core music standards pk 8 strand

7/24/2019 Core Music Standards PK 8 Strand

1/16

CREATINGImagine

Generate musical ideas for various purposes and contexts.

Com

monAnchor#1

Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians work emerge from a variety ofsources.

Essential Question: How do musicians generate creative ideas?

Pre K K 1 2 3 4 5 6 7

MU:Cr1.1.PKa

With substantialguidance,exploreand experience avariety of music.

MU:Cr1.1.Ka With

guidance, exploreand experiencemusicconcepts(such as beatandmelodic contour).

MU:Cr1.1.1a With

limited guidance,create musicalideas(such asanswering amusical question)for a specificpurpose.

MU:Cr1.1.2a

Improviserhythmic andmelodicpatternsand musical ideasfor a specificpurpose.

MU:Cr1.1.3a

Improvise rhythmicand melodic ideas,and describeconnectiontospecific purposeand context(suchaspersonalandsocial).

MU:Cr1.1.4a

Improvise rhythmic,melodic,andharmonic ideas,andexplainconnection tospecific purposeand context(suchas socialandcultural).

MU:Cr1.1.5a

Improvise rhythmic,melodic, andharmonic ideas,and explainconnectiontospecific purposeand context(suchas social, cultural,and historical).

MU:Cr1.1.6a

Generate simplerhythmic, melodic,and harmonicphraseswithin ABand ABAformsthat conveyexpressive intent.

MU:Cr1.1.7a

Generate rhythmic,melodic, andharmonic phrasesand variations overharmonicaccompanimentswithin AB, ABA,ortheme andvariationformsthatconveyexpressive intent.

MU:Cr1.1.Kb Withguidance,

generate musicalideas(such asmovements ormotives).

MU:Cr1.1b Withlimited guidance,

generate musicalideas in multipletonalities (such asmajorand minor)and meters(suchas duple and triple).

MU:Cr1.1.2bGenerate musical

patternsand ideaswithin the contextof a given tonality(such as majorandminor)and meter(such as duple andtriple).


ideas(such asrhythms andmelodies) within agiven tonalityand/ormeter.


ideas(such asrhythms,melodies, andsimpleaccompanimentpatterns) withinrelated tonalities(such as majorandminor) andmeters.


ideas(such asrhythms,melodies, andaccompanimentpatterns) withinspecific relatedtonalities, meters,and simple chordchanges.

Plan and MakeSelect and develop musical ideas for defined purposes and contexts

Core Music Standards (PK-8 General Music)

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2/16

Enduring Understanding: Musicians creative choices are influenced by t heir expertise, context, and expressive intent. Essential Question: How do musicians make creative decisions?

Pre K K 1 2 3 4 5 6 7

C

ommonAnchor#2

MU:Cr2.1.PKa -With substantialguidance, explorefavorite musicalideas(such asmovements,vocalizations, orinstrumentalaccompaniments).

MU:Cr2.1.Ka Withguidance,demonstrateandchoose favoritemusical ideas.

MU:Cr2.1.1aWithlimited guidance,demonstrateanddiscuss personalreasons forselecting musicalideasthatrepresentexpressive intent.

MU:Cr2.1.2aDemonstrateandexplainpersonalreasons forselectingpatternsand ideas for musicthat representexpressive intent.

MU:Cr2.1.3aDemonstrateselected musicalideas for a simpleimprovisationorcompositiontoexpress intent, anddescribeconnectionto aspecificpurposeand context.

MU:Cr2.1.4aDemonstrateselected andorganizedmusicalideasfor animprovisation,arrangement,orcompositiontoexpress intent, andexplain connectiontopurposeandcontext.

MU:Cr2.1.5aDemonstrateselected anddeveloped musicalideasforimprovisations,arrangements,orcompositionstoexpress intent, andexplain connectionto purposeandcontext.

MU:Cr2.1.6aSelect, organize,construct, anddocument personalmusical ideasforarrangementsandcompositionswithin ABor ABAformthatdemonstrate aneffective beginning,middle, and ending,and conveyexpressive intent.

MU:Cr2.1.7aSelect, organize,develop anddocument personalmusical ideasforarrangements,songs, andcompositionswithin AB, ABA, ortheme andvariationformsthat demonstrateunityand varietyandconveyexpressive intent.

MU:Cr2.1.PKbWith substantialguidance, selectand keep track ofthe order forperforming originalmusical ideas,using iconicnotation and/orrecordingtechnology.

MU:Cr2.1.Ka Withguidance, organizepersonalmusicalideasusing iconicnotationand/orrecordingtechnology.

MU:Cr2.1.1bWithlimitedguidance,use iconicorstandard notationand/or recordingtechnologytodocument andorganize personalmusical ideas.

MU:Cr2.1.2bUse iconic orstandardnotationand/or recordingtechnology tocombine,sequence, anddocument personalmusical ideas.

MU:Cr2.1.3bUsestandardand/oriconic notationand/or recordingtechnology todocument personalrhythmic andmelodic musicalideas.

