2014 Music Standards (Guitar/Keyboard/Harmonizing Instruments)

CREATING
Imagine
Generate musical ideas for various purposes and contexts.
Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a Essential Question: How do musicians generate
variety of sources. creative ideas?
Novice Intermediate Proficient Accomplished Advanced
MU:Cr1.1.H.5a Generate MU:Cr1.1.H.8a Generate MU:Cr1.1.H.Ia Generate MU:Cr1.1.H.IIa Generate MU:Cr1.1.H.IIIa Generate
Common Anchor #1

melodic, rhythmic, and melodic, rhythmic, and harmonic melodic, rhythmic, and harmonic melodic, rhythmic, and harmonic melodic, rhythmic, and harmonic
harmonic ideas for simple ideas for melodies (created ideas for improvisations, ideas for compositions (forms ideas for a collection of
melodies (such as two- over specified chord compositions (forms such as such as rounded binary or compositions (representing a
phrase) and chordal progressions or AB/ABA theme and variation or 12-bar rondo), improvisations, variety of forms and styles),
accompaniments for given forms) and two-to-three-chord blues), and three-or-more-chord accompaniment patterns in a improvisations in several
melodies. accompaniments for given accompaniments in a variety of variety of styles, and different styles, and stylistically
melodies. patterns (such as arpeggio, harmonizations for given appropriate harmonizations for
down-up strumming, and Travis melodies. given melodies.
picking).

Plan and Make

Enduring Understanding: Musicians’ creative choices are influenced by their expertise, context, and expressive intent.
Novice
MU:Cr2.1.H.5a Select,
develop, and use standard
notation or audio/video
recording to document
Common Anchor #2
Select and develop musical ideas for defined purposes and contexts.
Essential Question: How do
musicians make creative decisions?
Intermediate Proficient Accomplished Advanced
MU:Cr2.1.H.8a Select, develop, MU:Cr2.1.H.Ia Select, develop, MU:Cr2.1.H.IIa Select, MU:Cr2.1.H.IIIa Select,
and use standard notation and and use standard notation and develop, and use standard develop, and use standard
audio/video recording to audio/video recording to notation and audio/video notation and audio/video
document melodic, rhythmic, and document melodic, rhythmic, and recording to document melodic, recording to document melodic,

melodic, rhythmic, and
harmonic ideas for drafts of
simple melodies (such as two-
phrase) and chordal
accompaniments for given
melodies.
harmonic ideas for drafts of
melodies (created over
specified chord progressions
or AB/ABA forms) and two-to-
three-chord accompaniments for
given melodies.
harmonic ideas for drafts of
improvisations, compositions
(forms such as theme and
variation or 12-bar blues), and
three-or-more-chord
accompaniments in a variety of
patterns (such as arpeggio,
down-up strumming, and Travis
picking).
rhythmic, and harmonic ideas rhythmic, and harmonic ideas for
for drafts of compositions drafts of compositions
(forms such as rounded binary (representing a variety of forms
or rondo), improvisations, and styles), improvisations in
accompaniment patterns in a several different styles, and
variety of styles, and stylistically appropriate
harmonizations for given harmonizations for given
melodies. melodies.

Page 1 of 9
 2014 Music Standards (Guitar/Keyboard/Harmonizing Instruments)
Evaluate and Refine
Evaluate and refine selected musical ideas to create musical work that meets appropriate criteria.
Enduring Understanding: Musicians evaluate and refine their work through openness to new ideas, persistence, and the Essential Question: How do musicians
application of appropriate criteria. improve the quality of their creative work?
Novice Intermediate Proficient Accomplished Advanced
MU:Cr3.1.H.5a Apply MU:Cr3.1.H.8a Apply teacher- MU:Cr3.1.H.Ia Develop and MU:Cr3.1.H.IIa Develop and MU:Cr3.1.H.IIIa Develop and
teacher-provided criteria to provided criteria to critique, apply criteria to critique, apply criteria to critique, apply criteria to critique,
critique, improve, and refine improve, and refine drafts of improve, and refine drafts of improve, and refine drafts of improve, and refine drafts of
drafts of simple melodies melodies (created over improvisations, compositions compositions (forms such as compositions (representing a
(such as two-phrase) and specified chord progressions (forms such as theme and rounded binary or rondo), variety of forms and styles),
chordal accompaniments for or AB/ABA forms) and two-to- variation or 12-bar blues) and improvisations, improvisations in a variety of
given melodies. three-chord accompaniments for three-or-more-chord accompaniment patterns in a styles, and stylistically
given melodies. accompaniments in a variety of variety of styles, and appropriate harmonizations for
patterns (such as arpeggio, harmonizations for given given melodies.
down-up strumming, and Travis melodies.
picking).
Common Anchor #3

