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Introduction
Music Traditional And Emerging Ensembles
Creating
Performing
Responding
Connecting
Music Traditional And Emerging Ensembles/Connecting
#MU.CN.10.PE
Process Component: Music Performing Ensembles Anchor Standard 10 - Connecting
Anchor Standard: Synthesize and relate knowledge and personal experiences to make art.
Grade Hs novice
MU.CN.10.PE.Hs novice
a. Identify and discuss the roles and impact music plays in one's life and the lives of others.

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



Foundational Skills



Reflecting on Understanding (CRU)

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

b. Recognizing composers's motivations for creating the music being performed by the students.

c. Where new concepts are introduced in these standards with no explicit preparation at earlier levels, the other standards specified for those earlier levels are meant as general preparation for the new concepts listed.

d. Understanding the relationship between music and various functions/events, including the musical characteristics that make a piece of music appropriate for a specific event or function.

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

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

g. Elements of music.

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

i. Identify the roles/careers that musicians play in societies and investigate ways to be a life-long music maker.
Grade Hs intermediate
MU.CN.10.PE.Hs intermediate
a. Identify and explain the roles and impact music plays in one's life and the lives of others.

b. Explain reasons for selecting music citing connections to interest, purpose, and context.



Foundational Skills



Reflecting on Understanding (CRU)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Recognizing composers's motivations for creating the music being performed by the students.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Where new concepts are introduced in these standards with no explicit preparation at earlier levels, the other standards specified for those earlier levels are meant as general preparation for the new concepts listed.

d. Understanding the relationship between music and various functions/events, including the musical characteristics that make a piece of music appropriate for a specific event or function.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Elements of music in repertoire

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Identify the roles/careers that musicians play in societies and investigate ways to be a life-long music maker.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs proficient
MU.CN.10.PE.HSI
a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

b. Apply criteria to select music for specified purposes, supporting choices by citing connections to interest, purpose, and context.



Foundational Skills



Reflecting on Understanding (CRU)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Recognizing composers's motivations for creating the music being performed by the students.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Investigate and apply the developmental and historical characteristics of instrumental music to performance practice.

d. Understanding the relationship between music and various functions/events, including the musical characteristics that make a piece of music appropriate for a specific event or function.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Distinguish musical characteristics that influence their preference for specific musical works and styles.

g. Distinguishing musical preferences from music and cultural judgments (e.g., I like it because _______; it is good because_____; it is important because ______.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Identify the roles/careers that musicians play in societies and investigate ways to be a life-long music maker.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs accomplished
MU.CN.10.PE.HSII
a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

b. Apply criteria to select music for a variety of purposes, justifying choices citing knowledge of the specified purpose and context.



Foundational Skills



Reflecting on Understanding (CRU)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Recognizing composers's motivations for creating the music being performed by the students.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Investigate and apply the developmental and historical characteristics of instrumental music to performance practice.

d. Understanding the relationship between music and various functions/events, including the musical characteristics that make a piece of music appropriate for a specific event or function.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Distinguish musical characteristics that influence their preference for specific musical works and styles.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Distinguishing musical preferences from music and peer group judgments.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Identify the roles/careers that musicians play in societies and investigate ways to be a life-long music maker.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs advanced
MU.CN.10.PE.HSIII
a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

b. Use research and personally-developed criteria to justify choices made when selecting music, citing knowledge of the music, and individual and ensemble purpose and context.



Foundational Skills



Reflecting on Understanding (CRU)

a. Identify the context in which the composer wrote the piece being performed.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Recognizing composers's motivations for creating the music being performed by the students.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Investigate and apply the developmental and historical characteristics of instrumental music to performance practice.

d. Understanding the relationship between music and various functions/events, including the musical characteristics that make a piece of music appropriate for a specific event or function.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Distinguish musical characteristics that influence their preference for musical works and styles using specific musical characteristics.

g. Distinguishing musical preferences from music and peer group judgments.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Identify the roles/careers that musicians play in societies and investigate ways to be a life-long music maker.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

Music Traditional And Emerging Ensembles/Connecting
#MU.CN.11.PE
Process Component: Music Performing Ensembles Anchor Standard 11 - Connecting
Anchor Standard: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
Grade Hs novice
MU.CN.11.PE.Hs novice
a. Identify and explain how context (e.g. social, cultural, historical) can inform the expressive intent and meaning of a musical performance.

b. Identify and explain how music is affected by one’s knowledge outside the arts (e.g.science, social studies, math, language arts).



Foundational Skills



Reflecting on Understanding (CRU)

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

b. Recognizing composers's motivations for creating the music being performed by the students.

c. Where new concepts are introduced in these standards with no explicit preparation at earlier levels, the other standards specified for those earlier levels are meant as general preparation for the new concepts listed.

d. Understanding the relationship between music and various functions/events, including the musical characteristics that make a piece of music appropriate for a specific event or function.

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

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

g. Elements of music.

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

i. Identify the roles/careers that musicians play in societies and investigate ways to be a life-long music maker.
Grade Hs intermediate
MU.CN.11.PE.Hs intermediate
a. Identify and explain how context can inform the expressive intent and meaning of a musical performance.

b. Identify and explain how music is affected by one’s knowledge outside the arts (e.g.science, social studies, math, language arts).



Foundational Skills



Reflecting on Understanding (CRU)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Recognizing composers's motivations for creating the music being performed by the students.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Where new concepts are introduced in these standards with no explicit preparation at earlier levels, the other standards specified for those earlier levels are meant as general preparation for the new concepts listed.

d. Understanding the relationship between music and various functions/events, including the musical characteristics that make a piece of music appropriate for a specific event or function.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Elements of music in repertoire

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Identify the roles/careers that musicians play in societies and investigate ways to be a life-long music maker.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs proficient
MU.CN.11.PE.HSI
a. Explain and analyze how context can inform the expressive intent and meaning of a musical performance.

b. Explain and analyze how music is affected by one’s knowledge outside the arts



Foundational Skills



Reflecting on Understanding (CRU)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Recognizing composers's motivations for creating the music being performed by the students.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Investigate and apply the developmental and historical characteristics of instrumental music to performance practice.

d. Understanding the relationship between music and various functions/events, including the musical characteristics that make a piece of music appropriate for a specific event or function.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Distinguish musical characteristics that influence their preference for specific musical works and styles.

g. Distinguishing musical preferences from music and cultural judgments (e.g., I like it because _______; it is good because_____; it is important because ______.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Identify the roles/careers that musicians play in societies and investigate ways to be a life-long music maker.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs accomplished
MU.CN.11.PE.HSII
a. Analyze how context can inform the expressive intent and meaning of a musical performance.

b. Analyze how music is affected by one’s knowledge outside the arts.