MU:Cr2.1.4b Usestandardand/oriconic notationand/or recordingtechnology todocument personalrhythmic, melodic,and simpleharmonic musicalideas.

MU:Cr2.1.5b Usestandard and/oriconic notationand/or recordingtechnology todocument personalrhythmic, melodic,and two-chordharmonic musicalideas.

MU:Cr2.1.6b Usestandardand/oriconic notationand/or audio/ videorecording todocument personalsimple rhythmicphrases,melodicphrases,and two-chordharmonicmusical ideas.

MU:Cr2.1.7b Usestandardand/oriconic notationand/or audio/ videorecording todocument personalsimple rhythmicphrases, melodicphrases, andharmonicsequences.


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3/16


4/16

PresentShare creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.

Enduring Understanding: Musicians presentation of creative work is the culmination of a process of creation andcommunication

Essential Question: When is creative work ready to share?

Pre K K 1 2 3 4 5 6 7

MU:Cr3.2.PKaWith substantialguidance, sharerevised personalmusical ideas with

peers.

MU:Cr3.2.Ka Withguidance,demonstrateafinal version ofpersonal musical

ideasto peers.

MU:Cr3.2.1a Withlimited guidance,convey expressiveintentfor a specificpurposeby

presentingafinalversion of personalmusical ideastopeers or informalaudience.

MU:Cr3.2.2aConveyexpressive intentfor a specificpurposeby

presentingafinalversion of personalmusical ideastopeers or informalaudience.

MU:Cr3.2.3aPresentthe finalversion of personalcreated music toothers, and

describeconnectiontoexpressive intent.

MU:Cr3.2.4aPresentthe finalversion of personalcreated music toothers, and explain

connectiontoexpressive intent.

MU:Cr3.2.5aPresentthe finalversion of personalcreated music toothers that

demonstratescraftsmanship,and explainconnection toexpressive intent.

MU:Cr3.2.6aPresentthe finalversion of theirdocumentedpersonal

compositionorarrangement,usingcraftsmanshipandoriginality todemonstrate aneffective beginning,middle, and ending,and conveyexpressive intent.

MU:Cr3.2.7aPresentthe finalversion of theirdocumentedpersonal

composition,song, orarrangement,usingcraftsmanshipandoriginality todemonstrate unityand variety,andconvey expressiveintent.


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5/16

PERFORMING

SelectSelect varied musical worksto present based on interest, knowledge, technical skill, and context.

Common

Anchor#4

Enduring Understanding: Performers interest in and knowledge of musical works, understanding of their own t echnical skill,and the context f or a performance influence the selection of repertoire.

Essential Question: How do performers select repertoire?

Pre K K 1 2 3 4 5 6 7MU:Pr4.1.PKaWith substantialguidance,demonstrateandstate preference forvaried musicalselections.

MU:Pr4.1.Ka Withguidance,demonstrateandstate personalinterestin variedmusical selections.

MU:Pr4.1.1a Withlimited guidance,demonstrateanddiscusspersonalinterest in,knowledge about,andpurpose ofvaried musicalselections.

MU:Pr4.1.2aDemonstrateandexplain personalinterest in,knowledge about,and purpose ofvaried musicalselections.

MU:Pr4.1.3aDemonstrateandexplain how theselection of musictoperformisinfluenced bypersonal interest,knowledge,purpose, andcontext.

MU:Pr4.1.4aDemonstrateandexplain how theselection of musicto performisinfluenced bypersonal interest,knowledge,context, andtechnical skill.

MU:Pr4.1.5aDemonstrateandexplain how theselection of musicto performisinfluenced bypersonal interest,knowledge, andcontext, as well astheirpersonal andothers technicalskill.

MU:Pr4.1.6aApplyteacher-providedcriteriaforselecting music toperformfor aspecific purposeand/or context,and explain whyeach was chosen.

MU:Pr4.1.7a Applycollaboratively-developed criteriafor selecting musicof contrastingstyles for aprogramwith aspecific purposeand/or contextand, afterdiscussion, identifyexpressivequalities,

technicalchallenges, andreasonsforchoices.


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6/16

AnalyzeAnalyze the structure and context of varied musical works and their implications for performance.

Enduring Understanding: Analyzing creators context and how they manipulate elements of music provides insight into theirintent and informs performance.

Essential Question: How does understanding the structure and contextinform performance?

Pre K K 1 2 3 4 5 6 7

MU:Pr4.2.PKaWith substantialguidance, exploreand demonstrate

awareness ofmusical contrasts.

MU:Pr4.2.Ka Withguidance, exploreand demonstrateawareness of

music contrasts(such as high/low,loud/soft,same/different) in avariety of musicselected forperformance.

MU:Pr4.2.1a Withlimited guidance,demonstrateknowledge of music

concepts (such asbeatand melodiccontour) in musicfrom a variety ofcultures selectedfor performance.

