Embedded Files
CREATING
CREATING
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.
Essential Question: How do musicians generate creative ideas?
K 1st MU:Cr1.1.1
a. With limited guidance, create musical ideas (for example, answering a musical question) for a specific purpose.
1st MU:Cr1.1.1
a. Improvise rhythmic and melodic patterns and musical ideas for a specific purpose
2nd MU:Cr1.1.2
a. Improvise rhythmic and melodic ideas and describe connection to specific purpose and context (for example, personal, social).
3rd MU:Cr1.1.3
a. Improvise rhythmic, melodic, and harmonic ideas and explain connection to specific purpose and context (for example, social, cultural).
4th MU:Cr1.1.4
a. Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (for example, social, cultural, historical)
5th MU:Cr1.1.5
a. Compose simple rhythmic, melodic, and harmonic phrases within a given form that convey expressive intent.
Anchor Standard 2: Organize and develop artistic ideas and work.
Enduring Understanding: Musicians’ creative choices are influenced by their expertise, context, and expressive intent.
Essential Questions: How do musicians make creative decisions?
Kindergarten MU:Cr2.1.K
a. With guidance, demonstrate and choose favorite musical ideas.
1st MU:Cr2.1.1
a. With limited guidance, demonstrate and discuss personal reasons for selecting musical ideas that represent expressive intent.
b. With limited guidance, use iconic or standard notation and/or recording technology to document and organize personal musical ideas.
2nd MU:Cr2.1.2
a. Demonstrate and explain personal reasons for selecting patterns and ideas for music that represent expressive intent.
b. Use iconic or standard notation and/ or recording technology to combine, sequence, and document personal musical ideas.
3rd MU:Cr2.1.3
a. Demonstrate selected musical ideas for a simple improvisation or composition to express intent and describe connection to a specific purpose and context.
b. Use standard and/ or iconic notation and/ or recording technology to document personal rhythmic and melodic musical ideas.
4th MU:Cr2.1.4 .
a. Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent, and explain connection to purpose and context.
b. Use standard and/ or iconic notation and/ or recording technology to document personal rhythmic and melodic musical ideas.
5th MU:Cr2.1.5
a. Demonstrate selected and developed musical ideas for improvisations, arrangement, or compositions to express intent, and explain connection to purpose and context.
b. Use standard and/ or iconic notation and/ or recording technology to document personal rhythmic, melodic, and increasingly complex harmonic musical ideas.
Anchor Standard 3: Revise, refine, and complete artistic work.
Enduring Understanding: Musicians evaluate and refine their work through openness to new ideas, persistence, and the application of the appropriate criteria.
Essential Question: How do musicians improve the quality of their creative work and decide when it’s ready to share?
MU:Cr3.1.K
a. With guidance, apply personal, peer, or teacher feedback in refining personal musical ideas.
b. With limited guidance, demonstrate a final version of personal musical ideas to peers.
MU:Cr3.1.1
a. With limited guidance, discuss and apply personal, peer, and teacher feedback to refine personal musical ideas.
b. With limited guidance, present a final version of personal musical ideas to peers.
MU:Cr3.1.2
a. Interpret and apply personal, peer, and teacher feedback to revise personal music.
b. Present a final version of personal musical ideas to peers or informal audience.
MU: Cr3.1.3
a. Document revisions to personal musical ideas, applying teacher-provided and collaboratively developed criteria and feedback.
b. Present the final version of personal created music to others and describe connection to expressive intent.
MU: Cr3.1.4
a. Refine and document revisions to personal music, applying teacher-provided and collaboratively developed criteria and feedback to show improvement over time.
b. Present the final version of personal created music to others and explain connection to expressive intent.
MU: Cr3.1.5
a. Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively developed criteria and feedback and explain rationale for changes.
b. Present the final version of personal created music to others that demonstrates musicianship and explain connection to expressive intent.
Performing
Performing
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Enduring Understanding: Performers’ interest in and knowledge of musical works, context for performance, and understanding of their own musicianship influence the selection of repertoire.
Essential Question: How do performers select, analyze, and interpret musical works?
MU:Pr4.1.K
a. With guidance, demonstrate and state personal interest in varied musical selections.
b. With guidance, explore and demonstrate awareness of musical contrasts (for example, high/low, loud/soft, same/different) in a variety of music selected for performance.
c. With guidance, demonstrate awareness of expressive qualities (for example, voice quality, dynamics, tempo) that support the performers’ expressive intent.
MU:Pr4.1.1
a. With limited guidance, demonstrate and discuss personal interest in, knowledge about, and purpose of varied musical selections.
b. With limited guidance, demonstrate knowledge of musical concepts (for example, beat, melodic contour) in a variety of music selected for performance.
c. When analyzing selected music, read and perform simple rhythmic and melodic patterns using iconic or standard notation.
d. Demonstrate and describe music’s expressive qualities (for example, dynamics, tempo).