Foundational Skills



Reflecting on Understanding (CRU)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Recognizing composers's motivations for creating the music being performed by the students.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Investigate and apply the developmental and historical characteristics of instrumental music to performance practice.

d. Understanding the relationship between music and various functions/events, including the musical characteristics that make a piece of music appropriate for a specific event or function.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Distinguish musical characteristics that influence their preference for specific musical works and styles.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Distinguishing musical preferences from music and peer group judgments.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Identify the roles/careers that musicians play in societies and investigate ways to be a life-long music maker.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs advanced
MU.CN.11.PE.HSIII
a. Justify how context can inform the expressive intent and meaning of a musical performance.

b. Analyze how music and other art forms involve and are affected by one’s knowledge outside the arts



Foundational Skills



Reflecting on Understanding (CRU)

a. Identify the context in which the composer wrote the piece being performed.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Recognizing composers's motivations for creating the music being performed by the students.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Investigate and apply the developmental and historical characteristics of instrumental music to performance practice.

d. Understanding the relationship between music and various functions/events, including the musical characteristics that make a piece of music appropriate for a specific event or function.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Distinguish musical characteristics that influence their preference for musical works and styles using specific musical characteristics.

g. Distinguishing musical preferences from music and peer group judgments.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Identify the roles/careers that musicians play in societies and investigate ways to be a life-long music maker.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Music Traditional And Emerging Ensembles/Creating
#MU.CR.1.PE
Process Component: Music Performing Ensembles Anchor Standard 1 - Creating
Anchor Standard: Generate and conceptualize artistic ideas and work.
Grade Hs novice
MU.CR.1.PE.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.CR.1.PE.Hs intermediate
Compose and improvise ideas for melodies and rhythmic passages based on characteristic(s) of music or text(s) studied in rehearsal.
Grade Hs proficient
MU.CR.1.PE.HSI
Compose and improvise ideas for melodies, rhythmic passages, and arrangements for specific purposes that reflect characteristic(s) of music from a variety of historical periods studied in rehearsal.
Grade Hs accomplished
MU.CR.1.PE.HSII
Compose and improvise ideas for arrangements, sections, and short compositions for specific purposes that reflect characteristic(s) of music from a variety of cultures studied in rehearsal.
Grade Hs advanced
MU.CR.1.PE.HSIII
Compose and improvise musical ideas for a variety of purposes and contexts.

Music Traditional And Emerging Ensembles/Creating
#MU.CR.2.PE
Process Component: Music Performing Ensembles Anchor Standard 2 - Creating
Anchor Standard: Organize and develop artistic ideas and work.
Grade Hs novice
MU.CR.2.PE.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.



Foundational Skills



Improvisation

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

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



Composition

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

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

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

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

Grade Hs intermediate
MU.CR.2.PE.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.



Foundational Skills



Improvisation

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Where new concepts are introduced in these standards with no explicit preparation at earlier levels, the other standards specified for those earlier levels are meant as general preparation for the new concepts listed.



Composition

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

Grade Hs proficient
MU.CR.2.PE.HSI
a. Select and develop draft melodies, rhythmic passages, and arrangements for specific purposes that demonstrate understanding of characteristic(s) of music from a variety of historical periods studied in rehearsal.

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



Foundational Skills



Improvisation

a. Perform, use standard notation, and audio record improvisation that is a minimum of 8 measures.

b. Perform simple improvised melodies within an appropriate harmonic structure.

c. Where new concepts are introduced in these standards with no explicit preparation at earlier levels, the other standards specified for those earlier levels are meant as general preparation for the new concepts listed.



Composition

a. Use standard notation and audio record composition that is a minimum of 4 measures and is written for the student's own instrument.

b. Explain and demonstrate how compositional choices, such as changing musical elements within a given song, effect the song.

c. Arrange short sections of a song using standard notation and a variety of musical elements.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

Grade Hs accomplished
MU.CR.2.PE.HSII
a. Select and develop arrangements, sections, and short compositions for specific purposes that demonstrate understanding of characteristic(s) of music from a variety of cultures studied in rehearsal.

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



Foundational Skills



Improvisation

a. Perform, use standard notation, and audio record improvisation that is a minimum of 12 measures.

b. Perform with expression, complex improvised melodies within an appropriate harmonic structure, over a chord progression.

c. Perform melodic and rhythmic improvised accompaniments.



Composition

a. Use standard notation and audio record composition that is a minimum of 8 measures and is written for duet or small ensemble.

b. Explain and demonstrate how compositional choices, such as changing musical elements within a given song, effect the song.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Arrange short sections of a song using standard notation and a variety of musical elements.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs advanced
MU.CR.2.PE.HSIII
a. Select and develop composed and improvised ideas into draft musical works organized for a variety of purposes and contexts.

b. Preserve draft musical works through standard notation, audio, or video recording.



Foundational Skills



Improvisation

a. Perform, use standard notation, and audio record improvisation that is a minimum of 24 measures.

b. Perform with expression, complex improvised melodies within an appropriate harmonic structure, over a chord progression.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Perform melodic and rhythmic improvised accompaniments.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



Composition

a. Create complete composition that is a minimum of 16 measures and is written for duet or small or large ensemble, or solo with arrangement.

b. Explain and demonstrate how compositional choices, such as changing musical elements within a given song, effect the song.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Arrange or transcribe a musical work for small or large ensemble, or solo with accompaniment.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

Music Traditional And Emerging Ensembles/Creating
#MU.CR.3.PE
Process Component: Music Performing Ensembles Anchor Standard 3 - Creating
Anchor Standard: Refine and complete artistic work.
Grade Hs novice
MU.CR.3.PE.Hs novice
a. Evaluate and refine draft compositions and improvisations based on knowledge, skill, and teacher provided

criteria.

b. Share personally-developed melodic and rhythmic ideas or motives individually or as an ensemble that demonstrate understanding of characteristics of music or texts studied in rehearsal.



Foundational Skills



Improvisation

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

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



Composition

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

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

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

d. Use technology and multimedia to enhance knowledge and application of composing and arranging music. (e.g. composing and sequencing software).
Grade Hs intermediate
MU.CR.3.PE.Hs intermediate
a. Evaluate and refine draft compositions and improvisations based on knowledge, skill, and collaboratively-developed criteria.

b. Share personally-developed melodies and rhythmic passages individually or as an ensemble that demonstrate understanding of characteristics of music or texts studied in rehearsal.



Foundational Skills



Improvisation

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Where new concepts are introduced in these standards with no explicit preparation at earlier levels, the other standards specified for those earlier levels are meant as general preparation for the new concepts listed.



Composition

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs proficient
MU.CR.3.PE.HSI
a. Evaluate and refine draft melodies, rhythmic passages, arrangements, and improvisations based on established criteria, including the extent to which they address identified purposes.

b. Share personally-developed melodic and rhythmic ideas or motives individually or as an ensemble that demonstrate understanding of characteristics of music or texts studied in rehearsal.



Foundational Skills



Improvisation

a. Perform, use standard notation, and audio record improvisation that is a minimum of 8 measures.

b. Perform simple improvised melodies within an appropriate harmonic structure.

c. Where new concepts are introduced in these standards with no explicit preparation at earlier levels, the other standards specified for those earlier levels are meant as general preparation for the new concepts listed.



Composition

a. Use standard notation and audio record composition that is a minimum of 4 measures and is written for the student's own instrument.

b. Explain and demonstrate how compositional choices, such as changing musical elements within a given song, effect the song.

c. Arrange short sections of a song using standard notation and a variety of musical elements.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs accomplished
MU.CR.3.PE.HSII
a. Evaluate and refine draft arrangements, sections, short compositions, and improvisations based on personally-developed criteria, including the extent to which they address identified purposes.

b. Share personally-developed melodies, rhythmic passages, and arrangements individually or as an ensemble that address identified purposes.



