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Introduction
General Music
Creating
Performing
Responding
Connecting
Music Harmonizing Instruments
Creating
Performing
Responding
Connecting
Music Theory Composition
Creating
Performing
Responding
Connecting
Music Technology
Creating
Performing
Responding
Connecting
Music Traditional And Emerging Ensembles
Creating
Performing
Responding
Connecting
General Music/Connecting
#MU.CN.10
Process Component: Music General Anchor Standard 10 - Connecting
Anchor Standard: Synthesize and relate knowledge and personal experiences to make art.
Music Harmonizing Instruments/Connecting
#MU.CN.10.HI
Process Component: Music Harmonizing Instruments Anchor Standard 10 - Connecting
Anchor Standard: Synthesize and relate knowledge and personal experiences to make art.
Grade Hs novice
MU.CN.10.HI.Hs novice
a. Identify and discuss the roles and impact music plays in one's life and the lives of others.

b. Identify reasons for selecting music based on connection to interest, and purpose or context.



Foundational Skills



Reflect on Understanding

a. Identify the context (e.g., historical, social, cultural) in which the composer wrote the piece being performed.

b. Recognizing composers's motivations for creating the music being performed by the students.

c. Where new concepts are introduced in these standards with no explicit preparation at earlier levels, the other standards specified for those earlier levels are meant as general preparation for the new concepts listed.

d. Understanding the relationship between music and various functions/events, including the musical characteristics that make a piece of music appropriate for a specific event or function.

e. Understanding the connections between music and other content areas as encountered in the repertoire, including text settings.

f. Identify their preference for specific musical works and styles.

g. Elements of music

h. Describing personal reactions to musical experiences, and identifying which musical aspects evoke these reactions.

i. Identify the roles/careers that musicians play in societies and investigate ways to be a life-long music maker.
Grade Hs intermediate
MU.CN.10.HI.Hs intermediate
a. Identify and explain the roles and impact music plays in one's life and the lives of others.

b. Explain reasons for selecting music citing connections to interest, purpose, and context.



Foundational Skills



Reflect on Understanding

a. Identify the context (e.g., historical, social, cultural) in which the composer wrote the piece being performed.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Recognizing composers's motivations for creating the music being performed by the students.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Where new concepts are introduced in these standards with no explicit preparation at earlier levels, the other standards specified for those earlier levels are meant as general preparation for the new concepts listed.

d. Understanding the relationship between music and various functions/events, including the musical characteristics that make a piece of music appropriate for a specific event or function.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

e. Understanding the connections between music and other content areas as encountered in the repertoire, including text settings.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Identify their preference for specific musical works and styles.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Elements of music in repertoire

h. Describing personal reactions to musical experiences, and identifying which musical aspects evoke these reactions.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Identify the roles/careers that musicians play in societies and investigate ways to be a life-long music maker.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Music Theory Composition/Connecting
#MU.CN.10.MC
Process Component: Music Theory and Composition Anchor Standard 10 - Connecting
Anchor Standard: Synthesize and relate knowledge and personal experiences to make art.
Music Technology/Connecting
#MU.CN.10.MT
Process Component: Music Technology Anchor Standard 10 - Connecting
Anchor Standard: Synthesize and relate knowledge and personal experiences to make art.
Music Traditional And Emerging Ensembles/Connecting
#MU.CN.10.PE
Process Component: Music Performing Ensembles Anchor Standard 10 - Connecting
Anchor Standard: Synthesize and relate knowledge and personal experiences to make art.
Grade Hs novice
MU.CN.10.PE.Hs novice
a. Identify and discuss the roles and impact music plays in one's life and the lives of others.

b. Identify reasons for selecting music based on connection to interest, and purpose or context.



Foundational Skills



Reflecting on Understanding (CRU)

a. Identify the context (e.g., historical, social, cultural) in which the composer wrote the piece being performed.

b. Recognizing composers's motivations for creating the music being performed by the students.

c. Where new concepts are introduced in these standards with no explicit preparation at earlier levels, the other standards specified for those earlier levels are meant as general preparation for the new concepts listed.

d. Understanding the relationship between music and various functions/events, including the musical characteristics that make a piece of music appropriate for a specific event or function.

e. Understanding the connections between music and other content areas as encountered in the repertoire, including text settings.

f. Identify their preference for specific musical works and styles.

g. Elements of music.

h. Describing personal reactions to musical experiences, and identifying which musical aspects evoke these reactions.

i. Identify the roles/careers that musicians play in societies and investigate ways to be a life-long music maker.
Grade Hs intermediate
MU.CN.10.PE.Hs intermediate
a. Identify and explain the roles and impact music plays in one's life and the lives of others.

b. Explain reasons for selecting music citing connections to interest, purpose, and context.



Foundational Skills



Reflecting on Understanding (CRU)

a. Identify the context (e.g., historical, social, cultural) in which the composer wrote the piece being performed.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Recognizing composers's motivations for creating the music being performed by the students.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Where new concepts are introduced in these standards with no explicit preparation at earlier levels, the other standards specified for those earlier levels are meant as general preparation for the new concepts listed.

d. Understanding the relationship between music and various functions/events, including the musical characteristics that make a piece of music appropriate for a specific event or function.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

e. Understanding the connections between music and other content areas as encountered in the repertoire, including text settings.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Identify their preference for specific musical works and styles.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Elements of music in repertoire

h. Describing personal reactions to musical experiences, and identifying which musical aspects evoke these reactions.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Identify the roles/careers that musicians play in societies and investigate ways to be a life-long music maker.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
General Music/Connecting
#MU.CN.11
Process Component: Music General Anchor Standard 11 - Connecting
Anchor Standard: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
Music Harmonizing Instruments/Connecting
#MU.CN.11.HI
Process Component: Music Harmonizing Instruments Anchor Standard 11 - Connecting
Anchor Standard: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
Grade Hs novice
MU.CN.11.HI.Hs novice
a. Identify and explain how context (e.g. social, cultural, historical) can inform the expressive intent and meaning of a musical performance.

b. Identify and explain how music is affected by one’s knowledge outside the arts (e.g.science, social studies, math, language arts).



Foundational Skills



Reflect on Understanding

a. Identify the context (e.g., historical, social, cultural) in which the composer wrote the piece being performed.

b. Recognizing composers's motivations for creating the music being performed by the students.

c. Where new concepts are introduced in these standards with no explicit preparation at earlier levels, the other standards specified for those earlier levels are meant as general preparation for the new concepts listed.

d. Understanding the relationship between music and various functions/events, including the musical characteristics that make a piece of music appropriate for a specific event or function.

e. Understanding the connections between music and other content areas as encountered in the repertoire, including text settings.

f. Identify their preference for specific musical works and styles.

g. Elements of music

h. Describing personal reactions to musical experiences, and identifying which musical aspects evoke these reactions.

i. Identify the roles/careers that musicians play in societies and investigate ways to be a life-long music maker.
Grade Hs intermediate
MU.CN.11.HI.Hs intermediate
a. Identify and explain how context can inform the expressive intent and meaning of a musical performance.

b. Identify and explain how music is affected by one’s knowledge outside the arts



Foundational Skills



Reflect on Understanding

a. Identify the context (e.g., historical, social, cultural) in which the composer wrote the piece being performed.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Recognizing composers's motivations for creating the music being performed by the students.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Where new concepts are introduced in these standards with no explicit preparation at earlier levels, the other standards specified for those earlier levels are meant as general preparation for the new concepts listed.

d. Understanding the relationship between music and various functions/events, including the musical characteristics that make a piece of music appropriate for a specific event or function.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

e. Understanding the connections between music and other content areas as encountered in the repertoire, including text settings.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Identify their preference for specific musical works and styles.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Elements of music in repertoire

h. Describing personal reactions to musical experiences, and identifying which musical aspects evoke these reactions.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Identify the roles/careers that musicians play in societies and investigate ways to be a life-long music maker.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Music Theory Composition/Connecting
#MU.CN.11.MC
Process Component: Music Theory Composition Anchor Standard 11 - Connecting
Anchor Standard: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
Music Technology/Connecting
#MU.CN.11.MT
Process Component: Music Technology Anchor Standard 11 - Connecting
Anchor Standard: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
Music Traditional And Emerging Ensembles/Connecting
#MU.CN.11.PE
Process Component: Music Performing Ensembles Anchor Standard 11 - Connecting
Anchor Standard: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
Grade Hs novice
MU.CN.11.PE.Hs novice
a. Identify and explain how context (e.g. social, cultural, historical) can inform the expressive intent and meaning of a musical performance.

b. Identify and explain how music is affected by one’s knowledge outside the arts (e.g.science, social studies, math, language arts).



Foundational Skills



Reflecting on Understanding (CRU)

a. Identify the context (e.g., historical, social, cultural) in which the composer wrote the piece being performed.

b. Recognizing composers's motivations for creating the music being performed by the students.

c. Where new concepts are introduced in these standards with no explicit preparation at earlier levels, the other standards specified for those earlier levels are meant as general preparation for the new concepts listed.

d. Understanding the relationship between music and various functions/events, including the musical characteristics that make a piece of music appropriate for a specific event or function.

e. Understanding the connections between music and other content areas as encountered in the repertoire, including text settings.

f. Identify their preference for specific musical works and styles.

g. Elements of music.

h. Describing personal reactions to musical experiences, and identifying which musical aspects evoke these reactions.

i. Identify the roles/careers that musicians play in societies and investigate ways to be a life-long music maker.
Grade Hs intermediate
MU.CN.11.PE.Hs intermediate
a. Identify and explain how context can inform the expressive intent and meaning of a musical performance.

b. Identify and explain how music is affected by one’s knowledge outside the arts (e.g.science, social studies, math, language arts).



Foundational Skills



Reflecting on Understanding (CRU)

a. Identify the context (e.g., historical, social, cultural) in which the composer wrote the piece being performed.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Recognizing composers's motivations for creating the music being performed by the students.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Where new concepts are introduced in these standards with no explicit preparation at earlier levels, the other standards specified for those earlier levels are meant as general preparation for the new concepts listed.

d. Understanding the relationship between music and various functions/events, including the musical characteristics that make a piece of music appropriate for a specific event or function.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

e. Understanding the connections between music and other content areas as encountered in the repertoire, including text settings.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Identify their preference for specific musical works and styles.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Elements of music in repertoire

h. Describing personal reactions to musical experiences, and identifying which musical aspects evoke these reactions.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Identify the roles/careers that musicians play in societies and investigate ways to be a life-long music maker.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
General Music/Creating
#MU.CR.1
Process Component: Music General Anchor Standard 1 - Creating
Anchor Standard: Generate and conceptualize artistic ideas and work.
Music Harmonizing Instruments/Creating
#MU.CR.1.HI
Process Component: Music Harmonizing Instruments Anchor Standard 1 - Creating
Anchor Standard: Generate and conceptualize artistic ideas and work.
Grade Hs novice
MU.CR.1.HI.Hs novice
a. Generate melodic, rhythmic, and harmonic ideas for simple melodies (such as two-phrase) and chordal accompaniments for given melodies.



Foundational Skills



Improvisation

a. Perform, use standard notation consistent with the genre (e.g. lead sheet), and audio record improvisation that is a minimum of 4 measures.

b. Describe how the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of music.