Present
Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
Enduring Understanding: Musicians’ presentation of creative work is the culmination of a process of creation and Essential Question: When is creative work
communication. ready to share?
Novice Intermediate Proficient Accomplished Advanced
MU:Cr3.2.H.5a Share final MU:Cr3.2.H.8a Share final MU:Cr3.2.H.Ia Perform final MU:Cr3.2.H.IIa Perform final MU:Cr3.2.H.IIIa Perform final
versions of simple melodies versions of melodies (created versions of improvisations, versions of compositions versions of a collection of
(such as two-phrase) and over specified chord compositions (forms such as (forms such as rounded binary compositions (representing a
chordal accompaniments for progressions or AB/ABA theme and variation or 12-bar or rondo), improvisations, variety of forms and styles),
given melodies, demonstrating forms) and two-to-three-chord blues), and three-or-more-chord accompaniment patterns in a improvisations in several
an understanding of how to accompaniments for given accompaniments in a variety of variety of styles, and different styles, and stylistically
develop and organize personal melodies, demonstrating an patterns (such as arpeggio, harmonizations for given appropriate harmonizations for
musical ideas. understanding of how to develop down-up strumming, and Travis melodies, demonstrating given melodies, demonstrating
and organize personal musical picking ), demonstrating technical skill in applying technical skill in applying
ideas. technical skill in applying principles of principles of
principles of composition/improvisation and composition/improvisation and
composition/improvisation and originality in developing and originality in developing and
originality in developing and organizing musical ideas. organizing musical ideas.
organizing musical ideas.

Page 2 of 9
 2014 Music Standards (Guitar/Keyboard/Harmonizing Instruments)

PERFORMING
Select
Select varied musical works to present based on interest, knowledge, technical skill, and context.
Enduring Understanding: Performers’ interest in and knowledge of musical work(s), understanding of their
Essential Question: How do performers select repertoire?
own technical skill, and the context for a performance influence the selection of repertoire.
Novice Intermediate Proficient Accomplished Advanced
MU:Pr4.1.H.5a Describe and MU:Pr4.1.H.8a Describe and MU:Pr4.1.H.Ia Explain the MU:Pr4.1.H.IIa Develop and MU:Pr4.1.H.IIIa Develop and
demonstrate how a varied demonstrate how a varied criteria used when selecting a apply criteria for selecting a apply criteria for selecting a varied
repertoire of music that includes repertoire of music that varied repertoire of music for varied repertoire of music for repertoire for a program of music
melodies, repertoire pieces, and includes melodies, repertoire individual or small group individual and small group for individual and small group
chordal accompaniments is pieces, and chordal performances that include performances that include performances that include
selected, based on personal accompaniments is selected, melodies, repertoire pieces, melodies, repertoire pieces, melodies, repertoire pieces,
interest, music reading skills, and based on personal interest, improvisations, and chordal improvisations, and chordal stylistically appropriate
technical skill, as well as the music reading skills, and accompaniments in a variety of accompaniments in a variety accompaniments, and
context of the performances. technical skill (citing patterns (such as arpeggio, of styles. improvisations in a variety of
technical challenges that down-up strumming, and Travis contrasting styles.
need to be addressed), as well picking).
as the context of the
Common Anchor #4