Foundational Skills



Improvisation

a. Perform, use standard notation, and audio record improvisation that is a minimum of 12 measures.

b. Perform with expression, complex improvised melodies within an appropriate harmonic structure, over a chord progression.

c. Perform melodic and rhythmic improvised accompaniments.



Composition

a. Use standard notation and audio record composition that is a minimum of 8 measures and is written for duet or small ensemble.

b. Explain and demonstrate how compositional choices, such as changing musical elements within a given song, effect the song.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Arrange short sections of a song using standard notation and a variety of musical elements.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs advanced
MU.CR.3.PE.HSIII
a. Evaluate and refine draft compositions and improvisations based on knowledge, skill, and teacher provided criteria.

b. Share personally-developed arrangements, sections, and short compositions individually or as an ensemble that address identified purposes.



Foundational Skills



Improvisation

a. Perform, use standard notation, and audio record improvisation that is a minimum of 24 measures.

b. Perform with expression, complex improvised melodies within an appropriate harmonic structure, over a chord progression.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Perform melodic and rhythmic improvised accompaniments.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



Composition

a. Create complete composition that is a minimum of 16 measures and is written for duet or small or large ensemble, or solo with arrangement.

b. Explain and demonstrate how compositional choices, such as changing musical elements within a given song, effect the song.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Arrange or transcribe a musical work for small or large ensemble, or solo with accompaniment.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

Music Traditional And Emerging Ensembles/Creating
#MU.CR.3.PE
Process Component: Music Performing Ensembles Anchor Standard 3 - Creating
Anchor Standard: Refine and complete artistic work.
Grade Hs novice
MU.CR.3.PE.Hs novice
a. Evaluate and refine draft compositions and improvisations based on knowledge, skill, and teacher provided

criteria.

b. Share personally-developed melodic and rhythmic ideas or motives individually or as an ensemble that demonstrate understanding of characteristics of music or texts studied in rehearsal.



Foundational Skills



Improvisation

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

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



Composition

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

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

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

d. Use technology and multimedia to enhance knowledge and application of composing and arranging music. (e.g. composing and sequencing software).
Grade Hs intermediate
MU.CR.3.PE.Hs intermediate
a. Evaluate and refine draft compositions and improvisations based on knowledge, skill, and collaboratively-developed criteria.

b. Share personally-developed melodies and rhythmic passages individually or as an ensemble that demonstrate understanding of characteristics of music or texts studied in rehearsal.



Foundational Skills



Improvisation

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Where new concepts are introduced in these standards with no explicit preparation at earlier levels, the other standards specified for those earlier levels are meant as general preparation for the new concepts listed.



Composition

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs proficient
MU.CR.3.PE.HSI
a. Evaluate and refine draft melodies, rhythmic passages, arrangements, and improvisations based on established criteria, including the extent to which they address identified purposes.

b. Share personally-developed melodic and rhythmic ideas or motives individually or as an ensemble that demonstrate understanding of characteristics of music or texts studied in rehearsal.



Foundational Skills



Improvisation

a. Perform, use standard notation, and audio record improvisation that is a minimum of 8 measures.

b. Perform simple improvised melodies within an appropriate harmonic structure.

c. Where new concepts are introduced in these standards with no explicit preparation at earlier levels, the other standards specified for those earlier levels are meant as general preparation for the new concepts listed.



Composition

a. Use standard notation and audio record composition that is a minimum of 4 measures and is written for the student's own instrument.

b. Explain and demonstrate how compositional choices, such as changing musical elements within a given song, effect the song.

c. Arrange short sections of a song using standard notation and a variety of musical elements.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs accomplished
MU.CR.3.PE.HSII
a. Evaluate and refine draft arrangements, sections, short compositions, and improvisations based on personally-developed criteria, including the extent to which they address identified purposes.

b. Share personally-developed melodies, rhythmic passages, and arrangements individually or as an ensemble that address identified purposes.



Foundational Skills



Improvisation

a. Perform, use standard notation, and audio record improvisation that is a minimum of 12 measures.

b. Perform with expression, complex improvised melodies within an appropriate harmonic structure, over a chord progression.

c. Perform melodic and rhythmic improvised accompaniments.



Composition

a. Use standard notation and audio record composition that is a minimum of 8 measures and is written for duet or small ensemble.

b. Explain and demonstrate how compositional choices, such as changing musical elements within a given song, effect the song.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Arrange short sections of a song using standard notation and a variety of musical elements.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs advanced
MU.CR.3.PE.HSIII
a. Evaluate and refine draft compositions and improvisations based on knowledge, skill, and teacher provided criteria.

b. Share personally-developed arrangements, sections, and short compositions individually or as an ensemble that address identified purposes.



Foundational Skills



Improvisation

a. Perform, use standard notation, and audio record improvisation that is a minimum of 24 measures.

b. Perform with expression, complex improvised melodies within an appropriate harmonic structure, over a chord progression.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Perform melodic and rhythmic improvised accompaniments.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



Composition

a. Create complete composition that is a minimum of 16 measures and is written for duet or small or large ensemble, or solo with arrangement.

b. Explain and demonstrate how compositional choices, such as changing musical elements within a given song, effect the song.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Arrange or transcribe a musical work for small or large ensemble, or solo with accompaniment.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

Music Traditional And Emerging Ensembles/Performing
#MU.PR.4.PE
Process Component: Music Performing Ensembles Anchor Standard 4 - Performing
Anchor Standard: Select, analyze and interpret artistic work for presentation.
Grade Hs novice
MU.PR.4.PE.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.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, with auditory assistance, while playing individually and with others the following note and rest values: whole, half, quarter, eighth, and corresponding dotted notes in simple meters

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

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

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

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

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

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

h. Utilize a basic characteristic tone.

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

j. Perform with awareness of intonation and ensemble.

k. Tune with teacher assistance.

l. Perform literature from memory.

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



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire (e.g., fermata, repeat signs, double bar lines, note names, the following note values: whole, half, quarter, eighth, dotted half, dotted quarter, and dotted eighth).

b. Steps and skips

c. Key and time signatures

d. Simple music forms and characteristics

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

f. Elements of Music (e.g., rhythm, melody).

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

h. Whole and half step patterns in scales encountered in repertoire.

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

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

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.
Grade Hs intermediate
MU.PR.4.PE.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.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, with auditory assistance, while playing individually and with others sixteenth, corresponding dotted notes and elementary syncopation in simple meters

b. Utilize musical symbols encountered in the repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Perform independent parts while others play contrasting parts (e.g., level 1-2).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Utilize a basic characteristic tone with greater stability.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Perform with awareness of intonation, ensemble, balance, and blend.

k. Tune with teacher guidance.

l. Perform literature from memory.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Steps and skips

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Key and time signatures

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Simple music forms and characteristics

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Elements of Music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Student's role within their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Whole and half step patterns in scales encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Relationships between music and mathematics as it occurs in the repertoire (e.g., integer frequency relationships in overtones in chords.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs proficient
MU.PR.4.PE.HSI
a. Explain the criteria used to select a varied repertoire to study based on an understanding of theoretical and structural characteristics of the music, the technical skill of the individual or ensemble, and the purpose or context of the performance.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, with visual assistance, while playing individually and with others note and rest values in simple and complex meters as encountered in the repertoire.

b. Utilize musical symbols encountered in the repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Perform independent parts while others play contrasting parts (e.g., level 2-3).

e. Respond to basic conducting cues (e.g., phrasing and expression).