Composition

a. Use standard notation and audio record composition that is a minimum of 2 measures and is written for the student’s own instrument.

b. Describe how the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of music.

c. Replace or change some of the note values and/or pitches in composing a variation on a theme.

d. Use technology and multimedia to enhance knowledge and application of composing and arranging music. (e.g. composing and sequencing software).

Grade Hs intermediate
MU.CR.1.HI.Hs intermediate
a. Generate melodic, rhythmic, and harmonic ideas for melodies (created over specified chord progressions or AB/ABA forms) and two-to-three-chord accompaniments for given melodies.



Foundational Skills



Improvisation

a. Perform, use standard notation consistent with the genre and audio record improvisation that is a minimum of 4 measures.



(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are

applied to a leveled progression of repertoire.)


b. Describe how the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of

music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are

applied to a leveled progression of repertoire.)




Composition

a. Use standard notation and audio record composition that is a minimum of 2 measures and is written for the

student’s own instrument.



(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are

applied to a leveled progression of repertoire.)



b. Describe how the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of

music.



(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are

applied to a leveled progression of repertoire.)


c. Replace or change some of the note values and/or pitches in composing a variation on a theme.



(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are

applied to a leveled progression of repertoire.)


d. Use technology and multimedia to enhance knowledge and application of composing and arranging music. (e.g.

composing and sequencing software).



(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are

applied to a leveled progression of repertoire.)
Music Theory Composition/Creating
#MU.CR.1.MC
Process Component: Music Theory Composition Anchor Standard 1 - Creating
Anchor Standard: Generate and conceptualize artistic ideas and work.
Music Technology/Creating
#MU.CR.1.MT
Process Component: Music Technology Anchor Standard 1 - Creating
Anchor Standard: Generate and conceptualize artistic ideas and works.
Music Traditional And Emerging Ensembles/Creating
#MU.CR.1.PE
Process Component: Music Performing Ensembles Anchor Standard 1 - Creating
Anchor Standard: Generate and conceptualize artistic ideas and work.
Grade Hs novice
MU.CR.1.PE.Hs novice
Compose and improvise melodic and rhythmic ideas or motives that reflect characteristic(s) of music or text(s) studied in rehearsal.
Grade Hs intermediate
MU.CR.1.PE.Hs intermediate
Compose and improvise ideas for melodies and rhythmic passages based on characteristic(s) of music or text(s) studied in rehearsal.
General Music/Creating
#MU.CR.2
Process Component: Music General Anchor Standard 2 - Creating
Anchor Standard: Organize and develop artistic ideas and work.
Music Harmonizing Instruments/Creating
#MU.CR.2.HI
Process Component: Music Harmonizing Instruments Anchor Standard 2 - Creating
Anchor Standard: Organize and develop artistic ideas and work.
Grade Hs novice
MU.CR.2.HI.Hs novice
a. Select, develop, and use standard notation or audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of simple melodies (such as two-phrase) and chordal accompaniments for given melodies.



Foundational Skills



Improvisation

a. Perform, use standard notation consistent with the genre (e.g. lead sheet), and audio record improvisation that is a minimum of 4 measures.

b. Describe how the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of music.



Composition

a. Use standard notation and audio record composition that is a minimum of 2 measures and is written for the student’s own instrument.

b. Describe how the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of music.

c. Replace or change some of the note values and/or pitches in composing a variation on a theme.

d. Use technology and multimedia to enhance knowledge and application of composing and arranging music. (e.g. composing and sequencing software).

Grade Hs intermediate
MU.CR.2.HI.Hs intermediate
a. Select, develop, and use standard notation and audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of melodies (created over specified chord progressions or AB/ABA forms) and two-to-three-chord accompaniments for given melodies.



Foundational Skills



Improvisation

a. Perform, use standard notation consistent with the genre and audio record improvisation that is a minimum of 4 measures.



(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are

applied to a leveled progression of repertoire.)


b. Describe how the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of

music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are

applied to a leveled progression of repertoire.)




Composition

a. Use standard notation and audio record composition that is a minimum of 2 measures and is written for the

student’s own instrument.



(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are

applied to a leveled progression of repertoire.)



b. Describe how the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of

music.



(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are

applied to a leveled progression of repertoire.)


c. Replace or change some of the note values and/or pitches in composing a variation on a theme.



(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are

applied to a leveled progression of repertoire.)


d. Use technology and multimedia to enhance knowledge and application of composing and arranging music. (e.g.

composing and sequencing software).



(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are

applied to a leveled progression of repertoire.)
Music Theory Composition/Creating
#MU.CR.2.MC
Process Component: Music Theory Composition Anchor Standard 2 - Creating
Anchor Standard: Organize and develop artistic ideas and work.
Music Technology/Creating
#MU.CR.2.MT
Process Component: Music Technology Anchor Standard 2 - Creating
Anchor Standard: Organize and develop artistic ideas and work.
Music Traditional And Emerging Ensembles/Creating
#MU.CR.2.PE
Process Component: Music Performing Ensembles Anchor Standard 2 - Creating
Anchor Standard: Organize and develop artistic ideas and work.
Grade Hs novice
MU.CR.2.PE.Hs novice
a. Select and develop draft melodic and rhythmic ideas or motives that demonstrate understanding of characteristic(s) of music or text(s) studied in rehearsal.

b. Preserve draft compositions and improvisations through standard notation and audio recording.



Foundational Skills



Improvisation

a. Perform, use standard notation, and audio record improvisation that is a minimum of 4 measures.

b. Describe how the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of music.



Composition

a. Use standard notation and audio record composition that is a minimum of 2 measures and is written for the student's own instrument.

b. Describe how the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of music.

c. Replace or change some of the note values and/or pitches in composing a variation on a theme.

d. Use technology and multimedia to enhance knowledge and application of composing and arranging music. (e.g. composing and sequencing software).

Grade Hs intermediate
MU.CR.2.PE.Hs intermediate
a. Select and develop draft melodies and rhythmic passages that demonstrate understanding of characteristic(s) of music or text(s) studied in rehearsal.

b. Preserve draft compositions and improvisations through standard notation and audio recording.



Foundational Skills



Improvisation

a. Perform, use standard notation, and audio record improvisation that is a minimum of 4 measures.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Describe how the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Where new concepts are introduced in these standards with no explicit preparation at earlier levels, the other standards specified for those earlier levels are meant as general preparation for the new concepts listed.



Composition

a. Use standard notation and audio record composition that is a minimum of 2 measures and is written for the student's own instrument.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Describe how the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Replace or change some of the note values and/or pitches in composing a variation on a theme.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Use technology and multimedia to enhance knowledge and application of composing and arranging music. (e.g. composing and sequencing software).

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

General Music/Creating
#MU.CR.3
Process Component: Music General Anchor Standard 3 - Creating
Anchor Standard: Refine and complete artistic work.
General Music/Creating
#MU.CR.3
Process Component: Music General Anchor Standard 3 - Creating
Anchor Standard: Refine and complete artistic work.
Music Harmonizing Instruments/Creating
#MU.CR.3.HI
Process Component: Music Harmonizing Instruments Anchor Standard 3 - Creating
Anchor Standard: Refine and complete artistic work.
Grade Hs novice
MU.CR.3.HI.Hs novice
a. Apply teacher-provided criteria to critique, improve, and refine drafts of simple melodies (such as two-phrase) and chordal accompaniments for given melodies.

b. Share final versions of simple melodies (such as two-phrase) and chordal accompaniments for given melodies, demonstrating an understanding of how to develop and organize personal musical ideas.



Foundational Skills



Improvisation

a. Perform, use standard notation consistent with the genre (e.g. lead sheet), and audio record improvisation that is a minimum of 4 measures.

b. Describe how the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of music.



Composition

a. Use standard notation and audio record composition that is a minimum of 2 measures and is written for the student’s own instrument.

b. Describe how the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of music.

c. Replace or change some of the note values and/or pitches in composing a variation on a theme.

d. Use technology and multimedia to enhance knowledge and application of composing and arranging music. (e.g. composing and sequencing software).

Grade Hs intermediate
MU.CR.3.HI.Hs intermediate
a. Apply teacher-provided criteria to critique, improve, and refine drafts of melodies (created over specified chord progressions or AB/ABA forms) and two-to-three-chord accompaniments for given melodies.

b. Share final versions of melodies (created over specified chord progressions or AB/ABA forms) and two-to-three-chord accompaniments for given melodies, demonstrating an understanding of how to develop and organize personal musical ideas.



Foundational Skills



Improvisation

a. Perform, use standard notation consistent with the genre and audio record improvisation that is a minimum of 4 measures.



(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are

applied to a leveled progression of repertoire.)


b. Describe how the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of

music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are

applied to a leveled progression of repertoire.)




Composition

a. Use standard notation and audio record composition that is a minimum of 2 measures and is written for the

student’s own instrument.



(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are

applied to a leveled progression of repertoire.)



b. Describe how the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of

music.



(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are

applied to a leveled progression of repertoire.)


c. Replace or change some of the note values and/or pitches in composing a variation on a theme.



(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are

applied to a leveled progression of repertoire.)


d. Use technology and multimedia to enhance knowledge and application of composing and arranging music. (e.g.

composing and sequencing software).



(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are

applied to a leveled progression of repertoire.)
Music Theory Composition/Creating
#MU.CR.3.MC
Process Component: Music Theory Composition Anchor Standard 3 - Creating
Anchor Standard: Refine and complete artistic work.
Music Theory Composition/Creating
#MU.CR.3.MC
Process Component: Music Theory Composition Anchor Standard 3 - Creating
Anchor Standard: Refine and complete artistic work.
Music Technology/Creating
#MU.CR.3.MT
Process Component: Music Technology Anchor Standard 3 - Creating
Anchor Standard: Refine and complete artistic work.
Music Technology/Creating
#MU.CR.3.MT
Process Component: Music Technology Anchor Standard 3 - Creating
Anchor Standard: Refine and complete artistic work.
Music Traditional And Emerging Ensembles/Creating
#MU.CR.3.PE
Process Component: Music Performing Ensembles Anchor Standard 3 - Creating
Anchor Standard: Refine and complete artistic work.
Grade Hs novice
MU.CR.3.PE.Hs novice
a. Evaluate and refine draft compositions and improvisations based on knowledge, skill, and teacher provided

criteria.

b. Share personally-developed melodic and rhythmic ideas or motives individually or as an ensemble that demonstrate understanding of characteristics of music or texts studied in rehearsal.



Foundational Skills



Improvisation

a. Perform, use standard notation, and audio record improvisation that is a minimum of 4 measures.

b. Describe how the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of music.



Composition

a. Use standard notation and audio record composition that is a minimum of 2 measures and is written for the student's own instrument.

b. Describe how the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of music.

c. Replace or change some of the note values and/or pitches in composing a variation on a theme.

d. Use technology and multimedia to enhance knowledge and application of composing and arranging music. (e.g. composing and sequencing software).
Grade Hs intermediate
MU.CR.3.PE.Hs intermediate
a. Evaluate and refine draft compositions and improvisations based on knowledge, skill, and collaboratively-developed criteria.

b. Share personally-developed melodies and rhythmic passages individually or as an ensemble that demonstrate understanding of characteristics of music or texts studied in rehearsal.