MU:Pr4.1.2
a. Demonstrate and explain personal interest in, knowledge about, and purpose of varied musical selections.
b. Demonstrate knowledge of musical concepts (for example, tonality, meter) in a variety of music for performance.
c. When analyzing selected music, read and perform rhythmic and melodic patterns using iconic or standard notation.
d. Demonstrate understanding of expressive qualities (for example, dynamics, tempo) and how performers use them to convey expressive intent.
MU:Pr4.1.3
a. Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context.
b. Demonstrate understanding of the structure in music selected for performance.
c. When analyzing selected music, read and perform rhythmic patterns and melodic phrases using iconic and standard notation.
d. Demonstrate and describe how intent is conveyed through expressive qualities (for example, dynamics, tempo).
MU:Pr4.1.4
a. Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, context, and musicianship.
b. Demonstrate understanding of the structure and the elements of music in music selected for performance.
c. When analyzing selected music, read and perform rhythmic patterns and melodic phrases using iconic and/or standard notation.
d. Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (for example, dynamics, tempo, timbre).
MU:Pr4.1.5
a. Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, and context as well as the musicianship of self and others.
b. Demonstrate understanding of the structure and the elements of music in music selected for performance.
c. When analyzing selected music, read and perform using notation.
d. Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (for example, dynamics, tempo, timbre, articulation/style).
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Enduring Understanding: To express their musical idea, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.
Essential Question: How do musicians improve the quality of their performance?
MU:PR5.1.K
a. With guidance, practice and demonstrate what they like about their own performances.
MU:Pr5.1.2
a. With limited guidance, apply personal, teacher, and peer feedback to refine performances.
MU:Pr5.1.2
a. Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances.
MU:Pr5.1.3
a. Apply teacher- provided and collaboratively developed criteria and feedback to evaluate accuracy of ensemble performances.
MU:Pr5.1.4
a. Apply teacher- provided and collaboratively developed criteria and feedback to evaluate accuracy and expressiveness of ensemble and personal performances.
MU:Pr5.1.5
a. Apply teacher- provided and established criteria and feedback to evaluate the accuracy and expressiveness of ensemble and personal performances.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
Essential Questions: (a) How do musicians improve the quality of their performance?
(b) How do context and the manner in which musical work is presented influence audience response?
MU:Pr6.1.K
a. With guidance, perform music with expression.
b. Perform appropriately for the audience.
MU:Pr6.1.1
a. With limited guidance, perform music for a specific purpose with expression.
b. Perform appropriately for the audience and purpose.
MU:Pr6.1.2
a. Perform music for a specific purpose with expression and technical accuracy.
b. Perform appropriately for the audience and purpose.
MU:Pr6.1.3
a. Perform music with expression and technical accuracy.
b. Perform appropriately for the audience and purpose.
MU:Pr6.1.4
a. Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation.
b. Demonstrate performance decorum and audience etiquette appropriate for the context, venue, and genre.
MU:Pr6.1.5
a. Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation.
b. Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre, and style.
Responding
Responding
Anchor Standard 7: Perceive and analyze artistic work.
Enduring Understanding: Individuals choose music based on their interests, experiences, musical understanding, and each musical works’ purpose.
Essential Question: How do individuals choose music to experience?
MU:Re7:1.k
a. With guidance, list personal interests and experiences and demonstrate why they prefer some music selections over others.
b. With guidance, demonstrate how a specific music concept (for example, beat, melodic direction) is used in music.
MU:Re7:1.1
a. With limited guidance, identify and demonstrate how personal interests and experiences influence musical selection for specific purposes.
b. With limited guidance, demonstrate and identify how specific music concepts (for example, beat, pitch) are used in various styles of music for a purpose.
MU:Re7:1.2
a. Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes.
b. Describe how specific music concepts are used to support a specific purpose in music.
MU:Re7.1.3
a. Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes.
b. Demonstrate and describe how a response to music can be informed by the structure, the use of the elements of music, and context (for example, personal, social).
MU:Re7.1.4
a. Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.
b. Demonstrate and describe how responses to music are informed by the structure, the use of the elements of music, and context (for example, social, cultural).
MU:Re7.1.5
a. Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.
b. Demonstrate and describe, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context (for example, social, cultural, historical).
Anchor Standard 8: Construct meaningful interpretations of artistic work.
Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
Essential Question: How do we discern the musical performers’ emotions, thoughts, and ideas?
Anchor Standard 9: Apply criteria to evaluate artistic work.
Connecting:
Connecting:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
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