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Utilize characteristic tone of the instrument, exhibiting some control over shaping or altering tone quality to fit the music played (e.g., embouchure, sul tasto/ponticello, rudimentary vibrato).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Perform with emerging accurate intonation, ensemble, balance, and blend in support of the ensemble.

k. Tune to a given pitch and adjust to match pitch and develop awareness of tuning to self and other voices or instruments.

l. Perform literature from memory.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Intervals and chord structures

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Function of key and time signatures

d. Simple music forms and characteristics

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Elements of Music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Student's role within their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Whole and half step patterns in scales encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Relationships between music and mathematics as it occurs in the repertoire (e.g., integer frequency relationships in overtones in chords).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs accomplished
MU.PR.4.PE.HSII
a. Develop and apply criteria to select a varied repertoire to study and perform based on an understanding of theoretical and structural characteristics and expressive challenges in the music, the technical skill of the individual or ensemble, and the purpose and context of the performance.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, without external assistance, while playing individually and with others note and rest values in complex and changing meters at faster tempos as encountered in the repertoire.

b. Utilize musical symbols encountered in the repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Perform independent parts while others play contrasting parts (e.g., level 3-5).

e. Respond to basic conducting cues (e.g., style, multi-meter).

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Utilize characteristic tone of the instrument, exhibiting control over shaping or altering tone quality to fit the music played (e.g., embouchure, sul tasto/ponticello, rudimentary vibrato).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Perform with accurate intonation, balance, and blend in support of the ensemble.

k. Tune to a given pitch and adjust to match pitch and demonstrate a consistent ability to tune to self and other voices or instruments.

l. Perform literature from memory.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Intervals and chord structures

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Function of key and time signatures

d. Music forms and characteristics encountered in repertoire.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Elements of Music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Student's role within their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Whole and half step patterns in scales encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Relationships between music and mathematics as it occurs in the repertoire (e.g., equal temperament, Pythagorean comma).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs advanced
MU.PR.4.PE.HSIII
a. Develop and apply criteria to select varied programs to study and perform based on an understanding of theoretical and structural characteristics and expressive challenges in the music, the technical skill of the individual or ensemble, and the purpose and context of the performance.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, recognizing the macro and micro beat, while playing individually and with others note and rest values in complex and changing meters at faster tempos as encountered in the repertoire.

b. Utilize musical symbols encountered in the repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Perform independent parts while others play contrasting parts (e.g., level 5-6).

e. Conduct an ensemble with appropriate gestures, tempo, expression and cuing.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Utilize characteristic tone of the instrument, exhibiting fluent control over shaping or altering tone quality to fit the music played (e.g., embouchure, sul tasto/ponticello, rudimentary vibrato).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Perform with accurate intonation, balance, and blend in support of the ensemble.

k. Tune to chords with an understanding of the importance of their pitch within the chord structure.

l. Perform literature from memory.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Intervals and chord structures

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Function of key and time signatures

d. Synthesize characteristics of musical structure into performance practice.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Elements of Music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Student's role within their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Whole and half step patterns in scales encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Relationships between music and mathematics as it occurs in the repertoire (e.g., fibonacci series and golden mean as controlling percpetion of musical structure).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

Music Traditional And Emerging Ensembles/Performing
#MU.PR.4.PE
Process Component: Music Performing Ensembles Anchor Standard 4 - Performing
Anchor Standard: Select, analyze and interpret artistic work for presentation.
Grade Hs novice
MU.PR.4.PE.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.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, with auditory assistance, while playing individually and with others the following note and rest values: whole, half, quarter, eighth, and corresponding dotted notes in simple meters

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

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

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

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

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

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

h. Utilize a basic characteristic tone.

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

j. Perform with awareness of intonation and ensemble.

k. Tune with teacher assistance.

l. Perform literature from memory.

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



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire (e.g., fermata, repeat signs, double bar lines, note names, the following note values: whole, half, quarter, eighth, dotted half, dotted quarter, and dotted eighth).

b. Steps and skips

c. Key and time signatures

d. Simple music forms and characteristics

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

f. Elements of Music (e.g., rhythm, melody).

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

h. Whole and half step patterns in scales encountered in repertoire.

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

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

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.
Grade Hs intermediate
MU.PR.4.PE.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.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, with auditory assistance, while playing individually and with others sixteenth, corresponding dotted notes and elementary syncopation in simple meters

b. Utilize musical symbols encountered in the repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Perform independent parts while others play contrasting parts (e.g., level 1-2).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Utilize a basic characteristic tone with greater stability.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Perform with awareness of intonation, ensemble, balance, and blend.

k. Tune with teacher guidance.

l. Perform literature from memory.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Steps and skips

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Key and time signatures

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Simple music forms and characteristics

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Elements of Music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Student's role within their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Whole and half step patterns in scales encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Relationships between music and mathematics as it occurs in the repertoire (e.g., integer frequency relationships in overtones in chords.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs proficient
MU.PR.4.PE.HSI
a. Explain the criteria used to select a varied repertoire to study based on an understanding of theoretical and structural characteristics of the music, the technical skill of the individual or ensemble, and the purpose or context of the performance.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, with visual assistance, while playing individually and with others note and rest values in simple and complex meters as encountered in the repertoire.

b. Utilize musical symbols encountered in the repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Perform independent parts while others play contrasting parts (e.g., level 2-3).

e. Respond to basic conducting cues (e.g., phrasing and expression).

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Utilize characteristic tone of the instrument, exhibiting some control over shaping or altering tone quality to fit the music played (e.g., embouchure, sul tasto/ponticello, rudimentary vibrato).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Perform with emerging accurate intonation, ensemble, balance, and blend in support of the ensemble.

k. Tune to a given pitch and adjust to match pitch and develop awareness of tuning to self and other voices or instruments.

l. Perform literature from memory.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Intervals and chord structures

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Function of key and time signatures

d. Simple music forms and characteristics

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Elements of Music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Student's role within their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Whole and half step patterns in scales encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Relationships between music and mathematics as it occurs in the repertoire (e.g., integer frequency relationships in overtones in chords).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs accomplished
MU.PR.4.PE.HSII
a. Develop and apply criteria to select a varied repertoire to study and perform based on an understanding of theoretical and structural characteristics and expressive challenges in the music, the technical skill of the individual or ensemble, and the purpose and context of the performance.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, without external assistance, while playing individually and with others note and rest values in complex and changing meters at faster tempos as encountered in the repertoire.

b. Utilize musical symbols encountered in the repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Perform independent parts while others play contrasting parts (e.g., level 3-5).

e. Respond to basic conducting cues (e.g., style, multi-meter).

