Vap A Music Stds

California Arts Standards
California Arts Standards for Music

“The fact that children can make beautiful music is less significant than the fact that music can make beautiful
children.”
—Cheryl Lavender, composer and music educator
The music standards are designed to enable students to achieve music literacy. Unlike the other arts disciplines, there are
five sets of performance standards for music:
• PK–8
• Harmonizing Instruments
• Ensembles
• Composition and Theory
• Technology
What Is Literacy in Music?

Developing music literacy means discovering the expressive elements of music, understanding the basic concepts of
music, knowing the terminology that is used to comprehend music, developing the skills necessary to produce music, and
being able to reflect, critique, and connect personal experience to music.
The standards describe expectations for learning in music regardless of style or genre. The standards impart the breadth
and depth of the music experience through art-making processes. The standards can and should be the impetus for music
educators to inspire their students to explore the many facets of music and prepare them for a lifelong relationship with
music.
1
As in the other artistic disciplines, the four artistic processes are addressed linearly in the written music standards but are
envisioned to occur simultaneously in the actual practice of music. From the first day, the music student gives voice to an
instrument and makes music come alive, often from a written score, by singing, listening, playing, moving, reading, and/or
composing music individually or together with peers (creating). The music lesson works toward a synthesis—when
everything they have been working on is brought together (performing). The students analyze and evaluate what they
have done (responding), and finally attach meaning not only to a musical concept, but to the experience as it relates to
other contexts (connecting). As a result, aspects of multiple standards can be combined within a learning activity: students
can learn a skill, apply it to a piece of music, make musical decisions, try and think critically about their ideas, and relate
them to other experiences, contexts, and meanings.
2
PK–8
Creating—Anchor Standard 1: Generate and Conceptualize Artistic Ideas and Work

Process Component
Imagine
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?
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a. With a. With guidance, a. With limited a. Improvise a. Improvise a. Improvise a. Improvise
substantial explore and guidance, rhythmic and rhythmic and rhythmic, rhythmic, melodic,
guidance, explore experience music create musical melodic melodic ideas melodic, and and harmonic
and experience a concepts (such as ideas (such as patterns and and describe harmonic ideas, ideas, and explain
variety of music. beat and melodic answering a musical ideas connection to and explain connection to
contour). musical for a specific specific connection to specific purpose
question) for a purpose. purpose and specific purpose and context (such
specific context (such and context as social, cultural,
purpose. as personal (such as social and historical).
and social). and cultural).
3
PK–8
n/a b. With guidance, b. With limited b. Generate b. Generate b. Generate b. Generate
generate musical guidance, musical musical ideas musical ideas musical ideas
ideas (such as generate patterns and (such as (such as (such as rhythms,
movements or musical ideas ideas within rhythms and rhythms, melodies, and
motives). in multiple the context of melodies) melodies, and accompaniment
tonalities (such a given within a given simple patterns) within
as major and tonality (such tonality and/or accompaniment specific related
minor) and as major and meter. patterns) within tonalities, meters,
meters (such minor) and related tonalities and simple chord
as duple and meter (such (such as major changes.
triple). as duple and and minor) and
triple). meters.
6.MU:Cr1 7.MU:Cr1 8.MU:Cr1

a. Generate simple rhythmic, melodic, and a. Generate rhythmic, melodic, and a. Generate rhythmic, melodic, and
harmonic phrases within AB and ABA forms harmonic phrases and variations over harmonic phrases and harmonic
that convey expressive intent. harmonic accompaniments within AB, accompaniments within expanded forms
ABA, or theme and variation forms that (including introductions, transitions, and
convey expressive intent. codas) that convey expressive intent.
4
PK–8
Creating—Anchor Standard 2: Organize and Develop Artistic Ideas and Work

Process Component
Plan and Make
Musicians’ creative choices are influenced by their expertise, context, and expressive intent.
Essential Question
How do musicians make creative decisions?

a. With substantial a. With a. With limited a. Demonstrate a. Demonstrate a. Demonstrate a. Demonstrate
guidance, explore guidance, guidance, and explain selected selected and selected and
favorite musical demonstrate demonstrate personal musical ideas organized developed
ideas (such as and choose and discuss reasons for for a simple musical ideas musical ideas for
movements, favorite musical personal selecting improvisation or for an improvisations,
vocalizations, or ideas. reasons for patterns and composition to improvisation, arrangements, or
instrumental selecting ideas for music express intent arrangement, or compositions to
accompaniments). musical ideas that represent and describe composition to express intent,
that represent expressive connection to a express intent, and explain
expressive intent. specific purpose and explain connection to
intent. and context. connection to purpose and
purpose and context.
context.
5
PK–8
b. With substantial b. With b. With limited b. Use iconic or b. Use standard b. Use standard b. Use standard
guidance, select guidance, guidance, use standard and/or iconic and/or iconic and/or iconic
and keep track of organize iconic or notation and/or notation and/or notation and/or notation and/or
the order for personal standard recording recording recording recording
performing original musical ideas notation and/or technology to technology to technology to technology to
musical ideas, using iconic recording combine, document document document
using iconic notation and/or technology to sequence, and personal personal personal
notation and/or recording document and document rhythmic and rhythmic, rhythmic,
recording technology. organize personal melodic musical melodic, and melodic, and
technology. personal musical ideas. ideas. simple harmonic two-chord
musical ideas. musical ideas. harmonic
musical ideas.
6
PK–8
6.MU:Cr2 7.MU:Cr2 8.MU:Cr2
a. Select, organize, construct, and a. Select, organize, develop, and a. Select, organize, and document
document personal musical ideas for document personal musical ideas for personal musical ideas for
arrangements and compositions within arrangements, songs, and arrangements, songs, and
AB or ABA form that demonstrate an compositions within AB, ABA, or compositions within expanded forms
effective beginning, middle, and theme and variation forms that that demonstrate tension and release,
ending, and convey expressive intent. demonstrate unity and variety and unity and variety, balance, and convey
convey expressive intent. expressive intent.
b. Use standard and/or iconic notation b. Use standard and/or iconic notation b. Use standard and/or iconic notation
and/or audio/video recording to and/or audio/video recording to and/or audio/video recording to
document personal simple rhythmic document personal simple rhythmic document personal rhythmic phrases,
phrases, melodic phrases, and two- phrases, melodic phrases, and melodic phrases, and harmonic
chord harmonic musical ideas. harmonic sequences. sequences.
7
PK–8
Creating—Anchor Standard 3: Refine and Complete Artistic Work

Process Component
Evaluate and Refine
3.1 Enduring Understanding
Musicians evaluate and refine their work through openness to new ideas, persistence, and the application of appropriate
criteria.
Essential Question
How do musicians improve the quality of their creative work?
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With substantial With guidance, With limited Interpret and Evaluate, refine, Evaluate, refine, Evaluate, refine,
guidance, consider apply personal, guidance, apply and document and document and document
personal, peer, peer, and teacher discuss and personal, revisions to revisions to revisions to
and teacher feedback in apply personal, peer, and personal personal music, personal music,
feedback when refining personal peer, and teacher musical ideas, applying applying
demonstrating and musical ideas. teacher feedback to applying teacher- teacher-
refining personal feedback to revise teacher- provided and provided and
musical ideas. refine personal personal provided and collaboratively collaboratively
musical ideas. musical collaboratively developed developed
ideas. developed criteria and criteria and
criteria and feedback to feedback, and
feedback. show explain rationale
improvement for changes.
over time.
8
PK–8
6.MU:Cr3.1 7.MU:Cr3.1 8.MU:Cr3.1
a. Evaluate personal work, applying a. Evaluate personal work, applying a. Evaluate personal work by selecting
teacher-provided criteria, such as selected criteria, such as appropriate and applying criteria including
application of selected elements of music application of elements of music, appropriate application of compositional
and use of sound sources. including style, form, and use of sound techniques, style, form, and use of sound
sources. sources.
b. Describe the rationale for making b. Describe the rationale for making b. Describe the rationale for refining
revisions to the music based on revisions to the music based on works by explaining the choices, based
evaluation criteria and feedback from evaluation criteria and feedback from on evaluation criteria.
their teacher. others (teacher and peers).
9
PK–8
Process Component
Present
Musicians’ presentation of creative work is the culmination of a process of creation and communication.
Essential Question
When is creative work ready to share?
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With substantial With guidance, With limited Convey Present the final Present the Present the final
guidance, share demonstrate a guidance, expressive version of final version of version of
revised personal final version of convey intent for a personal personal personal
musical ideas with personal musical expressive intent specific created music to created music created music to
peers. ideas to peers. for a specific purpose by others and to others and others that
purpose by presenting a describe explain demonstrates
presenting a final final version of connection to connection to craftsmanship
version of personal expressive expressive and explain
personal musical musical ideas intent. intent. connection to
ideas to peers or to peers or expressive
informal informal intent.
audience. audience.
10
PK–8
6.MU:Cr3.2 7.MU:Cr3.2 8.MU:Cr3.2
Present the final version of documented Present the final version of documented Present the final version of documented
personal composition or arrangement, personal composition, song, or personal composition, song, or
using craftsmanship and originality to arrangement, using craftsmanship and arrangement, using craftsmanship and
demonstrate an effective beginning, originality to demonstrate unity and originality to demonstrate the application
middle, and ending, and convey variety, and convey expressive intent. of compositional techniques for creating
expressive intent. unity and variety, tension and release, and
balance to convey expressive intent.
11
PK–8
Performing—Anchor Standard 4: Select, Analyze, and Interpret Artistic Work for Presentation
Process Component
Select
Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a
performance influence the selection of repertoire.
Essential Question
How do performers select repertoire?
PK.MU:Pr4.1 K.MU:Pr4.1 1.MU:Pr4.1 2.MU:Pr4.1 3.MU:Pr4.1 4.MU:Pr4.1 5.MU:Pr4.1

With substantial With With limited Demonstrate Demonstrate Demonstrate Demonstrate and
guidance, guidance, guidance, and explain and explain how and explain how explain how the
demonstrate and demonstrate demonstrate personal the selection of the selection of selection of music
state personal and state and discuss interest in, music to music to to perform is
interest in varied personal personal knowledge perform is perform is influenced by
musical selections. interest in interest in, about, and influenced by influenced by personal interest,
varied musical knowledge purpose of personal personal knowledge, and
selections. about, and varied musical interest, interest, context, as well as
purpose of selections. knowledge, knowledge, their personal and
varied musical purpose, and context, and others’ technical
selections. context. technical skill. skill.
12
PK–8
6.MU:Pr4.1 7.MU:Pr4.1 8.MU:Pr4.1
Apply teacher-provided criteria for Apply collaboratively developed Apply personally developed criteria for
selecting music to perform for a criteria for selecting music of selecting music of contrasting styles
specific purpose and/or context and contrasting styles for a program with a for a program with a specific purpose
explain why each was chosen. specific purpose and/or context and, and/or context, and explain expressive
after discussion, identify expressive qualities, technical challenges, and
qualities, technical challenges, and reasons for choices.
reasons for choices.
13
PK–8
Process Component
Analyze
Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs
performance.
Essential Question
How does understanding the structure and context of musical works inform performance?

