CREATING Imagine Generate musical ideas for various purposes and contexts. Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of Essential Question: How do musicians generate creative ideas? sources. Pre K K 1 2 3 4 5 6 7 8 MU:Cr1.1.PKa MU:Cr1.1.Ka With MU:Cr1.1.1a With MU:Cr1.1.2a MU:Cr1.1.3a MU:Cr1.1.4a MU:Cr1.1.5a MU:Cr1.1.6a MU:Cr1.1.7a MU:Cr1.1.8a With substantial guidance, explore limited guidance, Improvise Improvise rhythmic Improvise rhythmic, Improvise rhythmic, Generate simple Generate rhythmic, Generate rhythmic, guidance, explore and experience create musical rhythmic and and melodic ideas, melodic, and melodic, and rhythmic, melodic, melodic, and melodic and and experience a music concepts ideas (such as melodic patterns and describe harmonic ideas, harmonic ideas, and harmonic harmonic phrases harmonic phrases variety of music. (such as beat and answering a and musical ideas connection to and explain and explain phrases within AB and variations over and harmonic melodic contour). musical question) for a specific specific purpose connection to connection to and ABA forms harmonic accompaniments for a specific purpose. and context (such specific purpose specific purpose that convey accompaniments within expanded purpose. as personal and and context (such and context (such expressive intent. within AB, ABA, or forms (including social). as social and as social, cultural, theme and introductions,
cultural). and historical). variation forms transitions, and that convey codas) that convey expressive intent. expressive intent.
MU:Cr1.1.Kb With MU:Cr1.1b With MU:Cr1.1.2b MU:Cr1.1.3b MU:Cr1.1.4b MU:Cr1.1.5b . guidance, limited guidance, Generate musical Generate musical Generate musical Generate musical generate musical generate musical patterns and ideas ideas (such as ideas (such as ideas (such as
Common Anchor #1 ideas (such as ideas in multiple within the context rhythms and rhythms, rhythms, movements or tonalities (such as of a given tonality melodies) within a melodies, and melodies, and motives). major and minor) (such as major and given tonality simple accompaniment and meters (such minor) and meter and/or meter. accompaniment patterns) within as duple and triple). (such as duple and patterns) within specific related triple). related tonalities tonalities, meters, (such as major and and simple chord minor) and changes. meters.
Plan and Make Select and develop musical ideas for defined purposes and contexts Common Anchor #2 technology. recording notation using musical ideas performing original the orderfor and keep track of guidanc With substantial MU:Cr2. accompaniments). instrumental vocalizations movements ideas favorite guidance With substantial MU:Cr2. Enduring Understanding:
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Evaluate and Refine Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria. Enduring Understanding: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the Essential Question: How do musicians improve the quality of their creative work? application of appropriate criteria. Pre K K 1 2 3 4 5 6 7 8 MU:Cr3.1.PKa MU:Cr3.1.Ka - MU:Cr3.1.1a With MU:Cr3.1.2a MU:Cr3.1.3a MU:Cr3.1.4a MU:Cr3.1.5a MU:Cr3.1.6a MU:Cr3.1.7a MU:Cr3.1.8a With substantial With guidance, limited guidance, Interpret and apply Evaluate, refine, Evaluate, refine, Evaluate, refine, Evaluate their own Evaluate their own Evaluate their own guidance, consider apply personal, discuss and apply personal, peer, and and document and document and document work, applying work, applying work by selecting personal, peer, and peer, and teacher personal, peer, and teacher feedback to revisions to revisions to revisions to teacher-provided selected criteria and applying teacher feedback feedback in teacher feedback to revise personal personal musical personal music, personal music, criteria such as such as appropriate criteria including when refining personal refine personal music. ideas, applying applying teacher- applying teacher- application of application of appropriate demonstrating musical ideas. musical ideas. teacher-provided provided and provided and selected elements elements of music application of and refining and collaboratively- collaboratively- of music, and use including style, compositional personal musical collaboratively- developed criteria developed criteria of sound sources. form, and use of techniques, style, ideas. developed criteria and feedback to and feedback, and sound sources. form, and use of and feedback. show improvement explain rationale for sound sources. over time. changes. MU:Cr3.1.6b MU:Cr3.1.7b MU:Cr3.1.8b Describe the Describe the Describe the
. rationale for making rationale for making rationale for revisions to the revisions to the refining works by music based on music based on explaining the evaluation criteria evaluation criteria choices, based on and feedback from and feedback from evaluation criteria. their teacher. others (teacher and
Common Anchor #3 peers).