Foundational Skills



Improvisation

a. Perform, use standard notation, and audio record improvisation that is a minimum of 4 measures.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Describe how the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Where new concepts are introduced in these standards with no explicit preparation at earlier levels, the other standards specified for those earlier levels are meant as general preparation for the new concepts listed.



Composition

a. Use standard notation and audio record composition that is a minimum of 2 measures and is written for the student's own instrument.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Describe how the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Replace or change some of the note values and/or pitches in composing a variation on a theme.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Use technology and multimedia to enhance knowledge and application of composing and arranging music. (e.g. composing and sequencing software).

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Music Traditional And Emerging Ensembles/Creating
#MU.CR.3.PE
Process Component: Music Performing Ensembles Anchor Standard 3 - Creating
Anchor Standard: Refine and complete artistic work.
Grade Hs novice
MU.CR.3.PE.Hs novice
a. Evaluate and refine draft compositions and improvisations based on knowledge, skill, and teacher provided

criteria.

b. Share personally-developed melodic and rhythmic ideas or motives individually or as an ensemble that demonstrate understanding of characteristics of music or texts studied in rehearsal.



Foundational Skills



Improvisation

a. Perform, use standard notation, and audio record improvisation that is a minimum of 4 measures.

b. Describe how the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of music.



Composition

a. Use standard notation and audio record composition that is a minimum of 2 measures and is written for the student's own instrument.

b. Describe how the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of music.

c. Replace or change some of the note values and/or pitches in composing a variation on a theme.

d. Use technology and multimedia to enhance knowledge and application of composing and arranging music. (e.g. composing and sequencing software).
Grade Hs intermediate
MU.CR.3.PE.Hs intermediate
a. Evaluate and refine draft compositions and improvisations based on knowledge, skill, and collaboratively-developed criteria.

b. Share personally-developed melodies and rhythmic passages individually or as an ensemble that demonstrate understanding of characteristics of music or texts studied in rehearsal.



Foundational Skills



Improvisation

a. Perform, use standard notation, and audio record improvisation that is a minimum of 4 measures.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Describe how the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Where new concepts are introduced in these standards with no explicit preparation at earlier levels, the other standards specified for those earlier levels are meant as general preparation for the new concepts listed.



Composition

a. Use standard notation and audio record composition that is a minimum of 2 measures and is written for the student's own instrument.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Describe how the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Replace or change some of the note values and/or pitches in composing a variation on a theme.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Use technology and multimedia to enhance knowledge and application of composing and arranging music. (e.g. composing and sequencing software).

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Music Harmonizing Instruments/Creating
#MU.PR.3.HI
Process Component: Music Harmonizing Instruments Anchor Standard 3 - Creating
Anchor Standard: Refine and complete artistic work.
Grade Hs novice
MU.PR.3.HI.Hs novice
a. Apply teacher-provided criteria to critique, improve, and refine drafts of simple melodies (such as two-phrase) and chordal accompaniments for given melodies.

b. Share final versions of simple melodies (such as two-phrase) and chordal accompaniments for given melodies, demonstrating an understanding of how to develop and organize personal musical ideas.



Foundational Skills



Improvisation

a. Perform, use standard notation consistent with the genre (e.g. lead sheet), and audio record improvisation that is a minimum of 4 measures.

b. Describe how the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of music.



Composition

a. Use standard notation and audio record composition that is a minimum of 2 measures and is written for the student’s own instrument.

b. Describe how the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of music.

c. Replace or change some of the note values and/or pitches in composing a variation on a theme.

d. Use technology and multimedia to enhance knowledge and application of composing and arranging music. (e.g. composing and sequencing software).

Grade Hs intermediate
MU.PR.3.HI.Hs intermediate
a. Apply teacher-provided criteria to critique, improve, and refine drafts of melodies (created over specified chord progressions or AB/ABA forms) and two-to-three-chord accompaniments for given melodies.

b. Share final versions of melodies (created over specified chord progressions or AB/ABA forms) and two-to-three-chord accompaniments for given melodies, demonstrating an understanding of how to develop and organize personal musical ideas.



Foundational Skills



Improvisation

a. Perform, use standard notation consistent with the genre and audio record improvisation that is a minimum of 4 measures.



(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are

applied to a leveled progression of repertoire.)


b. Describe how the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of

music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are

applied to a leveled progression of repertoire.)




Composition

a. Use standard notation and audio record composition that is a minimum of 2 measures and is written for the

student’s own instrument.



(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are

applied to a leveled progression of repertoire.)



b. Describe how the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of

music.



(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are

applied to a leveled progression of repertoire.)


c. Replace or change some of the note values and/or pitches in composing a variation on a theme.



(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are

applied to a leveled progression of repertoire.)


d. Use technology and multimedia to enhance knowledge and application of composing and arranging music. (e.g.

composing and sequencing software).



(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are

applied to a leveled progression of repertoire.)
General Music/Performing
#MU.PR.4
Process Component: Music General Anchor Standard 4 - Performing
Anchor Standard: Select, analyze and interpret artistic work for presentation.
General Music/Performing
#MU.PR.4
Process Component: Music General Anchor Standard 4 - Performing
Anchor Standard: Select, analyze and interpret artistic work for presentation.
General Music/Performing
#MU.PR.4
Process Component: Music General Anchor Standard 4 - Performing
Anchor Standard: Select, analyze and interpret artistic work for presentation.
Music Harmonizing Instruments/Performing
#MU.PR.4.HI
Process Component: Music Harmonizing Instruments Anchor Standard 4 - Performing
Anchor Standard: Select, analyze, and interpret artistic work for presentation.
Grade Hs novice
MU.PR.4.HI.Hs novice
a. Describe and demonstrate how a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments is selected, based on personal interest, music reading skills, and technical skill, as well as the context of the performances.

b. Identify prominent melodic and harmonic characteristics in a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments selected for performance, including some based on reading standard notation.

c. Demonstrate and describe in interpretations an understanding of the context and expressive intent in a varied repertoire of music selected for performance that includes melodies, repertoire pieces, and chordal accompaniments.



Foundational Skills



Application to Instrument(AI)

a. Maintain a steady beat, with auditory assistance, while playing individually and with others the following note and rest values: whole, half, quarter, eighth, and corresponding dotted notes in simple meters.

b. Utilize musical symbols (e.g. fermata, repeat signs, double bar lines, note names.)

c. Perform fluently with key signature and accidental encountered in the repertoire.

d. Chords

Guitar (e.g., major and minor chords in 1st position)



Piano (e.g., I-V6/5 chords in left hand in 3#’s-3b’s major)

e. Perform independent parts while others play contrasting parts (e.g., level 5-1).

f. Respond to basic conducting cues (e.g., tempo, dynamics).

g. Perform scales, intervals, and arpeggios using appropriate technique as specified in the repertoire.

h. Perform individually repertoire that includes music in two parts (e.g accompaniment and melody).

i. Perform dynamics, timbre, tempo, phrasing, and articulation in the repertoire.

j. Utilize a basic characteristic tone.

k. Utilize proper hand position and posture.

l. Perform with awareness of intonation (e.g., guitar) and ensemble.

m. Tune with teacher assistance.

n. Perform literature from memory.

o. Demonstrate proper care and maintenance of instrument.



Performing - Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire (e.g., fermata, repeat signs, double bar lines, note names, the following note values: whole, half, quarter, eighth, dotted half, dotted quarter, and dotted eighth).

b. Steps and skips

c. Simple music forms and characteristics

d. Simple music forms and characteristics

e. Elements of music (e.g., rhythm, melody)

f. Their role (e.g., melody, harmony, accompaniment, foreground/background) within their ensemble.

g. Whole and half step patterns in scales encountered in repertoire.

h. Relationship between music and mathematics as it occurs in the repertoire.

i. One's own physical mechanics and skill level essential to playing the repertoire.

j. Adjusting to the acoustic properties and the effect on the performers and the performance space.
Grade Hs intermediate
MU.PR.4.HI.Hs intermediate
a. Describe and demonstrate how a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments is selected, based on personal interest, music reading skills, and technical skill (citing technical challenges that need to be addressed), as well as the context of the performances.

b. Identify prominent melodic, harmonic, and structural characteristics and context (social, cultural, or historical) in a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments selected for performance, including some based on reading standard notation.

c. Demonstrate and describe in interpretations an understanding of the context (social, cultural, or historical) and expressive intent in a varied repertoire of music selected for performance that includes melodies, repertoire pieces, and chordal accompaniments.



Foundational Skills



Application to Instrument(AI)

a. Maintain a steady beat, with auditory assistance, while playing individually and with others sixteenth, corresponding dotted notes and elementary syncopation in simple meters.

b. Utilize musical symbols encountered in the repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Perform fluently with key signature and accidental encountered in the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Chords

Guitar (e.g., V7 chords in 1st through 3rd position(s))



Piano (e.g., I-IV-V6/5-I6 chords in left hand in 3#’s-3b’s major)

e. Perform independent parts while others play contrasting parts (e.g., level 1-2).

f. Respond to basic conducting cues (e.g., tempo, dynamics).

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Perform scales, intervals, and arpeggios using appropriate technique as specified in the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Perform individually repertoire that includes music in two parts (e.g accompaniment and melody).

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Perform dynamics, timbre, tempo, phrasing, and articulation in the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Utilize a basic characteristic tone with greater stability.

k. Utilize proper hand position and posture.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

l. Perform with awareness of intonation (e.g., guitar) and ensemble, balance and blend.

m. Tune with teacher guidance.

n. Perform literature from memory.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

o. Demonstrate proper care and maintenance of instrument.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



Performing - Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Steps and skips

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Key and Time Signatures

d. Simple music forms and characteristics

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

e. Elements of music

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Their role within their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Whole and half step patterns in scales encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Relationship between music and mathematics as it occurs in the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. One's own physical mechanics and skill level essential to playing the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Adjusting to the acoustic properties and the effect on the performers and the performance space.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Music Harmonizing Instruments/Performing
#MU.PR.4.HI
Process Component: Music Harmonizing Instruments Anchor Standard 4 - Performing
Anchor Standard: Select, analyze, and interpret artistic work for presentation.
Grade Hs novice
MU.PR.4.HI.Hs novice
a. Describe and demonstrate how a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments is selected, based on personal interest, music reading skills, and technical skill, as well as the context of the performances.

b. Identify prominent melodic and harmonic characteristics in a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments selected for performance, including some based on reading standard notation.

c. Demonstrate and describe in interpretations an understanding of the context and expressive intent in a varied repertoire of music selected for performance that includes melodies, repertoire pieces, and chordal accompaniments.



Foundational Skills



Application to Instrument(AI)

a. Maintain a steady beat, with auditory assistance, while playing individually and with others the following note and rest values: whole, half, quarter, eighth, and corresponding dotted notes in simple meters.

b. Utilize musical symbols (e.g. fermata, repeat signs, double bar lines, note names.)

c. Perform fluently with key signature and accidental encountered in the repertoire.

d. Chords

Guitar (e.g., major and minor chords in 1st position)



Piano (e.g., I-V6/5 chords in left hand in 3#’s-3b’s major)

e. Perform independent parts while others play contrasting parts (e.g., level 5-1).

f. Respond to basic conducting cues (e.g., tempo, dynamics).

g. Perform scales, intervals, and arpeggios using appropriate technique as specified in the repertoire.

h. Perform individually repertoire that includes music in two parts (e.g accompaniment and melody).

i. Perform dynamics, timbre, tempo, phrasing, and articulation in the repertoire.

j. Utilize a basic characteristic tone.

k. Utilize proper hand position and posture.

l. Perform with awareness of intonation (e.g., guitar) and ensemble.

m. Tune with teacher assistance.

n. Perform literature from memory.

o. Demonstrate proper care and maintenance of instrument.