a. With a. With a. With limited a. Demonstrate a. Demonstrate a. Demonstrate a. Demonstrate
substantial guidance, guidance, knowledge of understanding understanding understanding of the
guidance, explore and demonstrate music concepts of the structure of the structure structure and the
explore and demonstrate knowledge of (such as tonality in music and the elements of music
demonstrate awareness of music concepts and meter) in selected from a elements of (such as rhythm,
awareness of music (such as beat music from a variety of music (such as pitch, form, and
musical contrasts such and melodic variety of cultures cultures for rhythm, pitch, harmony) in music
contrasts as high/low, contour) in selected for performance. and form) in selected for
such as loud/soft, and music from a performance. music selected performance.
high/low, same/different variety of for performance.
loud/soft, in a variety of cultures
fast/slow. music selected for
selected for performance.
performance.
14
PK–8
n/a n/a b. When b. When b. When b. When b. When analyzing
analyzing analyzing analyzing analyzing selected music, read
selected music, selected music, selected music, selected music, and perform using
read and read and perform read and read and standard notation.
perform rhythmic and perform perform using
rhythmic melodic patterns rhythmic iconic and/or
patterns using using iconic or patterns and standard
iconic or standard notation. melodic phrases notation.
standard using iconic and
notation. standard
notation.
n/a n/a n/a n/a c. Describe how c. Explain how c. Explain how
context (such as context (such as context (such as
personal and personal, social, personal, social,
social) can and cultural) cultural, and
inform a informs a historical) informs
performance. performance. performances.
6.MU:Pr4.2 7.MU:Pr4.2 8.MU:Pr4.2

a. Explain how understanding the a. Explain and demonstrate the a. Compare the structure of
structure and the elements of music structure of contrasting pieces of contrasting pieces of music selected
are used in music selected for music selected for performance and for performance, explaining how the
performance. how elements of music are used. elements of music are used in each.
b. When analyzing selected music, b. When analyzing selected music, b. When analyzing selected music,
read and identify by name or function read and identify by name or function sight-read in treble, alto, or bass clef
standard symbols for rhythm, pitch, standard symbols for rhythm, pitch simple rhythmic, melodic, and/or
articulation, and dynamics. articulation, dynamics, tempo, and harmonic notation.
form.
c. Identify how personal, social, c. Identify how personal, social, c. Identity how personal, social,
cultural, and historical context inform cultural, and historical context inform cultural, and historical context inform
performances. performances and result in different performances and result in different
musical effects. music interpretations.
15
PK–8
16
PK–8
Process Component
Interpret
Performers make interpretive decisions based on their understanding of context and expressive intent.
Essential Question
How do performers interpret musical works?

With With With limited Demonstrate Demonstrate and Demonstrate and Demonstrate and
substantial guidance, guidance, understanding describe how explain how intent explain how intent
guidance, demonstrate demonstrate of expressive intent is conveyed is conveyed is conveyed
explore awareness of and describe qualities (such through through through
music’s expressive music’s as voice quality, expressive interpretive interpretive
expressive qualities (such expressive dynamics, and qualities (such as decisions and decisions and
qualities as voice qualities (such tempo) and how voice quality, expressive expressive
(such as quality, as voice quality, creators use dynamics, and qualities (such as qualities (such as
voice quality, dynamics, and dynamics, and them to convey tempo). dynamics, tempo, dynamics, tempo,
dynamics, tempo) that tempo) that expressive and timbre). timbre, and
and tempo). support the support the intent. articulation/‌style).
creators’ creators’
expressive expressive
intent. intent.
17
PK–8
6.MU:Pr4.3 7.MU:Pr4.3 8.MU:Pr4.3
Perform a selected piece of music Perform contrasting pieces of music Perform contrasting pieces of music,
demonstrating how interpretations of demonstrating interpretations of the demonstrating and explaining how the
the elements of music and the elements of music and expressive music’s intent is conveyed by
expressive qualities (such as qualities (such as articulation/style interpretations of the elements of
articulation/style and phrasing) convey and phrasing) convey intent. music and expressive qualities (such
intent. as articulation/style and phrasing).
18
PK–8
Performing—Anchor Standard 5: Develop and Refine Artistic Techniques and Work for Presentation
Process Component
Rehearse, Evaluate, and Refine
To express their musical ideas, 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?
PK.MU:Pr5 K.MU:Pr5 1.MU:Pr5 2.MU:Pr5 3.MU:Pr5 4.MU:Pr5 5.MU:Pr5

a. With a. With a. With limited a. Apply a. Apply teacher- a. Apply teacher- a. Apply teacher-
substantial guidance, guidance, established provided and provided and provided and
guidance, apply personal, apply personal, criteria to judge collaboratively collaboratively established
practice and teacher, and teacher, and the accuracy, developed developed criteria and
demonstrate peer feedback peer feedback expressiveness, criteria and criteria and feedback to
what they like to refine to refine and feedback to feedback to evaluate the
about their own performances. performances. effectiveness of evaluate evaluate accuracy and
performances. performances. accuracy of accuracy and expressiveness of
ensemble expressiveness ensemble and
performances. of ensemble and personal
personal performances.
performances.
19
PK–8
b. With b. With b. With limited b. Apply b. Rehearse to b. Rehearse to b. Rehearse to
substantial guidance, use guidance, use rehearsal refine technical refine technical refine technical
guidance, apply suggested suggested strategies to accuracy, accuracy and accuracy and
personal, peer, strategies in strategies in address expressive expressive expressive
and teacher rehearsal to rehearsal to identified qualities, and qualities, and qualities to
feedback to improve the address interpretive, identified address address
refine expressive interpretive performance, performance performance challenges and
performances. qualities of challenges of and technical challenges. challenges. show
music. music. challenges of improvement over
music. time.
6.MU:Pr5 7.MU:Pr5 8.MU:Pr5

Identify and apply teacher-provided Identify and apply collaboratively Identify and apply personally
criteria (such as correct interpretation developed criteria (such as developed criteria (such as
of notation, technical accuracy, demonstrating correct interpretation of demonstrating correct interpretation of
originality, and interest) to rehearse, notation, technical skill of performer, notation, technical skill of performer,
refine, and determine when a piece is originality, emotional impact, and originality, emotional impact, variety,
ready to perform. interest) to rehearse, refine, and and interest) to rehearse, refine, and
determine when the music is ready to determine when the music is ready to
perform. perform.
20
PK–8
Performing—Anchor Standard 6: Convey Meaning Through the Presentation of Artistic Work

Process Component
Present
Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is
presented influence audience response.
Essential Questions
 When is a performance judged ready to present?

 How do context and the manner in which musical work is presented influence audience response?

a. With substantial a. With guidance, a. With limited a. Perform a. Perform a. Perform a. Perform
guidance, perform perform music guidance, music for a music for a music with music, alone or
music with with expression. perform music specific specific expression, with others, with
expression. for a specific purpose with purpose with technical expression,
purpose with expression. expression and accuracy, and technical
expression. technical appropriate accuracy, and
accuracy. interpretation. appropriate
interpretation.
b. With substantial b. With guidance, b. With limited b. Demonstrate b. Demonstrate b. Demonstrate b. Demonstrate
guidance, demonstrate guidance, performance performance performance performance
demonstrate performance demonstrate decorum and decorum and decorum and decorum and
performance decorum performance audience audience audience audience
decorum appropriate for decorum and etiquette etiquette etiquette etiquette
appropriate for the the audience. audience appropriate for appropriate for appropriate for appropriate for
audience. etiquette the purpose. the context and the context, the context,
appropriate for venue. venue, and venue, genre,
the purpose. genre. and style.
21
PK–8
6.MU:Pr6 7.MU:Pr6 8.MU:Pr6

a. Perform the music, alone or with a. Perform the music, alone or with a. Perform the music, alone or with
others, with technical accuracy to others, with technical accuracy and others, with technical accuracy,
convey the creator’s intent. stylistic expression to convey the stylistic expression, and culturally
creator’s intent. authentic practices in music to convey
the creator’s intent.
b. Demonstrate performance decorum b. Demonstrate performance decorum b. Demonstrate performance decorum
and audience etiquette appropriate for and audience etiquette appropriate for and audience etiquette appropriate for
venue and purpose. venue, purpose, and context. venue, purpose, context, and style.
22
PK–8
Responding—Anchor Standard 7: Perceive and Analyze Artistic Work

Process Component
Select
Individuals’ selection of musical works is influenced by their interests, experiences, understandings, and purposes.
Essential Question
How do individuals choose music to experience?
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With substantial With guidance, With limited Explain and Demonstrate Demonstrate Demonstrate and
guidance, state list personal guidance, demonstrate and describe and explain how explain, citing
personal interests interests and identify and how personal how selected selected music evidence, how
and demonstrate experiences and demonstrate interests and music connects connects to and selected music
why they prefer demonstrate why how personal experiences to and is is influenced by connects to and is
some music they prefer some interests and influence influenced by specific influenced by
selections over music selections experiences musical specific interests, specific interests,
others. over others. influence selection for interests, experiences, experiences,
musical specific experiences, or purposes, or purposes, or
selection for purposes. purposes. contexts. contexts.
specific
purposes.
6.MU:Re7.1 7.MU:Re7.1 8.MU:Re7.1

Select music to listen to and explain Select contrasting music to listen to Select programs of music and
the connections to specific interests or and compare the connections to demonstrate the connections to an
experiences for a specific purpose. specific interests or experiences for a interest or experience for a specific
specific purpose. purpose.
23
PK–8
24
PK–8
Process Component
Analyze
Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers
manipulate the elements of music.
Essential Question
PK.MU:Re7.2 K.MU:Re7.2 1.MU:Re7.2 2.MU:Re7.2 3.MU:Re7.2 4.MU:Re7.2 5.MU:Re7.2

With substantial With guidance, With limited Describe how Demonstrate Demonstrate and Demonstrate and
guidance, explore demonstrate how guidance, specific music and describe explain how explain, citing
musical contrasts a specific music demonstrate concepts are how a response responses to evidence, how
in music. concept (such as and identify used to to music can be music are responses to
beat or melodic how specific support a informed by the informed by the music are
direction) is used music specific structure, the structure, the informed by the
in music. concepts purpose in use of the use of the structure, the use
(such as beat music. elements of elements of of the elements of
or pitch) are music, and music, and music, and
used in context (such context (such as context (such as
various styles as personal and personal, social, personal, social,
of music for a social). and cultural). cultural, and
purpose. historical).
6.MU:Re7.2 7.MU:Re7.2 8.MU:Re7.2

a. Describe how the elements of a. Classify and explain how the a. Compare how the elements of
music and expressive qualities relate elements of music and expressive music and expressive qualities relate
to the structure of the pieces. qualities relate to the structure of to the structure within programs of
contrasting pieces. music.
25
PK–8
6.MU:Re7.2 7.MU:Re7.2 8.MU:Re7.2
b. Identify the context of music from a b. Identify and compare the context of b. Identify and compare the context of
variety of genres, cultures, and music from a variety of genres, programs of music from a variety of
historical periods. cultures, and historical periods. genres, cultures, and historical
periods.
26
PK–8
Responding—Anchor Standard 8: Interpret Intent and Meaning in Artistic Work

Process Component
Interpret
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 creators’ and performers’ expressive intent?
PK.MU:Re8 K.MU:Re8 1.MU:Re8 2.MU:Re8 3.MU:Re8 4.MU:Re8 5.MU:Re8