Present Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality. Enduring Understanding: Musicians’ presentation of creative work is the culmination of a process of creation and Essential Question: When is creative work ready to share? communication Pre K K 1 2 3 4 5 6 7 8 MU:Cr3.2.PKa MU:Cr3.2.Ka With MU:Cr3.2.1a With MU:Cr3.2.2a MU:Cr3.2.3a MU:Cr3.2.4a MU:Cr3.2.5a MU:Cr3.2.6a MU:Cr3.2.7a MU:Cr3.2.8a With substantial guidance, limited guidance, Convey Present the final Present the final Present the final Present the final Present the final Present the final guidance, share demonstrate a convey expressive expressive intent version of personal version of personal version of personal version of their version of their version of their revised personal final version of intent for a specific for a specific created music to created music to created music to documented documented documented musical ideas with personal musical purpose by purpose by others, and others, and explain others that personal personal personal peers. ideas to peers. presenting a final presenting a final describe connection to demonstrates composition or composition, composition, version of personal version of personal connection to expressive intent. craftsmanship, arrangement, song, or song, or musical ideas to musical ideas to expressive intent. and explain using arrangement, arrangement, peers or informal peers or informal connection to craftsmanship and using using audience. audience. expressive intent. originality to craftsmanship and craftsmanship and demonstrate an originality to originality to effective beginning, demonstrate unity demonstrate the middle, and ending, and variety, and application of and convey convey expressive compositional expressive intent. intent. techniques for creating unity and variety, tension and release, and balance to convey expressive intent.
PERFORMING
Select Select varied musical works to present based on interest, knowledge, technical skill, and context.
Enduring Understanding: Performers’ interest in and knowledge of musical works, understanding of their own technical skill, Essential Question: How do performers select repertoire? and the context for a performance influence the selection of repertoire. Pre K K 1 2 3 4 5 6 7 8 MU:Pr4.1.PKa MU:Pr4.1.Ka With MU:Pr4.1.1a With MU:Pr4.1.2a MU:Pr4.1.3a MU:Pr4.1.4a MU:Pr4.1.5a MU:Pr4.1.6a Apply MU:Pr4.1.7a Apply MU:Pr4.1.8a Apply With substantial guidance, limited guidance, Demonstrate and Demonstrate and Demonstrate and Demonstrate and teacher-provided collaboratively- personally- guidance, demonstrate and demonstrate and explain personal explain how the explain how the explain how the criteria for developed criteria developed criteria demonstrate and state personal discuss personal interest in, selection of music selection of music selection of music selecting music to for selecting music for selecting music state preference for interest in varied interest in, knowledge about, to perform is to perform is to perform is perform for a of contrasting of contrasting varied musical musical selections. knowledge about, and purpose of influenced by influenced by influenced by specific purpose styles for a styles for a selections. and purpose of varied musical personal interest, personal interest, personal interest, and/or context, program with a program with a varied musical selections. knowledge, knowledge, knowledge, and and explain why specific purpose specific purpose selections. purpose, and context, and context, as well as each was chosen. and/or context and/or context,
context. technical skill. their personal and and, after and explain others’ technical discussion, identify expressive skill. expressive qualities, qualities, technical technical challenges, and challenges, and reasons for reasons for choices.
Common Anchor #4 choices.
Analyze Analyze the structure and context of varied musical works and their implications for performance. Enduring Understanding: Analyzing creators’ context and how they manipulate elements of music provides insight into their Essential Question: How does understanding the structure and context of musical works intent and informs performance. inform performance? Pre K K 1 2 3 4 5 6 7 8 MU:Pr4.2.PKa MU:Pr4.2.Ka With MU:Pr4.2.1a With MU:Pr4.2.2a MU:Pr4.2.3a MU:Pr4.2.4a MU:Pr4.2.5a MU:Pr4.2.6a MU:Pr4.2.7a MU:Pr4.2.8a With substantial guidance, explore limited guidance, Demonstrate Demonstrate Demonstrate Demonstrate Explain how Explain and Compare the guidance, explore and demonstrate demonstrate knowledge of music understanding of understanding of understanding of understanding the demonstrate the structure of and demonstrate awareness of knowledge of music concepts (such as the structure in the structure and the structure and structure and the structure of contrasting pieces awareness of music contrasts concepts (such as tonality and music selected for the elements of the elements of elements of music contrasting pieces of music selected musical contrasts. (such as high/low, beat and melodic meter) in music performance. music (such as music (such as are used in music of music selected for performance, loud/soft, contour) in music from a variety of rhythm, pitch, and rhythm, pitch, selected for for performance explaining how the same/different) in a from a variety of cultures selected form) in music form, and performance. and how elements elements of music variety of music cultures selected for performance. selected for harmony) in music of music are used. are used in each. selected for for performance. performance. selected for performance. performance.