performances.
Analyze
Analyze the structure and context of varied musical works and their implications for performance.
Enduring Understanding: Analyzing creators’ context and how they manipulate elements of music Essential Question: How does understanding the structure
provides insight into their intent and informs performance. and context of musical works inform performance?
Novice Intermediate Proficient Accomplished Advanced
MU:Pr4.2.H.5a Identify MU:Pr4.2.H.8a Identify MU:Pr4.2.H.Ia Identify and MU:Pr4.2.H.IIa Identify and MU:Pr4.2.H.IIIa Identify and
prominent melodic and harmonic prominent melodic, harmonic, describe important theoretical describe important theoretical describe important theoretical and
characteristics in a varied and structural characteristics and structural characteristics and structural characteristics structural characteristics and
repertoire of music that includes and context (social, cultural, and context (social, cultural, and context (social, cultural, context (social, cultural, and
melodies, repertoire pieces, and or historical) in a varied or historical) in a varied and historical) in a varied historical) in a varied repertoire
chordal accompaniments repertoire of music that repertoire of music that repertoire of music that of music selected for performance
selected for performance, includes melodies, repertoire includes melodies, repertoire includes melodies, repertoire programs that includes melodies,
including at least some based on pieces, and chordal pieces, improvisations, and pieces, improvisations, and repertoire pieces, stylistically
reading standard notation. accompaniments selected for chordal accompaniments in a chordal accompaniments in a appropriate accompaniments, and
performance, including at variety of patterns (such as variety of styles. improvisations in a variety of
least some based on reading arpeggio, down-up strumming, contrasting styles.
standard notation. and Travis picking).

Page 3 of 9
 2014 Music Standards (Guitar/Keyboard/Harmonizing Instruments)
Interpret
Develop personal interpretations that consider creators’ intent.
Essential Question: How do
Enduring Understanding: Performers make interpretive decisions based on their understanding of context and expressive intent.
performers interpret musical works?
Novice Intermediate Proficient Accomplished Advanced
MU:Pr4.3.H.5a Demonstrate MU:Pr4.3.H.8a Demonstrate MU:Pr4.3.H.Ia Describe in MU:Pr4.3.H.IIa Explain in MU:Pr4.3.H.IIIa Explain and present
and describe in interpretations and describe in interpretations the context interpretations the context interpretations that demonstrate
an understanding of the context interpretations an (social, cultural, or historical) (social, cultural, and and describe the context (social,
and expressive intent in a understanding of the context and expressive intent in a historical) and expressive cultural, and historical) and an
varied repertoire of music (social, cultural, or varied repertoire of music intent in a varied repertoire understanding of the creator’s intent
selected for performance that historical) and expressive selected for performance that of music selected for in repertoire for varied programs of
includes melodies, repertoire intent in a varied repertoire of includes melodies, repertoire performance that includes music that include melodies,
pieces, and chordal music selected for pieces, improvisations, and melodies, repertoire pieces, repertoire pieces, stylistically
accompaniments. performance that includes chordal accompaniments in a improvisations, and appropriate accompaniments, and
melodies, repertoire pieces, variety of patterns (such as chordal accompaniments in improvisations in a variety of
and chordal accompaniments. arpeggio, down-up strumming, a variety of styles. contrasting styles.
and Travis picking).

Rehearse, Evaluate and Refine

Evaluate and refine personal and ensemble performances, individually or in collaboration with others.
Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their
Essential Question: How do musicians improve the quality of
performance over time through openness to new ideas, persistence, and the application of appropriate
their performance?
criteria.
Novice Intermediate Proficient Accomplished Advanced
MU:Pr5.1.H.5a Apply teacher- MU:Pr5.1.H.8a Apply teacher- MU:Pr5.1.H.Ia Develop and MU:Pr5.1.H.IIa Develop and MU:Pr5.1.H.IIIa Develop and
provided criteria to critique provided criteria to critique apply criteria to critique apply criteria to critique apply criteria, including
individual performances of a individual performances of a individual and small group individual and small group feedback from multiple sources,
varied repertoire of music that varied repertoire of music that performances of a varied performances of a varied to critique varied programs of
includes melodies, repertoire includes melodies, repertoire repertoire of music that repertoire of music that includes music repertoire (melodies,
Common Anchor #5