With substantial With With limited Demonstrate Demonstrate Demonstrate Demonstrate and
guidance, explore guidance, guidance, knowledge of and describe and explain how explain how
music’s expressive demonstrate demonstrate expressive how expressive expressive expressive
qualities (such as awareness of and identify qualities and qualities (such qualities (such qualities (such as
dynamics and expressive expressive how they as dynamics, as dynamics, dynamics, tempo,
tempo). qualities that qualities that support tempo, and tempo, and timbre, and
reflect reflect creators’ and timbre) are used timbre) are used articulation) are
creators’ and creators’ and performers’ in performers’ in performers’ used in
performers’ performers’ expressive personal personal performers’
expressive expressive intent. interpretations interpretations personal
intent. intent. to reflect to reflect interpretations to
creators’ creators’ reflect creators’
expressive expressive expressive intent.
intent. intent.
27
PK–8
6.MU:Re8 7.MU:Re8 8.MU:Re8
Describe a personal interpretation of Describe a personal interpretation of Support personal interpretations of
how creators’ and performers’ contrasting works and explain how contrasting programs of music and
application of the elements of music creators’ and performers’ application explain how creators’ and performers’
and expressive qualities, within of the elements of music and apply the elements of music and
genres and cultural and historical expressive qualities, within genres, expressive qualities, within genres,
context, convey expressive intent. cultures, and historical periods, cultures, and historical periods, to
convey expressive intent. convey expressive intent.
28
PK–8
Responding—Anchor Standard 9: Apply Criteria to Evaluate Artistic Work

Process Component
Evaluate
The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established
criteria.
Essential Question
How do we judge the quality of musical work(s) and performance(s)?
PK.MU:Re9 K.MU:Re9 1.MU:Re9 2.MU:Re9 3.MU:Re9 4.MU:Re9 5.MU:Re9

With substantial With guidance, With limited Apply personal Evaluate Evaluate Evaluate musical
guidance, talk apply personal and guidance, and expressive musical musical works works and
about personal expressive apply personal preferences in works and and performances,
and expressive preferences in the and the evaluation performances performances, applying
preferences in evaluation of expressive of music for , applying applying established
music. music. preferences in specific established established criteria, and
the evaluation purposes. criteria, and criteria, and explain
of music for describe explain appropriateness to
specific appropriatene appropriatenes the context, citing
purposes. ss to the s to the evidence from the
context. context. elements of music.
6.MU:Re9 7.MU:Re9 8.MU:Re9

Select from teacher-provided criteria Apply collaboratively developed Apply appropriate personally
to evaluate musical works or criteria to evaluate musical works or developed criteria to evaluate musical
performances. performances. works or performances.
29
PK–8
Connecting—Anchor Standard 10: Synthesize and Relate Knowledge and Personal Experiences to
Make Art
Process Component
Synthesize
Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding.
Essential Question
How do musicians make meaningful connections to creating, performing, and responding?
PK.MU:Cn10 K.MU:Cn10 1.MU:Cn10 2.MU:Cn10 3.MU:Cn10 4.MU:Cn10 5.MU:Cn10

With substantial With With limited Describe how Identify and Describe and Explain and
guidance, explore guidance, guidance, discuss personal demonstrate demonstrate how demonstrate how
how personal share how how personal interests and how personal personal personal interests,
interests connect personal interests connect experiences interests, interests, experiences,
to creating, interests to creating, connect to experiences, experiences, ideas, and
performing, and connect to performing, and creating, and ideas relate ideas, and knowledge relate
responding to creating, responding to performing, to creating, knowledge relate to creating,
music. performing, music. and performing, and to creating, performing, and
and responding to responding to performing, and responding to
responding to music. music. responding to music.
music. music.
6.MU:Cn10 7.MU:Cn10 8.MU:Cn10

Explain and demonstrate how Relate and demonstrate how personal Examine and demonstrate how
personal interests, knowledge, and interests, knowledge, and ideas personal interests, knowledge, and
ideas relate to choices and intent connect to choices and intent when ideas relate to choices and intent
when creating, performing, and creating, performing, and responding when creating, performing, and
responding to music. to music. responding to music.
30
PK–8
31
PK–8
Connecting—Anchor Standard 11: Relate Artistic Ideas and Works with Societal, Cultural, and Historical
Context to Deepen Understanding
Process Component
Relate
Musicians connect societal, cultural, and historical contexts when creating, performing, and responding.
Essential Question
How do musicians make meaningful connections to societal, cultural, and historical contexts when creating, performing,
and responding?
PK.MU:Cn11 K.MU:Cn11 1.MU:Cn11 2.MU:Cn11 3.MU:Cn11 4.MU:Cn11 5.MU:Cn11

With substantial With guidance, With limited Describe Identify and Describe and Explain and
guidance, explore share guidance, connections demonstrate demonstrate demonstrate
connections connections discuss between connections connections connections
between music between music connections music, between between music between music and
and culture. and culture. between music society, and music and and societal, societal, cultural,
and culture. culture. societal, cultural, and and historical
cultural, and historical contexts.
historical contexts.
contexts.
6.MU:Cn11 7.MU:Cn11 8.MU:Cn11

Explain and demonstrate connections Relate and demonstrate connections Examine and demonstrate
between music and societal, cultural, between music and societal, cultural, connections between music and
and historical contexts when creating, and historical contexts when creating, societal, cultural, and historical
performing, and responding. performing, and responding. contexts when creating, performing,
and responding.
32
PK–8
33
Harmonizing Instruments

Process Component
Imagine
Essential Question
Nov.MU:H.Cr1 Int.MU:H.Cr1 Prof.MU:H.Cr1 Acc.MU:H.Cr1 Adv.MU:H.Cr1

Generate melodic, Generate melodic, Generate melodic, Generate melodic, Generate melodic,
rhythmic, and rhythmic, and rhythmic, and rhythmic, and rhythmic, and
harmonic ideas for harmonic ideas for harmonic ideas for harmonic ideas for harmonic ideas for a
simple melodies and melodies created over improvisations, compositions, collection of
chordal specified chord compositions, and improvisations, compositions
accompaniments for progressions or three-or-more chord accompaniment representing a variety
given melodies. AB/ABA forms and accompaniments in a patterns in a variety of of forms and styles,
two- to three-chord variety of patterns. styles, and improvisations in
accompaniments for harmonizations for several different
given melodies. given melodies. styles, and stylistically
appropriate
harmonizations for
given melodies.

Process Component
Plan and Make
Essential Question
Nov.MU:H.Cr2 Int.MU:H.Cr2 Prof.MU:H.Cr2 Acc.MU:H.Cr2 Adv.MU:H.Cr2

Select, develop, and Select, develop, and Select, develop, and Select, develop, and Select, develop, and
use standard notation use standard notation use standard notation use standard notation use standard notation
or audio/video and/or audio/video and audio/video and audio/video and audio/video
recording to document recording to document recording to document recording to document recording to document
melodic, rhythmic, melodic, rhythmic, melodic, rhythmic, melodic, rhythmic, melodic, rhythmic,
and harmonic ideas and harmonic ideas and harmonic ideas and harmonic ideas and harmonic ideas
for drafts of simple for drafts of melodies for drafts of for drafts of for drafts of
melodies and chordal created over specified improvisations, compositions, compositions
accompaniments for chord progressions or compositions, and improvisations, and representing a variety
given melodies. AB/ABA forms and three-or-more chord accompaniment of forms and styles,
two- to-three-chord accompaniments in a patterns in a variety of improvisations in
accompaniments for variety of patterns. styles, and several different
given melodies. harmonizations for styles, and stylistically
given melodies. appropriate
harmonizations for
given melodies.
35

Process Component
Evaluate and Refine
criteria.
Essential Question
Nov.MU:H.Cr3.1 Int.MU:H.Cr3.1 Prof.MU:H.Cr3.1 Acc.MU:H.Cr3.1 Adv.MU:H.Cr3.1

Apply teacher- Apply teacher- Develop and apply Develop and apply Develop and apply
provided criteria to provided criteria to criteria to critique, criteria to critique, criteria to critique,
critique, improve, and critique, improve, and improve, and refine improve, and refine improve, and refine
refine drafts of simple refine drafts of drafts of drafts of drafts of compositions
melodies and chordal melodies created over improvisations, compositions, representing a variety
accompaniments for specified chord compositions and improvisations, and of forms and styles,
given melodies. progressions or three-or-more chord accompaniment improvisations in a
AB/ABA forms and accompaniments in a patterns in a variety of variety of styles, and
two- to three chord variety of patterns. styles, and stylistically
accompaniments for harmonizations for appropriate
given melodies. given melodies. harmonizations for
given melodies.
36
Process Component
Present
Essential Question
Nov.MU:H.Cr3.2 Int.MU:H.Cr3.2 Prof.MU:H.Cr3.2 Acc.MU:H.Cr3.2 Adv.MU:H.Cr3.2

Share final versions of Share final versions of Perform final versions Perform final versions Perform final versions
simple melodies and melodies created over of improvisations, of compositions, of a collection of
chordal specified chord compositions, and improvisations, compositions
accompaniments for progressions or three-or-more chord accompaniment representing a variety
given melodies, AB/ABA forms and accompaniments in a patterns in a variety of of forms and styles,
demonstrating an two- to three- chord variety of patterns, styles, and improvisations in
understanding of how accompaniments for demonstrating harmonizations for several different
to develop and given melodies, technical skill in given melodies, styles, and stylistically
organize personal demonstrating an applying principles of demonstrating appropriate
musical ideas. understanding of how composition/‌improvisa technical skill in harmonizations for
to develop and tion and originality in applying principles of given melodies,
organize personal developing and composition/‌improvisa demonstrating
musical ideas. organizing musical tion and originality in technical skill in
ideas. developing and applying principles of
organizing musical composition/‌improvisa
ideas. tion and originality in
developing and
organizing musical
ideas.
37
Process Component
Select
Essential Question
Nov.MU:H.Pr4.1 Int.MU:H.Pr4.1 Prof.MU:H.Pr4.1 Acc.MU:H.Pr4.1 Adv.MU:H.Pr4.1

Describe and Describe and Explain the criteria Develop and apply Develop and apply
demonstrate how a demonstrate how a used when selecting a criteria for selecting a criteria for selecting a
varied repertoire of varied repertoire of varied repertoire of varied repertoire of varied repertoire for a
music that includes music that includes music for individual or music for individual program of music for
melodies and chordal melodies and chordal small group and small group individual and small
accompaniments is accompaniments is performances that performances that group performances
selected, based on selected, based on include melodies, include melodies, that include melodies,
personal interest, personal interest, improvisations, and improvisations, and stylistically
music-reading skills, music-reading skills, chordal chordal appropriate
and technical skill, as technical skills and accompaniments in a accompaniments in a accompaniments, and
well as the context of related challenges, variety of patterns. variety of styles. improvisations in a
the performances. and the context of the variety of contrasting
performances. styles.
38
Process Component
Analyze
performance.
Essential Question

Identify prominent Identify prominent Identify and describe Identify and describe Identify and describe
melodic and harmonic melodic, harmonic, important theoretical important theoretical important theoretical
characteristics in a and structural and structural and structural and structural
varied repertoire of characteristics and characteristics and characteristics and characteristics and
music that includes context (social, context (social, context (social, context (social,
melodies and chordal cultural, or historical) cultural, or historical) cultural, and cultural, and
accompaniments in a varied repertoire in a varied repertoire historical) in a varied historical) in a varied
selected for of music that includes of music that includes repertoire of music repertoire of music
performance, using melodies and chordal melodies, that includes selected for
standard notation. accompaniments improvisations, and melodies, performance
selected for chordal improvisations, and programs that
performance, using accompaniments in a chordal includes melodies,
standard notation. variety of patterns. accompaniments in a stylistically
variety of styles. appropriate
accompaniments, and
improvisations in a
variety of contrasting
styles.
39
Process Component
Interpret
Essential Question