MU:Pr4.2.1b When MU:Pr4.2.2b When MU:Pr4.2.3b When MU:Pr4.2.4b When MU:Pr4.2.5b When MU:Pr4.2.6b When MU:Pr4.2.7b MU:Pr4.2.8b When analyzing selected analyzing selected analyzing selected analyzing selected analyzing selected analyzing selected When analyzing analyzing selected music, read and music, read and music, read and music, read and music, read and music, read and selected music, music, sight-read perform rhythmic perform rhythmic perform rhythmic perform using perform using identify by name or read and identify by in treble or bass patterns using and melodic patterns and iconic and/or standard notation. function standard name or function clef simple iconic or standard patterns using melodic phrases standard notation. symbols for standard symbols rhythmic, melodic, notation. iconic or standard using iconic and rhythm, pitch, for rhythm, pitch, and/or harmonic notation. standard notation. articulation, and articulation, notation. dynamics. dynamics, tempo, and form.
MU:Pr4.2.3c MU:Pr4.2.4c MU:Pr4.2.5c MU: Pr4.2.6c MU:Pr4.2.7c MU:Pr4.2.8c Describe how Explain how Explain how Identify how Identify how Identity how context (such as context (such as context (such as cultural and cultural and cultural and personal and social and social, cultural, historical context historical context historical context social) can inform cultural) informs a and historical) inform inform inform a performance. performance. informs performances. performances and performances and performances. result in different result in different music musical effects. interpretations.
Interpret Develop personal interpretations that consider creators’ intent.
Enduring Understanding: Performers make interpretive decisions based on their understanding of context and expressive intent. Essential Question: How do performers interpret musical works? Pre K K 1 2 3 4 5 6 7 8 MU:Pr4.3.PKa MU:Pr4.3.Ka With MU:Pr4.3.1a MU:Pr4.3.2a MU:Pr4.3.3a MU:Pr4.3.4a MU:Pr4.3.5a MU:Pr4.3.6a MU:Pr4.3.7a MU:Pr4.3.8a With substantial guidance, Demonstrate and Demonstrate Demonstrate and Demonstrate and Demonstrate and Perform a selected Perform Perform guidance, explore demonstrate describe music’s understanding of describe how explain how intent explain how intent piece of music contrasting pieces contrasting pieces music’s expressive awareness of expressive expressive intent is conveyed is conveyed is conveyed demonstrating how of music of music, qualities (such as expressive qualities (such as qualities (such as through through interpretive through interpretive their demonstrating their demonstrating as voice quality, qualities (such as dynamics and dynamics and expressive decisions and decisions and interpretations of interpretations of well as explaining dynamics, and voice quality, tempo). tempo) and how qualities (such as expressive expressive the elements of the elements of how the music’s tempo). dynamics, and creators use them dynamics and qualities (such as qualities (such as music and the music and intent is conveyed tempo) that to convey tempo). dynamics, tempo, dynamics, tempo, expressive expressive by their support the expressive intent. and timbre). timbre, and qualities (such as qualities (such as interpretations of creators’ articulation/style). dynamics, tempo, dynamics, tempo, the elements of expressive intent. timbre, timbre, music and articulation/style, articulation/style, expressive and phrasing) and phrasing) qualities (such as convey intent. convey intent. dynamics, tempo, timbre, articulation/style, and phrasing).