MU:Pr4.2.2aDemonstrateknowledge of musicconcepts(such as

tonalityandmeter) in musicfrom a variety ofcultures selectedfor performance.

MU:Pr4.2.3aDemonstrateunderstanding ofthe structurein

music selected forperformance.

MU:Pr4.2.4aDemonstrateunderstanding ofthe structureand

the elements ofmusic(such asrhythm,pitch, andform)in musicselected forperformance.

MU:Pr4.2.5aDemonstrateunderstanding ofthe structure and

the elements ofmusic (such asrhythm, pitch,form, andharmony) in musicselected forperformance.

MU:Pr4.2.6aExplainhowunderstanding thestructureand the

elements of musicare used in musicselected forperformance.

MU:Pr4.2.7aExplain anddemonstratethestructureof

contrasting piecesof music selectedfor performanceand how elementsof musicare used.

MU:Pr4.2.1b Whenanalyzing selectedmusic, read andperform rhythmicpatternsusingiconicor standard

notation.

MU:Pr4.2.2b Whenanalyzing selectedmusic, read andperform rhythmicand melodicpatternsusing

iconicor standardnotation.

MU:Pr4.2.3b Whenanalyzing selectedmusic, read andperform rhythmicpatternsandmelodicphrases

using iconicandstandardnotation.

MU:Pr4.2.4b Whenanalyzing selectedmusic, read andperform usingiconicand/orstandardnotation.

MU:Pr4.2.5b Whenanalyzing selectedmusic,read andperformusingstandard notation.

MU:Pr4.2.6b Whenanalyzing selectedmusic,read andidentify by name orfunction standardsymbols for

rhythm, pitch,articulation, anddynamics.

MU:Pr4.2.7bWhen analyzingselected music,read and identify byname or functionstandard symbols

for rhythm, pitch,articulation,dynamics, tempo,and form.

MU:Pr4.2.3cDescribe howcontext(such aspersonal andsocial) can informa performance.

MU:Pr4.2.4cExplainhowcontext (such associalandcultural) informs aperformance.

MU:Pr4.2.5cExplain howcontext(such associal,cultural,and historical)informsperformances.

MU: Pr4.2.6cIdentify howculturalandhistorical contextinformperformances.

MU:Pr4.2.7cIdentify howculturalandhistorical contextinformperformancesandresult in differentmusicinterpretations.


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7/16

InterpretDevelop personal interpretations that consider creatorsintent.

Enduring Understanding: Performers make interpretive decisions based on their understanding of context and expressive intent. Essential Question: How do performers interpret musical works?

Pre K K 1 2 3 4 5 6 7

MU:Pr4.3.PKaWith substantialguidance, exploremusics expressivequalities(such as

voice quality,dynamics, andtempo).

MU:Pr4.3.Ka Withguidance,demonstrateawareness ofexpressive

qualities(such asvoice quality,dynamics, andtempo) thatsupport thecreators

expressive intent.

MU:Pr4.3.1aDemonstrateanddescribemusicsexpressivequalities(such as

dynamicsandtempo).

MU:Pr4.3.2aDemonstrateunderstandingofexpressivequalities(such as

dynamicsandtempo) and howcreatorsuse themto conveyexpressive intent.

MU:Pr4.3.3aDemonstrateanddescribehowintentis conveyedthrough

expressivequalities(such asdynamicsandtempo).

MU:Pr4.3.4aDemonstrateandexplainhow intentis conveyedthrough interpretive

decisions andexpressivequalities(such asdynamics, tempo,and timbre).

MU:Pr4.3.5aDemonstrateandexplain how intentis conveyedthrough interpretive

decisions andexpressivequalities(such asdynamics, tempo,timbre, andarticulation/style).

MU:Pr4.3.6aPerforma selectedpiece of musicdemonstrating howtheir

interpretations ofthe elements ofmusicand theexpressivequalities(such asdynamics, tempo,timbre,articulation/style,andphrasing)convey intent.

MU:Pr4.3.7aPerformcontrasting piecesof musicdemonstrating their

interpretationsofthe elements ofmusicandexpressivequalities(such asdynamics, tempo,timbre,articulation/style,and phrasing)convey intent.


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8/16

Rehearse, Evaluate and RefineEvaluate and refine personal and ensemble performances, individually or in collaboration with others.

Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over timethrough openness to new ideas, persistence, and the application of appropriate criteria.

Essential Question: How do musicians improve the quality of their perfo

Pre K K 1 2 3 4 5 6 7

Com

monAnchor#5

MU:Pr5.1.PKaWith substantialguidance, practiceand demonstrate

what they likeabout their ownperformances.

MU:Pr5.1.Ka Withguidance, applypersonal, teacher,and peer feedback

to refineperformances.

MU:Pr5.1.1a Withlimited guidance,apply personal,teacher, and peer

feedback to refineperformances.

MU:Pr5.1.2a -Apply establishedcriteriato judgethe accuracy,

expressiveness,and effectivenessofperformances.