Performing - Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire (e.g., fermata, repeat signs, double bar lines, note names, the following note values: whole, half, quarter, eighth, dotted half, dotted quarter, and dotted eighth).

b. Steps and skips

c. Simple music forms and characteristics

d. Simple music forms and characteristics

e. Elements of music (e.g., rhythm, melody)

f. Their role (e.g., melody, harmony, accompaniment, foreground/background) within their ensemble.

g. Whole and half step patterns in scales encountered in repertoire.

h. Relationship between music and mathematics as it occurs in the repertoire.

i. One's own physical mechanics and skill level essential to playing the repertoire.

j. Adjusting to the acoustic properties and the effect on the performers and the performance space.
Grade Hs intermediate
MU.PR.4.HI.Hs intermediate
a. Describe and demonstrate how a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments is selected, based on personal interest, music reading skills, and technical skill (citing technical challenges that need to be addressed), as well as the context of the performances.

b. Identify prominent melodic, harmonic, and structural characteristics and context (social, cultural, or historical) in a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments selected for performance, including some based on reading standard notation.

c. Demonstrate and describe in interpretations an understanding of the context (social, cultural, or historical) and expressive intent in a varied repertoire of music selected for performance that includes melodies, repertoire pieces, and chordal accompaniments.



Foundational Skills



Application to Instrument(AI)

a. Maintain a steady beat, with auditory assistance, while playing individually and with others sixteenth, corresponding dotted notes and elementary syncopation in simple meters.

b. Utilize musical symbols encountered in the repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Perform fluently with key signature and accidental encountered in the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Chords

Guitar (e.g., V7 chords in 1st through 3rd position(s))



Piano (e.g., I-IV-V6/5-I6 chords in left hand in 3#’s-3b’s major)

e. Perform independent parts while others play contrasting parts (e.g., level 1-2).

f. Respond to basic conducting cues (e.g., tempo, dynamics).

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Perform scales, intervals, and arpeggios using appropriate technique as specified in the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Perform individually repertoire that includes music in two parts (e.g accompaniment and melody).

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Perform dynamics, timbre, tempo, phrasing, and articulation in the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Utilize a basic characteristic tone with greater stability.

k. Utilize proper hand position and posture.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

l. Perform with awareness of intonation (e.g., guitar) and ensemble, balance and blend.

m. Tune with teacher guidance.

n. Perform literature from memory.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

o. Demonstrate proper care and maintenance of instrument.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



Performing - Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Steps and skips

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Key and Time Signatures

d. Simple music forms and characteristics

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

e. Elements of music

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Their role within their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Whole and half step patterns in scales encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Relationship between music and mathematics as it occurs in the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. One's own physical mechanics and skill level essential to playing the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Adjusting to the acoustic properties and the effect on the performers and the performance space.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Music Theory Composition/Performing
#MU.PR.4.MC
Process Component: Music Theory Composition Anchor Standard 4 - Performing
Anchor Standard: Select, analyze and interpret artistic work for presentation.
Music Theory Composition/Performing
#MU.PR.4.MC
Process Component: Music Theory Composition Anchor Standard 4 - Performing
Anchor Standard: Select, analyze and interpret artistic work for presentation.
Music Theory Composition/Performing
#MU.PR.4.MC
Process Component: Music Theory Composition Anchor Standard 4 - Performing
Anchor Standard: Select, analyze and interpret artistic work for presentation.
Music Technology/Performing
#MU.PR.4.MT
Process Component: Music Technology Anchor Standard 4 - Performing
Anchor Standard: Select, analyze and interpret artistic work for presentation.
Music Technology/Performing
#MU.PR.4.MT
Process Component: Music Technology Anchor Standard 4 - Performing
Anchor Standard: Select, analyze and interpret artistic work for presentation.
Music Technology/Performing
#MU.PR.4.MT
Process Component: Music Technology Anchor Standard 4 - Performing
Anchor Standard: Select, analyze and interpret artistic work for presentation.
Music Traditional And Emerging Ensembles/Performing
#MU.PR.4.PE
Process Component: Music Performing Ensembles Anchor Standard 4 - Performing
Anchor Standard: Select, analyze and interpret artistic work for presentation.
Grade Hs novice
MU.PR.4.PE.Hs novice
a. Select varied repertoire to study based on interest, music reading skills (where appropriate), an understanding of the structure of the music, context, and the technical skill of the individual or ensemble.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, with auditory assistance, while playing individually and with others the following note and rest values: whole, half, quarter, eighth, and corresponding dotted notes in simple meters

b. Utilize musical symbols (e.g. fermata, repeat signs, double bar lines, note names.)

c. Perform fluently with key signature and accidental encountered in the repertoire.

d. Perform independent parts while others play contrasting parts (e.g., level 5-1).

e. Respond to basic conducting cues (e.g., tempo, dynamics).

f. Perform scales, intervals, and arpeggios in the repertoire.

g. Perform dynamics, timbre, tempo, phrasing, articulation in the repertoire. For vocal ensemble: apply articulators to produce clarity of consonants and purity of vowels.

h. Utilize a basic characteristic tone.

i. Utilize proper technique (e.g. embouchure, hand position, posture and breath).

j. Perform with awareness of intonation and ensemble.

k. Tune with teacher assistance.

l. Perform literature from memory.

m. Demonstrate proper care, assembly (if applicable), and maintenance of instrument.



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire (e.g., fermata, repeat signs, double bar lines, note names, the following note values: whole, half, quarter, eighth, dotted half, dotted quarter, and dotted eighth).

b. Steps and skips

c. Key and time signatures

d. Simple music forms and characteristics

e. Sounds of the instrument/voices specific to their ensemble.

f. Elements of Music (e.g., rhythm, melody).

g. Student's role (e.g., melody, harmony, accompaniment, foreground/background) within their ensemble.

h. Whole and half step patterns in scales encountered in repertoire.

i. Relationships between music and mathematics as it occurs in the repertoire (e.g., fractional relationships, phrase lengths, and patterns.)

j. One's own physical mechanics and skill level essential to playing/singing within the repertoire.

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.
Grade Hs intermediate
MU.PR.4.PE.Hs intermediate
a. Select a varied repertoire to study based on music reading skills (where appropriate), an understanding of formal design in the music, context, and the technical skill of the individual and ensemble.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, with auditory assistance, while playing individually and with others sixteenth, corresponding dotted notes and elementary syncopation in simple meters

b. Utilize musical symbols encountered in the repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Perform fluently with key signature and accidental encountered in the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Perform independent parts while others play contrasting parts (e.g., level 1-2).

e. Respond to basic conducting cues (e.g., tempo, dynamics).

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Perform scales, intervals, and arpeggios in the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Perform dynamics, timbre, tempo, phrasing, articulation in the repertoire. For vocal ensemble: apply articulators to produce clarity of consonants and purity of vowels.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Utilize a basic characteristic tone with greater stability.

i. Utilize proper technique (e.g. embouchure, hand position, posture and breath).

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Perform with awareness of intonation, ensemble, balance, and blend.

k. Tune with teacher guidance.

l. Perform literature from memory.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

m. Demonstrate proper care, assembly (if applicable), and maintenance of instrument.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Steps and skips

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Key and time signatures

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Simple music forms and characteristics

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

e. Sounds of the instrument/voices specific to their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Elements of Music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Student's role within their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Whole and half step patterns in scales encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Relationships between music and mathematics as it occurs in the repertoire (e.g., integer frequency relationships in overtones in chords.)

j. One's own physical mechanics and skill level essential to playing/singing within the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Music Traditional And Emerging Ensembles/Performing
#MU.PR.4.PE
Process Component: Music Performing Ensembles Anchor Standard 4 - Performing
Anchor Standard: Select, analyze and interpret artistic work for presentation.
Grade Hs novice
MU.PR.4.PE.Hs novice
a. Select varied repertoire to study based on interest, music reading skills (where appropriate), an understanding of the structure of the music, context, and the technical skill of the individual or ensemble.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, with auditory assistance, while playing individually and with others the following note and rest values: whole, half, quarter, eighth, and corresponding dotted notes in simple meters

b. Utilize musical symbols (e.g. fermata, repeat signs, double bar lines, note names.)

c. Perform fluently with key signature and accidental encountered in the repertoire.

d. Perform independent parts while others play contrasting parts (e.g., level 5-1).

e. Respond to basic conducting cues (e.g., tempo, dynamics).

f. Perform scales, intervals, and arpeggios in the repertoire.

g. Perform dynamics, timbre, tempo, phrasing, articulation in the repertoire. For vocal ensemble: apply articulators to produce clarity of consonants and purity of vowels.

h. Utilize a basic characteristic tone.

i. Utilize proper technique (e.g. embouchure, hand position, posture and breath).

j. Perform with awareness of intonation and ensemble.

k. Tune with teacher assistance.

l. Perform literature from memory.

m. Demonstrate proper care, assembly (if applicable), and maintenance of instrument.



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire (e.g., fermata, repeat signs, double bar lines, note names, the following note values: whole, half, quarter, eighth, dotted half, dotted quarter, and dotted eighth).

b. Steps and skips

c. Key and time signatures

d. Simple music forms and characteristics

e. Sounds of the instrument/voices specific to their ensemble.

f. Elements of Music (e.g., rhythm, melody).

g. Student's role (e.g., melody, harmony, accompaniment, foreground/background) within their ensemble.

h. Whole and half step patterns in scales encountered in repertoire.

i. Relationships between music and mathematics as it occurs in the repertoire (e.g., fractional relationships, phrase lengths, and patterns.)

j. One's own physical mechanics and skill level essential to playing/singing within the repertoire.

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.
Grade Hs intermediate
MU.PR.4.PE.Hs intermediate
a. Select a varied repertoire to study based on music reading skills (where appropriate), an understanding of formal design in the music, context, and the technical skill of the individual and ensemble.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, with auditory assistance, while playing individually and with others sixteenth, corresponding dotted notes and elementary syncopation in simple meters

b. Utilize musical symbols encountered in the repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Perform fluently with key signature and accidental encountered in the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Perform independent parts while others play contrasting parts (e.g., level 1-2).

e. Respond to basic conducting cues (e.g., tempo, dynamics).

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Perform scales, intervals, and arpeggios in the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Perform dynamics, timbre, tempo, phrasing, articulation in the repertoire. For vocal ensemble: apply articulators to produce clarity of consonants and purity of vowels.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Utilize a basic characteristic tone with greater stability.

i. Utilize proper technique (e.g. embouchure, hand position, posture and breath).