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Utilize characteristic tone of the instrument, exhibiting control over shaping or altering tone quality to fit the music played (e.g., embouchure, sul tasto/ponticello, rudimentary vibrato).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Perform with accurate intonation, balance, and blend in support of the ensemble.

k. Tune to a given pitch and adjust to match pitch and demonstrate a consistent ability to tune to self and other voices or instruments.

l. Perform literature from memory.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Intervals and chord structures

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Function of key and time signatures

d. Music forms and characteristics encountered in repertoire.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Elements of Music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Student's role within their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Whole and half step patterns in scales encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Relationships between music and mathematics as it occurs in the repertoire (e.g., equal temperament, Pythagorean comma).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs advanced
MU.PR.4.PE.HSIII
a. Develop and apply criteria to select varied programs to study and perform based on an understanding of theoretical and structural characteristics and expressive challenges in the music, the technical skill of the individual or ensemble, and the purpose and context of the performance.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, recognizing the macro and micro beat, while playing individually and with others note and rest values in complex and changing meters at faster tempos as encountered in the repertoire.

b. Utilize musical symbols encountered in the repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Perform independent parts while others play contrasting parts (e.g., level 5-6).

e. Conduct an ensemble with appropriate gestures, tempo, expression and cuing.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Utilize characteristic tone of the instrument, exhibiting fluent control over shaping or altering tone quality to fit the music played (e.g., embouchure, sul tasto/ponticello, rudimentary vibrato).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Perform with accurate intonation, balance, and blend in support of the ensemble.

k. Tune to chords with an understanding of the importance of their pitch within the chord structure.

l. Perform literature from memory.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Intervals and chord structures

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Function of key and time signatures

d. Synthesize characteristics of musical structure into performance practice.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Elements of Music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Student's role within their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Whole and half step patterns in scales encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Relationships between music and mathematics as it occurs in the repertoire (e.g., fibonacci series and golden mean as controlling percpetion of musical structure).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

Music Traditional And Emerging Ensembles/Performing
#MU.PR.4.PE
Process Component: Music Performing Ensembles Anchor Standard 4 - Performing
Anchor Standard: Select, analyze and interpret artistic work for presentation.
Grade Hs novice
MU.PR.4.PE.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.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, with auditory assistance, while playing individually and with others the following note and rest values: whole, half, quarter, eighth, and corresponding dotted notes in simple meters

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

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

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

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

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

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

h. Utilize a basic characteristic tone.

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

j. Perform with awareness of intonation and ensemble.

k. Tune with teacher assistance.

l. Perform literature from memory.

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



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire (e.g., fermata, repeat signs, double bar lines, note names, the following note values: whole, half, quarter, eighth, dotted half, dotted quarter, and dotted eighth).

b. Steps and skips

c. Key and time signatures

d. Simple music forms and characteristics

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

f. Elements of Music (e.g., rhythm, melody).

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

h. Whole and half step patterns in scales encountered in repertoire.

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

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

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.
Grade Hs intermediate
MU.PR.4.PE.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.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, with auditory assistance, while playing individually and with others sixteenth, corresponding dotted notes and elementary syncopation in simple meters

b. Utilize musical symbols encountered in the repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Perform independent parts while others play contrasting parts (e.g., level 1-2).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Utilize a basic characteristic tone with greater stability.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Perform with awareness of intonation, ensemble, balance, and blend.

k. Tune with teacher guidance.

l. Perform literature from memory.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Steps and skips

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Key and time signatures

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Simple music forms and characteristics

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Elements of Music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Student's role within their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Whole and half step patterns in scales encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Relationships between music and mathematics as it occurs in the repertoire (e.g., integer frequency relationships in overtones in chords.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs proficient
MU.PR.4.PE.HSI
a. Explain the criteria used to select a varied repertoire to study based on an understanding of theoretical and structural characteristics of the music, the technical skill of the individual or ensemble, and the purpose or context of the performance.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, with visual assistance, while playing individually and with others note and rest values in simple and complex meters as encountered in the repertoire.

b. Utilize musical symbols encountered in the repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Perform independent parts while others play contrasting parts (e.g., level 2-3).

e. Respond to basic conducting cues (e.g., phrasing and expression).

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Utilize characteristic tone of the instrument, exhibiting some control over shaping or altering tone quality to fit the music played (e.g., embouchure, sul tasto/ponticello, rudimentary vibrato).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Perform with emerging accurate intonation, ensemble, balance, and blend in support of the ensemble.

k. Tune to a given pitch and adjust to match pitch and develop awareness of tuning to self and other voices or instruments.

l. Perform literature from memory.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Intervals and chord structures

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Function of key and time signatures

d. Simple music forms and characteristics

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Elements of Music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Student's role within their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Whole and half step patterns in scales encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Relationships between music and mathematics as it occurs in the repertoire (e.g., integer frequency relationships in overtones in chords).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs accomplished
MU.PR.4.PE.HSII
a. Develop and apply criteria to select a varied repertoire to study and perform based on an understanding of theoretical and structural characteristics and expressive challenges in the music, the technical skill of the individual or ensemble, and the purpose and context of the performance.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, without external assistance, while playing individually and with others note and rest values in complex and changing meters at faster tempos as encountered in the repertoire.

b. Utilize musical symbols encountered in the repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Perform independent parts while others play contrasting parts (e.g., level 3-5).

e. Respond to basic conducting cues (e.g., style, multi-meter).

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Utilize characteristic tone of the instrument, exhibiting control over shaping or altering tone quality to fit the music played (e.g., embouchure, sul tasto/ponticello, rudimentary vibrato).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Perform with accurate intonation, balance, and blend in support of the ensemble.

k. Tune to a given pitch and adjust to match pitch and demonstrate a consistent ability to tune to self and other voices or instruments.

l. Perform literature from memory.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Intervals and chord structures

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Function of key and time signatures

d. Music forms and characteristics encountered in repertoire.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Elements of Music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Student's role within their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Whole and half step patterns in scales encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Relationships between music and mathematics as it occurs in the repertoire (e.g., equal temperament, Pythagorean comma).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs advanced
MU.PR.4.PE.HSIII
a. Develop and apply criteria to select varied programs to study and perform based on an understanding of theoretical and structural characteristics and expressive challenges in the music, the technical skill of the individual or ensemble, and the purpose and context of the performance.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, recognizing the macro and micro beat, while playing individually and with others note and rest values in complex and changing meters at faster tempos as encountered in the repertoire.

b. Utilize musical symbols encountered in the repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Perform independent parts while others play contrasting parts (e.g., level 5-6).

e. Conduct an ensemble with appropriate gestures, tempo, expression and cuing.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Utilize characteristic tone of the instrument, exhibiting fluent control over shaping or altering tone quality to fit the music played (e.g., embouchure, sul tasto/ponticello, rudimentary vibrato).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Perform with accurate intonation, balance, and blend in support of the ensemble.

k. Tune to chords with an understanding of the importance of their pitch within the chord structure.

l. Perform literature from memory.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Intervals and chord structures

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Function of key and time signatures

d. Synthesize characteristics of musical structure into performance practice.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Elements of Music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Student's role within their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Whole and half step patterns in scales encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Relationships between music and mathematics as it occurs in the repertoire (e.g., fibonacci series and golden mean as controlling percpetion of musical structure).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

Music Traditional And Emerging Ensembles/Performing
#MU.PR.5.PE
Process Component: Music Performing Ensembles Anchor Standard 5 - Performing
Anchor Standard: Develop and refine artistic techniques and work for presentation.
Grade Hs novice
MU.PR.5.PE.Hs novice
a. Evaluate and refine draft compositions and improvisations based on knowledge, skill, and teacher-provided criteria.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, with auditory assistance, while playing individually and with others the following note and rest values: whole, half, quarter, eighth, and corresponding dotted notes in simple meters

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

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

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

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

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

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

h. Utilize a basic characteristic tone.