pieces, and chordal
accompaniments selected for
performance, and apply practice performance, and identify
strategies to address
performance challenges and
refine the performances.
pieces, and chordal
accompaniments selected for
practice strategies to address
performance challenges and
refine the performances.
includes melodies, repertoire melodies, repertoire pieces, repertoire pieces, stylistically
pieces, improvisations, and improvisations, and chordal appropriate accompaniments,
chordal accompaniments in a accompaniments in a variety of improvisations in a variety of
variety of patterns (such as styles, and create rehearsal contrasting styles) selected for
arpeggio, down-up strategies to address individual and small group
strumming, and Travis performance challenges and performance, and create
picking), and create refine the performances. rehearsal strategies to address
rehearsal strategies to performance challenges and
address performance refine the performances.
challenges and refine the
performances.
Page 4 of 9
 2014 Music Standards (Guitar/Keyboard/Harmonizing Instruments)
Present
Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context..
Essential Question:
Enduring Understanding:
When is a performance judged ready to present?
Musicians judge performance based on criteria that vary across time, place, and cultures.
How do context and the manner in which musical work is presented
The context and how a work is presented influence the audience response.
influence audience response?
Novice Intermediate Proficient Accomplished Advanced
MU:Pr6.1.H.5a Perform with MU:Pr6.1.H.8a Perform with MU:Pr6.1.H.Ia Perform with MU:Pr6.1.H.IIa Perform with MU:Pr6.1.H.IIIa Perform with
expression and technical expression and technical expression and technical expression and technical expression and technical
accuracy in individual accuracy in individual accuracy, in individual and accuracy, in individual and small accuracy, in individual and small
performances of a varied performances of a varied small group performances, a group performances, a varied group performances, a varied
repertoire of music that includes repertoire of music that includes varied repertoire of music repertoire of music that includes repertoire for programs of
melodies, repertoire pieces, and melodies, repertoire pieces, and that includes melodies, melodies, repertoire pieces, music that includes melodies,
Common Anchor #6

chordal accompaniments,
demonstrating understanding of
the audience and the context.
chordal accompaniments,
demonstrating sensitivity to the
audience and an understanding
of the context (social, cultural,
or historical).
repertoire pieces, improvisations, and chordal repertoire pieces, stylistically
improvisations, and chordal accompaniments in a variety of appropriate accompaniments,
accompaniments in a variety styles, demonstrating sensitivity and improvisations in a variety
of patterns (such as to the audience and an of contrasting styles,
arpeggio, down-up understanding of the context demonstrating sensitivity to the
strumming, and Travis (social, cultural, and audience and an understanding
picking), demonstrating historical). of the context (social, cultural,
sensitivity to the audience and historical).
and an understanding of the
context (social, cultural, or
historical).

Page 5 of 9
 2014 Music Standards (Guitar/Keyboard/Harmonizing Instruments)

RESPONDING
Select
Choose music appropriate for a specific purpose or context.

Enduring Understanding: Individuals' selection of musical works is influenced by their interests, Essential Question: How do individuals choose music to
experiences, understandings, and purposes. experience?

Novice Intermediate Proficient Accomplished Advanced

MU:Re7.1.H.5a Demonstrate and
describe reasons for selecting
music, based on characteristics
found in the music and
connections to interest,
purpose, or personal
experience.
Common Anchor #7
MU:Re7.1.H.8a Explain reasons
for selecting music citing
characteristics found in the music
and connections to interest,
purpose, and context.
MU:Re7.1.H.Ia Apply criteria
to select music for specified
purposes, supporting choices by
citing characteristics found in the
music and connections to
interest, purpose, and context.
MU:Re7.1.H.IIa Apply criteria to
select music for a variety of
purposes, justifying choices citing
knowledge of the music and the
specified purpose and context.
MU:Re7.1.H.IIIa Select,
describe, and compare a variety
of individual and small group
musical programs from varied
cultures, genres, and historical
periods.

