The National Core Arts Standards (lX)

[US] National Coalition for Core Arts Standards

Music: Theory Composition

#Cr1.1.C

Artistic Process:Creating

Process Component: Imagine—— Generate musical ideas for various purposes and contexts.

Anchor Standard:Generate and conceptualize artistic ideas and work.

Enduring Understanding:The creative ideas, concepts, and feelings that influence musicians’ work emerge from avarietyof sources.

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

Grade HS Prof icient

MU: Cr1.1.C.Ia Describe how sounds and shortmusical ideascan be used to represent personal experiences,moods1, visual images, and/orstorylines2.

Grade HS Accomplished

MU: Cr1.1.C.IIa Describeanddemonstratehow sounds andmusical ideascan be used to representsonic events3,memories, visual images,concepts,texts, orstorylines.

Grade HS Advanced

MU: Cr1.1.C.IIIa Describe anddemonstratemultiple ways in whichsounds andmusical ideascan be used to representextendedsonic experiences4or abstract ideas.

#Cr2.1.C

Artistic Process:Creating

Process Component: Planand Make ——Selectand develop musical ideas for defined purposes and contexts.

Anchor Standard:Organize and develop artistic ideas and work.

Enduring Understanding:Musicians’ creative choices are influenced by their expertise,context, andexpressive intent.

Essential Question(s):How do musicians make creative decisions?

Grade HS Prof icient

MU: Cr2.1.C.Ia Assemble and organize sounds or shortmusical ideastocreateinitialexpressionsof selected experiences,moods, images, orstorylines.

MU: Cr2.1.C.Ib Identify and describe the development of sounds or shortmusical ideasin drafts of music withinsimple forms5(such asone-part6,cyclical7, orbinary).

Grade HS Accomplished

MU: Cr2.1.C.IIa Assemble and organize multiple sounds ormusical ideastocreateinitial expressive statements of selectedsonic events,memories, images,concepts,texts, orstorylines.

MU: Cr2.1.C.IIb Describe and explain the development of sounds andmusical ideasin drafts of music within avarietyofsimpleormoderately complexforms8(such asbinary,rondo,orternary).

Grade HS Advanced

MU: Cr2.1.C.IIIa Assemble and organize multiple sounds or extendedmusical ideastocreateinitial expressive statements of selectedextendedsonic experiencesor abstract ideas.

MU: Cr2.1.C.IIIbAnalyzeanddemonstratethe development of sounds and extendedmusical ideasin drafts of music within avarietyofmoderately complexorcomplex forms9.

#Cr3.1.C

Artistic Process:Creating

Process Component:Evaluate andRefine—— Evaluate andrefineselected musical ideas tocreate musical workthat meets appropriatecriteria.

Anchor Standard: Refineand complete artistic work.

Enduring Understanding:Musicians evaluate andrefinetheir work through openness to new ideas, persistence, and the application of appropriatecriteria.

Essential Question(s):How do musicians improve the quality of their creative work?

Grade HS Prof icient

MU: Cr3.1.C.Ia Identify, describe, and applyteacherprovided criteriato assess andrefinethetechnical10andexpressive aspects11of evolving drafts leading to final versions.

Grade HS Accomplished

MU: Cr3.1.C.IIa Identify, describe, and applyselectedteacher-providedorpersonally-developedcriteriato assess andrefinethetechnicalandexpressive aspectsof evolving drafts leading to final versions.

Grade HS Advanced

MU: Cr3.1.C.IIIaResearch, identify,explain, and applypersonally-developed criteriato assess andrefinethetechnicalandexpressive aspectsof evolving drafts leading to final versions.

#Cr3.2.C

Artistic Process:Creating

Process Component: Present——Sharecreativemusical workthat conveysintent, demonstratescraftsmanship, and exhibits originality.

Anchor Standard: Refineand complete artistic work.

Enduring Understanding:Musicians’ presentation of creative work is the culmination of a process of creation and communication.

Essential Question(s):When is creative work ready toshare?

Grade HS Prof icient

MU: Cr3.2.C.IaSharemusic through the use ofnotation,performance, or technology, anddemonstratehow theelements of musichave been employed to realizeexpressive intent.

MU: Cr3.2.C.Ib Describe the givencontextand performance medium for presenting personal works, and how they impact the finalcompositionand presentation.

Grade HS Accomplished

MU: Cr3.2.C.IIaSharemusic through the use ofnotation,solo or groupperformance, or technology, anddemonstrateanddescribehow theelements of musicandcompositional techniqueshave been employed to realizeexpressive intent.

MU: Cr3.2.C.IIb Describe theselectedcontextsand performance mediums for presenting personal works, andexplain whytheysuccessfullyimpact the finalcompositionand presentation.

Grade HS Advanced

MU: Cr3.2.C.IIIaSharemusic through the use ofnotation, solo or groupperformance, or technology, anddemonstrateand explainhow theelements of music,compositional techniquesand processeshave been employed to realizeexpressive intent.

MU: Cr3.2.C.IIIb Describe avariety of possiblecontextsand mediumsfor presenting personal works, and explainand compare how each could impact the success ofthe finalcompositionand presentation.

#Pr4.1.C

Artistic Process:Performing

Process Component: Select——Selectvaried musical works topresentbased on interest, knowledge, technical skill, andcontext.

Anchor Standard: Select,analyze, andinterpretartistic work for presentation.

