re8 Int.MU:E.Re8 Prof.MU:E.Re8 Acc.MU:E.Re8 Adv.MU:E.Re8
Identify Identify and support Explain and support Support Justify
interpretations of the interpretations of the interpretations of the interpretations of the interpretations of the
expressive intent expressive intent expressive intent expressive intent expressive intent
and meaning of and meaning of and meaning of and meaning of and meaning of
musical works, musical works, citing musical works, citing musical works citing musical works by
referring to the as evidence, the as evidence the as evidence the comparing and
elements of music, treatment of the treatment of the treatment of the synthesizing varied
contexts, and (when elements of music, elements of music, elements of music, researched sources,
appropriate) the contexts, and (when contexts, (when contexts, (when including reference to
setting of the text. appropriate) the appropriate) the appropriate) the other art forms.
setting of the text. setting of the text, setting of the text,
and personal and varied
research. researched sources.
49
MUSIC – ENSEMBLES

Nov.MU:E.Re9 Int.MU:E.Re9 Prof.MU:E.Re9 Acc.MU:E.Re9 Adv.MU:E.Re9
Identify and describe Explain the influence Evaluate works and Evaluate works and Develop and justify
the effect of interest, of experiences, performances based performances based evaluations of music,
experience, analysis, analysis, and on personally- or on research as well programs of music,
and context on the context on interest in collaboratively- as personally- and and performances
evaluation of music. and evaluation of developed criteria, collaboratively- based on criteria,
music. including analysis of developed criteria, personal decision-
the structure and including analysis making, research, and
context. and interpretation of understanding of
the structure and contexts.
context.
50
MUSIC – ENSEMBLES
Nov.MU:E.Cn10 Int.MU:E.Cn10 Prof.MU:E.Cn10 Acc.MU:E.Cn10 Adv.MU:E.Cn10
Describe and Explain and Connect and Synthesize personal Integrate and
demonstrate how demonstrate how demonstrate how interests, knowledge, interrelate how
personal interests personal interests and personal interests, skills, and contexts personal interests,
relate to choices and knowledge relate to knowledge, and skills and how they relate to knowledge, skills,
intent when creating, choices and intent relate to choices and choices and intent contexts, and
performing, and when creating, intent when creating, when creating, audience
responding to music. performing, and performing, and performing, and expectations connect
responding to music. responding to music. responding to music. to choices and intent
when creating,
performing, and
51
MUSIC – ENSEMBLES
responding.
Nov.MU:E.Cn11 Int.MU:E.Cn11 Prof.MU:E.Cn11 Acc.MU:E.Cn11 Adv.MU:E.Cn11
Relate music to Explain the influence Connect and Synthesize the Integrate and
societal, cultural, of societal, cultural, demonstrate the connections between interrelate the
and historical and historical relationships between music and societal, connections between
contexts when contexts when music and societal, cultural, and music and societal,
creating, performing, creating, performing, cultural, and historical contexts cultural, and
and responding. and responding to historical contexts when creating, historical contexts
music. when creating, performing, and when creating,
performing, and responding. performing, and
responding. responding.
52
MUSIC – COMPOSITION AND THEORY

variety of sources.
Prof.MU:C.Cr1 Acc.MU:C.Cr1 Adv.MU:C.Cr1
Describe how sounds and short Describe and demonstrate how Describe and demonstrate multiple
musical ideas can be used to sounds and musical ideas can be ways in which sounds and musical
represent personal experiences, used to represent sonic events, ideas can be used to represent
moods, visual images, and/or memories, visual images, concepts, extended sonic experiences or
storylines. texts, or storylines. abstract ideas.

Prof.MU:C.Cr2 Acc.MU:C.Cr2 Adv.MU:C.Cr2

a. Assemble and organize sounds or a. Assemble and organize multiple a. Assemble and organize multiple
short musical ideas to create initial sounds or musical ideas to create sounds or extended musical ideas to
expressions of selected experiences, initial expressive statements of create initial expressive statements of
moods, images, or storylines. selected sonic events, memories, selected extended sonic experiences
images, concepts, texts, or or abstract ideas.
storylines.
b. Identify and describe the b. Describe and explain the b. Analyze and demonstrate the
development of sounds or short development of sounds and musical development of sounds and extended
musical ideas in drafts of music ideas in drafts of music within a musical ideas in drafts of music
within simple forms (such as one variety of simple or moderately within a variety of moderately
part, cyclical, or binary). complex forms (such as binary, complex or complex forms.
rondo, or ternary).
53