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Perform with awareness of intonation, ensemble, balance, and blend.

k. Tune with teacher guidance.

l. Perform literature from memory.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

m. Demonstrate proper care, assembly (if applicable), and maintenance of instrument.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Steps and skips

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Key and time signatures

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Simple music forms and characteristics

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

e. Sounds of the instrument/voices specific to their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Elements of Music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Student's role within their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Whole and half step patterns in scales encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Relationships between music and mathematics as it occurs in the repertoire (e.g., integer frequency relationships in overtones in chords.)

j. One's own physical mechanics and skill level essential to playing/singing within the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Music Traditional And Emerging Ensembles/Performing
#MU.PR.4.PE
Process Component: Music Performing Ensembles Anchor Standard 4 - Performing
Anchor Standard: Select, analyze and interpret artistic work for presentation.
Grade Hs novice
MU.PR.4.PE.Hs novice
a. Select varied repertoire to study based on interest, music reading skills (where appropriate), an understanding of the structure of the music, context, and the technical skill of the individual or ensemble.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, with auditory assistance, while playing individually and with others the following note and rest values: whole, half, quarter, eighth, and corresponding dotted notes in simple meters

b. Utilize musical symbols (e.g. fermata, repeat signs, double bar lines, note names.)

c. Perform fluently with key signature and accidental encountered in the repertoire.

d. Perform independent parts while others play contrasting parts (e.g., level 5-1).

e. Respond to basic conducting cues (e.g., tempo, dynamics).

f. Perform scales, intervals, and arpeggios in the repertoire.

g. Perform dynamics, timbre, tempo, phrasing, articulation in the repertoire. For vocal ensemble: apply articulators to produce clarity of consonants and purity of vowels.

h. Utilize a basic characteristic tone.

i. Utilize proper technique (e.g. embouchure, hand position, posture and breath).

j. Perform with awareness of intonation and ensemble.

k. Tune with teacher assistance.

l. Perform literature from memory.

m. Demonstrate proper care, assembly (if applicable), and maintenance of instrument.



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire (e.g., fermata, repeat signs, double bar lines, note names, the following note values: whole, half, quarter, eighth, dotted half, dotted quarter, and dotted eighth).

b. Steps and skips

c. Key and time signatures

d. Simple music forms and characteristics

e. Sounds of the instrument/voices specific to their ensemble.

f. Elements of Music (e.g., rhythm, melody).

g. Student's role (e.g., melody, harmony, accompaniment, foreground/background) within their ensemble.

h. Whole and half step patterns in scales encountered in repertoire.

i. Relationships between music and mathematics as it occurs in the repertoire (e.g., fractional relationships, phrase lengths, and patterns.)

j. One's own physical mechanics and skill level essential to playing/singing within the repertoire.

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.
Grade Hs intermediate
MU.PR.4.PE.Hs intermediate
a. Select a varied repertoire to study based on music reading skills (where appropriate), an understanding of formal design in the music, context, and the technical skill of the individual and ensemble.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, with auditory assistance, while playing individually and with others sixteenth, corresponding dotted notes and elementary syncopation in simple meters

b. Utilize musical symbols encountered in the repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Perform fluently with key signature and accidental encountered in the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Perform independent parts while others play contrasting parts (e.g., level 1-2).

e. Respond to basic conducting cues (e.g., tempo, dynamics).

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Perform scales, intervals, and arpeggios in the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Perform dynamics, timbre, tempo, phrasing, articulation in the repertoire. For vocal ensemble: apply articulators to produce clarity of consonants and purity of vowels.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Utilize a basic characteristic tone with greater stability.

i. Utilize proper technique (e.g. embouchure, hand position, posture and breath).

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Perform with awareness of intonation, ensemble, balance, and blend.

k. Tune with teacher guidance.

l. Perform literature from memory.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

m. Demonstrate proper care, assembly (if applicable), and maintenance of instrument.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Steps and skips

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Key and time signatures

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Simple music forms and characteristics

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

e. Sounds of the instrument/voices specific to their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Elements of Music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Student's role within their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Whole and half step patterns in scales encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Relationships between music and mathematics as it occurs in the repertoire (e.g., integer frequency relationships in overtones in chords.)

j. One's own physical mechanics and skill level essential to playing/singing within the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
General Music/Performing
#MU.PR.5
Process Component: Music General Anchor Standard 5 - Performing
Anchor Standard: Develop and refine artistic techniques and work for presentation.
Music Harmonizing Instruments/Performing
#MU.PR.5.HI
Process Component: Music Harmonizing Instruments Anchor Standard 5 - Performing
Anchor Standard: Develop and refine artistic techniques and work for presentation.
Grade Hs novice
MU.PR.5.HI.Hs novice
a. Apply teacher-provided criteria to critique individual performances of a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments selected for performance, and apply practice strategies to address performance challenges and refine the performances.



Foundational Skills



Application to Instrument(AI)

a. Maintain a steady beat, with auditory assistance, while playing individually and with others the following note and rest values: whole, half, quarter, eighth, and corresponding dotted notes in simple meters.

b. Utilize musical symbols (e.g. fermata, repeat signs, double bar lines, note names.)

c. Perform fluently with key signature and accidental encountered in the repertoire.

d. Chords

Guitar (e.g., major and minor chords in 1st position)



Piano (e.g., I-V6/5 chords in left hand in 3#’s-3b’s major)

e. Perform independent parts while others play contrasting parts (e.g., level 5-1).

f. Respond to basic conducting cues (e.g., tempo, dynamics).

g. Perform scales, intervals, and arpeggios using appropriate technique as specified in the repertoire.

h. Perform individually repertoire that includes music in two parts (e.g accompaniment and melody).

i. Perform dynamics, timbre, tempo, phrasing, and articulation in the repertoire.

j. Utilize a basic characteristic tone.

k. Utilize proper hand position and posture.

l. Perform with awareness of intonation (e.g., guitar) and ensemble.

m. Tune with teacher assistance.

n. Perform literature from memory.

o. Demonstrate proper care and maintenance of instrument.



Performing - Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire (e.g., fermata, repeat signs, double bar lines, note names, the following note values: whole, half, quarter, eighth, dotted half, dotted quarter, and dotted eighth).

b. Steps and skips

c. Simple music forms and characteristics

d. Simple music forms and characteristics

e. Elements of music (e.g., rhythm, melody)

f. Their role (e.g., melody, harmony, accompaniment, foreground/background) within their ensemble.

g. Whole and half step patterns in scales encountered in repertoire.

h. Relationship between music and mathematics as it occurs in the repertoire.

i. One's own physical mechanics and skill level essential to playing the repertoire.

j. Adjusting to the acoustic properties and the effect on the performers and the performance space.
Grade Hs intermediate
MU.PR.5.HI.Hs intermediate
a. Apply teacher-provided criteria to critique individual performances of a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments selected for performance, and identify practice strategies to address performance challenges and refine the performances.



Foundational Skills



Application to Instrument(AI)

a. Maintain a steady beat, with auditory assistance, while playing individually and with others sixteenth, corresponding dotted notes and elementary syncopation in simple meters.

b. Utilize musical symbols encountered in the repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Perform fluently with key signature and accidental encountered in the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Chords

Guitar (e.g., V7 chords in 1st through 3rd position(s))



Piano (e.g., I-IV-V6/5-I6 chords in left hand in 3#’s-3b’s major)

e. Perform independent parts while others play contrasting parts (e.g., level 1-2).

f. Respond to basic conducting cues (e.g., tempo, dynamics).

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Perform scales, intervals, and arpeggios using appropriate technique as specified in the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Perform individually repertoire that includes music in two parts (e.g accompaniment and melody).

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Perform dynamics, timbre, tempo, phrasing, and articulation in the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Utilize a basic characteristic tone with greater stability.

k. Utilize proper hand position and posture.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

l. Perform with awareness of intonation (e.g., guitar) and ensemble, balance and blend.

m. Tune with teacher guidance.

n. Perform literature from memory.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

o. Demonstrate proper care and maintenance of instrument.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



Performing - Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Steps and skips

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Key and Time Signatures

d. Simple music forms and characteristics

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

e. Elements of music

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Their role within their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Whole and half step patterns in scales encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Relationship between music and mathematics as it occurs in the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. One's own physical mechanics and skill level essential to playing the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Adjusting to the acoustic properties and the effect on the performers and the performance space.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Music Theory Composition/Performing
#MU.PR.5.MC
Process Component: Music Theory Composition Anchor Standard 5 - Performing
Anchor Standard: Develop and refine artistic techniques and work for presentation.
Music Technology/Performing
#MU.PR.5.MT
Process Component: Music Technology Anchor Standard 5 - Performing
Anchor Standard: Develop and refine artistic techniques and work for presentation.
Music Traditional And Emerging Ensembles/Performing
#MU.PR.5.PE
Process Component: Music Performing Ensembles Anchor Standard 5 - Performing
Anchor Standard: Develop and refine artistic techniques and work for presentation.
Grade Hs novice
MU.PR.5.PE.Hs novice
a. Evaluate and refine draft compositions and improvisations based on knowledge, skill, and teacher-provided criteria.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, with auditory assistance, while playing individually and with others the following note and rest values: whole, half, quarter, eighth, and corresponding dotted notes in simple meters

b. Utilize musical symbols (e.g. fermata, repeat signs, double bar lines, note names.)

c. Perform fluently with key signature and accidental encountered in the repertoire.

d. Perform independent parts while others play contrasting parts (e.g., level 5-1).

e. Respond to basic conducting cues (e.g., tempo, dynamics).

f. Perform scales, intervals, and arpeggios in the repertoire.

g. Perform dynamics, timbre, tempo, phrasing, articulation in the repertoire. For vocal ensemble: apply articulators to produce clarity of consonants and purity of vowels.

h. Utilize a basic characteristic tone.

i. Utilize proper technique (e.g. embouchure, hand position, posture and breath).

j. Perform with awareness of intonation and ensemble.

k. Tune with teacher assistance.

l. Perform literature from memory.

m. Demonstrate proper care, assembly (if applicable), and maintenance of instrument.



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire (e.g., fermata, repeat signs, double bar lines, note names, the following note values: whole, half, quarter, eighth, dotted half, dotted quarter, and dotted eighth).

b. Steps and skips

c. Key and time signatures

d. Simple music forms and characteristics

e. Sounds of the instrument/voices specific to their ensemble.

f. Elements of Music (e.g., rhythm, melody).

g. Student's role (e.g., melody, harmony, accompaniment, foreground/background) within their ensemble.

h. Whole and half step patterns in scales encountered in repertoire.

i. Relationships between music and mathematics as it occurs in the repertoire (e.g., fractional relationships, phrase lengths, and patterns.)

j. One's own physical mechanics and skill level essential to playing/singing within the repertoire.

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.
Grade Hs intermediate
MU.PR.5.PE.Hs intermediate
a. Evaluate and refine draft compositions and improvisations based on knowledge, skill, and collaboratively-developed criteria.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, with auditory assistance, while playing individually and with others sixteenth, corresponding dotted notes and elementary syncopation in simple meters

b. Utilize musical symbols encountered in the repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Perform fluently with key signature and accidental encountered in the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Perform independent parts while others play contrasting parts (e.g., level 1-2).

e. Respond to basic conducting cues (e.g., tempo, dynamics).

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Perform scales, intervals, and arpeggios in the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Perform dynamics, timbre, tempo, phrasing, articulation in the repertoire. For vocal ensemble: apply articulators to produce clarity of consonants and purity of vowels.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Utilize a basic characteristic tone with greater stability.

i. Utilize proper technique (e.g. embouchure, hand position, posture and breath).