Enduring Understanding:Performers’ interest in and knowledge ofmusical works, understanding of their own technical skill, and thecontextfor a performance influence the selection ofrepertoire.

Essential Question(s):How do performersselect repertoire?

Grade HS Prof icient

MU: Pr4.1.C.Ia Identify andselectspecific excerpts, passages, orsectionsinmusical worksthat express a personal experience,mood, visual image, orstorylinein simpleforms(such asone-part,cyclical,binary).

Grade HS Accomplished

MU: Pr4.1.C.IIa Identify andselectspecific passages,sections,or movements inmusical worksthat express personal experiences and interests,moods, visual images, concepts, texts, orstorylinesinsimple forms(such asbinary,ternary,rondo)ormoderately complex forms.

Grade HS Advanced

MU: Pr4.1.C.IIIa Identify andselectspecificsections, movements,or entire worksthat express personal experiences and interests,moods, visual images, concepts, texts, orstorylinesinmoderately complexorcomplexforms.

#Pr4.2.C

Artistic Process:Performing

Process Component: Analyze——Analyzethestructureandcontextof varied musical works and their implications for performance.

Anchor Standard: Select,analyze, andinterpretartistic work for presentation.

Enduring Understanding:Analyzing creators’contextand how they manipulateelements of musicprovides insight into theirintentand informs performance.

Essential Question(s):How does understanding thestructureandcontextof musical works inform performance?

Grade HS Prof icient

MU: Pr4.2.C.IaAnalyzehow theelements of music(includingform) of selected works relate tostyleandmood, and explain the implications for rehearsal orperformance.

Grade HS Accomplished

MU: Pr4.2.C.IIaAnalyzehow theelements of music(includingform) of selected works relate to thestyle,function,andcontext, and explain the implications for rehearsalandperformance.

Grade HS Advanced

MU: Pr4.2.C.IIIaAnalyzehow theelements of music(includingform) andcompositional techniquesof selected works relate to thestyle,function, andcontext, and explainand supporttheanalysisand its implications for rehearsal andperformance.

#Pr4.3.C

Artistic Process:Performing

Process Component: Interpret—— Develop personal interpretations that consider creators’intent.

Anchor Standard: Select,analyze, andinterpretartistic work for presentation.

Enduring Understanding:Performers make interpretive decisions based on their understanding ofcontextandexpressive intent.

Essential Question(s):How do performersinterpretmusical works?

Grade HS Prof icient

MU: Pr4.3.C.Ia Developinterpretationsof works based on an understanding of the use ofelements of music,style, andmood, explaining how the interpretive choices reflect the creators’intent.

Grade HS Accomplished

MU: Pr4.3.C.IIa Developinterpretationsof works based on an understanding of the use ofelements of music,style,mood,function,andcontext, explaining andsupportinghow the interpretive choices reflect the creators’intent.

Grade HS Advanced

MU: Pr4.3.C.IIIa Developinterpretationsof works based on an understanding of the use ofelements of music(includingform),compositional techniques,style,function, andcontext, explaining andjustifyinghow the interpretive choices reflect the creators’intent.

#Pr5.1.C

Artistic Process:Performing

Process Component:Rehearse, Evaluate, andRefine—— Evaluate andrefinepersonal andensembleperformances, individually or in collaboration with others.

Anchor Standard:Develop andrefineartistic techniques and work for presentation.

Enduring Understanding:To express their musical ideas, musiciansanalyze, evaluate, andrefinetheir performance over time through openness to new ideas, persistence, and the application of appropriatecriteria.

Essential Question(s):How do musicians improve the quality of their performance?

Grade HS Prof icient

MU: Pr5.1.C.IaCreaterehearsal plans for works, identifying repetition and variation within theform.

MU: Pr5.1.C.Ib Usingestablished criteriaand feedback, identify the way(s) in whichperformancesconvey theelements of music,style, andmood.

MU: Pr5.1.C.Ic Identify and implement strategies for improving thetechnicalandexpressive aspectsof multiple works.

Grade HS Accomplished

MU: Pr5.1.C.IIaCreaterehearsal plans for works, identifying theform, repetition and variation within theform, andthestyleandhistoricalorcultural contextof the work.

MU: Pr5.1.C.IIb Usingestablished criteriaand feedback, identify the ways in which performances convey theformal design,style,andhistorical/cultural contextof the works.

MU: Pr5.1.C.IIc Identify and implement strategies for improving thetechnicalandexpressive aspectsofvariedworks.

Grade HS Advanced

MU: Pr5.1.C.IIIaCreaterehearsal plans for works, identifying theform, repetition and variation within theform,compositional techniques, and thestyleandhistoricalorcultural contextof the work.

MU: Pr5.1.C.IIIb Usingestablished criteriaand feedback, identify the ways in which performances usecompositional techniquesand convey theformal design,style, andhistorical/cultural contextof the works.

MU: Pr5.1.C.IIIc Identify,compare, and implement strategies for improving thetechnicalandexpressive aspectsof multiplecontrastingworks.

#Pr6.1.C

Artistic Process:Performing

Process Component: Present——Performexpressively, with appropriateinterpretationand technical accuracy, and in a manner appropriate to the audience andcontext.

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

Enduring Understanding:Musicians judge performance based oncriteriathat vary across time, place, and cultures.Thecontextand how a work is presented influence the audience response.

Essential Question(s):When is a performance judged ready topresent? How docontextand the manner in which themusical workis presented influence audience response?