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

j. Perform with awareness of intonation and ensemble.

k. Tune with teacher assistance.

l. Perform literature from memory.

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



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire (e.g., fermata, repeat signs, double bar lines, note names, the following note values: whole, half, quarter, eighth, dotted half, dotted quarter, and dotted eighth).

b. Steps and skips

c. Key and time signatures

d. Simple music forms and characteristics

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

f. Elements of Music (e.g., rhythm, melody).

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

h. Whole and half step patterns in scales encountered in repertoire.

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

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

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.
Grade Hs intermediate
MU.PR.5.PE.Hs intermediate
a. Evaluate and refine draft compositions and improvisations based on knowledge, skill, and collaboratively-developed criteria.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, with auditory assistance, while playing individually and with others sixteenth, corresponding dotted notes and elementary syncopation in simple meters

b. Utilize musical symbols encountered in the repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Perform independent parts while others play contrasting parts (e.g., level 1-2).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Utilize a basic characteristic tone with greater stability.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Perform with awareness of intonation, ensemble, balance, and blend.

k. Tune with teacher guidance.

l. Perform literature from memory.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Steps and skips

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Key and time signatures

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Simple music forms and characteristics

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Elements of Music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Student's role within their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Whole and half step patterns in scales encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Relationships between music and mathematics as it occurs in the repertoire (e.g., integer frequency relationships in overtones in chords.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs proficient
MU.PR.5.PE.HSI
a. Evaluate and refine draft melodies, rhythmic passages, arrangements, and improvisations based on established criteria, including the extent to which they address identified purposes.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, with visual assistance, while playing individually and with others note and rest values in simple and complex meters as encountered in the repertoire.

b. Utilize musical symbols encountered in the repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Perform independent parts while others play contrasting parts (e.g., level 2-3).

e. Respond to basic conducting cues (e.g., phrasing and expression).

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Utilize characteristic tone of the instrument, exhibiting some control over shaping or altering tone quality to fit the music played (e.g., embouchure, sul tasto/ponticello, rudimentary vibrato).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Perform with emerging accurate intonation, ensemble, balance, and blend in support of the ensemble.

k. Tune to a given pitch and adjust to match pitch and develop awareness of tuning to self and other voices or instruments.

l. Perform literature from memory.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Intervals and chord structures

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Function of key and time signatures

d. Simple music forms and characteristics

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Elements of Music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Student's role within their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Whole and half step patterns in scales encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Relationships between music and mathematics as it occurs in the repertoire (e.g., integer frequency relationships in overtones in chords).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs accomplished
MU.PR.5.PE.HSII
a. Evaluate and refine draft arrangements, sections, short compositions, and improvisations based on personally-developed criteria, including the extent to which they address identified purposes.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, without external assistance, while playing individually and with others note and rest values in complex and changing meters at faster tempos as encountered in the repertoire.

b. Utilize musical symbols encountered in the repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Perform independent parts while others play contrasting parts (e.g., level 3-5).

e. Respond to basic conducting cues (e.g., style, multi-meter).

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Utilize characteristic tone of the instrument, exhibiting control over shaping or altering tone quality to fit the music played (e.g., embouchure, sul tasto/ponticello, rudimentary vibrato).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Perform with accurate intonation, balance, and blend in support of the ensemble.

k. Tune to a given pitch and adjust to match pitch and demonstrate a consistent ability to tune to self and other voices or instruments.

l. Perform literature from memory.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Intervals and chord structures

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Function of key and time signatures

d. Music forms and characteristics encountered in repertoire.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Elements of Music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Student's role within their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Whole and half step patterns in scales encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Relationships between music and mathematics as it occurs in the repertoire (e.g., equal temperament, Pythagorean comma).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs advanced
MU.PR.5.PE.HSIII
a. Evaluate and refine varied draft musical works based on appropriate criteria, including the extent to which they address identified purposes and contexts.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, recognizing the macro and micro beat, while playing individually and with others note and rest values in complex and changing meters at faster tempos as encountered in the repertoire.

b. Utilize musical symbols encountered in the repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Perform independent parts while others play contrasting parts (e.g., level 5-6).

e. Conduct an ensemble with appropriate gestures, tempo, expression and cuing.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Utilize characteristic tone of the instrument, exhibiting fluent control over shaping or altering tone quality to fit the music played (e.g., embouchure, sul tasto/ponticello, rudimentary vibrato).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Perform with accurate intonation, balance, and blend in support of the ensemble.

k. Tune to chords with an understanding of the importance of their pitch within the chord structure.

l. Perform literature from memory.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Intervals and chord structures

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Function of key and time signatures

d. Synthesize characteristics of musical structure into performance practice.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Elements of Music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Student's role within their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Whole and half step patterns in scales encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Relationships between music and mathematics as it occurs in the repertoire (e.g., fibonacci series and golden mean as controlling percpetion of musical structure).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



Music Traditional And Emerging Ensembles/Performing
#MU.PR.6.PE
Process Component: Music Performing Ensembles Anchor Standard 6 - Performing
Anchor Standard: Convey meaning through the presentation of artistic work.
Grade Hs novice
MU.PR.6.PE.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.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, with auditory assistance, while playing individually and with others the following note and rest values: whole, half, quarter, eighth, and corresponding dotted notes in simple meters

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

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

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

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

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

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

h. Utilize a basic characteristic tone.

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

j. Perform with awareness of intonation and ensemble.

k. Tune with teacher assistance.

l. Perform literature from memory.

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



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire (e.g., fermata, repeat signs, double bar lines, note names, the following note values: whole, half, quarter, eighth, dotted half, dotted quarter, and dotted eighth).

b. Steps and skips

c. Key and time signatures

d. Simple music forms and characteristics

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

f. Elements of Music (e.g., rhythm, melody).

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

h. Whole and half step patterns in scales encountered in repertoire.

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

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

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.

Grade Hs intermediate
MU.PR.6.PE.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.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, with auditory assistance, while playing individually and with others sixteenth, corresponding dotted notes and elementary syncopation in simple meters

b. Utilize musical symbols encountered in the repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Perform independent parts while others play contrasting parts (e.g., level 1-2).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Utilize a basic characteristic tone with greater stability.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Perform with awareness of intonation, ensemble, balance, and blend.

k. Tune with teacher guidance.

l. Perform literature from memory.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Steps and skips

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Key and time signatures

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Simple music forms and characteristics

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Elements of Music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Student's role within their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Whole and half step patterns in scales encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Relationships between music and mathematics as it occurs in the repertoire (e.g., integer frequency relationships in overtones in chords.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

Grade Hs proficient
MU.PR.6.PE.HSI
a. Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music representing diverse cultures, styles, and genres.

b. Demonstrate an understanding of expressive intent by connecting with an audience through prepared and improvised performances.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, with visual assistance, while playing individually and with others note and rest values in simple and complex meters as encountered in the repertoire.

b. Utilize musical symbols encountered in the repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Perform independent parts while others play contrasting parts (e.g., level 2-3).

e. Respond to basic conducting cues (e.g., phrasing and expression).