Prof.MU:C.Cr3.1 Acc.MU:C.Cr3.1 Adv.MU:C.Cr3.1
Identify, describe, and apply teacher- Identify, describe, and apply selected Research, identify, explain, and apply
provided criteria to assess and teacher-provided or personally- personally-developed criteria to
refine the technical and expressive developed criteria to assess and assess and refine the technical and
aspects of evolving drafts leading to refine the technical and expressive expressive aspects of evolving drafts
final versions. aspects of evolving drafts leading to leading to final versions.
final versions.

communication.
Prof.MU:C.Cr3.2 Acc.MU:C.Cr3.2 Adv.MU:C.Cr3.2
a. Share music through the use of a. Share music through the use of a. Share music through the use of
notation, performance, or notation, solo or group performance, notation, solo or group performance,
technology, and demonstrate how or technology, and demonstrate and or technology, and demonstrate and
the elements of music have been describe how the elements of music explain how the elements of music,
employed to realize expressive and compositional techniques have compositional techniques and
intent. been employed to realize expressive processes have been employed to
intent. realize expressive intent.
b. Describe the given context and b. Describe the selected contexts b. Describe a variety of possible
performance medium for presenting and performance mediums for contexts and performance mediums
personal works, and how they impact presenting personal works, and for presenting personal works, and
the final composition and explain why they successfully impact explain and compare how each could
presentation. the final composition and impact the success of the final
presentation. composition and presentation.
54
Prof.MU:C.Pr4.1 Acc.MU:C.Pr4.1 Adv.MU:C.Pr4.1
Identify and select specific excerpts, Identify and select specific passages, Identify and select specific creators’
passages, or sections in musical sections, or movements in musical intent, movements, or entire works
works that express a personal works that express personal that express personal experiences
experience, mood, visual image, or experiences and interests, moods, and interests, moods, visual images,
storyline in simple forms (such as visual images, concepts, texts, or concepts, texts, or storylines in
one-part, cyclical, binary). storylines in simple forms (such as moderately complex or complex
binary, ternary, rondo) or forms.
moderately complex forms.
Analyze how the elements of music Analyze how the elements of music Analyze how the elements of music
(including form) of selected works (including form) of selected works (including form), and compositional
relate to style and mood and explain relate to the style, function, and techniques of selected works relate
the implications for rehearsal or context, and explain the implications to the style, function, and context,
performance. for rehearsal and performance. and explain and support the analysis
and its implications for rehearsal and
performance.
55
expressive intent.
Develop interpretations of works Develop interpretations of works Develop interpretations of works
based on an understanding of the use based on an understanding of the use based on an understanding of the use
of elements of music, style, and of elements of music, style, mood, of elements of music (including
mood, explaining how the function, and context, explaining and form), compositional techniques,
interpretive choices reflect the supporting how the interpretive style, function, and context,
creators’ intent. choices reflect the creators’ intent. explaining and justifying how the
interpretive choices reflect the
creators’ intent.
56
Prof.MU:C.Pr5 Acc.MU:C.Pr5 Adv.MU:C.Pr5
a. Create rehearsal plans for works, a. Create rehearsal plans for works, a. Create rehearsal plans for works,
identifying repetition and variation identifying the form, repetition and identifying the form, repetition and
within the form. variation within the form, and the style variation within the form,
and historical or cultural context of compositional techniques, and the
the work. style and historical or cultural
context of the work.
b. Using established criteria and b. Using established criteria and b. Using established criteria and
feedback, identify the way(s) in which feedback, identify the ways in which feedback, identify the ways in which
performances convey the elements performances convey the formal performances use compositional
of music, style, and mood. design, style, and historical/cultural techniques and convey the formal
context of the works. design, style, and historical/cultural
context of the works.
c. Identify and implement strategies c. Identify and implement strategies c. Identify, compare, and implement
for improving the technical and for improving the technical and strategies for improving the technical
expressive aspects of multiple expressive aspects of varied works. and expressive aspects of multiple
works. contrasting works.
57
PERFORMING—Anchor Standard 6: Convey meaning through the presentation of artistic work. 