Grade HS Prof icient

MU: Pr6.1.C.IaSharelive or recordedperformancesof works (both personal and others’), and explain how theelements of musicare used to conveyintent.

MU: Pr6.1.C.Ib Identify howcompositionsare appropriate for an audience orcontext, and how this will shape future compositions.

Grade HS Accomplished

MU: Pr6.1.C.IIaSharelive or recordedperformancesof works (both personal and others’), and explain how theelements of musicandcompositional techniquesare used to conveyintent.

MU: Pr6.1.C.IIbExplainhowcompositionsare appropriate forbothaudienceandcontext, and how this will shape future compositions.

Grade HS Advanced

MU: Pr6.1.C.IIIaSharelive or recordedperformancesof works (both personal and others’), and explainand/ordemonstrateunderstanding ofhow theexpressive intentof the music is conveyed.

MU: Pr6.1.C.IIIb Explain howcompositionsare appropriate for avarietyof audiences andcontexts, and how this will shape future compositions.

#Re7.1.C

Artistic Process:Responding

Process Component: Select—— Choose music appropriate for a specificpurposeorcontext.

Anchor Standard:Perceive andanalyzeartistic work.

Enduring Understanding:Individuals’ selection of musical works is influenced by their interests, experiences, understandings, and purposes.

Essential Question(s):How do individuals choose music to experience?

Grade HS Prof icient

MU: Re7.1.C.Ia Applyteacher-provided criteriatoselectmusic that expresses a personal experience,mood, visual image, orstorylinein simpleforms(such asone-part,cyclical,binary), and describe the choices as models forcomposition.

Grade HS Accomplished

MU: Re7.1.C.IIa Applyteacher-providedorpersonally-developedcriteriatoselectmusic that expressespersonal experiences and interests,moods,visual images,concepts,texts, orstorylinesinsimpleormoderately complexforms, and describe anddefendthe choices as models forcomposition.

Grade HS Advanced

MU: Re7.1.C.IIIa Applyresearched orpersonallydeveloped criteriatoselectmusic that expresses personal experiences and interests, visual images, concepts, texts, orstorylinesinmoderately complexorcomplexforms, and describe andjustifythe choice as models forcomposition.

#Re7.2.C

Artistic Process:Responding

Process Component: Analyze——Analyzehow thestructureandcontextof varied musical works inform the response.

Anchor Standard:Perceive andanalyzeartistic work.

Enduring Understanding:Response to music is informed by analyzingcontext(social cultural, and historical) and how creators and performers manipulate theelements of music.

Essential Question(s):How does understanding thestructureandcontextof the music influence a response?

Grade HS Prof icient

MU: Re7.2.C.IaAnalyzeaurally theelements of music(includingform) ofmusical works, relating them tostyle,mood, andcontext, and describe how theanalysisprovides models for personal growth ascomposer12, performer, and/or listener.

Grade HS Accomplished

MU: Re7.2.C.IIaAnalyzeaurallyand/or by reading thescores13ofmusical workstheelements of music(includingform),compositional techniquesandprocedures14, relating them tostyle,mood, andcontext; andexplainhow theanalysisprovides models for personal growth ascomposer, performer, and/or listener.

Grade HS Advanced

MU: Re7.2.C.IIIaAnalyzeaurally and/or by reading thescoresofmusical workstheelements of music(includingform),compositional techniquesandprocedures, relating them toaesthetic effectiveness,style,mood, andcontext; and explain how theanalysisprovides models for personal growth ascomposer, performer, and/or listener.

#Re8.1.C

Artistic Process:Responding

Process Component: Interpret—— Support aninterpretationof musical works that reflect creators’/performers’expressive intent.

Anchor Standard: Interpret intentand meaning in artistic work.

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

Essential Question(s):How do we discern the musical creators’ and performers’expressive intent?

Grade HS Prof icient

MU: Re8.1.C.Ia Develop and explaininterpretationsof varied works, demonstrating an understanding of the composers’intentby citingtechnicalandexpressive aspectsas well as thestyle/genreof each work.

Grade HS Accomplished

MU: Re8.1.C.IIa Develop andsupportinterpretationsof varied works, demonstrating an understanding of the composers’intentby citingthe use ofelements of music(includingform),compositional techniques, and thestyle/genreandcontextof each work.

Grade HS Advanced

MU: Re8.1.C.IIIa Develop,justify, anddefendinterpretationsof varied works, demonstrating an understanding of the composers’intentby citing the use ofelements of music(includingform),compositional techniques, and thestyle/genreandcontextof each work.

#Re9.1.C

Artistic Process:Responding

Process Component:Evaluate —— Support personal evaluation ofmusical worksand performance(s) based onanalysis,interpretation, andestablished criteria.

Anchor Standard:Applycriteriato evaluate artistic work.

Enduring Understanding:The personal evaluation ofmusical work(s) and performance(s) is informed byanalysis,interpretation, andestablished criteria.

Essential Question(s):How do we judge the quality ofmusical work(s) and performance(s)?

Grade HS Prof icient

MU: Re9.1.C.Ia Describe the effectiveness of thetechnicalandexpressive aspectsof selected music andperformances, demonstrating understanding offundamentals of music theory15.

MU: Re9.1.C.Ib Describe the way(s) in which critiquing others’ work and receiving feedback from others can be applied in the personal creative process.