MU:Pr5.1.3a -Apply teacher-providedandcollaboratively-

developed criteriaand feedback toevaluate accuracyof ensembleperformances.

MU:Pr5.1.4a Applyteacher-providedandcollaboratively-

developed criteriaand feedback toevaluate accuracyand expressivenessof ensembleandpersonalperformances.

MU:Pr5.1.5a Applyteacher-providedand establishedcriteriaand

feedback toevaluate theaccuracy andexpressiveness ofensemble andpersonalperformances.

MU:Pr5.1.6aIdentify and applyteacher-providedcriteria(such as

correctinterpretation ofnotation, technicalaccuracy,originality, andinterest) torehearse, refine,and determinewhen a piece isready to perform.

MU:Pr5.1.7aIdentify and applycollaboratively-developed criteria

(such asdemonstratingcorrectinterpretation ofnotation, technicalskillof performer,originality,emotional impact,and interest) torehearse, refine,and determinewhen the music isready to perform.

MU:Pr5.1.PKbWith substantialguidance,applypersonal, peer, andteacher feedback torefineperformances.

MU:Pr5.1.Kb Withguidance, usesuggestedstrategiesinrehearsal toimprove theexpressivequalitiesof music.

MU:Pr5.1.1b Withlimited guidance,use suggestedstrategies inrehearsal toaddress interpretivechallenges ofmusic.

MU:Pr5.1.2b Rehearse, identifyand applystrategies toaddressinterpretive,performance,andtechnicalchallengesofmusic.

MU:Pr5.1.3bRehearse to refinetechnicalaccuracy,expressivequalities, andidentifiedperformancechallenges.

MU:Pr5.1.4bRehearse to refinetechnicalaccuracyandexpressivequalities, andaddressperformancechallenges.

MU:Pr5.1.5bRehearse to refinetechnicalaccuracyandexpressivequalitiestoaddresschallenges, andshow improvementover time.


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9/16

PresentPerform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context.

Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures.The context and how a work is presented influence the audience response.

Essential Question: When is a performance judged ready to present?How do context and the manner in which musical woinfluence audience response?

Pre K K 1 2 3 4 5 6 7

CommonAnchor#6

MU:Pr6.1.PKa Withsubstantialguidance, perform

music withexpression.

MU:Pr6.1.KaWith guidance,performmusic

with expression.

MU:Pr6.1.1a Withlimited guidance,performmusic for

a specificpurposewith expression.

MU:Pr6.1.2aPerform music fora specific purpose

with expressionand technicalaccuracy.

MU:Pr6.1.3aPerformmusicwith expression

and technicalaccuracy.

MU:Pr6.1.4aPerformmusic,alone or with others,

with expressionand technicalaccuracy, andappropriateinterpretation.

MU:Pr6.1.5aPerform music,alone or with

others, withexpression,technicalaccuracy, andappropriateinterpretation.

MU:Pr6.1.6aPerformthe musicwith technical

accuracyto conveythe creators intent.

MU:Pr6.1.7aPerformthe musicwith technical

accuracyandstylisticexpressiontoconvey thecreators intent.

MU:Pr6.1.KbPerformappropriately forthe audience.

MU:Pr6.1.1bPerformappropriately forthe audience andpurpose.

MU:Pr6.1.2bPerformappropriately forthe audience andpurpose.

MU:Pr6.1.3bDemonstrateperformancedecorumandaudience

etiquetteappropriate for thecontextandvenue.

MU:Pr6.1.4bDemonstrateperformancedecorumandaudience etiquette

appropriate for thecontext, venue,and genre.

MU:Pr6.1.5bDemonstrateperformancedecorumandaudience

etiquetteappropriate for thecontext, venue,genre, and style.

MU:Pr6.1.6bDemonstrateperformancedecorum(such asstage presence,

attire, and behavior)and audienceetiquetteappropriate forvenueandpurpose.

MU:Pr6.1.7bDemonstrateperformancedecorum(such asstage presence,

attire, andbehavior) andaudienceetiquetteappropriate forvenue, purpose,and context.


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10/16

RESPONDING

SelectChoose music appropriate for a specific purpose or context.

Commo

nAnchor#7

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?

Pre K K 1 2 3 4 5 6 7

MU:Re7.1.PKa Withsubstantialguidance, statepersonal interestsand demonstratewhy they prefersome musicselections overothers.

MU:Re7.1.KaWith guidance,list personalinterests andexperiencesanddemonstratewhythey prefer somemusic selectionsover others.

MU:Re7.1.1a Withlimited guidance,identify anddemonstratehowpersonal interestsand experiencesinfluence musicalselectionforspecific purposes.

MU:Re7.1.2aExplain anddemonstratehowpersonal interestsand experiencesinfluence musicalselection forspecific purposes.

MU:Re7.1.3aDemonstrateanddescribehowselected musicconnects toand isinfluenced byspecific interests,experiences, orpurposes.

