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Introduction
Music Traditional And Emerging Ensembles
Creating
Performing
Responding
Connecting
Music Traditional And Emerging Ensembles/Connecting
#MU:Cn10.0.E
Process Component: MTC - Connect #10 - Synthesize and relate knowledge and personal experiences to make music.
Anchor Standard: Synthesize and relate knowledge and personal experiences to make art.
Music Traditional And Emerging Ensembles/Connecting
#MU:Cn11.0.E
Process Component: MTE – Connect #11 - Relate musical ideas and works to varied contexts and daily life to deepen understanding.
Anchor Standard: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
Grade Hs novice
MU:Cn11.0.E.Hs novice
Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
Grade Hs intermediate
MU:Cn11.0.E.Hs intermediate
Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
Music Traditional And Emerging Ensembles/Creating
#MU:Cr1.1.E
Process Component: MTE - Imagine - Generate musical ideas for various purposes and contexts.
Anchor Standard: Generate and conceptualize artistic ideas and work.
Grade Hs novice
MU:Cr1.1.E.Hs novice
Compose and improvise melodic and rhythmic ideas or motives that reflect characteristic(s) of music or text(s) studied in rehearsal.
Grade Hs intermediate
MU:Cr1.1.E.Hs intermediate
Compose and improvise ideas for melodies and rhythmic passages based on characteristic(s) of music or text(s) studied in rehearsal.
Music Traditional And Emerging Ensembles/Creating
#MU:Cr2.1.E
Process Component: MTE - Plan and Make - Select and develop musical ideas for defined purposes and contexts.
Anchor Standard: Organize and develop artistic ideas and work.
Grade Hs novice
MU:Cr2.1.E.Hs novice
a. Select and develop draft melodic and rhythmic ideas or motives that demonstrate understanding of characteristic(s) of music or text(s) studied in rehearsal.

b. Preserve draft compositions and improvisations through standard notation and audio recording.

Grade Hs intermediate
MU:Cr2.1.E.Hs intermediate
a. Select and develop draft melodies and rhythmic passages that demonstrate understanding of characteristic(s) of music or text(s) studied in rehearsal.

b. Preserve draft compositions and improvisations through standard notation and audio recording.

Music Traditional And Emerging Ensembles/Creating
#MU:Cr3.1.E
Process Component: MTE – Evaluate and Refine - Evaluate and refine selected musical ideas to create musical work that meets appropriate criteria.
Anchor Standard: Refine and complete artistic work.
Grade Hs novice
MU:Cr3.1.E.Hs novice
a. Evaluate and refine draft compositions and improvisations based on knowledge, skill, and teacher-provided criteria.
Grade Hs intermediate
MU:Cr3.1.E.Hs intermediate
a. Evaluate and refine draft compositions and improvisations based on knowledge, skill, and collaboratively-developed criteria.
Music Traditional And Emerging Ensembles/Creating
#MU:Cr3.2.E
Process Component: MTE – Present - Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
Anchor Standard: Refine and complete artistic work.
Grade Hs novice
MU:Cr3.2.E.Hs novice
a. Share personally-developed melodic and rhythmic ideas or motives – individually or as an ensemble – that demonstrate understanding of characteristics of music or texts studied in rehearsal.
Grade Hs intermediate
MU:Cr3.2.E.Hs intermediate
a. Share personally-developed melodies and rhythmic passages – individually or as an ensemble – that demonstrate understanding of characteristics of music or texts studied in rehearsal.
Music Traditional And Emerging Ensembles/Performing
#MU:Pr4.1.E
Process Component: MTE – Select - Select varied musical works to present based on interest, knowledge, technical skill, and context.
Anchor Standard: Select, analyze and interpret artistic work for presentation.
Grade Hs novice
MU:Pr4.1.E.Hs novice
a. Select varied repertoire to study based on interest, music reading skills (where appropriate), an understanding of the structure of the music, context, and the technical skill of the individual or ensemble.
Grade Hs intermediate
MU:Pr4.1.E.Hs intermediate
a. Select a varied repertoire to study based on music reading skills (where appropriate), an understanding of formal design in the music, context, and the technical skill of the individual and ensemble.
Music Traditional And Emerging Ensembles/Performing
#MU:Pr4.2.E
Process Component: MTE – Analyze - Analyze the structure and context of varied musical works and their implications for performance.
Anchor Standard: Select, analyze and interpret artistic work for presentation.
Grade Hs novice
MU:Pr4.2.E.Hs novice
a. Demonstrate, using music reading skills where appropriate, how knowledge of formal aspects in musical works inform prepared or improvised performances.
Grade Hs intermediate
MU:Pr4.2.E.Hs intermediate
a. Demonstrate, using music reading skills where appropriate, how the setting and formal characteristics of musical works contribute to understanding the context of the music in prepared or improvised performances.
Music Traditional And Emerging Ensembles/Performing
#MU:Pr4.3.E
Process Component: MTE – Interpret - Develop personal interpretations that consider creators’ intent.
Anchor Standard: Select, analyze and interpret artistic work for presentation.
Grade Hs novice
MU:Pr4.3.E.Hs novice
a. Identify expressive qualities in a varied repertoire of music that can be demonstrated through prepared and improvised performances.
Grade Hs intermediate
MU:Pr4.3.E.Hs intermediate
a. Demonstrate understanding and application of expressive qualities in a varied repertoire of music through prepared and improvised performances.
Music Traditional And Emerging Ensembles/Performing
#MU:Pr5.1.E
Process Component: MTE – Evaluate and Refine - Evaluate and refine selected musical ideas to create musical work that meets appropriate criteria.
Anchor Standard: Develop and refine artistic techniques and work for presentation.
Grade Hs novice
MU:Pr5.1.E.Hs novice
a. Evaluate and refine draft compositions and improvisations based on knowledge, skill, and teacher-provided criteria.
Grade Hs intermediate
MU:Pr5.1.E.Hs intermediate
a. Evaluate and refine draft compositions and improvisations based on knowledge, skill, and collaboratively-developed criteria.
Music Traditional And Emerging Ensembles/Performing
#MU:Pr6.1.E
Process Component: MTE – Present - Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context.
Anchor Standard: Convey meaning through the presentation of artistic work.
Grade Hs novice
MU:Pr6.1.E.Hs novice
a. Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music.

b. Demonstrate an awareness of the context of the music through prepared and improvised performances.