Grade HS Accomplished

MU: Re9.1.C.IIaExplainthe effectiveness of thetechnicalandexpressive aspectsof selected music andperformances, demonstrating understanding ofmusic theory16as well ascompositional techniquesandprocedures.

MU: Re9.1.C.IIb Describe ways in which critiquing others’ work and receiving feedback from othershave been specificallyapplied in the personal creative process.

Grade HS Advanced

MU: Re9.1.C.IIIa Evaluate the effectiveness of thetechnicalandexpressive aspectsof selected music andperformances, demonstrating understanding oftheoreticalconceptsandcomplexcompositional techniquesandprocedures.

MU: Re9.1.C.IIIb Describeand evaluateways in which critiquing others’ work and receiving feedback from others have been specifically applied in the personal creative process.

#Cn10.0.C

Artistic Process:Connecting

Process Component:Synthesize and relate knowledge and personal experiences to make art.

Anchor Standard:Synthesize and relate knowledge and personal experiences to make art.

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

Essential Question(s):How do musicians make meaningful connections to creating, performing, and responding?

Grade HS Prof icient

MU: Cn10.0.C.IaDemonstratehow interests, knowledge, and skills relate to personal choices andintentwhen creating, performing, and responding to music.(MU: Cr1.1.C.Ia, MU: Cr3.2.C.Ia, MU: Pr4.1.C.Ia, MU: Re8.1.C.Ia)

Grade HS Accomplished

MU: Cn10.0.C.IIaDemonstratehow interests, knowledge, and skills relate to personal choices andintentwhen creating, performing, and responding to music.(MU: Cr1.1.C.IIa, MU: Cr3.2.C.IIa, MU: Pr4.1.C.IIa, MU: Re8.1.C.IIa)

Grade HS Advanced

MU: Cn10.0.C.IIIaDemonstratehow interests, knowledge, and skills relate to personal choices andintentwhen creating, performing, and responding to music.(MU: Cr1.1.C.IIIa, MU: Cr3.2.C.IIIa, MU: Pr4.1.C.IIIa, MU: Re8.1.C.IIIa)

#Cn11.0.C

Artistic Process:Connecting

Process Component:Relate musical ideas and works to varied contexts and daily life to deepen understanding.

Anchor Standard:Relate artistic ideas and works with societal, cultural, and historicalcontextto deepen understanding.

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

Essential Question(s):How do the other arts, other disciplines, contexts and daily life inform creating, performing, and responding to music?

Grade HS Prof icient

MU: Cn11.0.C.IaDemonstrateunderstanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.(MU: Cr2.1.C.Ia, MU: Pr4.2.C.Ia, MU: Pr6.1.C.Ib, MU: Re7.2.C.Ia)

Grade HS Accomplished

MU: Cn11.0.C.IIaDemonstrateunderstanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.(MU: Cr2.1.C.II a, MU: Pr4.2.C.II a, MU: Pr6.1.C.II b, MU: Re7.2.C.IIa)

Grade HS Advanced

MU: Cn11.0.C.IIIaDemonstrateunderstanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.(MU: Cr2.1.C.IIIa, MU: Pr4.2.C.IIIa, MU: Pr6.1.C.IIIb, MU: Re7.2.C.IIIa)

Music: Technology

#Cr1.1.T

Artistic Process:Creating

Process Component: Imagine—— Generate musical ideas for various purposes and contexts.

Anchor Standard:Generate and conceptualize artistic ideas and work.

Enduring Understanding:The creative ideas, concepts, and feelings that influence musicians’ work emerge from avarietyof sources.

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

Grade HS Prof icient

MU: Cr1.1.T.Ia Generate melodic, rhythmic, and harmonic ideas forcompositionsorimprovisationsusingdigital tools17.

Grade HS Accomplished

MU: Cr1.1.T.IIa Generate melodic, rhythmic, and harmonic ideas forcompositionsandimprovisationsusingdigital toolsandresources18.

Grade HS Advanced

MU: Cr1.1.T.IIIa Generate melodic, rhythmic, and harmonic ideas forcompositionsandimprovisationsthat incorporatedigital tools,resources,andsystems19.

#Cr2.1.T

Artistic Process:Creating

Process Component: Planand Make ——Selectand develop musical ideas for defined purposes and contexts.

Anchor Standard:Organize and develop artistic ideas and work.

Enduring Understanding:Musicians’ creative choices are influenced by their expertise,context, andexpressive intent.

Essential Question(s):How do musicians make creative decisions?

Grade HS Prof icient

MU: Cr2.1.T.IaSelectmelodic, rhythmic, and harmonic ideas to develop into a larger work usingdigital toolsandresources.

Grade HS Accomplished

MU: Cr2.1.T.IIaSelectmelodic, rhythmic, and harmonic ideas to develop into a larger workthat exhibitsunityandvarietyusingdigitalandanalogtools20.

Grade HS Advanced

MU: Cr2.1.T.IIIaSelect, develop,and organizemultiple melodic, rhythmic and harmonic ideas to develop into a larger work that exhibitsunity,variety,complexity, and coherenceusingdigitalandanalog tools,resources,andsystems.

#Cr3.1.T

Artistic Process:Creating

Process Component:Evaluate andRefine—— Evaluate andrefineselected musical ideas tocreate musical workthat meets appropriatecriteria.

Anchor Standard: Refineand complete artistic work.