Demonstrate and Demonstrate and Describe in Explain in Explain and present
describe in describe in interpretations the interpretations the interpretations that
interpretations an interpretations an context (social, context (social, demonstrate and
understanding of the understanding of the cultural, or historical) cultural, and describe the social,
context and context (social, and expressive intent historical) and cultural, or historical
expressive intent in a cultural, or historical) in a varied repertoire expressive intent in a contexts, and an
varied repertoire of and expressive intent of music selected for varied repertoire of understanding of the
music selected for in a varied repertoire performance that music selected for creators’ intent in
performance that of music selected for includes melodies, performance that repertoire for varied
includes melodies and performance that improvisations, and includes melodies, programs of music
chordal includes melodies and chordal improvisations, and that include melodies,
accompaniments. chordal accompaniments in a chordal stylistically
accompaniments. variety of patterns. accompaniments in a appropriate
variety of styles. accompaniments, and
improvisations in a
variety of contrasting
styles.
40
Process Component
Essential Question
Nov.MU:H.Pr5 Int.MU:H.Pr5 Prof.MU:H.Pr5 Acc.MU:H.Pr5 Adv.MU:H.Pr5

Apply teacher- Apply teacher- Develop and apply Develop and apply Develop and apply
provided criteria to provided criteria to criteria to critique criteria to critique criteria, including
critique individual critique individual individual and small individual and small feedback from
performances of a performances of a group performances group performances multiple sources, to
varied repertoire of varied repertoire of of a varied repertoire of a varied repertoire critique varied
music that includes music that includes of music that includes of music that includes programs of music
melodies and chordal melodies and chordal melodies, melodies, repertoire selected for
accompaniments accompaniments improvisations, and improvisations, and individual and small
selected for selected for chordal chordal group performance,
performance, and performance, and accompaniments in a accompaniments in a and create rehearsal
apply practice identify practice variety of patterns, variety of styles, and strategies to address
strategies to address strategies to address and create rehearsal create rehearsal performance
performance performance strategies to address strategies to address challenges and refine
challenges and refine challenges and refine performance performance the performances.
the performances. the performances. challenges and refine challenges and refine
the performances. the performances.
41

Process Component
Present
Essential Questions

42
Nov.MU:H.Pr6 Int.MU:H.Pr6 Prof.MU:H.Pr6 Acc.MU:H.Pr6 Adv.MU:H.Pr6
Perform with Perform with Perform with Perform with Perform with
expression and expression and expression and expression and expression and
technical accuracy technical accuracy technical accuracy, in technical accuracy, in technical accuracy, in
individual individual individual and small individual and small individual and small
performances of a performances of a group performances, group performances, group performances,
varied repertoire of varied repertoire of a varied repertoire of a varied repertoire of a varied repertoire for
music that includes music that includes music that includes music that includes programs of music
melodies and chordal melodies and chordal melodies, melodies, that includes
accompaniments, accompaniments, improvisations, and improvisations, and melodies, stylistically
demonstrating demonstrating chordal chordal appropriate
understanding of the sensitivity to the accompaniments in a accompaniments in a accompaniments, and
audience and the audience and an variety of patterns, variety of styles, improvisations in a
context. understanding of the demonstrating demonstrating variety of contrasting
context (such as sensitivity to the sensitivity to the styles, demonstrating
social, cultural, or audience and an audience and an sensitivity to the
historical). understanding of the understanding of the audience and an
context (social, context (social, understanding of the
cultural, or historical). cultural, and context (social,
historical). cultural, and
historical).
43

Process Component
Select
Essential Question
Nov.MU:H.Re7.1 Int.MU:H.Re7.1 Prof.MU:H.Re7.1 Acc.MU:H.Re7.1 Adv.MU:H.Re7.1

Identify reasons for Explain reasons for Apply criteria to select Apply criteria to select Select, describe, and
selecting music based selecting music citing music for specified music for a variety of compare a variety of
on characteristics characteristics found purposes, supporting purposes, justifying individual and small
found in the music in the music and choices by citing choices citing group musical
and connections to connections to characteristics found knowledge of music programs from varied
interest, purpose, or interest, purpose, and in the music and and specified purpose cultures, genres, and
personal experience. context (social, connections to and context (social, historical periods.
cultural, or historical). interest, purpose, and cultural, and
context (social, historical).
cultural, and
historical).
44
Process Component
Analyze
Essential Question
Nov.MU:H.Re7.2 Int.MU:H.Re7.2 Prof.MU:H.Re7.2 Acc.MU:H.Re7.2 Adv.MU:H.Re7.2

Identify, citing Describe how Compare passages in Explain how the Demonstrate and
evidence, the use of elements of music are musical selections analysis of the justify how the
repetition, similarities, manipulated and and explain how the structures and context structural
and contrasts in knowledge of the elements of music (social, cultural, and characteristics
musical selections, context (social and and context (social, historical) of function within a
and how these and cultural) informs the cultural, or historical) contrasting music variety of musical
knowledge of the response. inform the response. inform the response. selections, and
context (social or distinguish how
cultural) informs the context and creative
response. decisions inform the
response.
45

Process Component
Interpret
Essential Question
Nov.MU:H.Re8 Int.MU:H.Re8 Prof.MU:H.Re8 Acc.MU:H.Re8 Adv.MU:H.Re8

Identify possible Identify and support Explain and support Explain and support Establish and justify
interpretations of the possible possible possible possible
expressive intent and interpretations of the interpretations of the interpretations of the interpretations of the
meaning of musical expressive intent and expressive intent and expressive intent and expressive intent and
selections, referring to meaning of musical meaning of musical meaning of musical meaning of musical
the elements of selections, citing as selections, citing as selections, citing as selections by
music, context evidence the evidence the evidence the comparing and
(personal or social), treatment of the treatment of the treatment of the synthesizing varied
and (when applicable) elements of music, elements of music, elements of music, researched sources,
the setting of the text. context, and (when context (personal, context (personal, including references
applicable) the setting social, and cultural), social, and cultural), to examples from
of the text. (when applicable) the (when applicable) the other art forms.
setting of the text, and setting of the text, and
outside sources. varied researched
sources.
46

Process Component
Evaluate
criteria.
Essential Question
Nov.MU:H.Re9 Int.MU:H.Re9 Prof.MU:H.Re9 Acc.MU:H.Re9 Adv.MU:H.Re9

Identify and describe Explain the influence Develop and apply Apply personally Develop and justify
how interest, of experiences and teacher-provided and developed and evaluations of a
experiences, and contexts (personal, established criteria established criteria variety of individual
contexts (personal or social, or cultural) on based on personal based on research, and small group
social) affect the interest in and the preference, analysis, personal preference, musical selections
evaluation of music. evaluation of a varied and context analysis, based on personally
repertoire of music. (personal, social, and interpretation, developed and
cultural) to evaluate expressive intent, and established criteria,
individual and small musical qualities to personal decision
group musical evaluate contrasting making, and
selections. individual and small knowledge and
group musical understanding of
selections. context.
47
Make Art
Process Component
Synthesize
Essential Question
Nov.MU:H.Cn10 Int.MU:H.Cn10 Prof.MU:H.Cn10 Acc.MU:H.Cn10 Adv.MU:H.Cn10

Describe and Explain and Connect and Synthesize personal Integrate and
demonstrate how demonstrate how demonstrate how interests, knowledge, interrelate how
personal interests personal interests and personal interests, skills, and contexts personal interests,
relate to choices and knowledge relate to knowledge, and skills and how they relate to knowledge, skills,
intent when creating, choices and intent relate to choices and choices and intent contexts, and
performing, and when creating, intent when creating, when creating, audience
responding to music. performing, and performing, and performing, and expectations connect
responding to music. responding to music. responding to music. to choices and intent
when creating,
performing, and
responding to music.
48
Process Component
Relate
Essential Question
Nov.MU:H.Cn11 Int.MU:H.Cn11 Prof.MU:H.Cn11 Acc.MU:H.Cn11 Adv.MU:H.Cn11

Relate music to Explain the influence Connect and Synthesize the Integrate and
societal, cultural, and of societal, cultural, demonstrate the connections between interrelate the
historical contexts and historical contexts relationships between music and societal, connections between
when creating, when creating, music and societal, cultural, and historical music and societal,
performing, and performing, and cultural, and historical contexts when cultural, and historical
responding. responding. contexts when creating, performing, contexts when
creating, performing, and responding. creating, performing,
and responding. and responding.
49
Ensembles

Process Component
Imagine
Essential Question
Nov.MU:E.Cr1 Int.MU:E.Cr1 Prof.MU:E.Cr1 Acc.MU:E.Cr1 Adv.MU:E.Cr1

Compose and Compose and Compose and Compose and Compose and
improvise melodic improvise ideas for improvise ideas for improvise ideas for improvise musical
and rhythmic ideas or melodies and melodies, rhythmic arrangements, ideas for a variety of
motives that reflect rhythmic passages passages, and sections, and short purposes and
characteristic(s) of based on arrangements for compositions for contexts.
music or text(s) characteristic(s) of specific purposes that specific purposes that
studied in rehearsal. music or text(s) reflect reflect
studied in rehearsal. characteristic(s) of characteristic(s) of
music from a variety music from a variety
of historical periods of cultures studied in
studied in rehearsal. rehearsal.
Ensembles

Process Component
Plan and Make
Essential Question
Nov.MU:E.Cr2 Int.MU:E.Cr2 Prof.MU:E.Cr2 Acc.MU:E.Cr2 Adv.MU:E.Cr2

a. Select and develop a. Select and develop a. Select and develop a. Select and develop a. Select and develop
draft melodic and draft melodies and draft melodies, arrangements, composed and
rhythmic ideas or rhythmic passages rhythmic passages, sections, and short improvised ideas into
motives that that demonstrate and arrangements for compositions for draft musical works
demonstrate understanding of specific purposes that specific purposes that organized for a variety
understanding of characteristic(s) of demonstrate demonstrate of purposes and
characteristic(s) of music or text(s) understanding of understanding of contexts.
music or text(s) studied in rehearsal. characteristic(s) of characteristic(s) of
studied in rehearsal. music from a variety music from a variety
of historical periods of cultures studied in
studied in rehearsal. rehearsal.
b. Preserve draft b. Preserve draft b. Preserve draft b. Preserve draft b. Preserve draft
compositions and compositions and compositions through compositions through musical works
improvisations improvisations standard notation and standard notation, through standard
through standard through standard improvisations and improvisations notation and audio or
notation and audio notation and audio through audio through audio or video recording.
recording. recording. recording. video recording.
51
Ensembles
Process Component
Evaluate and Refine
criteria.
Essential Question
Nov.MU:E.Cr3.1 Int.MU:E.Cr3.1 Prof.MU:E.Cr3.1 Acc.MU:E.Cr3.1 Adv.MU:E.Cr3.1

Evaluate and refine Evaluate and refine Evaluate and refine Evaluate and refine Evaluate and refine
draft compositions draft compositions draft melodies, draft arrangements, varied draft musical
and improvisations and improvisations rhythmic passages, sections, short works based on
based on knowledge, based on knowledge, arrangements, and compositions, and appropriate criteria,
skill, and teacher- skill, and improvisations based improvisations based including the extent to
provided criteria. collaboratively on established on personally which they address
developed criteria. criteria, including the developed criteria, identified purposes
extent to which they including the extent to and contexts.
address identified which they address
purposes. identified purposes.
52
Ensembles
Process Component
Present
Essential Question
Nov.MU:E.Cr3.2 Int.MU:E.Cr3.2 Prof.MU:E.Cr3.2 Acc.MU:E.Cr3.2 Adv.MU:E.Cr3.2