MU:Re7.1.4aDemonstrateandexplain howselected musicconnects to and isinfluenced byspecific interests,experiences,purposes, orcontexts.

MU:Re7.1.5aDemonstrateandexplain, citingevidence, howselected musicconnects to and isinfluenced byspecific interests,experiences,purposes, orcontexts.

MU:Re7.1.6aSelect or choosemusic to listen toand explain theconnectionstospecific interests orexperiences for aspecific purpose.

MU:Re7.1.7aSelect or choosecontrasting musicto listen to andcompare theconnections tospecific interests orexperiences for aspecific purpose.


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11/16

AnalyzeAnalyze how the structure and context of varied musical works inform the response.

Enduring Understanding: Response to music is informed by analyzing context (social, cultural, and historical) and howcreators and performers manipulate the elements of music.

Essential Question: How does understanding the structure and context response?

Pre K K 1 2 3 4 5 6 7

MU:Re7.2.PKa Withsubstantialguidance, exploremusical contrasts inmusic.

MU:Re7.2.KaWith guidance,demonstratehow a specificmusic concept(such as beatormelodicdirection)isused in music.

MU:Re7.2.1a Withlimited guidance,demonstrateandidentify howspecific musicconcepts (such asbeator pitch) areused in variousstyles of music forapurpose.

MU:Re7.2.2aDescribehowspecific musicconceptsare usedto support aspecificpurposeinmusic.

MU:Re7.2.3aDemonstrateanddescribe how aresponse to musiccan be informed bythe structure, theuse of theelements ofmusic, andcontext(such aspersonalandsocial).

MU:Re7.2.4aDemonstrateandexplainhowresponses to musicare informed by thestructure, the useof the elements ofmusic,andcontext(such associalandcultural).

MU:Re7.2.5aDemonstrateandexplain, citingevidence, howresponses to musicare informed by thestructure, the useof the elements ofmusic,and context(such as social,cultural, andhistorical).

MU:Re7.2.6aDescribe how theelements of musicand expressivequalitiesrelate tothe structureof thepieces.

MU:Re7.2.7aClassify andexplainhow theelements ofmusicandexpressivequalitiesrelate tothe structureofcontrasting pieces.

MU:Re7.2.6bIdentify the contextof music from avariety of genres,

cultures, andhistorical periods.

MU:Re7.2.7bIdentify andcomparethecontextof music

from a variety ofgenres, cultures,and historicalperiods.


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12/16

InterpretSupport interpretations of musical works that reflect creators/performers expressive intent.

Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to theirexpressive intent.

Essential Question: How do we discern the musical creators and performintent?

Pre K K 1 2 3 4 5 6 7

CommonAnchor#8

MU:Re8.1.PKa Withsubstantialguidance, exploremusics expressivequalities(such as

dynamicsandtempo).

MU:Re8.1.KaWith guidance,demonstrateawareness ofexpressive

qualities(suchas dynamicsandtempo) thatreflectcreators/performers expressiveintent.

MU:Re8.1.1a Withlimited guidance,demonstrateandidentifyexpressivequalities(such as

dynamicsandtempo) that reflectcreators/performersexpressive intent.

MU:Re8.1.2aDemonstrateknowledgeofmusicconceptsand how they

support creators/performersexpressive intent.

MU:Re8.1.3aDemonstrateanddescribe how theexpressivequalities(such as

dynamicsandtempo) are used inperformersinterpretations toreflect expressiveintent.

MU:Re8.1.4aDemonstrateandexplainhow theexpressivequalities(such as

dynamics, tempo,and timbre) areused in performersand personalinterpretationstoreflect expressiveintent.

MU:Re8.1.5aDemonstrateandexplainhow theexpressivequalities(such as

dynamics, tempo,timbre, andarticulation) areused in performersand personalinterpretationstoreflect expressiveintent.

MU:Re8.1.6aDescribe apersonalinterpretationofhow creators and

performersapplication of theelements ofmusic andexpressivequalities, withingenresandcultural andhistoricalcontext, conveyexpressiveintent.

MU:Re8.1.7aDescribe a personalinterpretationofcontrasting worksand explain how

creators andperformersapplication of theelements of musicand expressivequalities, withingenres, cultures,and historicalperiods, conveyexpressive intent.

MSicp

acptmeqgape

Evaluate

Support evaluations of musical works and performances based on analysis, i nterpretation, and established criteria.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

Pre K K 1 2 3 4 5 6 7

CommonAnchor#9

MU:Re9.1.PKa Withsubstantialguidance, talk aboutpersonal andexpressivepreferences in music.

MU:Re9.1.KaWith guidance,apply personaland expressivepreferences inthe evaluation ofmusic.

MU:Re9.1.1a Withlimited guidance,apply personal andexpressivepreferences in theevaluation of musicfor specificpurposes.

MU:Re9.1.2aApplypersonal andexpressivepreferences in theevaluation of musicfor specificpurposes.