Enduring Understanding:Musicians evaluate andrefinetheir work through openness to new ideas, persistence, and the application of appropriatecriteria.

Essential Question(s):How do musicians improve the quality of their creative work?

Grade HS Prof icient

MU: Cr3.1.T.Ia Drawing on feedback from teachers and peers, develop and implement strategies to improve andrefinethetechnicalandexpressive aspectsof draftcompositionsandimprovisations.

Grade HS Accomplished

MU: Cr3.1.T.IIaDevelop and implement variedstrategies to improveandrefinethetechnicalandexpressive aspectsof draftcompositionsandimprovisations.

Grade HS Advanced

MU: Cr3.1.T.IIIa Develop and implement varied strategiesand apply appropriatecriteriato improve andrefinethetechnicalandexpressive aspectsof draftcompositionsandimprovisations.

#Cr3.2.T

Artistic Process:Creating

Process Component: Present——Sharecreativemusical workthat conveysintent, demonstratescraftsmanship, and exhibits originality.

Anchor Standard: Refineand complete artistic work.

Enduring Understanding:Musicians’ presentation of creative work is the culmination of a process of creation and communication.

Essential Question(s):When is creative work ready toshare?

Grade HS Prof icient

MU: Cr3.2.T.IaShare compositionsorimprovisationsthatdemonstratea prof icient level of musical and technologicalcraftsmanshipas well as the use ofdigital toolsandresourcesin developing and organizingmusical ideas.

Grade HS Accomplished

MU: Cr3.2.T.IIaShare compositionsandimprovisationsthatdemonstrateanaccomplishedlevel of musical and technologicalcraftsmanshipas well as the use ofdigitalandanalog toolsandresourcesin developing and organizingmusical ideas.

Grade HS Advanced

MU: Cr3.2.T.IIIaSharea portfolio of musical creations representing variedstylesandgenresthat demonstrates an advancedlevel of musical and technologicalcraftsmanshipas well as the use ofdigitalandanalog tools,resourcesandsystemsin developing and organizingmusical ideas.

#Pr4.1.T

Artistic Process:Performing

Process Component: Select——Selectvaried musical works topresentbased on interest, knowledge, technical skill, andcontext.

Anchor Standard: Select,analyze, andinterpretartistic work for presentation.

Enduring Understanding:Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and thecontextfor a performance influence the selection ofrepertoire.

Essential Question(s):How do performersselect repertoire?

Grade HS Prof icient

MU: Pr4.I.T.Ia Develop and explain thecriteriaused for selecting a variedrepertoireof music based on interest, music reading skills, and an understanding of the performer’stechnicaland technologicalskill.

Grade HS Accomplished

MU: Pr4.I.T.IIa Develop and applycriteriatoselecta variedrepertoireto study andperformbased on interest,an understanding oftheoreticalandstructuralcharacteristics of the music, and the performer’stechnical skillusingdigital toolsandresources.

Grade HS Advanced

MU: Pr4.I.T.IIIa Develop and applycriteriatoselectvariedprogramsto study andperformbased on interest, an understanding of thetheoreticalandstructuralcharacteristics, as well as expressive challenges in the music, and the performer’stechnical skillusingdigital tools,resources, andsystems.

#Pr4.2.T

Artistic Process:Performing

Process Component: Analyze——Analyzethestructureandcontextof varied musical works and their implications for performance.

Anchor Standard: Select,analyze, andinterpretartistic work for presentation.

Enduring Understanding:Analyzing creators’contextand how they manipulateelements of musicprovides insight into theirintentand informs performance.

Essential Question(s):How does understanding thestructureandcontextof musical works inform performance?

Grade HS Prof icient

MU: Pr4.2.T.Ia Describe howcontextandstructuralaspects of the music anddigitalmedia/toolsinform prepared and improvisedperformances.

Grade HS Accomplished

MU: Pr4.2.T.IIa Describe anddemonstratehowcontext,theoreticalandstructuralaspects of the music anddigitalmedia/toolsinformand influenceprepared and improvisedperformances.

Grade HS Advanced

MU: Pr4.2.T.IIIaExamine,evaluate,and critiquehowcontext,theoretical, andstructuralaspects of the music anddigitalmedia/toolsinform and influence prepared and improvisedperformances.

#Pr4.3.T

Artistic Process:Performing

Process Component: Interpret—— Develop personal interpretations that consider creators’intent.

Anchor Standard: Select,analyze, andinterpretartistic work for presentation.

Enduring Understanding:Performers make interpretive decisions based on their understanding ofcontextandintent.

Essential Question(s):How do performersinterpretmusical works?

Grade HS Prof icient

MU: Pr4.3.T.IaDemonstratehow understanding thecontext, expressive challenges, and use ofdigital toolsin a variedrepertoireof music influence prepared or improvisedperformances.

Grade HS Accomplished

MU: Pr4.3.T.IIaDemonstratehow understanding thestyle,genre,context, and use ofdigital toolsandresourcesin a variedrepertoireof music influences prepared or improvisedperformancesand performers’abilityto connect with audiences.

Grade HS Advanced

MU: Pr4.3.T.IIIaDemonstratehow understanding thestyle,genre,context, andintegrationof digital technologies in a variedrepertoireof musicinformsand influences prepared and improvisedperformancesand theirabilityto connect with audiences.

#Pr5.1.T

Artistic Process:Performing

Process Component:Evaluate andRefine—— Evaluate andrefinepersonal andensembleperformances, individually or in collaboration with others.

