2019 ARTS CURRICULUM FRAMEWORK
Massachusetts Dept. of Elementary and Secondary Education

Grades 5-12 Music Standards

5th–6th Grade Music Standards

Creating

⦁ Generate and conceptualize artistic ideas and work. Generate interdisciplinary musical ideas using a variety of non-traditional sound sources (e.g., found sounds, digital technology, unusual voices). (5-6.M.Cr.01)

⦁ Organize and develop artistic ideas and work.

⦁ Document original simple melodic ideas with standard notation. (5-6.M.Cr.02.a)

⦁ Organize musical ideas using expanded forms such as rondo and theme and variations. (5-6.M.Cr.02.b)

⦁ Refine and complete artistic work. Improvise and compare different versions of a single musical idea (e.g., adding flourishes, altering rhythms). (5-6.M.Cr.03)

Performing

⦁ Select, analyze and interpret artistic work for presentation. Identify standard notation symbols and musical terms referring to dynamics, tempo, articulations, meter, and expression and apply them when performing. (5-6.M.P.04)

⦁ Develop and refine artistic techniques and work for presentation.

⦁ Sing and play music written in 3 parts using appropriate technique. (5-6.M.P.05a)

⦁ Develop awareness of where the natural break in one’s singing range is located and how to cross the break and even out the voice in this range. (5-6.M.P.05b)

⦁ Convey meaning through the presentation of artistic work. Sing and play in groups responding to cues from a conductor exhibiting stylistic elements. (5-6.M.P.06)

Responding

⦁ Perceive and analyze artistic work. Analyze how an artwork's form (e.g., use of repetition, contrasting patterns, phrases, and themes) supports the composer's intention. (5-6.M.R.07)

Science Connection: Students study the impact of gravitational forces on the solar system and then listen to and critique Gustav Holst’s "The Planets". (STE.6.PS.2.04)

⦁ Interpret intent and meaning in artistic work. Use specific vocabulary to identify details about a musical work. (5-6.M.R.08)

⦁ Apply criteria to evaluate artistic work. Apply a rubric to evaluate a musical work (e.g. a rubric that includes accuracy, sound quality, and expressiveness). (5-6.M.R.09)

Connecting

⦁ Synthesize and relate knowledge and personal experiences to make art. Describe and demonstrate one’s personal musical style and preferences. (5-6.M.Co.10)

⦁ Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Identify influential music from different periods and how they impacted music at the time and potentially today. (5-6.M.Co.11)

HSS Connection: Students consider the impact of African American spirituals during the Underground Railroad. (HSS.5.T1.07)

7th–8th Grade Music Standards

Creating

⦁ Generate and conceptualize artistic ideas and work. Compose musical ideas (e.g., rhythms, melodies, ostinato, and harmonies) using expanded forms (e.g., introductions, transitions, codas). (7-8.M.Cr.01)

⦁ Organize and develop artistic ideas and work. Document an original melody and simple accompaniment using standard notation (e.g., a melody and chords). (7-8.M.Cr.02)

⦁ Refine and complete artistic work. Refine draft arrangements to ensure consistency in notation (e.g., key signatures, notes, and rhythms are written correctly). (7-8.M.Cr.03)

Performing

⦁ Select, analyze and interpret artistic work for presentation. Identify basic strategies musicians use to practice and employ them in readying a musical work for performance. (7-8.M.P.04)

⦁ Develop and refine artistic techniques and work for presentation. Perform with accuracy and expression a repertoire of vocal or instrumental literature with a level of difficulty of 1, on a scale of 1 to 6; or a comparable scale with at least four harmonic parts. (7-8.M.P.05)

⦁ Convey meaning through the presentation of artistic work. Match a musical performance or composition with expressed intent (e.g., wanting the audience to feel a particular emotion). (7-8.M.P.06)

Responding

⦁ Perceive and analyze artistic work. Analyze how cultures are reflected in a diverse range of musical work. (7-8.M.R.07)

⦁ Interpret intent and meaning in artistic work. Explain how a musical work is connected to the particular cultural and historical context where it was created. (7-8.M.R.08)

HSS Connection: Students analyze the context of ancient Chinese folk songs (HSS.7.T2b.02).