Essential Question: When is a performance judged ready to present? How do context and the manner in which musical
Prof.MU:C.Pr6 Acc.MU:C.Pr6 Adv.MU:C.Pr6
a. Share live or recorded a. Share live or recorded a. Share live or recorded
performances of works (both performances of works (both performances of works (both
personal and others’) and explain how personal and others’), and explain how personal and others’), and explain
the elements of music are used to the elements of music and and/or demonstrate understanding of
convey intent. compositional techniques are used how the expressive intent of the
to convey intent. music is conveyed.
b. Identify how compositions are b. Explain how compositions are b. Explain how compositions are
appropriate for an audience or appropriate for both audience and appropriate for a variety of audiences
context, and how this will shape context, and how this will shape and contexts, and how this will shape
future compositions. future compositions. future compositions.
58

Prof.MU:C.Re7.1 Acc.MU:C.Re7.1 Adv.MU:C.Re7.1
Apply teacher-provided criteria to Apply teacher-provided or Apply researched or personally-
select music that expresses a personally-developed criteria to developed criteria to select music
personal experience, mood, visual select music that expresses personal that expresses personal experiences
image, or storyline in simple forms experiences and interests, moods, and interests, visual images,
(such as one-part, cyclical, binary), visual images, concepts, texts, or concepts, texts, or storylines in
and describe the choices as models storylines in simple or moderately moderately complex or complex
for composition. complex forms, and describe and forms, and describe and justify the
defend the choices as models for choice as models for composition.
composition.

Prof.MU:C.Re7.2 Acc.MU:C.Re7.2 Adv.MU:C.Re7.2
Analyze aurally the elements of Analyze aurally and/or by reading the Analyze aurally and/or by reading the
music (including form) of musical scores of musical works the scores of musical works the
works, relating them to style, mood, elements of music (including form), elements of music (including form),
and context, and describe how the compositional techniques and compositional techniques and
analysis provides models for personal procedures, relating them to style, procedures, relating them to
growth as composer, performer, and mood, and context; and explain how aesthetic effectiveness, style, mood,
listener. the analysis provides models for and context; and explain how the
personal growth as composer, analysis provides models for personal
performer, and listener. growth as composer, performer, and
listener.
59

Prof.MU:C.Re8 Acc.MU:C.Re8 Adv.MU:C.Re8
Develop and explain interpretations Develop and support interpretations Develop, justify and defend
of varied works, demonstrating an of varied works, demonstrating an interpretations of varied works,
understanding of the composers’ understanding of the composers’ demonstrating an understanding of the
intent by citing technical and intent by citing the use of elements of composers’ intent by citing the use of
expressive aspects as well as the music (including form), elements of music (including form),
style/genre of each work. compositional techniques, and the compositional techniques, and the
style/genre and context of each style/genre and context of each
work. work.

a. Describe the effectiveness of the a. Explain the effectiveness of the a. Evaluate the effectiveness of the
technical and expressive aspects of technical and expressive aspects of technical and expressive aspects of
selected music and performances, selected music and performances, selected music and performances,
demonstrating understanding of demonstrating understanding of demonstrating understanding of
fundamentals of music theory. music theory as well as theoretical concepts and complex
compositional techniques and compositional techniques and
procedures. procedures.
60

b. Describe the way(s) in which b. Describe ways in which critiquing b. Describe and evaluate ways in
critiquing others’ work and receiving others’ work and receiving feedback which critiquing others’ work and
feedback from others can be applied from others have been specifically receiving feedback from others have
in the personal creative process. applied in the personal creative been specifically applied in the
process. personal creative process.
Prof.MU:C.Cn10 Acc.MU:C.Cn10 Adv.MU:C.Cn10
Connect and demonstrate how Synthesize personal interests, Integrate and interrelate how personal
personal interests, knowledge, and knowledge, skills, and contexts and interests, knowledge, skills, contexts,
skills relate to choices and intent how they relate to choices and intent and audience expectations connect to
when creating, performing and
when creating, performing and choices and intent when creating,
responding to music. performing and responding to
music.
61
responding.
Prof.MU:C.Cn11 Acc.MU:C.Cn11 Adv.MU:C.Cn11
Connect and demonstrate the Synthesize the connections between Integrate and interrelate the
relationships between music and music and societal, cultural and connections between music and
societal, cultural and historical historical contexts when creating, societal, cultural and historical
contexts when creating, performing performing and responding. contexts when creating, performing
and responding. and responding.
62
MUSIC – TECHNOLOGY
variety of sources.
Prof.MU:T.Cr1 Acc.MU:T.Cr1 Adv.MU:T.Cr1
Generate melodic, rhythmic, and Generate melodic, rhythmic, and Generate melodic, rhythmic, and
harmonic ideas for compositions or harmonic ideas for compositions harmonic ideas for compositions
improvisations using digital tools. and improvisations using digital and improvisations that incorporate
tools and digital resources. digital tools, digital resources, and
digital systems.