Analyze
Analyze how the structure and context of varied musical works inform the response.
Enduring Understanding: Response to music is informed by analyzing context (social, cultural, and Essential Question: How does understanding the structure
historical) and how creator(s) or performer(s) manipulate the elements of music. and context of music inform a response?
Novice Intermediate Proficient Accomplished Advanced

MU:Re7.2.H.5a Demonstrate
and explain, citing evidence, the
use of repetition, similarities and
contrasts in musical selections
and how these and knowledge of
the context (social or cultural)
inform the response.
MU:Re7.2.H.8a Describe how
the way that the elements of
music are manipulated and
knowledge of the context
(social and cultural) inform the
response.
MU:Re7.2.H.Ia Compare
passages in musical
selections and explain how
the elements of music and
context (social, cultural, or
historical) inform the
response.
MU:Re7.2.H.IIa Explain how the
analysis of the structures and
context (social, cultural, and
historical) of contrasting
musical selections inform the
response.
MU:Re7.2.H.IIIa Demonstrate
and justify how the structural
characteristics function within a
variety of musical selections, and
distinguish how context (social,
cultural, and historical) and
creative decisions inform the
response.

Page 6 of 9
 2014 Music Standards (Guitar/Keyboard/Harmonizing Instruments)
Interpret
Support interpretations of musical works that reflect creators’/performers’ expressive intent.in
Enduring Understanding: Through their use of elements and structures of music, creators and performers Essential Question: How do we discern the musical creators’
provide clues to their expressive intent. and performers’ expressive intent?
Novice Intermediate Proficient Accomplished Advanced
MU:Re8.1.H.5a Identify MU:Re8.1.H.8a Identify and MU:Re8.1.H.Ia Explain and MU:Re8.1.H.IIa Explain and MU:Re8.1.H.IIIa Establish and
interpretations of the support interpretations of the support interpretations of support interpretations of the justify interpretations of the
expressive intent and meaning expressive intent and meaning the expressive intent and expressive intent and meaning expressive intent and meaning
of musical selections, referring to of musical selections, citing as meaning of musical of musical selections, citing as of musical selections by
Common Anchor #8

the elements of music, context
(personal or social), and (when
appropriate) the setting of the
text.
evidence the treatment of the
elements of music, context,
and (when appropriate) the
setting of the text.
selections, citing as evidence
the treatment of the
elements of music, context
(personal, social, and
cultural), and (when
appropriate) the setting of
the text, and outside
sources.
evidence the treatment of the
elements of music, context
(personal, social, and cultural),
and (when appropriate) the
setting of the text, and varied
researched sources.
comparing and synthesizing
varied researched sources,
including reference to examples
from other art forms.

Evaluate
Support their personal evaluation of musical work(s) and performance(s) based on analysis, interpretation, and established criteria.

Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by Essential Question: How do we judge the quality of musical
analysis, interpretation, and established criteria. work(s) and performance(s)?
Novice Intermediate Proficient Accomplished Advanced
MU:Re9.1.H.5a Identify and MU:Re9.1.H.8a Explain the MU:Re9.1.H.Ia Develop and MU:Re9.1.H.IIa Apply MU:Re9.1.H.IIIa Develop and
describe how interest, influence of experiences and apply teacher-provided and personally-developed and justify evaluations of a variety of
Common Anchor #9

experiences, and contexts
(personal or social) effect the
evaluation of music.
contexts (personal, social, or
cultural) on interest in and the
evaluation of a varied repertoire
of music.
established criteria based
on personal preference,
analysis, and context
(personal, social, and
cultural) to evaluate
individual and small group
musical selections for
listening.
established criteria based on
research, personal preference,
analysis, interpretation,
expressive intent, and musical
qualities to evaluate contrasting
individual and small group
musical selections for listening.
individual and small group
musical selections for listening
based on personally-developed
and established criteria,
personal decision making, and
knowledge and understanding of
context.