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Utilize characteristic tone of the instrument, exhibiting some control over shaping or altering tone quality to fit the music played (e.g., embouchure, sul tasto/ponticello, rudimentary vibrato).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Perform with emerging accurate intonation, ensemble, balance, and blend in support of the ensemble.

k. Tune to a given pitch and adjust to match pitch and develop awareness of tuning to self and other voices or instruments.

l. Perform literature from memory.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Intervals and chord structures

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Function of key and time signatures

d. Simple music forms and characteristics

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Elements of Music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Student's role within their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Whole and half step patterns in scales encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Relationships between music and mathematics as it occurs in the repertoire (e.g., integer frequency relationships in overtones in chords).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs accomplished
MU.PR.6.PE.HSII
a. Demonstrate mastery of the technical demands and an understanding of expressive qualities of the music in prepared and improvised performances of a varied repertoire representing diverse cultures, styles, genres, and historical periods.

b. Demonstrate an understanding of intent as a means for connecting with an audience through prepared and improvised performances.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, without external assistance, while playing individually and with others note and rest values in complex and changing meters at faster tempos as encountered in the repertoire.

b. Utilize musical symbols encountered in the repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Perform independent parts while others play contrasting parts (e.g., level 3-5).

e. Respond to basic conducting cues (e.g., style, multi-meter).

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Utilize characteristic tone of the instrument, exhibiting control over shaping or altering tone quality to fit the music played (e.g., embouchure, sul tasto/ponticello, rudimentary vibrato).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Perform with accurate intonation, balance, and blend in support of the ensemble.

k. Tune to a given pitch and adjust to match pitch and demonstrate a consistent ability to tune to self and other voices or instruments.

l. Perform literature from memory.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Intervals and chord structures

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Function of key and time signatures

d. Music forms and characteristics encountered in repertoire.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Elements of Music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Student's role within their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Whole and half step patterns in scales encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Relationships between music and mathematics as it occurs in the repertoire (e.g., equal temperament, Pythagorean comma).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs advanced
MU.PR.6.PE.HSIII
a. Demonstrate an understanding and mastery of the technical demands and expressive qualities of the music through prepared and improvised performances of a varied repertoire representing diverse cultures, styles, genres, and historical periods in multiple types of ensembles.

b. Demonstrate an ability to connect with audience members before and during the process of engaging with and responding to them through prepared and improvised performances.



Foundational Skills



Application to Instrument (AI)

a. Maintain a steady beat, recognizing the macro and micro beat, while playing individually and with others note and rest values in complex and changing meters at faster tempos as encountered in the repertoire.

b. Utilize musical symbols encountered in the repertoire

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Perform independent parts while others play contrasting parts (e.g., level 5-6).

e. Conduct an ensemble with appropriate gestures, tempo, expression and cuing.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Utilize characteristic tone of the instrument, exhibiting fluent control over shaping or altering tone quality to fit the music played (e.g., embouchure, sul tasto/ponticello, rudimentary vibrato).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

j. Perform with accurate intonation, balance, and blend in support of the ensemble.

k. Tune to chords with an understanding of the importance of their pitch within the chord structure.

l. Perform literature from memory.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



Reflect on Understanding (PRU)

a. Musical symbols encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

b. Intervals and chord structures

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Function of key and time signatures

d. Synthesize characteristics of musical structure into performance practice.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Elements of Music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

g. Student's role within their ensemble.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Whole and half step patterns in scales encountered in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

i. Relationships between music and mathematics as it occurs in the repertoire (e.g., fibonacci series and golden mean as controlling percpetion of musical structure).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

k. Adjusting to the acoustic properties and the effect on the performers and the performance space.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

Music Traditional And Emerging Ensembles/Responding
#MU.RE.7.PE
Process Component: Music Performing Ensembles Anchor Standard 7 - Responding
Anchor Standard: Perceive and analyze artistic work.
Grade Hs novice
MU.RE.7.PE.Hs novice
Identify reasons for selecting music based on characteristics found in the music, connection to interest, and purpose or context.



Foundational Skills



Reflect on Understanding (RRU)

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

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

c. Their preference for specific musical works and styles.

d. Selected elements of music.

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

f. Using appropriate terminology to describe and explain music.

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

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

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

j. Evaluating the effect of audience and performers’ behavior on the performance.
Grade Hs intermediate
MU.RE.7.PE.Hs intermediate
Explain reasons for selecting music citing characteristics found in the music and connections to interest, purpose, and context.



Foundational Skills



Reflect on Understanding (RRU)

a. How music can be transcribed from one music medium to another (e.g., one instrument to another, one ensemble to another).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Their preference for specific musical works and styles.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Elements of music most prominent in repertoire.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Using appropriate terminology to describe and explain music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Using teacher or student specified criteria to evaluate a musical performance.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs proficient
MU.RE.7.PE.HSI
Apply criteria to select music for specified purposes, supporting choices by citing characteristics found in the music and connections to interest, purpose, and context.



Foundational Skills



Reflect on Understanding (RRU)

a. The compositional and stylistic elements that differentiate various musical genres.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Their preference for specific musical works and styles.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Elements of music most prominent in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Using appropriate terminology to describe and explain music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Using student specified criteria to evaluate a musical performance.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs accomplished
MU.RE.7.PE.HSII
Apply criteria to select music for a variety of purposes, justifying choices citing knowledge of the music and the specified purpose and context.



Foundational Skills



Reflect on Understanding (RRU)

a. The compositional and stylistic elements that differentiate various musical genres.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Their preference for specific musical works and styles.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Elements of music most prominent in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Using appropriate terminology to describe and explain music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Musical experiences orally and in writing with appropriate critique and terminology.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs advanced
MU.RE.7.PE.HSIII
Use research and personally-developed criteria to justify choices made when selecting music, citing knowledge of the music, and individual and ensemble purpose and context.



Foundational Skills



Reflect on Understanding (RRU)

a. The compositional and stylistic elements that differentiate various musical genres to their own performance or the performance of others.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Defend their preference for specific musical works and styles using specific musical characteristics.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Elements of music most prominent in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Using appropriate terminology to describe and explain music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Musical experiences orally and in writing with appropriate critique and terminology.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

Music Traditional And Emerging Ensembles/Responding
#MU.RE.7.PE
Process Component: Music Performing Ensembles Anchor Standard 7 - Responding
Anchor Standard: Perceive and analyze artistic work.
Grade Hs novice
MU.RE.7.PE.Hs novice
Identify reasons for selecting music based on characteristics found in the music, connection to interest, and purpose or context.



Foundational Skills



Reflect on Understanding (RRU)

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

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

c. Their preference for specific musical works and styles.

d. Selected elements of music.