Prof.MU:T.Cr2 Acc.MU:T.Cr2 Adv.MU:T.Cr2
Select melodic, rhythmic, and Select melodic, rhythmic, and Select, develop, and organize multiple
harmonic ideas to develop into a harmonic ideas to develop into a melodic, rhythmic and harmonic
larger work using digital tools and larger work that exhibits unity and ideas to develop into a larger work that
digital resources. variety using digital and analog exhibits unity, variety, complexity,
tools. and coherence using digital and
analog tools, resources, and
systems.
63

Prof.MU:T.Cr3.1 Acc.MU:T.Cr3.1 Adv.MU:T.Cr3.1
Drawing on feedback from teachers Develop and implement varied Develop and implement varied
and peers, develop and implement strategies to improve and refine the strategies and apply appropriate
strategies to improve and refine the technical and expressive aspects of criteria to improve and refine the
technical and expressive aspects of draft compositions and technical and expressive aspects of
draft compositions and improvisations. draft compositions and
improvisations. improvisations.

communication.
Prof.MU:T.Cr3.2 Acc.MU:T.Cr3.2 Adv.MU:T.Cr3.2
Share compositions or Share compositions and Share a portfolio of musical creations
improvisations that demonstrate improvisations that demonstrate representing varied styles and genres
musical and technological musical and technological that demonstrates musical and
craftsmanship, using teacher- craftsmanship, using teacher- technological craftsmanship, using
provided digital tools and resources provided or personally-selected digital personally-selected digital and
in developing and organizing musical and analog tools and resources in analog tools, resources and
ideas. developing and organizing musical systems in developing and organizing
ideas. musical ideas.
64
Prof.MU:T.Pr4.1 Acc.MU:T.Pr4.1 Adv.MU:T.Pr4.1
Develop and explain the criteria used Develop and apply criteria to select a Develop and apply criteria to select
for selecting a varied repertoire of varied repertoire to study and varied programs to study and
music based on interest, music perform based on interest; an perform based on interest, an
reading skills, and an understanding of understanding of theoretical and understanding of the theoretical and
the performer’s technical and structural characteristics of the structural characteristics, as well as
technological skill. music; and the performer’s technical expressive challenges in the music,
skill using digital tools and and the performer’s technical skill
resources. using digital tools, resources, and
systems.
Describe how context, structural Explain and demonstrate how Examine, evaluate and critique how
aspects of the music, and digital context, theoretical and structural context, theoretical and structural
media/tools inform prepared and aspects of the music and digital aspects of the music and digital
improvised performances. media/tools inform and influence media/tools inform and influence
prepared and improvised prepared and improvised
performances. performances.
65
expressive intent.
Demonstrate how understanding the Demonstrate how understanding the Demonstrate how understanding the
context, expressive challenges, and style, genre, context, and use of style, genre, context, and integration
use of digital tools in a varied digital tools and resources in a of digital technologies in a varied
repertoire of music influence varied repertoire of music influences repertoire of music informs and
prepared or improvised prepared or improvised performances influences prepared and improvised
performances. and performers’ ability to connect with performances and their ability to
audiences. connect with audiences.
Prof.MU:T.Pr5 Acc.MU:T.Pr5 Adv.MU:T.Pr5
Identify and implement rehearsal Develop and implement rehearsal Apply appropriate criteria as well as
strategies to improve the technical strategies to improve and refine the feedback from multiple sources and
and expressive aspects of prepared technical and expressive aspects of develop and implement varied
and improvised performances in a prepared and improvised strategies to improve and refine the
varied repertoire of music. performances in a varied repertoire technical and expressive aspects of
of music. prepared and improvised
performances in varied programs of
music.
66
PERFORMING—Anchor Standard 6: Convey meaning through the presentation of artistic work. 