Anchor Standard:Develop andrefineartistic techniques and work for presentation.

Enduring Understanding:Musicians’ creative choices are influenced by theircontext,expressive intent, and establishedcriteria.

Essential Question(s):How do musicians make creative decisions?

Grade HS Prof icient

MU: Pr5.1.T.Ia Identify and implement rehearsal strategies to improve thetechnicalandexpressive aspectsof prepared and improvisedperformancesin a variedrepertoireof music.

Grade HS Accomplished

MU: Pr5.1.T.IIaDevelop andimplement rehearsal strategies to improveandrefinethetechnicalandexpressive aspectsof prepared and improvisedperformancesin a variedrepertoireof music.

Grade HS Advanced

MU: Pr5.1.T.IIIaApply appropriatecriteriaas well as feedback from multiple sourcesand develop and implementvariedstrategies to improve andrefinethetechnicalandexpressive aspectsof prepared and improvisedperformancesinvariedprogramsof music.

#Pr6.1.T

Artistic Process:Performing

Process Component: Present——Performexpressively, with appropriateinterpretationand technical accuracy, and in a manner appropriate to the audience andcontext.

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

Enduring Understanding:Musicians judge performance based oncriteriathat vary across time, place, and cultures.Thecontextand how a work is presented influence the audience response.

Essential Question(s):When is a performance judged ready topresent? How docontextand the manner in which themusical workis presented influence audience response?

Grade HS Prof icient

MU: Pr6.1.T.Ia Usingdigital tools,demonstrateattention totechnical accuracyandexpressive qualitiesin prepared and improvisedperformancesof a variedrepertoireof music.

MU: Pr6.1.T.IbDemonstratean understanding of thecontextof music through prepared and improvisedperformances.

Grade HS Accomplished

MU: Pr6.1.T.IIa Usingdigital toolsandresources,demonstrate technical accuracyandexpressive qualitiesin prepared and improvisedperformancesof a variedrepertoireof musicrepresenting diversecultures,styles,andgenres.

MU: Pr6.1.T.IIbDemonstratean understanding of theexpressive intentwhen connecting with an audiencethrough prepared and improvisedperformances.

Grade HS Advanced

MU: Pr6.1.T.IIIaIntegratingdigitalandanalog toolsandresources,demonstratean understanding and attention totechnical accuracyandexpressive qualitiesof the music in prepared and improvisedperformancesof a variedrepertoireof music representing diversecultures,styles,genres,andhistorical periods.

MU: Pr6.1.T.IIIbDemonstrateanabilityto connect with audience members and engage with and respond to themduring prepared and improvisedperformances.

#Re7.1.T

Artistic Process:Responding

Process Component: Select—— Choose music appropriate for a specificpurposeorcontext.

Anchor Standard:Perceive andanalyzeartistic work.

Enduring Understanding:Individuals’ selection of musical works is influenced by their interests, experiences, understandings, and purposes.

Essential Question(s):How do individuals choose music to experience?

Grade HS Prof icient

MU: Re7.I.T.Ia Cite reasons for choosing music based on the use of theelements of music, digital and electronic aspects, andconnectionsto interest orpurpose.

Grade HS Accomplished

MU: Re7.I.T.IIaSelectand critique contrastingmusical works,defending opinionsbased on manipulations of theelements of music, digital and electronic aspects, and thepurposeandcontextof the works.

Grade HS Advanced

MU: Re7.I.T.IIIaSelect,describe and compare avarietyof musical selectionsbased oncharacteristicsand knowledge of the music,understanding ofdigital and electronic aspects,and thepurposeandcontextof the works.

#Re7.2.T

Artistic Process:Responding

Process Component: Analyze——Analyzehow thestructureandcontextof varied musical works inform the response.

Anchor Standard:Perceive andanalyzeartistic work.

Enduring Understanding:Response to music is informed by analyzingcontext(social, cultural, and historical) and how creators and performers manipulate theelements of music.

Essential Question(s):How does understanding thestructureandcontextof the music influence a response?

Grade HS Prof icient

MU: Re7.2.T.Ia Explain how knowledge of thestructure(repetition, similarities, contrasts), technological aspects, andpurposeof the music informs the response.

Grade HS Accomplished

MU: Re7.2.T.IIa Explain how ananalysisof thestructure,context, and technological aspects of the music informs the response.

Grade HS Advanced

MU: Re7.2.T.IIIaDemonstrateand justifyhow ananalysisof thestructuralcharacteristics,context,andtechnological and creative decisions, informs interest in and response to the music.

#Re8.1.T

Artistic Process:Responding

Process Component: Interpret—— Support interpretations of musical works that reflect creators’/performers’expressive intent.

Anchor Standard: Interpret intentand meaning in artistic work.

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

Essential Question(s):How do we discern the musical creators’ and performers’expressive intent?

Grade HS Prof icient

MU: Re8.1.T.Ia Explain and supportan interpretationof theexpressive intentof musical selections based on treatment of theelements of music, digital and electronic features, andpurpose.

Grade HS Accomplished

MU: Re8.1.T.IIaConnectthe influence of the treatment of theelements of music, digital and electronic features,context,purpose, andother art forms totheexpressive intentofmusical works.

Grade HS Advanced

MU: Re8.1.T.IIIaExamine and cite research and multiple sourcesto connect the influence of the treatment of theelements of music, digital and electronic features,context,purpose, and other art forms to theexpressive intentofmusical works.