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

f. Using appropriate terminology to describe and explain music.

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

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

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

j. Evaluating the effect of audience and performers’ behavior on the performance.
Grade Hs intermediate
MU.RE.7.PE.Hs intermediate
Explain reasons for selecting music citing characteristics found in the music and connections to interest, purpose, and context.



Foundational Skills



Reflect on Understanding (RRU)

a. How music can be transcribed from one music medium to another (e.g., one instrument to another, one ensemble to another).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Their preference for specific musical works and styles.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Elements of music most prominent in repertoire.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Using appropriate terminology to describe and explain music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Using teacher or student specified criteria to evaluate a musical performance.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs proficient
MU.RE.7.PE.HSI
Apply criteria to select music for specified purposes, supporting choices by citing characteristics found in the music and connections to interest, purpose, and context.



Foundational Skills



Reflect on Understanding (RRU)

a. The compositional and stylistic elements that differentiate various musical genres.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Their preference for specific musical works and styles.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Elements of music most prominent in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Using appropriate terminology to describe and explain music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Using student specified criteria to evaluate a musical performance.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs accomplished
MU.RE.7.PE.HSII
Apply criteria to select music for a variety of purposes, justifying choices citing knowledge of the music and the specified purpose and context.



Foundational Skills



Reflect on Understanding (RRU)

a. The compositional and stylistic elements that differentiate various musical genres.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Their preference for specific musical works and styles.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Elements of music most prominent in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Using appropriate terminology to describe and explain music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Musical experiences orally and in writing with appropriate critique and terminology.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs advanced
MU.RE.7.PE.HSIII
Use research and personally-developed criteria to justify choices made when selecting music, citing knowledge of the music, and individual and ensemble purpose and context.



Foundational Skills



Reflect on Understanding (RRU)

a. The compositional and stylistic elements that differentiate various musical genres to their own performance or the performance of others.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Defend their preference for specific musical works and styles using specific musical characteristics.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Elements of music most prominent in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Using appropriate terminology to describe and explain music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Musical experiences orally and in writing with appropriate critique and terminology.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

Music Traditional And Emerging Ensembles/Responding
#MU.RE.8.PE
Process Component: Music Performing Ensembles Anchor Standard 8 - Responding
Anchor Standard: Interpret intent and meaning in artistic work.
Grade Hs novice
MU.RE.8.PE.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.



Foundational Skills



Reflect on Understanding (RRU)

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

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

c. Their preference for specific musical works and styles.

d. Selected elements of music.

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

f. Using appropriate terminology to describe and explain music.

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

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

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

j. Evaluating the effect of audience and performers’ behavior on the performance.
Grade Hs intermediate
MU.RE.8.PE.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.



Foundational Skills



Reflect on Understanding (RRU)

a. How music can be transcribed from one music medium to another (e.g., one instrument to another, one ensemble to another).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Their preference for specific musical works and styles.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Elements of music most prominent in repertoire.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Using appropriate terminology to describe and explain music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Using teacher or student specified criteria to evaluate a musical performance.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs proficient
MU.RE.8.PE.HSI
Explain and support interpretations of the expressive intent and meaning of musical works, citing as evidence the treatment of the elements of music, contexts, (when appropriate) the setting of the text, and personal research.



Foundational Skills



Reflect on Understanding (RRU)

a. The compositional and stylistic elements that differentiate various musical genres.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Their preference for specific musical works and styles.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Elements of music most prominent in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Using appropriate terminology to describe and explain music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Using student specified criteria to evaluate a musical performance.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs accomplished
MU.RE.8.PE.HSII
Support interpretations of the expressive intent and meaning of musical works citing as evidence the treatment of the elements of music, contexts, (when appropriate) the setting of the text, and varied researched sources.



Foundational Skills



Reflect on Understanding (RRU)

a. The compositional and stylistic elements that differentiate various musical genres.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Their preference for specific musical works and styles.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Elements of music most prominent in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Using appropriate terminology to describe and explain music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Musical experiences orally and in writing with appropriate critique and terminology.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs advanced
MU.RE.8.PE.HSIII
Justify interpretations of the expressive intent and meaning of musical works by comparing and synthesizing varied researched sources, including reference to other art forms.



Foundational Skills



Reflect on Understanding (RRU)

a. The compositional and stylistic elements that differentiate various musical genres to their own performance or the performance of others.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Defend their preference for specific musical works and styles using specific musical characteristics.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Elements of music most prominent in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Using appropriate terminology to describe and explain music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Musical experiences orally and in writing with appropriate critique and terminology.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Music Traditional And Emerging Ensembles/Responding
#MU.RE.9.PE
Process Component: Music Performing Ensembles Anchor Standard 9 - Responding
Anchor Standard: Apply criteria to evaluate artistic work.
Grade Hs novice
MU.RE.9.PE.Hs novice
Identify and describe the effect of interest, experience, analysis, and context on the evaluation of music.



Foundational Skills



Reflect on Understanding (RRU)

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

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

c. Their preference for specific musical works and styles.

d. Selected elements of music.

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

f. Using appropriate terminology to describe and explain music.

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

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

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

j. Evaluating the effect of audience and performers’ behavior on the performance.
Grade Hs intermediate
MU.RE.9.PE.Hs intermediate
Explain the influence of experiences, analysis, and context on interest in and evaluation of music.



Foundational Skills



Reflect on Understanding (RRU)

a. How music can be transcribed from one music medium to another (e.g., one instrument to another, one ensemble to another).

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Their preference for specific musical works and styles.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Elements of music most prominent in repertoire.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Using appropriate terminology to describe and explain music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Using teacher or student specified criteria to evaluate a musical performance.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs proficient
MU.RE.9.PE.HSI
Evaluate works and performances based on personally- or collaboratively-developed criteria, including analysis of the structure and context.



Foundational Skills



Reflect on Understanding (RRU)

a. The compositional and stylistic elements that differentiate various musical genres.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Their preference for specific musical works and styles.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Elements of music most prominent in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Using appropriate terminology to describe and explain music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Using student specified criteria to evaluate a musical performance.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs accomplished
MU.RE.9.PE.HSII
Evaluate works and performances based on research as well as personally- and collaboratively-developed criteria, including analysis and interpretation of the structure and context.



Foundational Skills



Reflect on Understanding (RRU)

a. The compositional and stylistic elements that differentiate various musical genres.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Their preference for specific musical works and styles.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Elements of music most prominent in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Using appropriate terminology to describe and explain music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Musical experiences orally and in writing with appropriate critique and terminology.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)
Grade Hs advanced
MU.RE.9.PE.HSIII
Develop and justify evaluations of music, programs of music, and performances based on criteria, personal decision-making, research, and understanding of contexts.



Foundational Skills



Reflect on Understanding (RRU)

a. The compositional and stylistic elements that differentiate various musical genres to their own performance or the performance of others.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

c. Defend their preference for specific musical works and styles using specific musical characteristics.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

d. Elements of music most prominent in repertoire.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

f. Using appropriate terminology to describe and explain music.

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

h. Musical experiences orally and in writing with appropriate critique and terminology.

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)

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

(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repertoire.)



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.