MU:Re9.1.3aEvaluatemusicalworksandperformances,applyingestablishedcriteria, anddescribeappropriateness tothe context.

MU:Re9.1.4aEvaluate musicalworksandperformances,applyingestablishedcriteria, andexplainappropriateness tothe context.

MU:Re9.1.5aEvaluate musicalworks andperformances,applyingestablishedcriteria, and explainappropriateness tothe context, citingevidence from the

elements of music.

MU:Re9.1.6a Applyteacher-providedcriteriato evaluatemusical worksorperformances.

MU:Re9.1.7aSelect fromteacher-providedcriteria to evaluatemusical worksorperformances.


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13/16

CONNECTINGConnect #10

Synthesize and relate knowledge and personal experiences to make music.

Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing,and responding.

Essential Question: How do musicians make meaningful connections tperforming, and responding?

Pre K K 1 2 3 4 5 6 7

CommonAncho

r#10 MU:Cn10.0.PKa

Demonstrate how

interests,knowledge, andskills relate topersonal choicesand intent whencreating,performing, andresponding tomusic.MU:Cr3.2.PKa Withsubstantialguidance,sharerevisedmusicalideas with peers.MU:Pr4.1.PKa Withsubstantialguidance,

demonstrateand statepreference for variedmusical selections.

MU:Pr4.3.PKa Withsubstantial guidance,exploremusicsexpressive qualities(suchas voice quality,dynamics, andtempo).

MU:Cn10.0.KaDemonstrate how

interests,knowledge, andskills relate topersonal choicesand intent whencreating,performing, andresponding tomusic.MU:Cr3.2.Ka Withguidance, demonstrateafinal version of personalmusical ideasto peers.

MU:Pr4.1.Ka Withguidance,demonstrate

and state personal interestin varied musicalselections.MU:Pr4.3.Ka Withguidance, demonstrateawareness ofexpressivequalities(such as voicequality, dynamics, andtempo) that support the

creators expressiveintent.

MU:Cn10.0.1aDemonstrate how

interests,knowledge, andskills relate topersonal choicesand intent whencreating,performing, andresponding tomusic.MU:Cr2.1.1a Withlimitedguidance,demonstrateand discusspersonal reasons forselectingmusical ideasthat representexpressiveintent.MU:Cr3.2.1a Withlimited guidance,conveyexpressive intentfor aspecific purposebypresentingafinal versionof personalmusical ideasto peers or informalaudience.MU:Pr4.3.1aDemonstrateand describemusicsexpressivequalities(such asdynamicsandtempo).MU:Re7.1.1a Withlimited guidance, identifyand demonstratehowpersonal interests andexperiencesinfluence

musical selectionforspecific purposes.


interests,knowledge, andskills relate topersonal choicesand intent whencreating,performing, andresponding tomusic.MU:Cr2.1.2aDemonstrateand explainpersonal reasons forselectingpatterns andideas for their music thatrepresent expressiveintent.MU:Cr3.2.2a Conveyexpressive intentfor aspecific purposebypresentingafinal versionof personal musical ideasto peers or informalaudience.MU:Pr4.3.2aDemonstrateunderstandingofexpressive qualities(suchasdynamicsandtempo)and howcreators usethem to conveyexpressive

intent.MU:Re7.1.2a Explainanddemonstratehowpersonal interests and

experiences influencemusical selection forspecific purposes.


interests,knowledge, andskills relate topersonal choicesand intent whencreating,performing, andresponding tomusic.MU:Cr2.1.3aDemonstrateselectedmusical ideas for a simpleimprovisationorcompositionto expressintent,and describeconnectionto a specific

purposeandcontext.MU:Cr3.2.3a Presentthe final version of createdmusic for others, anddescribeconnectiontoexpressive intent.MU:Pr4.1.3aDemonstrateand explainhow the selection of musictoperformis influenced bypersonal interest,knowledge,purpose, andcontext.MU:Pr4.3.3aDemonstrateand describehowintentis conveyedthrough expressivequalities(such as

dynamicsandtempo).MU:Re7.1.3aDemonstrateand describehowselected musicconnects toand is


interests,knowledge, andskills relate topersonal choicesand intent whencreating,performing, andresponding tomusic.MU:Cr2.1.4aDemonstrateselected andorganizedmusical ideasfor animprovisation,arrangement,orcompositionto expressintent,and explain

connection topurposeandcontext.MU:Cr3.2.4a Presentthe final version of createdmusic for others, andexplainconnectiontoexpressive intent.