Page 7 of 9
 2014 Music Standards (Guitar/Keyboard/Harmonizing Instruments)
Synthesize and relate knowledge and personal experiences to make music.
Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to
creating, performing, and responding.
Novice Intermediate
MU:Cn10.0.H.5a Demonstrate MU:Cn10.0.H.8a
how interests, knowledge and Demonstrate how interests,
skills relate to personal choices knowledge and skills relate to
and intent when creating, personal choices and intent
performing, and responding to when creating, performing,
music. and responding to music.
MU:Cr3.2.H.5a Share final versions
of simple melodies (such as two-phrase)
and chordal accompaniments for given
melodies, demonstrating an understanding
of how to develop and organize personal
musical ideas.
MU:Pr4.1.H.5a Describe and
demonstrate how a varied repertoire of
music that includes melodies, repertoire
pieces, and chordal accompaniments is
Common Anchor #10
selected, based on personal interest,
music reading skills, and technical skills,
as well as the context of the
performances.
MU:Re7.1.H.5a Demonstrate and
describe reasons for choosing musical
selections, based on characteristics found
in the music and connections to interest,
purpose, or experiences.
CONNECTING
Connect #10
Essential Question: How do musicians make meaningful
connections to creating, performing, and responding?
Proficient Accomplished Advanced
MU:Cn10.0.H.Ia Demonstrate MU:Cn10.0.H.IIa Demonstrate MU:Cn10.0.H.IIIa Demonstrate
how interests, knowledge and how interests, knowledge and how interests, knowledge and
skills relate to personal choices skills relate to personal choices skills relate to personal choices
and intent when creating, and intent when creating, and intent when creating,
performing, and responding to performing, and responding to performing, and responding to
music. music. music.
MU:Cr3.2.H.8a Share final versions MU:Cr3.2.H.Ia Perform final versions MU:Cr3.2.H.IIa Perform final versions of MU:Cr3.2.H.IIIa Perform final versions of
of melodies (created over specified of improvisations, compositions (forms compositions (forms such as rounded binary a collection of compositions (representing a
chord progressions or AB/ABA forms) such as theme and variation or 12-bar or rondo), improvisations, accompaniment variety of forms and styles), improvisations
and two-to-three-chord accompaniments blues) and three-or-more-chord patterns in a variety of styles, and in several different styles, and stylistically
for given melodies, demonstrating an accompaniments in a variety of patterns harmonizations for given melodies, appropriate harmonizations for given
understanding of how to develop and (such as arpeggio, country and gallop demonstrating technical skills in applying melodies, demonstrating technical skills in
organize personal musical ideas. strumming, finger picking patterns), principles of composition/improvisation and applying principles of
MU:Pr4.1.H.8a Describe and demonstrating technical skills in applying originality in developing and organizing composition/improvisation and originality in
demonstrate how a varied repertoire of principles of composition/improvisation and musical ideas. developing and organizing musical ideas.
music that includes melodies, repertoire originality in developing and organizing MU:Pr4.1.H.IIa Develop and apply MU:Pr4.1.H.IIIa Develop and apply
pieces, and chordal accompaniments is musical ideas. criteria for selecting a varied repertoire of criteria for selecting a varied repertoire of
selected, based on personal interest, MU:Pr4.1.H.Ia Explain the criteria music, based on personal interest and music for a program of music, based on
music reading skills, and technical skills used when selecting a varied repertoire of technical skills for individual and small group personal interest and technical skills, for
(citing technical challenges that need to music, based on personal interest and performances that include melodies, individual and small group performances that
be addressed), as well as the context of technical skills for individual or small repertoire pieces, improvisations, and include melodies, repertoire pieces,
the performances. group performances that include chordal accompaniments in a variety of styles. stylistically appropriate accompaniments, and
MU:Re7.1.H.8a Cite reasons for how melodies, repertoire pieces, improvisations in several different styles.
the musical selections use the elements improvisations, and chordal
of music and make connections to accompaniments in a variety of patterns
specific interests, purposes, and (such as arpeggio, country and gallop
experiences. strumming, finger picking patterns).
MU:Re7.1.H.Ia Cite reasons for
choosing individual and small group
musical selections for listening, based on