Prof.MU:T.Pr6 Acc.MU:T.Pr6 Adv.MU:T.Pr6
a. Using digital tools, demonstrate a. Using digital tools and resources, a. Integrating digital and analog
attention to technical accuracy and demonstrate technical accuracy tools and resources, demonstrate an
expressive qualities in prepared and and expressive qualities in prepared understanding and attention to
improvised performances of a varied and improvised performances of a technical accuracy and expressive
repertoire of music varied repertoire of music qualities of the music in prepared and
representing diverse cultures, styles, improvised performances of a varied
and genres. repertoire of music representing
diverse cultures, styles, genres, and
historical periods.
b. Demonstrate an understanding of b. Demonstrate an understanding of b. Demonstrate an ability to connect
the context of music through the expressive intent when with audience members before, and
prepared and improvised connecting with an audience through engaging with and responding to
performances. prepared and improvised them during prepared and improvised
performances. performances.
67

Prof.MU:T.Re7.1 Acc.MU:T.Re7.1 Adv.MU:T.Re7.1
Cite reasons for choosing music Select and critique contrasting Select, evaluate and compare a
based on the use of the elements of musical works, defending opinions variety of musical selections based on
music, digital and electronic aspects, based on manipulations of the characteristics and knowledge of the
and connections to interest or elements of music, digital and music, understanding of digital and
purpose. electronic aspects, and the purpose electronic aspects, and the purpose
and context of the works. and context of the works.

Prof.MU:T.Re7.2 Acc.MU:T.Re7.2 Adv.MU:T.Re7.2
Explain how knowledge of the Explain how an analysis of the Demonstrate and justify how an
structure (repetition, similarities, structure, context, and technological analysis of the structural
contrasts), technological aspects, and aspects of the music informs the characteristics, context, and
purpose of the music informs the response. technological and creative decisions,
response. informs interest in and response to the
music.
68

Prof.MU:T.Re8 Acc.MU:T.Re8 Adv.MU:T.Re8
Explain and support an interpretation Connect the influence of the treatment Examine, cite research and multiple
of the expressive intent of musical of the elements of music, digital and sources to connect the influence of the
selections based on treatment of the electronic features, context, purpose, treatment of the elements of music,
elements of music, digital and and other art forms to the expressive digital and electronic features,
electronic features, and purpose. intent of musical works. context, purpose, and other art forms
to the expressive intent of musical
works.

Prof.MU:T.Re9 Acc.MU:T.Re9 Adv.MU:T.Re9
Evaluate music using teacher- Apply teacher-provided or Develop and justify the evaluation of a
provided criteria based on analysis, personally-developed criteria to variety of music based on established
interpretation, digital and electronic evaluate music based on analysis, and personally-developed criteria,
features, and personal interests. interpretation, artistic intent, digital, digital, electronic and analog features,
electronic, and analog features, and and understanding of purpose and
musical qualities. context.
69
Prof.MU:T.Cn10 Acc.MU:T.Cn10 Adv.MU:T.Cn10
Connect and demonstrate how Synthesize personal interests, Integrate and interrelate how personal
personal interests, knowledge, and knowledge, skills, and contexts and interests, knowledge, skills, contexts,
skills relate to choices and intent when how they relate to choices and intent and audience expectations connect to
creating, performing, and responding when creating, performing, and choices and intent when creating,
to music. responding to music. performing, and responding to music.
deepen understanding
Enduring Understanding: Musicians connect societal, cultural and historical contexts when creating, performing, and
responding.
Prof.MU:T.Cn11 Acc.MU:T.Cn11 Adv.MU:T.Cn11
Connect and demonstrate the Synthesize the connections between Integrate and interrelate the
relationships between music and music and societal, cultural and connections between music and
societal, cultural and historical historical contexts when creating, societal, cultural and historical
contexts when creating, performing performing and responding. contexts when creating, performing
and responding. and responding.
California Department of Education, December 2018

70
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MUSIC

The California Arts Standards for Music

What is literacy in music?

6.MU:Cr1 7.MU:Cr1 8.MU:Cr1

CREATING—Anchor Standard 2: Organize and develop artistic ideas and work.

6.MU:Cr2 7.MU:Cr2 8.MU:Cr2

CREATING—Anchor Standard 3: Refine and complete artistic work.