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Perform with awareness of intonation, ensemble, balance, and blend.

k. Tune with teacher guidance.

l. Perform literature from memory.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

m. Demonstrate proper care, assembly (if applicable), and maintenance of instrument.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Steps and skips

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Key and time signatures

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Simple music forms and characteristics

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

e. Sounds of the instrument/voices specific to their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Elements of Music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Student's role within their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Whole and half step patterns in scales encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Relationships between music and mathematics as it occurs in the repertoire (e.g., integer frequency relationships in overtones in chords.)

j. One's own physical mechanics and skill level essential to playing/singing within the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
General Music/Performing
#MU.PR.6
Process Component: Music General Anchor Standard 6 - Performing
Anchor Standard: Convey meaning through the presentation of artistic work.
Music Harmonizing Instruments/Performing
#MU.PR.6.HI
Process Component: Music Harmonizing Instruments Anchor Standard 6 - Performing
Anchor Standard: Convey meaning through the presentation of artistic work.
Grade Hs novice
MU.PR.6.HI.Hs novice
a. Perform with expression and technical accuracy in individual performances of a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments, demonstrating understanding of the audience and the context.



Foundational Skills



Application to Instrument(AI)

a. Maintain a steady beat, with auditory assistance, while playing individually and with others the following note and rest values: whole, half, quarter, eighth, and corresponding dotted notes in simple meters.

b. Utilize musical symbols (e.g. fermata, repeat signs, double bar lines, note names.)

c. Perform fluently with key signature and accidental encountered in the repertoire.

d. Chords

Guitar (e.g., major and minor chords in 1st position)



Piano (e.g., I-V6/5 chords in left hand in 3#’s-3b’s major)

e. Perform independent parts while others play contrasting parts (e.g., level 5-1).

f. Respond to basic conducting cues (e.g., tempo, dynamics).

g. Perform scales, intervals, and arpeggios using appropriate technique as specified in the repertoire.

h. Perform individually repertoire that includes music in two parts (e.g accompaniment and melody).

i. Perform dynamics, timbre, tempo, phrasing, and articulation in the repertoire.

j. Utilize a basic characteristic tone.

k. Utilize proper hand position and posture.

l. Perform with awareness of intonation (e.g., guitar) and ensemble.

m. Tune with teacher assistance.

n. Perform literature from memory.

o. Demonstrate proper care and maintenance of instrument.



Performing - Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire (e.g., fermata, repeat signs, double bar lines, note names, the following note values: whole, half, quarter, eighth, dotted half, dotted quarter, and dotted eighth).

b. Steps and skips

c. Simple music forms and characteristics

d. Simple music forms and characteristics

e. Elements of music (e.g., rhythm, melody)

f. Their role (e.g., melody, harmony, accompaniment, foreground/background) within their ensemble.

g. Whole and half step patterns in scales encountered in repertoire.

h. Relationship between music and mathematics as it occurs in the repertoire.

i. One's own physical mechanics and skill level essential to playing the repertoire.

j. Adjusting to the acoustic properties and the effect on the performers and the performance space.
Grade Hs intermediate
MU.PR.6.HI.Hs intermediate
a. Perform with expression and technical accuracy in individual performances of a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments, demonstrating sensitivity to the audience and an understanding of the context (social, cultural, or historical).



Foundational Skills



Application to Instrument(AI)

a. Maintain a steady beat, with auditory assistance, while playing individually and with others sixteenth, corresponding dotted notes and elementary syncopation in simple meters.

b. Utilize musical symbols encountered in the repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Perform fluently with key signature and accidental encountered in the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Chords

Guitar (e.g., V7 chords in 1st through 3rd position(s))



Piano (e.g., I-IV-V6/5-I6 chords in left hand in 3#’s-3b’s major)

e. Perform independent parts while others play contrasting parts (e.g., level 1-2).

f. Respond to basic conducting cues (e.g., tempo, dynamics).

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Perform scales, intervals, and arpeggios using appropriate technique as specified in the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Perform individually repertoire that includes music in two parts (e.g accompaniment and melody).

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Perform dynamics, timbre, tempo, phrasing, and articulation in the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Utilize a basic characteristic tone with greater stability.

k. Utilize proper hand position and posture.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

l. Perform with awareness of intonation (e.g., guitar) and ensemble, balance and blend.

m. Tune with teacher guidance.

n. Perform literature from memory.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

o. Demonstrate proper care and maintenance of instrument.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



Performing - Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Steps and skips

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Key and Time Signatures

d. Simple music forms and characteristics

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

e. Elements of music

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Their role within their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Whole and half step patterns in scales encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Relationship between music and mathematics as it occurs in the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. One's own physical mechanics and skill level essential to playing the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Adjusting to the acoustic properties and the effect on the performers and the performance space.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Music Theory Composition/Performing
#MU.PR.6.MC
Process Component: Music Theory Composition Anchor Standard 6 - Performing
Anchor Standard: Convey meaning through the presentation of artistic work.
Music Technology/Performing
#MU.PR.6.MT
Process Component: Music Technology Anchor Standard 6 - Performing
Anchor Standard: Convey meaning through the presentation of artistic work.
Music Traditional And Emerging Ensembles/Performing
#MU.PR.6.PE
Process Component: Music Performing Ensembles Anchor Standard 6 - Performing
Anchor Standard: Convey meaning through the presentation of artistic work.
Grade Hs novice
MU.PR.6.PE.Hs novice
a. Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music.

b. Demonstrate an awareness of the context of the music through prepared and improvised performances.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, with auditory assistance, while playing individually and with others the following note and rest values: whole, half, quarter, eighth, and corresponding dotted notes in simple meters

b. Utilize musical symbols (e.g. fermata, repeat signs, double bar lines, note names.)

c. Perform fluently with key signature and accidental encountered in the repertoire.

d. Perform independent parts while others play contrasting parts (e.g., level 5-1).

e. Respond to basic conducting cues (e.g., tempo, dynamics).

f. Perform scales, intervals, and arpeggios in the repertoire.

g. Perform dynamics, timbre, tempo, phrasing, articulation in the repertoire. For vocal ensemble: apply articulators to produce clarity of consonants and purity of vowels.

h. Utilize a basic characteristic tone.

i. Utilize proper technique (e.g. embouchure, hand position, posture and breath).

j. Perform with awareness of intonation and ensemble.

k. Tune with teacher assistance.

l. Perform literature from memory.

m. Demonstrate proper care, assembly (if applicable), and maintenance of instrument.



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire (e.g., fermata, repeat signs, double bar lines, note names, the following note values: whole, half, quarter, eighth, dotted half, dotted quarter, and dotted eighth).

b. Steps and skips

c. Key and time signatures

d. Simple music forms and characteristics

e. Sounds of the instrument/voices specific to their ensemble.

f. Elements of Music (e.g., rhythm, melody).

g. Student's role (e.g., melody, harmony, accompaniment, foreground/background) within their ensemble.

h. Whole and half step patterns in scales encountered in repertoire.

i. Relationships between music and mathematics as it occurs in the repertoire (e.g., fractional relationships, phrase lengths, and patterns.)

j. One's own physical mechanics and skill level essential to playing/singing within the repertoire.

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.

Grade Hs intermediate
MU.PR.6.PE.Hs intermediate
a. Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music representing diverse cultures and styles.

b. Demonstrate an understanding of the context of the music through prepared and improvised performances.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, with auditory assistance, while playing individually and with others sixteenth, corresponding dotted notes and elementary syncopation in simple meters

b. Utilize musical symbols encountered in the repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Perform fluently with key signature and accidental encountered in the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Perform independent parts while others play contrasting parts (e.g., level 1-2).

e. Respond to basic conducting cues (e.g., tempo, dynamics).

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Perform scales, intervals, and arpeggios in the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Perform dynamics, timbre, tempo, phrasing, articulation in the repertoire. For vocal ensemble: apply articulators to produce clarity of consonants and purity of vowels.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Utilize a basic characteristic tone with greater stability.

i. Utilize proper technique (e.g. embouchure, hand position, posture and breath).

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Perform with awareness of intonation, ensemble, balance, and blend.

k. Tune with teacher guidance.

l. Perform literature from memory.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

m. Demonstrate proper care, assembly (if applicable), and maintenance of instrument.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Steps and skips

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Key and time signatures

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Simple music forms and characteristics

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

e. Sounds of the instrument/voices specific to their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Elements of Music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Student's role within their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Whole and half step patterns in scales encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Relationships between music and mathematics as it occurs in the repertoire (e.g., integer frequency relationships in overtones in chords.)

j. One's own physical mechanics and skill level essential to playing/singing within the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

Music Harmonizing Instruments/Performing
#MU.RE.4.HI
Process Component: Music Harmonizing Instruments Anchor Standard 4 - Performing
Anchor Standard: Select, analyze, and interpret artistic work for presentation.
Grade Hs novice
MU.RE.4.HI.Hs novice
a. Describe and demonstrate how a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments is selected, based on personal interest, music reading skills, and technical skill, as well as the context of the performances.

b. Identify prominent melodic and harmonic characteristics in a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments selected for performance, including some based on reading standard notation.

c. Demonstrate and describe in interpretations an understanding of the context and expressive intent in a varied repertoire of music selected for performance that includes melodies, repertoire pieces, and chordal accompaniments.



Foundational Skills



Application to Instrument(AI)

a. Maintain a steady beat, with auditory assistance, while playing individually and with others the following note and rest values: whole, half, quarter, eighth, and corresponding dotted notes in simple meters.

b. Utilize musical symbols (e.g. fermata, repeat signs, double bar lines, note names.)

c. Perform fluently with key signature and accidental encountered in the repertoire.

d. Chords

Guitar (e.g., major and minor chords in 1st position)



Piano (e.g., I-V6/5 chords in left hand in 3#’s-3b’s major)

e. Perform independent parts while others play contrasting parts (e.g., level 5-1).

f. Respond to basic conducting cues (e.g., tempo, dynamics).

g. Perform scales, intervals, and arpeggios using appropriate technique as specified in the repertoire.

h. Perform individually repertoire that includes music in two parts (e.g accompaniment and melody).

i. Perform dynamics, timbre, tempo, phrasing, and articulation in the repertoire.

j. Utilize a basic characteristic tone.

k. Utilize proper hand position and posture.

l. Perform with awareness of intonation (e.g., guitar) and ensemble.

m. Tune with teacher assistance.

n. Perform literature from memory.

o. Demonstrate proper care and maintenance of instrument.



Performing - Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire (e.g., fermata, repeat signs, double bar lines, note names, the following note values: whole, half, quarter, eighth, dotted half, dotted quarter, and dotted eighth).

b. Steps and skips

c. Simple music forms and characteristics

d. Simple music forms and characteristics

e. Elements of music (e.g., rhythm, melody)

f. Their role (e.g., melody, harmony, accompaniment, foreground/background) within their ensemble.

g. Whole and half step patterns in scales encountered in repertoire.

h. Relationship between music and mathematics as it occurs in the repertoire.

i. One's own physical mechanics and skill level essential to playing the repertoire.

j. Adjusting to the acoustic properties and the effect on the performers and the performance space.
Grade Hs intermediate
MU.RE.4.HI.Hs intermediate
a. Describe and demonstrate how a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments is selected, based on personal interest, music reading skills, and technical skill (citing technical challenges that need to be addressed), as well as the context of the performances.

b. Identify prominent melodic, harmonic, and structural characteristics and context (social, cultural, or historical) in a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments selected for performance, including some based on reading standard notation.

c. Demonstrate and describe in interpretations an understanding of the context (social, cultural, or historical) and expressive intent in a varied repertoire of music selected for performance that includes melodies, repertoire pieces, and chordal accompaniments.