characteristics found in the music,
connections to interest, purpose, and
context.
Page 8 of 9
 2014 Music Standards (Guitar/Keyboard/Harmonizing Instruments)
Enduring Understanding: Understanding connections to varied contexts and daily life enhances musicians’
creating, performing, and responding.
Novice
MU:Cn11.0.T.5a Demonstrate
understanding of relationships
between music and the other
arts, other disciplines, varied
contexts and daily life.
MU:Pr4.3.H.5a Demonstrate and
describe in interpretations an understanding
of the context and expressive intent in a
varied repertoire of music that includes
Common Anchor #11
melodies, repertoire pieces, and chordal
accompaniments selected for performance.
MU:Re7.2.H.5a Demonstrate and
explain, citing evidence, the use of repetition,
similarities and contrasts in musical selections
and how these and knowledge of the context
(social or cultural) influence the response.
MU:Re9.1.H.5a Identify and describe
how interest, experiences and contexts
(personal or social) effect the evaluation of
music.
Relate musical ideas and works with varied context to deepen understanding.
Intermediate
MU:Cn11.0.T.8a Demonstrate
understanding of relationships
between music and the other
arts, other disciplines, varied
contexts and daily life.
MU:Pr4.3.H.8a Demonstrate and
describe in interpretations an understanding
of the context (social, cultural, or
historical) and expressive intent in a varied
repertoire of music that includes melodies,
repertoire pieces, and chordal
accompaniments selected for performance.
MU:Re7.2.H.8a Describe how the way
that the elements of music are manipulated
and knowledge of the context (social and
cultural) influence the response.
MU:Re9.1.H.8a Explain the influence of
experiences and contexts (personal, social,
or cultural) on interest in and the evaluation
of a varied repertoire of music.
Connect #11
Proficient
MU:Cn11.0.T.Ia Demonstrate
understanding of relationships
between music and the other
arts, other disciplines, varied
contexts and daily life.
MU:Pr4.3.H.Ia Describe in
interpretations the context (social,
cultural, or historical) and expressive
intent in a varied repertoire of music that
includes melodies, repertoire pieces,
improvisations, and chordal
accompaniments in a variety of patterns
(such as arpeggio, country and gallop
strumming, finger picking patterns)
selected for performance.
MU:Re7.2.H.Ia Compare passages in
musical selections and explain how the
elements of music and context (social,
cultural, or historical) influence the
response.
MU:Re9.1.H.Ia Develop and apply
teacher-provided and established
criteria based on personal preference,
analysis, and context (personal, social,
and cultural) to evaluate individual and
small group musical selections for
listening.
Essential Question: How do the other arts, other
disciplines, contexts and daily life inform creating,
performing, and responding to music?
Accomplished
MU:Cn11.0.T.IIa Demonstrate
understanding of relationships
between music and the other
arts, other disciplines, varied
contexts and daily life.
MU:Pr4.3.H.IIa Explain in
interpretations the context (social,
cultural, and historical) and expressive
intent in a varied repertoire of music that
includes melodies, repertoire pieces,
improvisations, and chordal
accompaniments in a variety of styles
selected for performance.
MU:Re7.2.H.IIa Explain how the
analysis of the structures and context
(social, cultural, and historical) from
contrasting musical selections influence the
response.
MU:Re9.1.H.IIa Apply personally-
developed and established criteria based
on research, personal preference,
analysis, interpretation, expressive
intent, and musical qualities to evaluate
contrasting individual and small group
musical selections for listening.
Page 9 of 9
Advanced
MU:Cn11.0.T.IIIa Demonstrate
understanding of relationships
between music and the other
arts, other disciplines, varied
contexts and daily life.
MU:Pr4.3.H.IIIa Explain and present
interpretations that demonstrate and
describe the context (social, cultural, and
historical) and an understanding of the
creator’s intent in varied repertoire for a
program of music that includes melodies,
repertoire pieces, stylistically appropriate
accompaniments, and improvisations in
several different styles.
MU:Re7.2.H.IIIa Demonstrate and
justify how the structural characteristics
function within a variety of musical selections,
and distinguish how context (social,
cultural, and historical) and creative
decisions influence the response.
MU:Re9.1.H.IIIa Develop and justify
evaluations of a variety of individual and
small group musical selections for listening
based on personally-developed and
established criteria, personal decision
making, and knowledge and understanding of
context.