Share personally Share personally Share personally Share personally Share varied,
developed melodic developed melodies developed melodies, developed personally developed
and rhythmic ideas or and rhythmic rhythmic passages, arrangements, musical works—
motives—individually passages— and arrangements— sections, and short individually or as an
or as an ensemble— individually or as an individually or as an compositions— ensemble—that
that demonstrate ensemble—that ensemble—that individually or as an address identified
understanding of demonstrate address identified ensemble—that purposes and
characteristics of understanding of purposes. address identified contexts.
music or texts studied characteristics of purposes.
in rehearsal. music or texts studied
in rehearsal.
53
Ensembles
Process Component
Select
Essential Question
Nov.MU:E.Pr4.1 Int.MU:E.Pr4.1 Prof.MU:E.Pr4.1 Acc.MU:E.Pr4.1 Adv.MU:E.Pr4.1

Select varied Select a varied Explain the criteria Develop and apply Develop and apply
repertoire to study repertoire to study used to select a criteria to select a criteria to select
based on interest, based on music- varied repertoire to varied repertoire to varied programs to
music-reading skills reading skills (where study based on an study and perform study and perform
(where appropriate), appropriate), an understanding of based on an based on an
an understanding of understanding of theoretical and understanding of understanding of
the structure of the formal design in the structural theoretical and theoretical and
music, context, and music, context, and characteristics of the structural structural
the technical skill of the technical skill of music, the technical characteristics and characteristics and
the individual or the individual and skill of the individual expressive challenges expressive challenges
ensemble. ensemble. or ensemble, and the in the music, the in the music, the
purpose or context of technical skill of the technical skill of the
the performance. individual or individual or
ensemble, and the ensemble, and the
purpose and context purpose and context
of the performance. of the performance.
54
Ensembles
Process Component
Analyze
performance.
Essential Question

Demonstrate, using Demonstrate, using Demonstrate, using Document and Examine, evaluate,
music-reading skills music-reading skills music-reading skills demonstrate, using and critique, using
where appropriate, where appropriate, where appropriate, music-reading skills music-reading skills
how knowledge of how the setting and how compositional where appropriate, where appropriate,
formal aspects in formal characteristics devices employed and how compositional how the structure and
musical works inform of musical works theoretical and devices employed and context impact and
prepared or contribute to structural aspects of theoretical and inform prepared and
improvised understanding the musical works impact structural aspects of improvised
performances. context of the music in and inform prepared musical works may performances.
prepared or or improvised impact and inform
improvised performances. prepared and
performances. improvised
performances.
55
Ensembles
Process Component
Interpret
Essential Question

Identify expressive Demonstrate Demonstrate an Demonstrate how Demonstrate how
qualities in a varied understanding and understanding of understanding the understanding the
repertoire of music application of context in a varied style, genre, and style, genre, and
that can be expressive qualities in repertoire of music context of a varied context of a varied
demonstrated through a varied repertoire of through prepared and repertoire of music repertoire of music
prepared and music through improvised influences prepared informs prepared and
improvised prepared and performances. and improvised improvised
performances. improvised performances as well performances as well
performances. as performers’ as performers’
technical skill to technical skill to
connect with the connect with the
audience. audience.
56
Ensembles
Process Component
Essential Question
Nov.MU:E.Pr5 Int.MU:E.Pr5 Prof.MU:E.Pr5 Acc.MU:E.Pr5 Adv.MU:E.Pr5

Use self-reflection and Develop strategies to Develop strategies to Develop and apply Develop, apply, and
peer feedback to address technical address expressive appropriate rehearsal refine appropriate
refine individual and challenges in a varied challenges in a varied strategies to address rehearsal strategies to
ensemble repertoire of music repertoire of music, individual and address individual and
performances of a and evaluate their and evaluate their ensemble challenges ensemble challenges
varied repertoire of success using success using in a varied repertoire in a varied repertoire
music. feedback from feedback from of music, and of music.
ensemble peers and ensemble peers and evaluate their
other sources to refine other sources to refine success.
performances. performances.
57
Ensembles

Process Component
Present
Essential Questions


a. Demonstrate a. Demonstrate a. Demonstrate a. Demonstrate a. Demonstrate an
attention to technical attention to technical attention to technical mastery of the understanding and
accuracy and accuracy and accuracy and technical demands mastery of the technical
expressive qualities in expressive qualities in expressive qualities in and an understanding demands and
prepared and prepared and prepared and of expressive qualities expressive qualities of
improvised improvised improvised of the music in the music through
performances of a performances of a performances of a prepared and prepared and
varied repertoire of varied repertoire of varied repertoire of improvised improvised
music. music representing music representing performances of a performances of a
diverse cultures and diverse cultures, varied repertoire varied repertoire
styles. styles, and genres. representing diverse representing diverse
cultures, styles, cultures, styles, genres,
genres, and historical and historical periods in
periods. multiple types of
ensembles.
58
Ensembles
b. Demonstrate an b. Demonstrate an b. Demonstrate an b. Demonstrate an b. Demonstrate an
awareness of the understanding of the understanding of understanding of ability to connect with
context of the music context of the music expressive intent by intent as a means for audience members
through prepared and through prepared and connecting with an connecting with an before and during the
improvised improvised audience through audience through process of engaging
performances. performances. prepared and prepared and with and responding to
improvised improvised them through prepared
performances. performances. and improvised
performances.
59
Ensembles

Process Component
Select
Essential Question
Nov.MU:E.Re7.1 Int.MU:E.Re7.1 Prof.MU:E.Re7.1 Acc.MU:E.Re7.1 Adv.MU:E.Re7.1

Identify reasons for Explain reasons for Apply criteria to select Apply criteria to select Use research and
selecting music based selecting music citing music for specified music for a variety of personally developed
on characteristics characteristics found purposes, supporting purposes, justifying criteria to justify
found in the music, in the music and choices by citing choices citing choices made when
connection to interest, connections to characteristics found knowledge of the selecting music, citing
and purpose or interest, purpose, and in the music and music and the knowledge of the
context. context. connections to specified purpose and music, and individual
interest, purpose, and context. and ensemble
context. purpose and context.
60
Ensembles
Process Component
Analyze
Essential Question
Nov.MU:E.Re7.2 Int.MU:E.Re7.2 Prof.MU:E.Re7.2 Acc.MU:E.Re7.2 Adv.MU:E.Re7.2

Identify how Describe how Explain how the Explain how the Demonstrate and
knowledge of context understanding context analysis of passages analysis of structures justify how the
and the use of and the way the and understanding and contexts inform analysis of structures,
repetition, similarities, elements of music are the way the elements the response to contexts, and
and contrasts inform manipulated inform of music are music. performance
the response to the response to manipulated inform decisions inform the
music. music. the response to response to music.
music.
61
Ensembles

Process Component
Interpret
Essential Question
Nov.MU:E.Re8 Int.MU:E.Re8 Prof.MU:E.Re8 Acc.MU:E.Re8 Adv.MU:E.Re8

Identify interpretations Identify and support Explain and support Support Justify interpretations
of the expressive interpretations of the interpretations of the interpretations of the of the expressive
intent and meaning of expressive intent and expressive intent and expressive intent and intent and meaning of
musical works, meaning of musical meaning of musical meaning of musical musical works by
referring to the works, citing as works, citing as works citing as comparing and
elements of music, evidence, the evidence the evidence the synthesizing varied
contexts, and (when treatment of the treatment of the treatment of the researched sources,
appropriate) the elements of music, elements of music, elements of music, including reference to
setting of the text. contexts, and (when contexts, (when contexts, (when other art forms.
appropriate) the appropriate) the appropriate) the
setting of the text. setting of the text, and setting of the text, and
personal research. varied researched
sources.
62
Ensembles

Process Component
Evaluate
criteria.
Essential Question
Nov.MU:E.Re9 Int.MU:E.Re9 Prof.MU:E.Re9 Acc.MU:E.Re9 Adv.MU:E.Re9

Identify and describe Explain the influence Evaluate works and Evaluate works and Develop and justify
the effect of interest, of experiences, performances based performances based evaluations of music,
experience, analysis, analysis, and context on personally or on research as well programs of music,
and context on the on interest in and collaboratively as personally and and performances
evaluation of music. evaluation of music. developed criteria, collaboratively based on criteria,
including analysis of developed criteria, personal decision-
the structure and including analysis and making, research, and
context. interpretation of the understanding of
structure and context. contexts.
63
Ensembles
Make Art
Process Component
Synthesize
Essential Question
Nov.MU:E.Cn10 Int.MU:E.Cn10 Prof.MU:E.Cn10 Acc.MU:E.Cn10 Adv.MU:E.Cn10

Describe and Explain and Connect and Synthesize personal Integrate and
demonstrate how demonstrate how demonstrate how interests, knowledge, interrelate how
personal interests personal interests and personal interests, skills, and contexts personal interests,
relate to choices and knowledge relate to knowledge, and skills and how they relate to knowledge, skills,
intent when creating, choices and intent relate to choices and choices and intent contexts, and
performing, and when creating, intent when creating, when creating, audience
responding to music. performing, and performing, and performing, and expectations connect
responding to music. responding to music. responding to music. to choices and intent
when creating,
performing, and
responding to music.
64
Ensembles
Process Component
Relate
Essential Question
and responding?
Nov.MU:E.Cn11 Int.MU:E.Cn11 Prof.MU:E.Cn11 Acc.MU:E.Cn11 Adv.MU:E.Cn11

Relate music to Explain the influence Connect and Synthesize the Integrate and
societal, cultural, and of societal, cultural, demonstrate the connections between interrelate the
historical contexts and historical relationships between music and societal, connections between
when creating, contexts when music and societal, cultural, and historical music and societal,
performing, and creating, performing, cultural, and historical contexts when cultural, and historical
responding. and responding to contexts when creating, performing, contexts when
music. creating, performing, and responding. creating, performing,
65
Composition and Theory

Process Component
Imagine
Essential Question
Prof.MU:C.Cr1 Acc.MU:C.Cr1 Adv.MU:C.Cr1

Describe how sounds and short Describe and demonstrate how Describe and demonstrate multiple
musical ideas can be used to sounds and musical ideas can be ways in which sounds and musical
represent personal experiences, used to represent sonic events, ideas can be used to represent
moods, visual images, and/or memories, visual images, concepts, extended sonic experiences or
storylines. texts, or storylines. abstract ideas.