⦁ Apply criteria to evaluate artistic work. Develop criteria for a rubric for evaluating musical works (e.g., students create criteria for a performance that is juried by students). (7-8.M.R.09)

Connecting

⦁ Synthesize and relate knowledge and personal experiences to make art. Describe and demonstrate influences of one’s personal musical style and preferences. (7-8.M.Co.10)

⦁ Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Identify how musical ideas and traditions migrate with the people who originated them to affect other cultures, historical periods, and musical genres and styles (e.g., immigrant European folk music). (7-8.M.Co.11)

Novice Solo and Ensemble Standards

Creating

⦁ Generate and conceptualize artistic ideas and work. Improvise short melodic and rhythmic ideas that reflect characteristics of different genres. (N.M.Cr.01)

⦁ Organize and develop artistic ideas and work. Record decisions about accuracy of written music (e.g., adding reminder of key signature, or indicating beat subdivisions for a difficult rhythm). (N.M.Cr.02)

⦁ Refine and complete artistic work. Refine musical interpretations exploring different elements (e.g. dynamics and articulations). (N.M.Cr.03)

Performing

⦁ Select, analyze and interpret artistic work for presentation. Identify basic strategies musicians use to practice and employ them in readying a musical work for performance. (N.M.P.04)

⦁ Develop and refine artistic techniques and work for presentation. Perform with accuracy and expression works from the vocal or instrumental literature with a level of difficulty of 2, on a scale of 1 to 6; or a comparable scale. (N.M.P.05)

⦁ Convey meaning through the presentation of artistic work. Match a musical performance with expressed intent (e.g., wanting the audience to identify with an emotion). (N.M.P.06)

Responding

⦁ Perceive and analyze artistic work. Analyze how cultures are reflected in a diverse range of musical works. (N.M.R.07)

⦁ Interpret intent and meaning in artistic work. Explain how a musical work is connected to a particular cultural, historical context where it was created. (N.M.R.08)

⦁ Apply criteria to evaluate artistic work. Develop criteria for a rubric for evaluating musical works (e.g., students create criteria for a performance that is juried by students). (N.M.R.09)

Connecting

⦁ Synthesize and relate knowledge and personal experiences to make art. Describe influences of one’s personal musical style and preferences. (N.M.Co.10)

⦁ Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Identify musical ideas from different cultures studied in history and social science (e.g., American native). (N.M.Co.11)

Foundations Solo and Ensemble Standards

Creating

⦁ Generate and conceptualize artistic ideas and work. Explore ideas for interpreting a work (e.g. Improvise embellishments to musical passages). (F.M.Cr.01)

⦁ Organize and develop artistic ideas and work. Record decisions about interpreting written music (e.g., adding dynamics or accents to a score). (F.M.Cr.02)

⦁ Refine and complete artistic work. Refine musical interpretations exploring different phrasing (e.g., incorporating tension, release, unity, and variety). (F.M.Cr.03)

Performing

⦁ Select, analyze and interpret artistic work for presentation. Identify advanced strategies musicians use to practice and employ them in readying a musical work for performance. (F.M.P.04)

⦁ Develop and refine artistic techniques and work for presentation. Perform with accuracy and expression works from the vocal or instrumental literature with a level of difficulty of 3, on a scale of 1 to 6; or a comparable scale. (F.M.P.05)

⦁ Convey meaning through the presentation of artistic work. Describe how decisions about a performance are connected to what students want to express, evoke, or communicate. (F.M.P.06)

Responding

⦁ Perceive and analyze artistic work. Analyze the style a musician uses and how it manifests itself in a given musical work. (F.M.R.07)

⦁ Interpret intent and meaning in artistic work. Identify elements from a work that connect it to a specific genre or style. (F.M.R.08)

HSS Connection: Students consider how the distinct sounds of traditional Ghanaian instruments such as the talking drum or seperewa contribute to an overall sense of style. (HSS.WHI.T3.02)

⦁ Apply criteria to evaluate artistic work. Compare and contrast different rubrics or criteria for evaluating music to identify advantages and disadvantages of each approach. (F.M.R.09)

Connecting

⦁ Synthesize and relate knowledge and personal experiences to make art. Describe what has influenced changes in one’s own musical style, and musical preferences. (F.M.Co.10)

⦁ Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Identify the connections between historical and cultural contexts and defining stylistic elements of multiple musical movements (e.g., Aaron Copland's quest for an American sound, or how Billie Holiday's “Strange Fruit” sparked a genre of protest songs). (F.M.Co.11)