#Re9.1.T

Artistic Process:Responding

Process Component:Evaluate —— Support personal evaluation ofmusical worksand performance(s) based onanalysis,interpretation, andestablished criteria.

Anchor Standard:Applycriteriato evaluate artistic work.

Enduring Understanding:The personal evaluation ofmusical work(s) and performance(s) is informed byanalysis,interpretation, and establishedcriteria.

Essential Question(s):How do we judge the quality ofmusical work(s) and performance(s)?

Grade HS Prof icient

MU: Re9.1.T.Ia Evaluate music usingcriteriabased onanalysis,interpretation, digital and electronic features, and personal interests.

Grade HS Accomplished

MU: Re9.1.T.IIaApplycriteriato evaluate musicbased onanalysis,interpretation,artisticintent, digital, electronic, andanalogfeatures, andmusical qualities.

Grade HS Advanced

MU: Re9.1.T.IIIaDevelop and justifythe evaluation of avarietyofmusic basedonestablishedandpersonallydeveloped criteria, digital, electronic and analog features, andunderstanding ofpurposeandcontext.

#Cn10.0.T

Artistic Process:Connecting

Process Component:Synthesize and relate knowledge and personal experiences to make art.

Anchor Standard:Synthesize and relate knowledge and personal experiences to make art.

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

Essential Question(s):How do musicians make meaningful connections to creating, performing, and responding?

Grade HS Prof icient

MU: Cn10.0.T.IaDemonstratehow interests, knowledge, and skills relate to personal choices andintentwhen creating, performing, and responding to music.(MU: Cr3.2.T.Ia , MU: Pr4.I.T.Ia, MU: Pr4.3.T.Ia, MU: Re7.I.T.Ia)

Grade HS Accomplished

MU: Cn10.0.T.IIaDemonstratehow interests, knowledge, and skills relate to personal choices andintentwhen creating, performing, and responding to music.(MU: Cr3.2.T.IIa, MU: Pr4.I.T.IIa, MU: Pr4.3.T.IIa, MU: Re7.I.T.IIa)

Grade HS Advanced

MU: Cn10.0.T.IIIaDemonstratehow interests, knowledge, and skills relate to personal choices andintentwhen creating, performing, and responding to music.(MU: Cr3.2.T.IIIa, MU: Pr4.I.T.IIIa, MU: Pr4.3.T.III, MU: Re7.I.T.IIIa)

#Cn11.0.T

Artistic Process:Connecting

Process Component:Relate musical ideas and works to varied contexts and daily life to deepen understanding.

Anchor Standard:Relate artistic ideas and works with societal, cultural, and historicalcontextto deepen understanding.

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

Essential Question(s):How do the other arts, other disciplines, contexts, and daily life inform creating, performing, and responding to music?

Grade HS Prof icient

MU: Cn11.0.T.IaDemonstrateunderstanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.(MU: Cr1.1.T.Ia, MU: Pr4.2.T.Ia, MU: Pr6.1.T.Ib, MU: Re7.2.T.Ia, MU: Re8.1.T.Ia)

Grade HS Accomplished

MU: Cn11.0.T.IIaDemonstrateunderstanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.(MU: Cr1.1.T.IIa, MU: Pr4.2.T.IIa , MU: Pr6.1.T.IIb , MU: Re7.2.T.IIa, MU: Re8.1.T.IIa)

Grade HS Advanced

MU: Cn11.0.T.IIIaDemonstrateunderstanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.(MU: Cr1.1.T.IIIa, MU: Pr4.2.T.IIIa, MU: Pr6.1.T.IIIb, MU: Re7.2.T.IIIa, MU: Re8.1.T.IIIa)

Glossary for Music Standards

Academic vocabulary: Words that traditionally are used in academic dialogue and text.

Artistic literacy: Knowledge and understanding required to participate authentically in the Arts.

Atonality: Music in which no tonic or key center is apparent.

Audiate: Hear and comprehend sounds in one’s head (inner hearing), even when no sound is present.

Benchmark: Pre-established definition of an achievement level, designed to help measure student progress toward a goal or standard, expressed either in writing or as an example of cored student work (aka, anchor set).

Body percussion: Use of the human body as an instrument to create percussive/rhythmic sounds such as stomping, patsching (patting thighs), clapping, clicking, snapping.

Bordun: Accompaniment created by sounding two tones, five notes apart, continuously throughout a composition; can be performed in varying ways, such as simultaneously or alternating.

Chart: Jazz or popular music score, often abbreviated, with a melody (including key and time signature) and a set of chord changes.

Context, social environment: Surrounding something or someone’s creation or intended audience that reflects and influences how people use and interpret the musical experience.

Creative intent: Shaping of the elements of music to express and convey emotions, thoughts, and ideas.

Diatonic: Seven-tone scale consisting of five whole steps and two half steps.

Digital environment: Simulated place made or created through the use of one or more computers, sensors, or equipment.

Digital notation: A visual image of musical sound created by using computer software applications, intended either as a record of sound heard or imagined, or as a set of visual instructions for performers.

Fusion: Type of music created by combining contrasting styles into a new style.

Heterophonic: Musical texture in which slightly different versions of the same melody sound simultaneously.

Homophonic: Musical texture in which all parts move in the same rhythm but use different pitches, as in hymns; also, a melody supported by chords.