Rehearse, Evaluate and Refine Evaluate and refine personal and ensemble performances, individually or in collaboration with others. Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time Essential Question: How do musicians improve the quality of their performance?
through openness to new ideas, persistence, and the application of appropriate criteria. Pre K K 1 2 3 4 5 6 7 8 MU:Pr5.1.PKa MU:Pr5.1.Ka With MU:Pr5.1.1a With MU:Pr5.1.2a - MU:Pr5.1.3a - MU:Pr5.1.4a Apply MU:Pr5.1.5a Apply MU:Pr5.1.6a MU:Pr5.1.7a MU:Pr5.1.8a With substantial guidance, apply limited guidance, Apply established Apply teacher- teacher-provided teacher-provided Identify and apply Identify and apply Identify and apply guidance, practice personal, teacher, apply personal, criteria to judge provided and and and established teacher-provided collaboratively- personally- and demonstrate and peer feedback teacher, and peer the accuracy, collaboratively- collaboratively- criteria and criteria (such as developed criteria developed criteria what they like to refine feedback to refine expressiveness, developed criteria developed criteria feedback to correct (such as (such as about their own performances. performances. and effectiveness and feedback to and feedback to evaluate the interpretation of demonstrating demonstrating performances. of performances. evaluate accuracy evaluate accuracy accuracy and notation, technical correct correct of ensemble and expressiveness expressiveness of accuracy, interpretation of interpretation of performances. of ensemble and ensemble and originality, and notation, technical notation, technical personal personal interest) to skill of performer, skill of performer, performances. performances. rehearse, refine, originality, originality, and determine emotional impact, emotional impact, when a piece is and interest) to variety, and ready to perform. rehearse, refine, interest) to and determine rehearse, refine, when the music is and determine ready to perform. when the music is ready to perform. MU:Pr5.1.PKb MU:Pr5.1.Kb With MU:Pr5.1.1b With MU:Pr5.1.2b – MU:Pr5.1.3b MU:Pr5.1.4b MU:Pr5.1.5b
Common Anchor #5 Anchor Common With substantial guidance, use limited guidance, Rehearse, identify Rehearse to refine Rehearse to refine Rehearse to refine guidance, apply suggested use suggested and apply technical technical technical personal, peer, and strategies in strategies in strategies to accuracy, accuracy and accuracy and teacher feedback to rehearsal to rehearsal to address expressive expressive expressive refine improve the address interpretive interpretive, qualities, and qualities, and qualities to performances. expressive challenges of performance, and identified address address qualities of music. music. technical performance performance challenges, and challenges of challenges. challenges. show improvement music. over time.
Present Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context. Essential Question: When is a performance judged ready to present? Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. How do context and the manner in which musical work is presented The context and how a work is presented influence the audience response. influence audience response? Pre K K 1 2 3 4 5 6 7 8 MU:Pr6.1.PKa With MU:Pr6.1.Ka MU:Pr6.1.1a With MU:Pr6.1.2a MU:Pr6.1.3a MU:Pr6.1.4a MU:Pr6.1.5a MU:Pr6.1.6a MU:Pr6.1.7a MU:Pr6.1.8a substantial With guidance, limited guidance, Perform music for Perform music Perform music, Perform music, Perform the music Perform the music Perform the music guidance, perform perform music perform music for a specific purpose with expression alone or with others, alone or with with technical with technical with technical music with with expression. a specific purpose with expression and technical with expression others, with accuracy to convey accuracy and accuracy, stylistic expression. with expression. and technical accuracy. and technical expression, the creator’s intent. stylistic expression, and accuracy. accuracy, and technical expression to culturally appropriate accuracy, and convey the authentic interpretation. appropriate creator’s intent. practices in music interpretation. to convey the creator’s intent.
MU:Pr6.1.Kb MU:Pr6.1.1b MU:Pr6.1.2b MU:Pr6.1.3b MU:Pr6.1.4b MU:Pr6.1.5b MU:Pr6.1.6b MU:Pr6.1.7b MU:Pr6.1.8b Perform Perform Perform Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate appropriately for appropriately for appropriately for performance performance performance performance performance performance
Common Anchor #6 Anchor Common the audience. the audience and the audience and decorum and decorum and decorum and decorum (such as decorum (such as decorum (such as purpose. purpose. audience audience etiquette audience stage presence, stage presence, stage presence, etiquette appropriate for the etiquette attire, and behavior) attire, and attire, and appropriate for the context, venue, appropriate for the and audience behavior) and behavior) and context and and genre. context, venue, etiquette audience audience venue. genre, and style. appropriate for etiquette etiquette venue and appropriate for appropriate for purpose. venue, purpose, venue, purpose, and context. context, and style.