MU:Pr4.1.4aDemonstrateand explainhow the selection of musicto performis influenced bypersonal interest,knowledge,context, andtechnical skill.MU:Pr4.3.4aDemonstrateand explainhow intent is conveyedthrough interpretive

decisions andexpressivequalities(such asdynamics,tempo, andtimbre).MU:Re7.1.4a


interests,knowledge, andskills relate topersonal choicesand intent whencreating,performing, andresponding tomusic.MU:Cr2.1.5aDemonstrateselected anddeveloped musical ideasforimprovisations,arrangements, orcompositionsto expressintent, and explain

connectiontopurposeandcontext.MU:Cr3.2.5a Presentthe final version of createdmusic for others thatdemonstratescraftsmanship,andexplainconnectiontoexpressive intent.MU:Pr4.1.5aDemonstrateand explainhow the selection of musicto performis influenced bypersonal interest,knowledge,context, aswell as their personal andothers technical skill.MU:Pr4.3.5a

Demonstrateand explainhow intent is conveyedthrough interpretivedecisions andexpressivequalities(such as


interests,knowledge, andskills relate topersonal choicesand intent whencreating,performing, andresponding tomusic.MU:Cr2.1.6a Select,organize, construct, anddocument personalmusical ideasforarrangementsandcompositionswithinABorABA formthat

demonstrate an effectivebeginning, middle, andending, and conveyexpressive intent.MU:Cr3.2.6a Presentthe final version of theirdocumented personalcompositionorarrangement, usingcraftsmanshipandoriginality to demonstratean effective beginning,middle, and ending, andconveyexpressive intent.MU:Pr4.1.6a Applyteacher-providedcriteriafor selecting music toperformfor a specific

purpose and/orcontextand explain why each waschosen.MU:Pr4.3.6a Performaselected piece of music


interests,knowledge, andskills relate topersonal choicesand intent whencreating,performing, andresponding tomusic.MU:Cr2.1.7a Select,organize, develop anddocumentpersonalmusical ideasforarrangements, songs, andcompositions within AB,ABA, ortheme and

variationformsthatdemonstrate unityandvariety andconveyexpressive intent.

MU:Cr3.2.7a Presentthe final version of theirdocumented personalcomposition, song, orarrangement, usingcraftsmanshipandoriginality to demonstrateunityandvariety,andconveyexpressive intent.MU:Pr4.1.7a Apply

collaboratively-developed criteriaforselecting music ofcontrasting styles for a

programwith a specificpurpose and/orcontextand, after discussion,identifyexpressivequalities,technicalchallenges, and reasons


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influenced by specificinterests, experiences, orpurposes.

Demonstrateand explainhow selected musicconnects to and isinfluenced by specificinterests, experiences,purposes, orcontexts.

dynamics,tempo,timbre,andarticulation/style).

MU:Re7.1.5aDemonstrateand explain,citing evidence, howselected music connectsto, and is influenced byspecific interests,experiences,purposes, orcontexts.

demonstrating how theirinterpretations of theelements of musicandthe expressive qualities(such asdynamics,tempo,timbre,articulation/style,andphrasing) conveyintent.

MU:Re7.1.6a Select orchoose music to listen toand explain theconnectionsto specificinterests or experiences fora specificpurpose.

for choices.MU:Pr4.3.7aPerformcontrasting piecesof music demonstratingtheir personalinterpretationsof theelements of musicandexpressive qualities(suchasdynamics,tempo,timbre,articulation/style,andphrasing) conveyintent.

MU:Re7.1.7a Select orchoose contrasting musicto listen to and compare

theconnection to specificinterests or experiences fora specificpurpose.


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Connect #11Relate musical ideas and works with varied context to deepen understanding.

Enduring Understanding:Understanding connections to varied contexts and daily life enhances musicians creating, performing, andresponding.

Essential Question: How do theother arts, other disciplines, contexts, creating, performing, and responding to music?

Pre K K 1 2 3 4 5 6 7

Commo

nAnchor#11

MU:Cn11.0.PKaDemonstrateunderstanding ofrelationshipsbetween music and

the other arts, otherdisciplines, variedcontexts, and dailylife.MU:Pr4.2.PKa Withsubstantial guidance,exploreanddemonstrateawareness of musicalcontrasts.MU:Re7.2.PKa Withsubstantialguidance,explore musical contrastsin music.MU:Re9.1.PKa Withsubstantial guidance, talkabout their personal andexpressive preferences in

music.

MU:Cn11.0.KaDemonstrateunderstanding ofrelationshipsbetween music and

the other arts, otherdisciplines, variedcontexts, and dailylife.MU:Pr4.2.Ka Withguidance, exploreanddemonstrateawareness ofmusic contrasts (such ashigh/low, loud/soft,same/different) in a varietyof music selected forperformance.

MU:Re7.2.Ka Withguidance, demonstratehow a specific musicconcept(such asbeatormelodic direction) isused in music.MU:Re9.1.Ka Withguidance,apply personaland expressivepreferences in theevaluation of music.

MU:Cn11.0.1aDemonstrateunderstanding ofrelationshipsbetween music and

the other arts, otherdisciplines, variedcontexts, and dailylife.MU:Cr1.1.1a Withlimited guidance, createmusical ideas(such asanswering a musicalquestion) for a specificpurpose.MU:Pr4.2.1a Withlimitedguidance,demonstrateknowledgeofmusicconcepts (such asbeatand melodiccontour) in music from avariety of cultures selectedforperformance.MU:Pr6.1.1a Withlimited guidance, performmusic for a specificpurposewithexpression.