Foundational Skills



Application to Instrument(AI)

a. Maintain a steady beat, with auditory assistance, while playing individually and with others sixteenth, corresponding dotted notes and elementary syncopation in simple meters.

b. Utilize musical symbols encountered in the repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Perform fluently with key signature and accidental encountered in the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Chords

Guitar (e.g., V7 chords in 1st through 3rd position(s))



Piano (e.g., I-IV-V6/5-I6 chords in left hand in 3#’s-3b’s major)

e. Perform independent parts while others play contrasting parts (e.g., level 1-2).

f. Respond to basic conducting cues (e.g., tempo, dynamics).

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Perform scales, intervals, and arpeggios using appropriate technique as specified in the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Perform individually repertoire that includes music in two parts (e.g accompaniment and melody).

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Perform dynamics, timbre, tempo, phrasing, and articulation in the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Utilize a basic characteristic tone with greater stability.

k. Utilize proper hand position and posture.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

l. Perform with awareness of intonation (e.g., guitar) and ensemble, balance and blend.

m. Tune with teacher guidance.

n. Perform literature from memory.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

o. Demonstrate proper care and maintenance of instrument.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



Performing - Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Steps and skips

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Key and Time Signatures

d. Simple music forms and characteristics

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

e. Elements of music

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Their role within their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Whole and half step patterns in scales encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Relationship between music and mathematics as it occurs in the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. One's own physical mechanics and skill level essential to playing the repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Adjusting to the acoustic properties and the effect on the performers and the performance space.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
General Music/Responding
#MU.RE.7
Process Component: Music General Anchor Standard 7 - Responding
Anchor Standard: Perceive and analyze artistic work.
General Music/Responding
#MU.RE.7
Process Component: Music General Anchor Standard 7 - Responding
Anchor Standard: Perceive and analyze artistic work.
Music Harmonizing Instruments/Responding
#MU.RE.7.HI
Process Component: Music Harmonizing Instruments Anchor Standard 7 - Responding
Anchor Standard: Perceive and analyze artistic work.
Grade Hs novice
MU.RE.7.HI.Hs novice
a. Demonstrate and describe reasons for selecting music, based on characteristics found in the music and connections to interest, purpose, or personal experience.

b. Demonstrate and explain, citing evidence, the use of repetition, similarities and contrasts in musical selections and how these and knowledge of the context (social or cultural) inform the response.



Foundational Skills



Reflect on Understanding (RRU)

a. How changing compositional elements of music (e.g., dynamics, articulation, tempo) can change the style and experience of the music.

b. Musical characteristics that make a piece of music appropriate for a specific event or function.

c. Their preference for specific musical works and styles.

d. Selected elements of music

e. How the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of the music.

f. Using appropriate terminology to describe and explain music.

g. The characteristics intended by the composer and/or performer to evoke a mood in a piece of music.

h. Using teacher specified criteria to evaluate a musical performance.

i. Showing respect for personal work and the work of others through appropriate critique.

j. Evaluating the effect of audience and performers’ behavior on the performance.
Grade Hs intermediate
MU.RE.7.HI.Hs intermediate
a. Explain reasons for selecting music citing characteristics found in the music and connections to interest, purpose, and context.

b. Describe how the way that the elements of music are manipulated and knowledge of the context (social and cultural) inform the response.



Foundational Skills



Reflect on Understanding (RRU)

a. How music can be transcribed from one music medium to another (e.g., one instrument to another, one ensemble to another).

b. Musical characteristics that make a piece of music appropriate for a specific event or function.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Their preference for specific musical works and styles.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Elements of music most prominent in repertoire.

e. How the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of the music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Using appropriate terminology to describe and explain music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. The characteristics intended by the composer and/or performer to evoke a mood in a piece of music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Using teacher or student specified criteria to evaluate a musical performance.

i. Showing respect for personal work and the work of others through appropriate critique.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Evaluating the effect of audience and performers’ behavior on the performance.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Music Harmonizing Instruments/Responding
#MU.RE.7.HI
Process Component: Music Harmonizing Instruments Anchor Standard 7 - Responding
Anchor Standard: Perceive and analyze artistic work.
Grade Hs novice
MU.RE.7.HI.Hs novice
a. Demonstrate and describe reasons for selecting music, based on characteristics found in the music and connections to interest, purpose, or personal experience.

b. Demonstrate and explain, citing evidence, the use of repetition, similarities and contrasts in musical selections and how these and knowledge of the context (social or cultural) inform the response.



Foundational Skills



Reflect on Understanding (RRU)

a. How changing compositional elements of music (e.g., dynamics, articulation, tempo) can change the style and experience of the music.

b. Musical characteristics that make a piece of music appropriate for a specific event or function.

c. Their preference for specific musical works and styles.

d. Selected elements of music

e. How the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of the music.

f. Using appropriate terminology to describe and explain music.

g. The characteristics intended by the composer and/or performer to evoke a mood in a piece of music.

h. Using teacher specified criteria to evaluate a musical performance.

i. Showing respect for personal work and the work of others through appropriate critique.

j. Evaluating the effect of audience and performers’ behavior on the performance.
Grade Hs intermediate
MU.RE.7.HI.Hs intermediate
a. Explain reasons for selecting music citing characteristics found in the music and connections to interest, purpose, and context.

b. Describe how the way that the elements of music are manipulated and knowledge of the context (social and cultural) inform the response.



Foundational Skills



Reflect on Understanding (RRU)

a. How music can be transcribed from one music medium to another (e.g., one instrument to another, one ensemble to another).

b. Musical characteristics that make a piece of music appropriate for a specific event or function.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Their preference for specific musical works and styles.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Elements of music most prominent in repertoire.

e. How the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of the music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Using appropriate terminology to describe and explain music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. The characteristics intended by the composer and/or performer to evoke a mood in a piece of music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Using teacher or student specified criteria to evaluate a musical performance.

i. Showing respect for personal work and the work of others through appropriate critique.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Evaluating the effect of audience and performers’ behavior on the performance.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Music Theory Composition/Responding
#MU.RE.7.MC
Process Component: Music Theory Composition Anchor Standard 7 - Responding
Anchor Standard: Perceive and analyze artistic work.
Music Theory Composition/Responding
#MU.RE.7.MC
Process Component: Music Theory Composition Anchor Standard 7 - Responding
Anchor Standard: Perceive and analyze artistic work.
Music Technology/Responding
#MU.RE.7.MT
Process Component: Music Technology Anchor Standard 7 - Responding
Anchor Standard: Perceive and analyze artistic work.
Music Technology/Responding
#MU.RE.7.MT
Process Component: Music Technology Anchor Standard 7 - Responding
Anchor Standard: Perceive and analyze artistic work.
Music Traditional And Emerging Ensembles/Responding
#MU.RE.7.PE
Process Component: Music Performing Ensembles Anchor Standard 7 - Responding
Anchor Standard: Perceive and analyze artistic work.
Grade Hs novice
MU.RE.7.PE.Hs novice
Identify reasons for selecting music based on characteristics found in the music, connection to interest, and purpose or context.



Foundational Skills



Reflect on Understanding (RRU)

a. How changing compositional elements of music (e.g., dynamics, articulation, tempo) can change the style and experience of the music.

b. Musical characteristics that make a piece of music appropriate for a specific event or function.

c. Their preference for specific musical works and styles.

d. Selected elements of music.

e. How the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of the music.

f. Using appropriate terminology to describe and explain music.

g. The characteristics intended by the composer and/or performer to evoke a mood in a piece of music.

h. Using teacher specified criteria to evaluate a musical performance.

i. Showing respect for personal work and the work of others through appropriate critique.

j. Evaluating the effect of audience and performers’ behavior on the performance.
Grade Hs intermediate
MU.RE.7.PE.Hs intermediate
Explain reasons for selecting music citing characteristics found in the music and connections to interest, purpose, and context.



Foundational Skills



Reflect on Understanding (RRU)

a. How music can be transcribed from one music medium to another (e.g., one instrument to another, one ensemble to another).

b. Musical characteristics that make a piece of music appropriate for a specific event or function.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Their preference for specific musical works and styles.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Elements of music most prominent in repertoire.

e. How the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of the music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Using appropriate terminology to describe and explain music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. The characteristics intended by the composer and/or performer to evoke a mood in a piece of music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Using teacher or student specified criteria to evaluate a musical performance.

i. Showing respect for personal work and the work of others through appropriate critique.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Evaluating the effect of audience and performers’ behavior on the performance.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Music Traditional And Emerging Ensembles/Responding
#MU.RE.7.PE
Process Component: Music Performing Ensembles Anchor Standard 7 - Responding
Anchor Standard: Perceive and analyze artistic work.
Grade Hs novice
MU.RE.7.PE.Hs novice
Identify reasons for selecting music based on characteristics found in the music, connection to interest, and purpose or context.



Foundational Skills



Reflect on Understanding (RRU)

a. How changing compositional elements of music (e.g., dynamics, articulation, tempo) can change the style and experience of the music.

b. Musical characteristics that make a piece of music appropriate for a specific event or function.

c. Their preference for specific musical works and styles.

d. Selected elements of music.

e. How the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of the music.

f. Using appropriate terminology to describe and explain music.

g. The characteristics intended by the composer and/or performer to evoke a mood in a piece of music.

h. Using teacher specified criteria to evaluate a musical performance.

i. Showing respect for personal work and the work of others through appropriate critique.

j. Evaluating the effect of audience and performers’ behavior on the performance.
Grade Hs intermediate
MU.RE.7.PE.Hs intermediate
Explain reasons for selecting music citing characteristics found in the music and connections to interest, purpose, and context.



Foundational Skills



Reflect on Understanding (RRU)

a. How music can be transcribed from one music medium to another (e.g., one instrument to another, one ensemble to another).

b. Musical characteristics that make a piece of music appropriate for a specific event or function.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Their preference for specific musical works and styles.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Elements of music most prominent in repertoire.

e. How the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of the music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Using appropriate terminology to describe and explain music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. The characteristics intended by the composer and/or performer to evoke a mood in a piece of music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Using teacher or student specified criteria to evaluate a musical performance.

i. Showing respect for personal work and the work of others through appropriate critique.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Evaluating the effect of audience and performers’ behavior on the performance.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
General Music/Responding
#MU.RE.8
Process Component: Music General Anchor Standard 8 - Responding
Anchor Standard: Interpret intent and meaning in artistic work.
Music Harmonizing Instruments/Responding
#MU.RE.8.HI
Process Component: Music Harmonizing Instruments Anchor Standard 8 - Responding
Anchor Standard: Interpret intent and meaning in artistic work.
Grade Hs novice
MU.RE.8.HI.Hs novice
a. Identify interpretations of the expressive intent and meaning of musical selections, referring to the elements of music, context (personal or social), and (when appropriate) the setting of the text.