Process Component
Plan and Make
Essential Question
Prof.MU:C.Cr2 Acc.MU:C.Cr2 Adv.MU:C.Cr2

a. Assemble and organize sounds or a. Assemble and organize multiple a. Assemble and organize multiple
short musical ideas to create initial sounds or musical ideas to create sounds or extended musical ideas to
expressions of selected experiences, initial expressive statements of create initial expressive statements of
moods, images, or storylines. selected sonic events, memories, selected extended sonic experiences
images, concepts, texts, or storylines. or abstract ideas.
b. Identify and describe the b. Describe and explain the b. Analyze and demonstrate the
development of sounds or short development of sounds and musical development of sounds and extended
musical ideas in drafts of music within ideas in drafts of music within a musical ideas in drafts of music within
simple forms (such as one-part, variety of simple or moderately a variety of moderately complex or
cyclical, or binary). complex forms (such as binary, complex forms.
ternary, or rondo).
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Process Component
Evaluate and Refine
criteria.
Essential Question
Prof.MU:C.Cr3.1 Acc.MU:C.Cr3.1 Adv.MU:C.Cr3.1

Identify, describe, and apply teacher- Identify, describe, and apply selected Research, identify, explain, and apply
provided criteria to assess and refine teacher-provided or personally personally developed criteria to
the technical and expressive aspects developed criteria to assess and assess and refine the technical and
of evolving drafts leading to final refine the technical and expressive expressive aspects of evolving drafts
versions. aspects of evolving drafts leading to leading to final versions.
final versions.
68
Process Component
Present
Essential Question
Prof.MU:C.Cr3.2 Acc.MU:C.Cr3.2 Adv.MU:C.Cr3.2

a. Share music through the use of a. Share music through the use of a. Share music through the use of
notation, performance, or technology, notation, solo or group performance, notation, solo or group performance,
and demonstrate how the elements of or technology, and demonstrate and or technology, and demonstrate and
music have been employed to realize describe how the elements of music explain how the elements of music,
expressive intent. and compositional techniques have compositional techniques and
been employed to realize expressive processes have been employed to
intent. realize expressive intent.
b. Describe the given context and b. Describe the selected contexts and b. Describe a variety of possible
performance medium for presenting performance mediums for presenting contexts and performance mediums
personal works, and how they impact personal works, and explain why they for presenting personal works, and
the final composition and successfully impact the final explain and compare how each could
presentation. composition and presentation. impact the success of the final
composition and presentation.
69
Process Component
Select
Essential Question
Prof.MU:C.Pr4.1 Acc.MU:C.Pr4.1 Adv.MU:C.Pr4.1

Identify and select specific excerpts, Identify and select specific passages, Identify and select specific creators’
passages, or sections in musical sections, or movements in musical intent, movements, or entire works
works that express a personal works that express personal that express personal experiences
experience, mood, visual image, or experiences and interests, moods, and interests, moods, visual images,
storyline in simple forms (such as one- visual images, concepts, texts, or concepts, texts, or storylines in
part, cyclical, or binary). storylines in simple forms (such as moderately complex or complex
binary, ternary, or rondo) or forms.
moderately complex forms.
70
Process Component
Analyze
performance.
Essential Question

Analyze how the elements of music Analyze how the elements of music Analyze how the elements of music
(including form) of selected works (including form) of selected works (including form) and compositional
relate to style and mood and explain relate to the style, function, and techniques of selected works relate to
the implications for rehearsal or context, and explain the implications the style, function, and context, and
performance. for rehearsal and performance. explain and support the analysis and
its implications for rehearsal and
performance.
71
Process Component
Interpret
Essential Question

Develop interpretations of works Develop interpretations of works Develop interpretations of works
based on an understanding of the use based on an understanding of the use based on an understanding of the use
of elements of music, style, and mood, of elements of music, style, mood, of elements of music (including form),
explaining how the interpretive function, and context, explaining and compositional techniques, style,
choices reflect the creators’ intent. supporting how the interpretive function, and context, explaining and
choices reflect the creators’ intent. justifying how the interpretive choices
reflect the creators’ intent.
72
Process Component
Essential Question
Prof.MU:C.Pr5 Acc.MU:C.Pr5 Adv.MU:C.Pr5

a. Create rehearsal plans for works, a. Create rehearsal plans for works, a. Create rehearsal plans for works,
identifying repetition and variation identifying the form, the repetition and identifying the form, the repetition and
within the form. variation within the form, and the style variation within the form,
and historical or cultural context of the compositional techniques, and the
work. style and historical or cultural context
of the work.
b. Using established criteria and b. Using established criteria and b. Using established criteria and
feedback, identify the way(s) in which feedback, identify the ways in which feedback, identify the ways in which
performances convey the elements of performances convey the formal performances use compositional
music, style, and mood. design, style, and historical/‌cultural techniques and convey the formal
context of the works. design, style, and historical/‌cultural
context of the works.
c. Identify and implement strategies c. Identify and implement strategies c. Identify, compare, and implement
for improving the technical and for improving the technical and strategies for improving the technical
expressive aspects of multiple works. expressive aspects of varied works. and expressive aspects of multiple
contrasting works.
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Process Component
Present
Essential Questions

Prof.MU:C.Pr6 Acc.MU:C.Pr6 Adv.MU:C.Pr6

a. Share live or recorded a. Share live or recorded a. Share live or recorded
performances of works (both personal performances of works (both personal performances of works (both personal
and others’) and explain how the and others’), and explain how the and others’), and explain and/or
elements of music are used to convey elements of music and compositional demonstrate understanding of how the
intent. techniques are used to convey intent. expressive intent of the music is
conveyed.
b. Identify how compositions are b. Explain how compositions are b. Explain how compositions are
appropriate for an audience or context, appropriate for both audience and appropriate for a variety of audiences
and how this will shape future context, and how this will shape future and contexts, and how this will shape
compositions. compositions. future compositions.
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Process Component
Select
Essential Question
Prof.MU:C.Re7.1 Acc.MU:C.Re7.1 Adv.MU:C.Re7.1

Apply teacher-provided criteria to Apply teacher-provided or personally Apply researched or personally
select music that expresses a developed criteria to select music that developed criteria to select music that
personal experience, mood, visual expresses personal experiences and expresses personal experiences and
image, or storyline in simple forms interests, moods, visual images, interests, visual images, concepts,
(such as one-part, cyclical, binary), concepts, texts, or storylines in simple texts, or storylines in moderately
and describe the choices as models or moderately complex forms, and complex or complex forms, and
for composition. describe and defend the choices as describe and justify the choice as
models for composition. models for composition.
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Process Component
Analyze
Essential Question
Prof.MU:C.Re7.2 Acc.MU:C.Re7.2 Adv.MU:C.Re7.2

Analyze aurally the elements of music Analyze aurally and/or by reading the Analyze aurally and/or by reading the
(including form) of musical works, scores of musical works the elements scores of musical works the elements
relating them to style, mood, and of music (including form), of music (including form),
context, and describe how the compositional techniques, and compositional techniques, and
analysis provides models for personal procedures, relating them to style, procedures, relating them to aesthetic
growth as composer, performer, and mood, and context; and explain how effectiveness, style, mood, and
listener. the analysis provides models for context; and explain how the analysis
personal growth as composer, provides models for personal growth
performer, and listener. as composer, performer, and listener.
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Process Component
Interpret
Essential Question
Prof.MU:C.Re8 Acc.MU:C.Re8 Adv.MU:C.Re8

Develop and explain interpretations of Develop and support interpretations of Develop, justify and defend
varied works, demonstrating an varied works, demonstrating an interpretations of varied works,
understanding of the composers’ understanding of the composers’ demonstrating an understanding of the
intent by citing technical and intent by citing the use of elements of composers’ intent by citing the use of
expressive aspects as well as the music (including form), compositional elements of music (including form),
style/genre of each work. techniques, and the style/genre and compositional techniques, and the
context of each work. style/genre and context of each work.
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Process Component
Evaluate
criteria.
Essential Question
Prof.MU:C.Re9 Acc.MU:C.Re9 Adv.MU:C.Re9

a. Describe the effectiveness of the a. Explain the effectiveness of the a. Evaluate the effectiveness of the
technical and expressive aspects of technical and expressive aspects of technical and expressive aspects of
selected music and performances, selected music and performances, selected music and performances,
demonstrating understanding of demonstrating understanding of music demonstrating understanding of
fundamentals of music theory. theory as well as compositional theoretical concepts and complex
techniques and procedures. compositional techniques and
procedures.
b. Describe the way(s) in which b. Describe ways in which critiquing b. Describe and evaluate ways in
critiquing others’ work and receiving others’ work and receiving feedback which critiquing others’ work and
feedback from others can be applied from others have been specifically receiving feedback from others have
in the personal creative process. applied in the personal creative been specifically applied in the
process. personal creative process.
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Make Art
Process Component
Synthesize
Essential Question
Prof.MU:C.Cn10 Acc.MU:C.Cn10 Adv.MU:C.Cn10

Connect and demonstrate how Synthesize personal interests, Integrate and interrelate how personal
personal interests, knowledge, and knowledge, skills, and contexts and interests, knowledge, skills, contexts,
skills relate to choices and intent when how they relate to choices and intent and audience expectations connect to
creating, performing, and responding when creating, performing, and choices and intent when creating,
to music. responding to music. performing, and responding to music.
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Process Component
Relate
Essential Question
and responding?
Prof.MU:C.Cn11 Acc.MU:C.Cn11 Adv.MU:C.Cn11

Connect and demonstrate the Synthesize the connections between Integrate and interrelate the
relationships between music and music and societal, cultural, and connections between music and
societal, cultural, and historical historical contexts when creating, societal, cultural, and historical
contexts when creating, performing, performing, and responding. contexts when creating, performing,
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Technology

Process Component
Imagine
Essential Question
Prof.MU:T.Cr1 Acc.MU:T.Cr1 Adv.MU:T.Cr1

Generate melodic, rhythmic, and Generate melodic, rhythmic, and Generate melodic, rhythmic, and
harmonic ideas for compositions or harmonic ideas for compositions and harmonic ideas for compositions and
improvisations using digital tools. improvisations using digital tools and improvisations that incorporate digital
digital resources. tools, digital resources, and digital
systems.
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Technology

Process Component
Plan and Make
Essential Question
Prof.MU:T.Cr2 Acc.MU:T.Cr2 Adv.MU:T.Cr2

Select melodic, rhythmic, and Select melodic, rhythmic, and Select, develop, and organize multiple
harmonic ideas to develop into a harmonic ideas to develop into a melodic, rhythmic, and harmonic ideas
larger work using digital tools and larger work that exhibits unity and to develop into a larger work that
digital resources. variety using digital and analog tools. exhibits unity, variety, complexity, and
coherence using digital and analog
tools, resources, and systems.
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Technology

Process Component
Evaluate and Refine
Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate
criteria.
Essential Question
Prof.MU:T.Cr3.1 Acc.MU:T.Cr3.1 Adv.MU:T.Cr3.1

Drawing on feedback from teachers Develop and implement varied Develop and implement varied
and peers, develop and implement strategies to improve and refine the strategies and apply appropriate
strategies to improve and refine the technical and expressive aspects of criteria to improve and refine the
technical and expressive aspects of draft compositions and improvisations. technical and expressive aspects of
draft compositions and improvisations. draft compositions and improvisations.
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Technology
Process Component
Present
Essential Question
Prof.MU:T.Cr3.2 Acc.MU:T.Cr3.2 Adv.MU:T.Cr3.2

Share compositions or improvisations Share compositions and Share a portfolio of musical creations
that demonstrate musical and improvisations that demonstrate representing varied styles and genres
technological craftsmanship, using musical and technological that demonstrates musical and
teacher-provided digital tools and craftsmanship, using teacher-provided technological craftsmanship, using
resources in developing and or personally selected digital and personally selected digital and analog
organizing musical ideas. analog tools and resources in tools, resources, and systems in
developing and organizing musical developing and organizing musical
ideas. ideas.
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Technology
Process Component
Select
Essential Question
Prof.MU:T.Pr4.1 Acc.MU:T.Pr4.1 Adv.MU:T.Pr4.1