Imagination: Ability to generate in the mind ideas, concepts, sounds, and images that are not physically present and may not have been previously experienced (SeeAudiate).

Improviser: One who creates music spontaneously or “in-the-moment.”

Lyrics: Words of a song.

Melodic passage: Short section or series of notes within a larger work that constitutes a single coherent melodic idea.

Modal: Music based on a mode other than major or minor.

Modes: Seven-tone scales that include five whole steps and two half steps; the seven possible modes —— Ionian, Dorian, Phrygian, Lydian, Mixolydian, Aeolian, and Locrian —— were used in the Medieval and Renaissance periods and served as the basis from which major (Ionian) and minor (Aeolian) scales emerged.

Monophonic: Musical texture consisting of a single, unaccompanied melodic line.

Music vocabulary: Domain-specific words traditionally used in performing, studying, or describing music (See Academic vocabulary).

Musical criteria: Traits relevant to assessing music attributes of a work or performance.

Musical range: Span between the highest and lowest pitches of a melody, instrument, or voice.

Non-pitched instruments: Instruments, such as woodblocks, whistles, electronic sounds, that do not have definite pitches or tones.

Open-ended assessment: Assessment that allows students to demonstrate the learning of a particular outcome in a variety of ways, such as demonstrating understanding of rhythmic notation by moving, singing, or chanting.

Pentatonic scale: Five-tone scale often identified with the pattern of the black keys of a keyboard, although other five-tone arrangements are possible.

Performance technique: Personal technical skills developed and used by a performer.

Polyphonic: Musical texture in which two or more melodies sound simultaneously.

Polytonal: Music in which two or more tonalities (keys) sound simultaneously.

Staging: Environmental considerations, such as lighting, sound, seating arrangement, and visual enhancements, that contribute to the impact of a musical performance.

Tonal pattern: Grouping, generally brief, of tones or pitches.

Vocables: Audible sounds and/or nonsense syllables used by vocalists to convey musical ideas or intent.

National Core Arts Standards © 2015 National Coalition for Core Arts Standards.

Rights administered by State Education Agency Directors of Arts Education (SEADAE).All rights reserved.www.nationalartsstandards.org

Additional materials including discipline specific introductions and glossaries used by special permission.All rights reserved.www.nationalartsstandards.org

Notes

1 Mood: Over-all feeling that a section or piece of music conveys.

2 Storyline: Extra-musical narrative that inspires or explains the structure of a piece of music.

3 Sonic events: Individual sounds (or sound masses) and silences whose succession forms patterns and contrasting units that are perceived as musical.

4 Sonic experience: Perception and understanding of the sounds and silences of a musical work and their inter-relationship.

5 Simple formal structure: Musical form with a small number of distinct or clearly delineated sections (such as simple binary, ternary, or other novel design), using closely related rhythmic, melodic, and harmonic materials across the sections.

6 One-part formal structure: Continuous form, with or without an interruption, in which a singular instance of formal closure is achieved only at or near the end of the piece; also known as through-composed.

7 Cyclical structure: Musical form characterized by the return or “cycling around” of significantly recognizable themes, motives, and/or patterns across movements.

8 Moderately complex formal structure: Musical form with three or more sections (such as rounded binary, rondo, or other novel design), in which section closure is somewhat nuanced or ambiguous, and the rhythmic, melodic, harmonic, and/or other musical materials across sections may be more distantly related while remaining coherent in some way.

9 Complex formal structure: Musical form in which rhythmic, melodic, harmonic, and/or other musical materials undergo significant expansion and development, and may be more distantly related across sections while remaining coherent in some way, such as sonata or other novel design with three or more sections.

10 Technical aspects: Characteristics enabling the accurate representation/presentation of musical ideas.

11 Expressive aspects: Characteristics that convey feeling in the presentation of musical ideas.

12 Composer: One who creates music compositions.

13 Score: Written notation of an entire music composition.

14 Compositional procedures: Techniques that a composer initiates and continues in pieces to develop musical ideas, such as fragmentation, imitation, sequencing, variation, aggregate completion, registral saturation, contour inversion of gestures, and rhythmic phrasing.

15 Fundamentals of music theory: Basic elements of music, their subsets, and how they interact: rhythm and meter; pitch and clefs; intervals; scales, keys and key signatures; triads and seventh chords.

(1) Intervals: Distance between two tones, named by counting all pitch names involved; harmonic interval occurs when two pitches are sounded simultaneously, and melodic interval when two pitches are sounded successively.

(2) Scale: Pattern of pitches arranged in ascending or descending order and identified by their specific arrangement of whole and half steps.

(3) Key signature: Set of sharps or flats at the beginning of the staff, following the clef sign, that indicates the primary pitch set or scale used in the music and provide clues to the resting tone and mode.

16 Music theory: Study of how music is composed and performed; analysis of the elements of music and the framework for understanding musical works.

17 Digital tools: Category of musical instruments and tools that manipulate sound using binary code, such as electronic keyboards, digital audio interfaces, MIDI, and computer software.

18 Digital resources: Anything published in a format capable of being read by a computer, a web-enabled device, a digital tablet, or smartphone.

19 Digital systems: Platforms that allow interaction and the conversion between and through the audio and digital domains.

20 Analog tools: Category of musical instruments and tools that are non-digital (i.e., do not transfer sound in or convert sound into binary code), such as acoustic instruments, microphones, monitors, and speakers.