Foundational Skills



Reflect on Understanding (RRU)

a. How changing compositional elements of music (e.g., dynamics, articulation, tempo) can change the style and experience of the music.

b. Musical characteristics that make a piece of music appropriate for a specific event or function.

c. Their preference for specific musical works and styles.

d. Selected elements of music

e. How the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of the music.

f. Using appropriate terminology to describe and explain music.

g. The characteristics intended by the composer and/or performer to evoke a mood in a piece of music.

h. Using teacher specified criteria to evaluate a musical performance.

i. Showing respect for personal work and the work of others through appropriate critique.

j. Evaluating the effect of audience and performers’ behavior on the performance.
Grade Hs intermediate
MU.RE.8.HI.Hs intermediate
a. Identify and support interpretations of the expressive intent and meaning of musical selections, citing as evidence the treatment of the elements of music, context, and (when appropriate) the setting of the text.



Foundational Skills



Reflect on Understanding (RRU)

a. How music can be transcribed from one music medium to another (e.g., one instrument to another, one ensemble to another).

b. Musical characteristics that make a piece of music appropriate for a specific event or function.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Their preference for specific musical works and styles.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Elements of music most prominent in repertoire.

e. How the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of the music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Using appropriate terminology to describe and explain music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. The characteristics intended by the composer and/or performer to evoke a mood in a piece of music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Using teacher or student specified criteria to evaluate a musical performance.

i. Showing respect for personal work and the work of others through appropriate critique.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Evaluating the effect of audience and performers’ behavior on the performance.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Music Theory Composition/Responding
#MU.RE.8.MC
Process Component: Music Theory Composition Anchor Standard 8 - Responding
Anchor Standard: Interpret intent and meaning in artistic work.
Music Technology/Responding
#MU.RE.8.MT
Process Component: Music Technology Anchor Standard 8 - Responding
Anchor Standard: Interpret intent and meaning in artistic work.
Music Traditional And Emerging Ensembles/Responding
#MU.RE.8.PE
Process Component: Music Performing Ensembles Anchor Standard 8 - Responding
Anchor Standard: Interpret intent and meaning in artistic work.
Grade Hs novice
MU.RE.8.PE.Hs novice
Identify interpretations of the expressive intent and meaning of musical works, referring to the elements of music, contexts, and (when appropriate) the setting of the text.



Foundational Skills



Reflect on Understanding (RRU)

a. How changing compositional elements of music (e.g., dynamics, articulation, tempo) can change the style and experience of the music.

b. Musical characteristics that make a piece of music appropriate for a specific event or function.

c. Their preference for specific musical works and styles.

d. Selected elements of music.

e. How the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of the music.

f. Using appropriate terminology to describe and explain music.

g. The characteristics intended by the composer and/or performer to evoke a mood in a piece of music.

h. Using teacher specified criteria to evaluate a musical performance.

i. Showing respect for personal work and the work of others through appropriate critique.

j. Evaluating the effect of audience and performers’ behavior on the performance.
Grade Hs intermediate
MU.RE.8.PE.Hs intermediate
Identify and support interpretations of the expressive intent and meaning of musical works, citing as evidence the treatment of the elements of music, contexts, and (when appropriate) the setting of the text.



Foundational Skills



Reflect on Understanding (RRU)

a. How music can be transcribed from one music medium to another (e.g., one instrument to another, one ensemble to another).

b. Musical characteristics that make a piece of music appropriate for a specific event or function.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Their preference for specific musical works and styles.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Elements of music most prominent in repertoire.

e. How the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of the music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Using appropriate terminology to describe and explain music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. The characteristics intended by the composer and/or performer to evoke a mood in a piece of music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Using teacher or student specified criteria to evaluate a musical performance.

i. Showing respect for personal work and the work of others through appropriate critique.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Evaluating the effect of audience and performers’ behavior on the performance.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
General Music/Responding
#MU.RE.9
Process Component: Music General Anchor Standard 9 - Responding
Anchor Standard: Apply criteria to evaluate artistic work.
Music Harmonizing Instruments/Responding
#MU.RE.9.HI
Process Component: Music Harmonizing Instruments Anchor Standard 9 - Responding
Anchor Standard: Apply criteria to evaluate artistic work.
Grade Hs novice
MU.RE.9.HI.Hs novice
a. Identify and describe how interest, experiences, and contexts (personal or social) effect the evaluation of music.



Foundational Skills



Reflect on Understanding (RRU)

a. How changing compositional elements of music (e.g., dynamics, articulation, tempo) can change the style and experience of the music.

b. Musical characteristics that make a piece of music appropriate for a specific event or function.

c. Their preference for specific musical works and styles.

d. Selected elements of music

e. How the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of the music.

f. Using appropriate terminology to describe and explain music.

g. The characteristics intended by the composer and/or performer to evoke a mood in a piece of music.

h. Using teacher specified criteria to evaluate a musical performance.

i. Showing respect for personal work and the work of others through appropriate critique.

j. Evaluating the effect of audience and performers’ behavior on the performance.
Grade Hs intermediate
MU.RE.9.HI.Hs intermediate
a. Explain the influence of experiences and contexts (personal, social, or cultural) on interest in and the evaluation of a varied repertoire of music.



Foundational Skills



Reflect on Understanding (RRU)

a. How music can be transcribed from one music medium to another (e.g., one instrument to another, one ensemble to another).

b. Musical characteristics that make a piece of music appropriate for a specific event or function.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Their preference for specific musical works and styles.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Elements of music most prominent in repertoire.

e. How the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of the music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Using appropriate terminology to describe and explain music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. The characteristics intended by the composer and/or performer to evoke a mood in a piece of music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Using teacher or student specified criteria to evaluate a musical performance.

i. Showing respect for personal work and the work of others through appropriate critique.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Evaluating the effect of audience and performers’ behavior on the performance.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Music Theory Composition/Responding
#MU.RE.9.MC
Process Component: Music Theory Composition Anchor Standard 9 - Responding
Anchor Standard: Evaluate - Support evaluations of musical works and performances based on analysis, interpretation, and established criteria.
Music Technology/Responding
#MU.RE.9.MT
Process Component: Music Technology Anchor Standard 9 - Responding
Anchor Standard: Apply criteria to evaluate artistic work.
Music Traditional And Emerging Ensembles/Responding
#MU.RE.9.PE
Process Component: Music Performing Ensembles Anchor Standard 9 - Responding
Anchor Standard: Apply criteria to evaluate artistic work.
Grade Hs novice
MU.RE.9.PE.Hs novice
Identify and describe the effect of interest, experience, analysis, and context on the evaluation of music.



Foundational Skills



Reflect on Understanding (RRU)

a. How changing compositional elements of music (e.g., dynamics, articulation, tempo) can change the style and experience of the music.

b. Musical characteristics that make a piece of music appropriate for a specific event or function.

c. Their preference for specific musical works and styles.

d. Selected elements of music.

e. How the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of the music.

f. Using appropriate terminology to describe and explain music.

g. The characteristics intended by the composer and/or performer to evoke a mood in a piece of music.

h. Using teacher specified criteria to evaluate a musical performance.

i. Showing respect for personal work and the work of others through appropriate critique.

j. Evaluating the effect of audience and performers’ behavior on the performance.
Grade Hs intermediate
MU.RE.9.PE.Hs intermediate
Explain the influence of experiences, analysis, and context on interest in and evaluation of music.



Foundational Skills



Reflect on Understanding (RRU)

a. How music can be transcribed from one music medium to another (e.g., one instrument to another, one ensemble to another).

b. Musical characteristics that make a piece of music appropriate for a specific event or function.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Their preference for specific musical works and styles.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Elements of music most prominent in repertoire.

e. How the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of the music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Using appropriate terminology to describe and explain music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. The characteristics intended by the composer and/or performer to evoke a mood in a piece of music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Using teacher or student specified criteria to evaluate a musical performance.

i. Showing respect for personal work and the work of others through appropriate critique.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Evaluating the effect of audience and performers’ behavior on the performance.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Music Harmonizing Instruments/Connecting
#MU:Cn11.0.H
Process Component: MHI - Interrelate
Anchor Standard: Investigate ways that artistic work is influenced by societal, cultural, and historical context and, in turn, how artistic ideas shape cultures past, present, and future.
Grade Hs novice
MU:Cn11.0.H.Hs novice
a. Perform and listen to music from various times and cultures and describe how that music reflects those times and cultures.

b. Identify the cultural and social uses for music.

c. Identify ways in which music is used to represent and reflect group identity.
Grade Hs intermediate
MU:Cn11.0.H.Hs intermediate
a. Explore the skills and knowledge necessary to pursue vocational and avocational opportunities in the musical community.

b. Identify the cultural, social, and political uses for music.

c. Explain ways in which music is used to inform or change the beliefs, values, or behaviors of an individual or a society.
Music Theory Composition/Performing
#MU:Pr4.3
Process Component: MTC Interpret
Anchor Standard: Select, analyze, and interpret artistic work for presentation.

Understanding and Using the National Core Arts Standards

The arts have always served as the distinctive vehicle for discovering who we are. Providing ways of thinking as disciplined as science or math and as disparate as philosophy or literature, the arts are used by and have shaped every culture and individual on earth. They continue to infuse our lives on nearly all levels—generating a significant part of the creative and intellectual capital that drives our economy. The arts inform our lives with meaning every time we experience the joy of a well-remembered song, experience the flash of inspiration that comes with immersing ourselves in an artist’s sculpture, enjoying a sublime dance, learning from an exciting animation, or being moved by a captivating play.

The central purposes of education standards are to identify the learning that we want for all of our students and to drive improvement in the system that delivers that learning. Standards, therefore, should embody the key concepts, processes and traditions of study in each subject area, and articulate the aspirations of those invested in our schools—students, teachers, administrators, and the community at large. To realize that end goal, these new, voluntary National Core Arts Standards are framed by artistic literacy, as outlined in philosophical foundations, lifelong goals, and artistic processes; articulated as anchor and performance standards that students should attain; and supported by instructional resources, including model cornerstone assessments that illustrate how literacy might be measured. The connective threads of this conceptual framework are designed to be understood by all stakeholders and, ultimately, to ensure success for both educators and students.

While broad in concept, the standards are also focused in a framework that delivers the educational nuance of standards in only four artistic processes, bringing together what artists do and what we want for our students. Within this simple and elegant structure, decision-makers from teachers, to superintendents, to parents will be able to move forward in the rich variety of approaches that have become part of the American educational landscape.

The National Core Arts Standards are designed to guide the delivery of arts education in the classroom with new ways of thinking, learning, and creating. The standards also inform policy-makers about implementation of arts programs for the traditional and emerging models and structures of education. As with other subject areas, a commitment to quality education, equitable opportunities, and comprehensive expectations is embedded within the new arts standards.

Inclusion Guidelines

Cr
Creating
Pr
Performing/
Presenting/
Producing
Re
Responding
Cn
Connecting
Theatre
Visual Arts
Dance
Media Arts
Music

National Core Arts Standards are written for five arts disciplines; Dance, Media Arts, Music, Theatre and Visual Arts.

National Core Arts Standards are written grade by grade Pre K – 8th grade and at three proficiency levels in high school (proficient, accomplished and advanced).

Choose instructional support materials.

Artistic Processes are the cognitive and physical actions by which arts learning and making are realized. National Core Arts Standards are based on the artistic processes of Creating; Performing/ Producing/Presenting; Responding; and Connecting.