MU:Re7.2.1a Withlimited guidance,demonstrateand identifyhow specific musicconcepts (such asbeatorpitch) is used in variousstyles of music for a purpose.MU:Re9.1.1a Withlimited guidance, applypersonal and expressivepreferences in theevaluation of music forspecific purposes.


the other arts, otherdisciplines, variedcontexts, and dailylife.MU:Cr1.1.2aImproviserhythmic andmelodicpatterns andmusical ideasfor aspecificpurpose.

MU:Pr4.2.2aDemonstrateknowledgeofmusic concepts(suchas tonalityandmeter) inmusic from a variety ofcultures selected forperformance.

MU:Pr6.1.2a Perform

music for a specificpurpose withexpressionand technical accuracy.MU:Re7.2.Describehow specific musicconceptsare usedtosupport a specificpurposein music.

MU:Re9.1.2a Applypersonal and expressivepreferences in theevaluation of music forspecific purposes.


the other arts, otherdisciplines, variedcontexts, and dailylife.MU:Cr1.1.3aImprovise rhythmic andmelodic ideas, anddescribeconnectiontospecificpurposeandcontext(such aspersonalandsocial).MU:Pr4.2.3c Describehowcontext(such aspersonalandsocial) caninform aperformance.MU:Pr6.1.3bDemonstrate

performance decorumandaudience etiquetteappropriate for thecontextandvenue.MU:Re7.2.3aDemonstrateand describehow a response to musiccan be informed by thestructure, the use of theelements of music, andcontext(such aspersonalandsocial).

MU:Re9.1.3a Evaluatemusical worksandperformances, applyingestablished criteria, anddescribe appropriatenessto thecontext.


the other arts, otherdisciplines, variedcontexts, and dailylife.MU:Cr1.1.4aImprovise rhythmic,melodic, and harmonicideas, andexplainconnection to specificpurpose andcontext(such as socialandcultural).

MU:Pr4.2.4cExplainhowcontext (suchas socialandcultural)informs a performance.

MU:Pr6.1.4b

Demonstrateperformance decorumandaudience etiquetteappropriate for thecontext, venue,andgenre.MU:Re7.2.4aDemonstrateand explainhow responses to musicare informed by thestructure, the use of theelements of music,andcontext(such as socialandcultural).

MU:Re9.1.4aEvaluate musical worksandperformances,applyingestablishedcriteria, and explain

appropriateness to thecontext.


the other arts, otherdisciplines, variedcontexts, and dailylife.MU:Cr1.1.5aImprovise rhythmic,melodic, and harmonicideas, and explainconnectionto specificpurpose andcontext(such associal, cultural,andhistorical).

MU:Pr4.2.5cExplain howcontext(suchas social,cultural, andhistorical) informsperformances.

MU:Pr6.1.5bDemonstrateperformance decorumandaudience etiquetteappropriate for thecontext, venue, genre,and style.

MU:Re7.2.5aDemonstrateand explain,citing evidence, howresponses to music areinformed by thestructure,the use of theelements ofmusic,andcontext (suchassocial, cultural, andhistorical).

MU:Re9.1.5a Evaluatemusical worksandperformances,applying

established criteria, andexplain appropriateness tothecontext, citingevidence from theelements of music.


the other arts, otherdisciplines, variedcontexts, and dailylife.MU:Cr1.1.6a Generatesimple rhythmic, melodic,and harmonicphraseswithinABandABAformsthat conveyexpressive

intent.MU:Pr4.2.6cIdentify howculturalandhistorical contextinformtheperformances.

MU:Pr6.1.6bDemonstrateperformance decorum

(such as stage presence,attire, and behavior)andaudience etiquetteappropriate forvenueandpurpose.

MU:Re7.2.6b Identifythecontext of music froma variety of genres,cultures, and historicalperiods.MU:Re9.1.6a Applyteacher-providedcriteriato evaluate musicalworksorperformances.


the other arts, otherdisciplines, variedcontexts, and dailylife.MU:Cr1.1.7a Generaterhythmic, melodic, andharmonic phrases andvariations over harmonicaccompanimentswithinAB, ABA,ortheme andvariationforms thatconveyexpressive intent.

MU:Pr4.2.7c Identifyhow culturalandhistorical contextinformperformanceand resultsin different musicinterpretations.MU:Pr6.1.7bDemonstrateperformance decorum(such as stage presence,attire, and behavior) andaudience etiquetteappropriate forvenue,purpose, andcontext.

MU:Re7.2.7bIdentify and compare thecontextof music from avariety of genres,cultures, and historicalperiods.

MU:Re9.1.7a Selectfrom teacher-providedcriteria to evaluatemusical worksor

performances.


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core music standards pk 8 strand

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