Proficient Solo and Ensemble Standards

Creating

⦁ Generate and conceptualize artistic ideas and work. Apply research to support musical interpretation (e.g., students listen to several different recordings of a given piece to determine an approach to interpretation). (P.M.Cr.01)

⦁ Organize and develop artistic ideas and work. Arrange a melody for multiple instruments or voices. (P.M.Cr.02)

⦁ Refine and complete artistic work. Refine draft arrangements to ensure consistency in style, genre, and notation. (P.M.Cr.03)

Performing

⦁ Select, analyze and interpret artistic work for presentation. Contribute to the production of a small group performance (e.g., run a section of a rehearsal). (P.M.P.04)

⦁ Develop and refine artistic techniques and work for presentation. Perform with accuracy and expression works from the vocal or instrumental literature with a level of difficulty of 4, on a scale of 1 to 6; or a comparable scale. (P.M.P.05)

⦁ Convey meaning through the presentation of artistic work. Modify a performance by anticipating audience responses to better align to student's artistic intent. (P.M.P.06)

Responding

⦁ Perceive and analyze artistic work. Examine how structure of music impacts and informs performances. (P.M.R.07)

HSS Connection: Students examine the way Louis Armstrong popularized improvisation solos in jazz during and after the Harlem Renaissance. (HSS.USII.T2.01.a)

⦁ Interpret intent and meaning in artistic work. Compare and contrast the artistic elements that make contemporary music unique (e.g., compare and contrast how contemporary music is different from contemporary interpretations of a classical work). (P.M.R.08)

⦁ Apply criteria to evaluate artistic work. Choose and defend different criteria for evaluating a specific musical performance. (P.M.R.09)

Connecting

⦁ Synthesize and relate knowledge and personal experiences to make art. Describe how music influences one’s approach to other academic disciplines (e.g., how the physics of sound influences how one makes music). (P.M.Co.10)

⦁ Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Explain the relationship between music and commercialization or propaganda (e.g., how Nike's use of 'Revolution' by the Beatles sparked controversy, or how Wagner’s music was used by Nazi Germany). (P.M.Co.11)

Advanced Solo and Ensemble Standards

Creating

⦁ Generate and conceptualize artistic ideas and work. Generate instrumental or vocal interpretations that integrate aesthetic principles with personal style. (ASE.M.Cr.01)

⦁ Organize and develop artistic ideas and work. Arrange pieces for multiple instruments or voices in an array of genres and styles. (ASE.M.Cr.02)

⦁ Refine and complete artistic work. Identify musical challenges and reflect upon the advantages and disadvantages of different solutions (e.g., in playing an instrument, the ideal hand position for a difficult phrase; in singing, breath spacing in a long passage). (ASE.M.Cr.03)

Performing

⦁ Select, analyze and interpret artistic work for presentation. Organize and lead a small group performance (e.g., run rehearsals). (ASE.M.P.04)

⦁ Develop and refine artistic techniques and work for presentation. Perform with accuracy and expression works from the vocal or instrumental literature with a level of difficulty of 5, on a scale of 1 to 6; or a comparable scale. (ASE.M.P.05)

⦁ Convey meaning through the presentation of artistic work. Perform a musical work designed to elicit audience reflection because of its style or viewpoint. (ASE.M.P.06)

Responding

⦁ Perceive and analyze artistic work. Identify ways a contemporary musical piece pushes boundaries of the genre and discipline. (ASE.M.R.07)

⦁ Interpret intent and meaning in artistic work. Analyze the ways one’s own cultural and personal perspectives and biases affect understanding of a musical work. (ASE.M.R.08)

⦁ Apply criteria to evaluate artistic work. Identify how bias, culture, and privilege can affect the criteria one uses to evaluate musical performance. (ASE.M.R.09)

Connecting

⦁ Synthesize and relate knowledge and personal experiences to make art. Explain the development of the group's aesthetic vision as an ensemble and how it is represented in a performance. (ASE.M.Co.10)

HSS Connection: Students discuss the philosophies that are integral to ensemble Japanese Taiko drumming. (HSS.WHI.T3.02.f)

⦁ Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Identify the historical and cultural contexts that caused shifting of stylistic elements between musical movements. (ASE.M.Co.11)