Grade Hs intermediate
MU:Pr6.1.E.Hs intermediate
a. Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music representing diverse cultures and styles.

b. Demonstrate an understanding of the context of the music through prepared and improvised performances.

Music Traditional And Emerging Ensembles/Responding
#MU:Re7.1.E
Process Component: MTE – Select - Choose music appropriate for a specific purpose or context.
Anchor Standard: Perceive and analyze artistic work.
Grade Hs novice
MU:Re7.1.E.Hs novice
Identify reasons for selecting music based on characteristics found in the music, connection to interest, and purpose or context.
Grade Hs intermediate
MU:Re7.1.E.Hs intermediate
Explain reasons for selecting music citing characteristics found in the music and connections to interest, purpose, and context.
Music Traditional And Emerging Ensembles/Responding
#MU:Re7.2.E
Process Component: MTE – Analyze - Analyze how the structure and context of varied musical works inform the response.
Anchor Standard: Perceive and analyze artistic work.
Grade Hs novice
MU:Re7.2.E.Hs novice
Identify how knowledge of context and the use of repetition, similarities, and contrasts inform the response to music.
Grade Hs intermediate
MU:Re7.2.E.Hs intermediate
Describe how understanding context and the way the elements of music are manipulated inform the response to music.
Music Traditional And Emerging Ensembles/Responding
#MU:Re8.1.E
Process Component: MTE – Interpret - Support an interpretation of musical works that reflect creators’/performers’ expressive intent.
Anchor Standard: Interpret intent and meaning in artistic work.
Grade Hs novice
MU:Re8.1.E.Hs novice
Identify interpretations of the expressive intent and meaning of musical works, referring to the elements of music, contexts, and (when appropriate) the setting of the text.
Grade Hs intermediate
MU:Re8.1.E.Hs intermediate
Identify and support interpretations of the expressive intent and meaning of musical works, citing as evidence the treatment of the elements of music, contexts, and (when appropriate) the setting of the text.
Music Traditional And Emerging Ensembles/Responding
#MU:Re9.1.E
Process Component: MTE – Evaluate - Support personal evaluation of musical works and performance(s) based on analysis, interpretation, and established criteria.
Anchor Standard: Apply criteria to evaluate artistic work.
Grade Hs novice
MU:Re9.1.E.Hs novice
Identify and describe the effect of interest, experience, analysis, and context on the evaluation of music.
Grade Hs intermediate
MU:Re9.1.E.Hs intermediate
Explain the influence of experiences, analysis, and context on interest in and evaluation of music.

Understanding and Using the National Core Arts Standards

The arts have always served as the distinctive vehicle for discovering who we are. Providing ways of thinking as disciplined as science or math and as disparate as philosophy or literature, the arts are used by and have shaped every culture and individual on earth. They continue to infuse our lives on nearly all levels—generating a significant part of the creative and intellectual capital that drives our economy. The arts inform our lives with meaning every time we experience the joy of a well-remembered song, experience the flash of inspiration that comes with immersing ourselves in an artist’s sculpture, enjoying a sublime dance, learning from an exciting animation, or being moved by a captivating play.

The central purposes of education standards are to identify the learning that we want for all of our students and to drive improvement in the system that delivers that learning. Standards, therefore, should embody the key concepts, processes and traditions of study in each subject area, and articulate the aspirations of those invested in our schools—students, teachers, administrators, and the community at large. To realize that end goal, these new, voluntary National Core Arts Standards are framed by artistic literacy, as outlined in philosophical foundations, lifelong goals, and artistic processes; articulated as anchor and performance standards that students should attain; and supported by instructional resources, including model cornerstone assessments that illustrate how literacy might be measured. The connective threads of this conceptual framework are designed to be understood by all stakeholders and, ultimately, to ensure success for both educators and students.

While broad in concept, the standards are also focused in a framework that delivers the educational nuance of standards in only four artistic processes, bringing together what artists do and what we want for our students. Within this simple and elegant structure, decision-makers from teachers, to superintendents, to parents will be able to move forward in the rich variety of approaches that have become part of the American educational landscape.

The National Core Arts Standards are designed to guide the delivery of arts education in the classroom with new ways of thinking, learning, and creating. The standards also inform policy-makers about implementation of arts programs for the traditional and emerging models and structures of education. As with other subject areas, a commitment to quality education, equitable opportunities, and comprehensive expectations is embedded within the new arts standards.

Inclusion Guidelines

Cr
Creating
Pr
Performing/
Presenting/
Producing
Re
Responding
Cn
Connecting
Theatre
Visual Arts
Dance
Media Arts
Music

National Core Arts Standards are written for five arts disciplines; Dance, Media Arts, Music, Theatre and Visual Arts.

National Core Arts Standards are written grade by grade Pre K – 8th grade and at three proficiency levels in high school (proficient, accomplished and advanced).

Choose instructional support materials.

Artistic Processes are the cognitive and physical actions by which arts learning and making are realized. National Core Arts Standards are based on the artistic processes of Creating; Performing/ Producing/Presenting; Responding; and Connecting.