2015 Arizona Academic Standards in the Arts

Music Performing Ensembles - Novice

Artistic Literacy 

The ability of students to create, perform, present, and produce Art; respond to and critique Art; and connect Art to their lives and the world around them.

Artistic Process - Creating

Anchor Standard #1 - Generate and conceptualize artistic ideas and work

MU.CR.1.PE.5a

a. Compose and improvise melodic and rhythmic ideas or motives that reflect characteristic(s) of music or text(s) studied in rehearsal.

Anchor Standard #2 - Organize and develop artistic ideas and work

MU.CR.2.PE.5a

a. Develop melodic and rhythmic ideas or motives that demonstrate understanding of characteristic(s) of music or text(s) studied in rehearsal.

MU.CR.2.PE.5b

b. Preserve draft compositions and improvisations through audio or video recording and through standard notation (using notation in a manner consistent with the genre and with the appropriate skill connected with the level).

Anchor Standard #3 - Refine and complete artistic work

MU.CR.3.PE.5a

a. Evaluate and refine draft compositions and improvisations based on knowledge, skill, and teacher-provided criteria.

MU.CR.3.PE.5b

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 - Creating

The specific guidelines that the teacher provides for improvisation and composition should include the following foundational skills in support of meeting Anchor Standards 1-3.

Improvisation

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

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

Composition

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

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

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

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

Artistic Process - Performing

Anchor Standard #4 - Select, analyze, and interpret artistic work for performance

MU.PR.4.PE.5a

a. Select repertoire to study/perform based on interest, music reading and performing/ technical abilities.            

MU.PR.4.PE.5b

b. Use repertoire to demonstrate a developing understanding of various musical structure and context in repertoire performed.

Anchor Standard #5 - Develop and refine artistic work for presentation

MU.PR.5.PE.5a

a. Use self-reflection to identify technical challenges in a varied repertoire of music.

MU.PR.5.PE.5b

b. Use peer feedback to refine individual and ensemble performances of a varied repertoire of music.

Anchor Standard #6 - Convey meaning through the presentation of artistic work

MU.PR.6.PE.5a

a. Identify technical accuracy in prepared and improvised performances of a varied repertoire of music.

MU.PR.6.PE.5b

b. Identify expressive qualities in prepared and improvised performances of a varied repertoire of music.

MU.PR.6.PE.5c

c. Demonstrate an awareness of the context of the music through prepared performances.

Foundational Skills - Performing

The knowledge and skills described below are not representative of all requisite foundational skills. Rather, this is a list of essential competencies which must be present in support of meeting 

Anchor Standards 4-6. Application to Instrument (AI)

1. 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.

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

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

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

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

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

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

8. Utilize a basic characteristic tone.

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

10. Perform with awareness of intonation and ensemble.

11. Tune with teacher assistance.

12. Perform literature from memory.

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

Performing - Reflect on Understanding (PRU)

Identify and describe…

1. Musical symbols encountered in repertoire (e.g., staff, bar line, measure, clef, repeat signs, double bar lines, note names, the following note values: whole, half, quarter, eighth, dotted rhythms).

2. Steps and skips including whole and half step patterns in scales encountered in repertoire.

3. Key and time signatures.

4. Simple music forms and characteristics.

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

6. Elements of music (e.g., rhythm, melody, pitch, expression, form, tone).

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

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

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

10. 
    

Artistic Process - Responding

Anchor Standard #7 - Perceive and analyze artistic work

MU.RE.7.PE.5a

a. Identify reasons for selecting music based on characteristics found in the music

MU.RE.7.PE.5b

b. Identify how the use of repetition, similarities, and contrasts inform the response to music.

Anchor Standard #8 - Interpret intent and meaning in artistic work

MU.RE.8.PE.5a

a. 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.

Anchor Standard #9 - Apply criteria to evaluate artistic work

MU.RE.9.PE.5a

a. Identify and describe the effect of interest, experience, analysis, and context on the evaluation of music.

Foundational Skills - Responding

The specific guidelines that the teacher provides for analyzing, interpreting, and critiquing musical works should include the following foundational skills in support of meeting 

Anchor Standards 7-9.

Responding - Reflect on Understanding (RRU)

Identify and describe…

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

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

3. Their preference for specific musical works and styles.

4. Selected elements of music.

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

6. Using appropriate terminology to describe and explain music.

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

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

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

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

11. 
    

Artistic Process - Connecting

Anchor Standard #10 - Synthesize and relate knowledge and personal experiences to make art

MU.CN.10.PE.5a

a. Identify and discuss the roles and impact music plays in one's life and the lives of others.

MU.CN.10.PE.5b

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

Anchor Standard #11 - Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding

MU.CN.11.PE.5a

a. Identify and explain how context (e.g. social, cultural, historical) can inform the expressive intent and meaning of a musical performance.

MU.CN.11.PE.5b

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 - Connecting

The specific guidelines that the teacher provides for connecting musical works to personal experiences and to social, cultural, and historical contexts should include the following foundational skills in support of meeting Anchor Standards 10 and 11.

Connecting - Reflect on Understanding (CRU)

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

2. Recognizing composer's motivations for creating the music being performed by the students.

3. 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.

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

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

6. Elements of music.

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

8. Identify the roles/careers that musicians play in societies and investigate ways to be a lifelong music maker.