Develop and explain the criteria used Develop and apply criteria to select a Develop and apply criteria to select
for selecting a varied repertoire of varied repertoire to study and perform varied programs to study and perform
music based on interest, music based on interest, an understanding of based on interest, an understanding of
reading skills, and an understanding of theoretical and structural the theoretical and structural
the performer’s technical and characteristics of the music, and the characteristics, as well as expressive
technological skill. performer’s technical skill using digital challenges in the music, and the
tools and resources. performer’s technical skill using digital
tools, resources, and systems.
85
Technology
Process Component
Analyze
performance.
Essential Question

Describe how context, structural Explain and demonstrate how context, Examine, evaluate, and critique how
aspects of the music, and digital theoretical and structural aspects of context, theoretical and structural
media/‌tools inform prepared and the music, and digital media/‌tools aspects of the music, and digital
improvised performances. inform and influence prepared and media/‌tools inform and influence
improvised performances. prepared and improvised
performances.
86
Technology
Process Component
Interpret
Essential Question

Demonstrate how understanding the Demonstrate how understanding the Demonstrate how understanding the
context, expressive challenges, and style, genre, context, and use of digital style, genre, context, and integration
use of digital tools in a varied tools and resources in a varied of digital technologies in a varied
repertoire of music influence prepared repertoire of music influences repertoire of music informs and
or improvised performances. prepared or improvised performances influences prepared and improvised
and performers’ ability to connect with performances and their ability to
audiences. connect with audiences.
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Technology
Process Component
Essential Question
Prof.MU:T.Pr5 Acc.MU:T.Pr5 Adv.MU:T.Pr5

Identify and implement rehearsal Develop and implement rehearsal Apply appropriate criteria as well as
strategies to improve the technical and strategies to improve and refine the feedback from multiple sources and
expressive aspects of prepared and technical and expressive aspects of develop and implement varied
improvised performances in a varied prepared and improvised strategies to improve and refine the
repertoire of music. performances in a varied repertoire of technical and expressive aspects of
music. prepared and improvised
performances in varied programs of
music.
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Technology

Process Component
Present
Essential Questions

Prof.MU:T.Pr6 Acc.MU:T.Pr6 Adv.MU:T.Pr6

a. Using digital tools, demonstrate a. Using digital tools and resources, a. Integrating digital and analog tools
attention to technical accuracy and demonstrate technical accuracy and and resources, demonstrate an
expressive qualities in prepared and expressive qualities in prepared and understanding and attention to
improvised performances of a varied improvised performances of a varied technical accuracy and expressive
repertoire of music. repertoire of music representing qualities of the music in prepared and
diverse cultures, styles, and genres. improvised performances of a varied
repertoire of music representing
diverse cultures, styles, genres, and
historical periods.
b. Demonstrate an understanding of b. Demonstrate an understanding of b. Demonstrate an ability to connect
the context of music through prepared the expressive intent when connecting with audience members before
and improvised performances. with an audience through prepared performances, and engaging with and
and improvised performances. responding to them during prepared
and improvised performances.
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Technology

Process Component
Select
Essential Question
Prof.MU:T.Re7.1 Acc.MU:T.Re7.1 Adv.MU:T.Re7.1

Cite reasons for choosing music Select and critique contrasting musical Select, evaluate, and compare a
based on the use of the elements of works, defending opinions based on variety of musical selections based on
music, digital and electronic aspects, manipulations of the elements of characteristics and knowledge of the
and connections to interest or music, digital and electronic aspects, music, understanding of digital and
purpose. and the purpose and context of the electronic aspects, and the purpose
works. and context of the works.
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Technology
Process Component
Analyze
Essential Question
Prof.MU:T.Re7.2 Acc.MU:T.Re7.2 Adv.MU:T.Re7.2

Explain how knowledge of the Explain how an analysis of the Demonstrate and justify how an
structure (repetition, similarities, structure, context, and technological analysis of the structural
contrasts), technological aspects, and aspects of the music informs the characteristics, context, and
purpose of the music informs the response. technological and creative decisions
response. informs interest in and response to the
music.
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Technology

Process Component
Interpret
Essential Question
Prof.MU:T.Re8 Acc.MU:T.Re8 Adv.MU:T.Re8

Explain and support an interpretation Connect the influence of the treatment Examine and cite research and
of the expressive intent of musical of the elements of music, digital and multiple sources to connect the
selections based on treatment of the electronic features, context, purpose, influence of the treatment of the
elements of music, digital and and other art forms to the expressive elements of music, digital and
electronic features, and purpose. intent of musical works. electronic features, context, purpose,
and other art forms to the expressive
intent of musical works.
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Technology

Process Component
Evaluate
criteria.
Essential Question
Prof.MU:T.Re9 Acc.MU:T.Re9 Adv.MU:T.Re9

Evaluate music using teacher- Apply teacher-provided or personally Develop and justify the evaluation of a
provided criteria based on analysis, developed criteria to evaluate music variety of music based on established
interpretation, digital and electronic based on analysis, interpretation, and personally developed criteria,
features, and personal interests. artistic intent, digital, electronic, and digital, electronic and analog features,
analog features, and musical qualities. and understanding of purpose and
context.
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Make Art
Process Component
Synthesize
Essential Question
Prof.MU:T.Cn10 Acc.MU:T.Cn10 Adv.MU:T.Cn10

Connect and demonstrate how Synthesize personal interests, Integrate and interrelate how personal
personal interests, knowledge, and knowledge, skills, and contexts and interests, knowledge, skills, contexts,
skills relate to choices and intent when how they relate to choices and intent and audience expectations connect to
creating, performing, and responding when creating, performing, and choices and intent when creating,
to music. responding to music. performing, and responding to music.
Technology
Process Component
Relate
Essential Question
and responding?
Prof.MU:T.Cn11 Acc.MU:T.Cn11 Adv.MU:T.Cn11

Connect and demonstrate the Synthesize the connections between Integrate and interrelate the
relationships between music and music and societal, cultural, and connections between music and
societal, cultural, and historical historical contexts when creating, societal, cultural, and historical
contexts when creating, performing, performing, and responding. contexts when creating, performing,
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Technology
Music Glossary
The music terms defined in this section include only those terms that are underlined in the standards. The definitions
explain the context or point of view, from the perspective of the artistic discipline, regarding the use of terms within the
standards. The definitions included here are not meant to be an exhaustive list or used as curriculum.
The following defined terms are commonly accepted definitions provided by the National Coalition for Core Arts:
https://www.nationalartsstandards.org/content/glossary.
AB: Musical form consisting of two sections, A and B, which contrast with each other (binary form).
ABA: Musical form consisting of three sections, A, B, and A; two are the same, and the middle one is different (ternary
form).
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.
analysis: (See analyze)
analyze: Examine in detail the structure and context of the music.
arrangement: Setting or adaptation of an existing musical composition.
articulation: Characteristic way in which musical tones are connected, separated, or accented; types of articulation
include legato (smooth, connected tones) and staccato (short, detached tones).
audience etiquette: Social behavior observed by those attending musical performances and which can vary depending
upon the type of music performed.
beat: Underlying steady pulse present in most music.
chord progression: Series of chords sounding in succession; certain progressions are typical in particular styles/genres
of music.
collaboratively: Working together on a common (musical) task or goal.
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collaboratively developed criteria: Qualities or traits for assessing achievement level that have been through a process
of collective decision making.
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.
composer: One who creates music compositions.
composition: Original piece of music that can be repeated, typically developed over time, and preserved either in
notation or in a sound recording.
compositional devices: Tools used by a composer or arranger to create or organize a composition or arrangement, such
as tonality, sequence, repetition, instrumentation, orchestration, harmonic/melodic structure, style, and form.
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.
compositional techniques: Approaches a composer uses to manipulate and refine the elements to convey meaning and
intent in a composition, such as tension-release, augmentation-diminution, sound-silence, motion-stasis, in addition to
compositional devices.
connection: Relationship among artistic ideas, personal meaning, and/or external context.
context: Environment that surrounds music, influences understanding, provides meaning, and connects to an event or
occurrence.
 context, cultural: Values, beliefs, and traditions of a group of people that influence musical meaning and inform
culturally authentic musical practice.
 context, historical: Conditions of the time and place in which music was created or performed that provide
meaning and influence the musical experience.
 context, personal: Unique experiences and relationships that surround a single person and are influenced by
personal life, family, habits, interest, and preferences.
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 context, societal: Surrounding something or someone’s creation or intended audience that reflects and influences
how people use and interpret the musical experience.
craftsmanship: Degree of skill and ability exhibited by a creator or performer to manipulate the elements of music in a
composition or performance.
creator: One who originates a music composition, arrangement, or improvisation.
criteria: Guidelines used to judge the quality of a student’s performance (See rubric).
culturally authentic performance: Presentation that reflects practices and interpretation representative of the style and
traditions of a culture.
culture: Values and beliefs of a particular group of people, from a specific place or time, expressed through
characteristics such as tradition, social structure, religion, art, and food.
cyclical structure: Musical form characterized by the return or “cycling around” of significantly recognizable themes,
motives, and/or patterns across movements.
demonstrate: Show musical understanding through observable behavior such as moving, chanting, singing, or playing
instruments.
digital resources: Anything published in a format capable of being read by a computer, a web-enabled device, a digital
tablet, or smartphone.
digital systems: Platforms that allow interaction and the conversion between and through the audio and digital domains.
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.
dynamics: Level or range of loudness of a sound or sounds.
elements of music: Basic characteristics of sound (pitch, rhythm, harmony, dynamics, timbre, texture, form, and
style/articulation) that are manipulated to create music.
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ensemble: Group of individuals organized to perform artistic work: traditional, large groups such as bands, orchestras,
and choirs; chamber, smaller groups, such as duets, trios, and quartets; emerging, such as guitar, iPad, mariachi, steel
drum or pan, and Taiko drumming.
established criteria: Traits or dimensions for making quality judgments in music of a particular style, genre, cultural
context, or historical period that have gained general acceptance and application over time.
expanded form: Basic form (such as AB, ABA, rondo, or theme and variation) expanded by the addition of an
introduction, transition, and/or coda.
explore: Discover, investigate, and create musical ideas through singing, chanting, playing instruments, or moving to
music.
expression: Feeling conveyed through music.
expressive aspects: Characteristics that convey feeling in the presentation of musical ideas.
expressive intent: The emotions, thoughts, and ideas that a performer or composer seeks to convey by manipulating the
elements of music.
expressive qualities: Qualities such as dynamics, tempo, articulation which—when combined with other elements of
music—give a composition its musical identity.
form: Element of music describing the overall organization of a piece of music, such as AB, ABA, rondo, theme and
variations, and strophic form.
formal design: Large-scale framework for a piece of music in which the constituent parts cohere into a meaningful whole;
encompasses both structural and tonal aspects of the piece.
function: Use for which music is created, performed, or experienced, such as dance, social, recreation, music therapy,
video games, and advertising.
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.
genre: Category of music characterized by a distinctive style, form, and/or content, such as jazz, march, and country.
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guidance: Assistance provided temporarily to enable a student to perform a musical task that would be difficult to perform
unaided, best implemented in a manner that helps develop that student’s capacity to eventually perform the task
independently.
harmonic sequences: Series of two or more chords commonly used to support melody(ies).
harmonization: Process of applying stylistically appropriate harmony, such as chords, countermelodies, and ostinato, to
melodic material.
harmonizing instruments: Musical instruments, such as guitars, ukuleles, and keyboards, capable of producing
harmonies as well as melodies, often used to provide chordal accompaniments for melodies and songs.
harmony: Chordal structure of a music composition in which the simultaneous sounding of pitches produces chords and
their successive use produces chord progressions.
historical periods: Period of years during which music that was created and/or performed shared common
characteristics; historians of Western art music typically refer to the following: Medieval (ca. 500–ca. 1420), Renaissance
(ca. 1420–ca. 1600), Baroque (ca. 1600–ca. 1750), Classic (ca. 1750–ca. 1820), Romantic (ca. 1820–ca. 1900), and
Contemporary (ca. 1900–to present).
iconic notation: Representation of sound and its treatment using lines, drawings, and pictures.
improvisation: Music created and performed spontaneously or “in-the-moment,” often within a framework determined by
the musical style.
independently: Working with virtually no assistance, initiating appropriate requests for consultation, performing in a self-
directed ensemble offering ideas/solutions that make such consulting collaborative rather than teacher-directed.
intent: Meaning or feeling of the music planned and conveyed by a creator or performer.
interpretation: Intent and meaning that a performer realizes in studying and performing a piece of music.
melodic contour: Shape of a melody created by the way its pitches repeat and move up and down in steps and skips.
melodic pattern: Grouping, generally brief, of tones or pitches.
melody: Linear succession of sounds (pitches) and silences moving through time; the horizontal structure of music.
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meter: Grouping of beats and divisions of beats in music, often in sets of twos (duple meter) or threes (triple meter).
mood: Overall feeling that a section or piece of music conveys.
motive (motif): Brief rhythmic/melodic figure or pattern that recurs throughout a composition as a unifying element.
movement: Act of moving in non-locomotor (such as clapping and finger snapping) and locomotor (such as walking and
running) patterns to represent and interpret musical sounds.
music concepts: Understandings or generalized ideas about music that are formed after learners make connections and
determine relationships among ideas.
music theory: Study of how music is composed and performed; analysis of the elements of music and the framework for
understanding musical works.
musical idea: Idea expressed in music, which can range in length from the smallest meaningful level (motive or short
pattern) through a phrase, a section, or an entire piece.
musical work: Piece of music preserved as a notated copy or sound recording or passed through oral tradition.
notation: Visual representation of musical sounds.
perform: Process of realizing artistic ideas and work through interpretation and presentation.
performance decorum: Aspects of contextually appropriate propriety and proper behavior, conduct, and appearance for
a musical performance, such as stage presence, etiquette, and appropriate attire.
personally developed criteria: Qualities or traits for assessing achievement level developed by students individually.
phrase: Musical segment with a clear beginning and ending, comparable to a simple sentence or clause in written text.
phrasing: Performance of a musical phrase that uses expressive qualities such as dynamics, tempo, articulation, and
timbre to convey a thought, mood, or feeling.
piece: General, non-technical term referring to a composition or musical work.
pitch: Identification of a tone or note with respect to highness or lowness (i.e., frequency).
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present: Share artistic work (e.g., a composition) with others.
program: Presentation of a sequence of musical works that can be performed by individual musicians or groups in a
concert, recital, or other setting.
purpose: Reason for which music is created, such as ceremonial, recreational/social, commercial, or generalized artistic
expression.
refine: Make changes in musical works or performances to more effectively realize intent through technical quality or
expression.
repertoire: Body or set of musical works that can be performed.
respond: Understand and evaluate how the arts convey meaning.
rhythm: Duration or length of sounds and silences that occur in music; organization of sounds and silences in time.
rhythmic passage: Short section or series of notes within a larger work that constitutes a single coherent rhythmic idea.
rhythmic pattern: Grouping, generally brief, of long and short sounds and silences.
rondo: Musical form consisting of three or more contrasting sections in which one section recurs, such as ABACA.
rubric: Established, ordered set of criteria for judging student performance; includes descriptors of student work at
various levels of achievement.
score: Written notation of an entire music composition.
section: One of a number of distinct segments that together comprise a composition; a section consists of several
phrases.
select: Choose music for performing, rehearsing, or responding based on interest, knowledge, ability, and context.
sensitivity: Skill of a creator, performer, or listener in responding to and conveying the nuances of sound or expression.
setting: Specified or implied instrumentation, voicing, or orchestration of a musical work.
setting of the text: Musical treatment of text as presented in the music.