6.MU:Cr3.1 7.MU:Cr3.1 8.MU:Cr3.1

CREATING—Anchor Standard 3: Refine and complete artistic work.

6.MU:Cr3.2 7.MU:Cr3.2 8.MU:Cr3.2

6.MU:Pr4.1 7.MU:Pr4.1 8.MU:Pr4.1

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.MU:Pr4.2

6.MU:Pr4.3 7.MU:Pr4.3 8.MU:Pr4.3

6.MU:Pr5 7.MU:Pr5 8.MU:Pr5

PERFORMING—Anchor Standard 6: Convey meaning through the presentation of artistic work.

6.MU:Pr6 7.MU:Pr6 8.MU:Pr6

RESPONDING—Anchor Standard 7: Perceive and analyze artistic work

6.MU:Re7.1 7.MU:Re7.1 8.MU:Re7.1

RESPONDING—Anchor Standard 7: Perceive and analyze artistic work

6.MU:Re7.2 7.MU:Re7.2 8.MU:Re7.2

RESPONDING—Anchor Standard 8: Interpret intent and meaning in artistic work

6.MU:Re8 7.MU:Re8 8.MU:Re8

RESPONDING—Anchor Standard 9: Apply criteria to evaluate artistic work

6.MU:Re9 7.MU:Re9 8.MU:Re9

6.MU:Cn10 7.MU:Cn10 8.MU:Cn10

6.MU:Cn11 7.MU:Cn11 8.MU:Cn11

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

CREATING—Anchor Standard 2: Organize and develop artistic ideas and work.

CREATING—Anchor Standard 3: Refine and complete artistic work.

CREATING—Anchor Standard 3: Refine and complete artistic work.

PERFORMING—Anchor Standard 6: Convey meaning through the presentation of artistic work.

RESPONDING—Anchor Standard 7: Perceive and analyze artistic work

RESPONDING—Anchor Standard 7: Perceive and analyze artistic work

RESPONDING—Anchor Standard 8: Interpret intent and meaning in artistic work

RESPONDING—Anchor Standard 9: Apply criteria to evaluate artistic work

CREATING—Anchor Standard 2: Organize and develop artistic ideas and work.

CREATING—Anchor Standard 3: Refine and complete artistic work.

CREATING—Anchor Standard 3: Refine and complete artistic work.

PERFORMING—Anchor Standard 6: Convey meaning through the presentation of artistic work.

RESPONDING—Anchor Standard 7: Perceive and analyze artistic work

RESPONDING—Anchor Standard 7: Perceive and analyze artistic work

RESPONDING—Anchor Standard 8: Interpret intent and meaning in artistic work

RESPONDING—Anchor Standard 9: Apply criteria to evaluate artistic work

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

CREATING—Anchor Standard 2: Organize and develop artistic ideas and work.

Prof.MU:C.Cr2 Acc.MU:C.Cr2 Adv.MU:C.Cr2

CREATING—Anchor Standard 3: Refine and complete artistic work.

CREATING—Anchor Standard 3: Refine and complete artistic work.

PERFORMING—Anchor Standard 6: Convey meaning through the presentation of artistic work.

RESPONDING—Anchor Standard 7: Perceive and analyze artistic work

RESPONDING—Anchor Standard 7: Perceive and analyze artistic work

RESPONDING—Anchor Standard 8: Interpret intent and meaning in artistic work

RESPONDING—Anchor Standard 9: Apply criteria to evaluate artistic work

Prof.MU:C.Re9 Acc.MU:C.Re9 Adv.MU:C.Re9

CREATING—Anchor Standard 2: Organize and develop artistic ideas and work.

CREATING—Anchor Standard 3: Refine and complete artistic work.

CREATING—Anchor Standard 3: Refine and complete artistic work.

PERFORMING—Anchor Standard 6: Convey meaning through the presentation of artistic work.

RESPONDING—Anchor Standard 7: Perceive and analyze artistic work

RESPONDING—Anchor Standard 7: Perceive and analyze artistic work

RESPONDING—Anchor Standard 8: Interpret intent and meaning in artistic work

RESPONDING—Anchor Standard 9: Apply criteria to evaluate artistic work

PERFORMING—Anchor Standard 6: Convey meaning through the presentation of artistic work. 

PERFORMING—Anchor Standard 6: Convey meaning through the presentation of artistic work. 