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Technology
share: Present artistic work (e.g., a composition) to others.
sonic events: Individual sounds (or sound masses) and silences whose succession forms patterns and contrasting units
that are perceived as musical.
sonic experience: Perception and understanding of the sounds and silences of a musical work and their interrelationship.
standard notation: System for visually representing musical sound that is in widespread use; such systems include
traditional music staff notation, tablature notation (primarily for fretted stringed instruments), and lead-sheet notation.
storyline: Extra-musical narrative that inspires or explains the structure of a piece of music.
structural: (See structure).
structure: Totality of a musical work.
style: Label for a type of music possessing distinguishing characteristics and often performance practices associated with
its historical period, cultural context, and/or genre.
stylistic expression: Interpretation of expressive qualities in a manner that is authentic and appropriate to the genre,
historical period, and cultural context of origin.
teacher-provided criteria: Qualities or traits for assessing achievement level that are provided to students by the
teacher.
technical accuracy, technical skill: Ability to perform with appropriate timbre, intonation, and diction as well as to play or
sing the correct pitches and rhythms at a tempo appropriate to the musical work.
technical challenges: Requirements of a particular piece of music that stretch or exceed a performer’s current level of
proficiency in technical areas such as timbre, intonation, diction, range, or speed of execution.
tempo: Rate or speed of the beat in a musical work or performance.
tension and release: Musical device (musical stress, instability, or intensity, followed by musical relaxation, stability, or
resolution) used to create a flow of feeling.
ternary form: (See ABA).
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Technology
theoretical: (See fundamentals of music theory).
timbre: Tone color or tone quality that distinguishes one sound source, instrument, or voice from another.
tonality: Tonic or key tone around which a piece of music is centered, such as major or minor.
unity: Presence of structural coherence within a work, generally achieved through the repetition of various elements of
music (See variety).
variety: Presence of structural contrast within a work for the purpose of creating and sustaining interest, generally
achieved through utilizing variations in the treatment of the elements of music (See unity).
venue: Physical setting in which a musical event takes place.
California Department of Education: March 2020
104

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California Arts Standards

California Arts Standards for Music

What Is Literacy in Music?

Creating—Anchor Standard 1: Generate and Conceptualize Artistic Ideas and Work

How do musicians generate creative ideas?

PK.MU:Cr1 K.MU:Cr1 1.MU:Cr1 2.MU:Cr1 3.MU:Cr1 4.MU:Cr1 5.MU:Cr1

6.MU:Cr1 7.MU:Cr1 8.MU:Cr1

Creating—Anchor Standard 2: Organize and Develop Artistic Ideas and Work

Plan and Make

How do musicians make creative decisions?

PK.MU:Cr2 K.MU:Cr2 1.MU:Cr2 2.MU:Cr2 3.MU:Cr2 4.MU:Cr2 5.MU:Cr2

Creating—Anchor Standard 3: Refine and Complete Artistic Work

Evaluate and Refine

3.1 Enduring Understanding

How do musicians improve the quality of their creative work?

PK.MU:Cr3.1 K.MU:Cr3.1 1.MU:Cr3.1 2.MU:Cr3.1 3.MU:Cr3.1 4.MU:Cr3.1 5.MU:Cr3.1

3.2 Enduring Understanding

When is creative work ready to share?

PK.MU:Cr3.2 K.MU:Cr3.2 1.MU:Cr3.2 2.MU:Cr3.2 3.MU:Cr3.2 4.MU:Cr3.2 5.MU:Cr3.2

4.1 Enduring Understanding

How do performers select repertoire?

PK.MU:Pr4.1 K.MU:Pr4.1 1.MU:Pr4.1 2.MU:Pr4.1 3.MU:Pr4.1 4.MU:Pr4.1 5.MU:Pr4.1

4.2 Enduring Understanding

PK.MU:Pr4.2 K.MU:Pr4.2 1.MU:Pr4.2 2.MU:Pr4.2 3.MU:Pr4.2 4.MU:Pr4.2 5.MU:Pr4.2

6.MU:Pr4.2 7.MU:Pr4.2 8.MU:Pr4.2

4.3 Enduring Understanding

How do performers interpret musical works?

PK.MU:Pr4.3 K.MU:Pr4.3 1.MU:Pr4.3 2.MU:Pr4.3 3.MU:Pr4.3 4.MU:Pr4.3 5.MU:Pr4.3

Rehearse, Evaluate, and Refine

How do musicians improve the quality of their performance?

PK.MU:Pr5 K.MU:Pr5 1.MU:Pr5 2.MU:Pr5 3.MU:Pr5 4.MU:Pr5 5.MU:Pr5

6.MU:Pr5 7.MU:Pr5 8.MU:Pr5

Performing—Anchor Standard 6: Convey Meaning Through the Presentation of Artistic Work

 When is a performance judged ready to present?

PK.MU:Pr6 K.MU:Pr6 1.MU:Pr6 2.MU:Pr6 3.MU:Pr6 4.MU:Pr6 5.MU:Pr6

6.MU:Pr6 7.MU:Pr6 8.MU:Pr6

Responding—Anchor Standard 7: Perceive and Analyze Artistic Work

7.1 Enduring Understanding

How do individuals choose music to experience?

PK.MU:Re7.1 K.MU:Re7.1 1.MU:Re7.1 2.MU:Re7.1 3.MU:Re7.1 4.MU:Re7.1 5.MU:Re7.1

6.MU:Re7.1 7.MU:Re7.1 8.MU:Re7.1

7.2 Enduring Understanding

How do individuals choose music to experience?

PK.MU:Re7.2 K.MU:Re7.2 1.MU:Re7.2 2.MU:Re7.2 3.MU:Re7.2 4.MU:Re7.2 5.MU:Re7.2

6.MU:Re7.2 7.MU:Re7.2 8.MU:Re7.2

Responding—Anchor Standard 8: Interpret Intent and Meaning in Artistic Work

How do we discern the musical creators’ and performers’ expressive intent?

PK.MU:Re8 K.MU:Re8 1.MU:Re8 2.MU:Re8 3.MU:Re8 4.MU:Re8 5.MU:Re8

Responding—Anchor Standard 9: Apply Criteria to Evaluate Artistic Work

How do we judge the quality of musical work(s) and performance(s)?

PK.MU:Re9 K.MU:Re9 1.MU:Re9 2.MU:Re9 3.MU:Re9 4.MU:Re9 5.MU:Re9

6.MU:Re9 7.MU:Re9 8.MU:Re9

How do musicians make meaningful connections to creating, performing, and responding?

PK.MU:Cn10 K.MU:Cn10 1.MU:Cn10 2.MU:Cn10 3.MU:Cn10 4.MU:Cn10 5.MU:Cn10

6.MU:Cn10 7.MU:Cn10 8.MU:Cn10

PK.MU:Cn11 K.MU:Cn11 1.MU:Cn11 2.MU:Cn11 3.MU:Cn11 4.MU:Cn11 5.MU:Cn11

6.MU:Cn11 7.MU:Cn11 8.MU:Cn11

Creating—Anchor Standard 1: Generate and Conceptualize Artistic Ideas and Work

How do musicians generate creative ideas?

Nov.MU:H.Cr1 Int.MU:H.Cr1 Prof.MU:H.Cr1 Acc.MU:H.Cr1 Adv.MU:H.Cr1

Creating—Anchor Standard 2: Organize and Develop Artistic Ideas and Work

Plan and Make

How do musicians make creative decisions?