RESPONDING
Select Choose music appropriate for a specific purpose or context.
Enduring Understanding: Individuals' selection of musical works is influenced by their interests, experiences, understandings, Essential Question: How do individuals choose music to experience? and purposes. Pre K K 1 2 3 4 5 6 7 8 MU:Re7.1.PKa With MU:Re7.1.Ka MU:Re7.1.1a With MU:Re7.1.2a MU:Re7.1.3a MU:Re7.1.4a MU:Re7.1.5a MU:Re7.1.6a MU:Re7.1.7a MU:Re7.1.8a substantial With guidance, limited guidance, Explain and Demonstrate and Demonstrate and Demonstrate and Select or choose Select or choose Select programs guidance, state list personal identify and demonstrate how describe how explain how explain, citing music to listen to contrasting music of music (such as a personal interests interests and demonstrate how personal interests selected music selected music evidence, how and explain the to listen to and CD mix or live and demonstrate experiences and personal interests and experiences connects to and is connects to and is selected music connections to compare the performances) and why they prefer demonstrate why and experiences influence musical influenced by influenced by connects to and is specific interests or connections to demonstrate the some music they prefer some influence musical selection for specific interests, specific interests, influenced by experiences for a specific interests or connections to an selections over music selections selection for specific purposes. experiences, or experiences, specific interests, specific purpose. experiences for a interest or others. over others. specific purposes. purposes. purposes, or experiences, specific purpose. experience for a
contexts. purposes, or specific purpose. contexts.
Common Anchor #7 Anchor Common
Analyze Analyze how the structure and context of varied musical works inform the response. Enduring Understanding: Response to music is informed by analyzing context (social, cultural, and historical) and how Essential Question: How does understanding the structure and context of music inform a creators and performers manipulate the elements of music. response? Pre K K 1 2 3 4 5 6 7 8 MU:Re7.2.PKa With MU:Re7.2.Ka MU:Re7.2.1a With MU:Re7.2.2a MU:Re7.2.3a MU:Re7.2.4a MU:Re7.2.5a MU:Re7.2.6a MU:Re7.2.7a MU:Re7.2.8a substantial With guidance, limited guidance, Describe how Demonstrate and Demonstrate and Demonstrate and Describe how the Classify and Compare how the guidance, explore demonstrate demonstrate and specific music describe how a explain how explain, citing elements of music explain how the elements of musical contrasts in how a specific identify how concepts are used response to music responses to music evidence, how and expressive elements of music and music. music concept specific music to support a can be informed by are informed by the responses to music qualities relate to music and expressive (such as beat or concepts (such as specific purpose in the structure, the structure, the use are informed by the the structure of the expressive qualities relate to melodic beat or pitch) are music. use of the of the elements of structure, the use pieces. qualities relate to the structure direction) is used in various elements of music, and of the elements of the structure of within programs of used in music. styles of music for music, and context (such as music, and context contrasting pieces. music. a purpose. context (such as social and (such as social, personal and cultural). cultural, and social). historical).
MU:Re7.2.6b MU:Re7.2.7b MU:Re7.2.8b Identify the context Identify and Identify and of music from a compare the compare the variety of genres, context of music context of cultures, and from a variety of programs of music historical periods. genres, cultures, from a variety of and historical genres, cultures, periods. and historical periods.
Interpret Support interpretations of musical works that reflect creators’/performers’ expressive intent. Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their Essential Question: How do we discern the musical creators’ and performers’ expressive expressive intent. intent? Pre K K 1 2 3 4 5 6 7 8 MU:Re8.1.PKa With MU:Re8.1.Ka MU:Re8.1.1a With MU:Re8.1.2a MU:Re8.1.3a MU:Re8.1.4a MU:Re8.1.5a MU:Re8.1.6a MU:Re8.1.7a MU:Re8.1.7a substantial With guidance, limited guidance, Demonstrate Demonstrate and Demonstrate and Demonstrate and Describe a Describe a personal Support personal guidance, explore demonstrate demonstrate and knowledge of describe how the explain how the explain how the personal interpretation of interpretation of music’s expressive awareness of identify expressive music concepts expressive expressive expressive interpretation of contrasting works contrasting qualities (such as expressive qualities (such as and how they qualities (such as qualities (such as qualities (such as how creators’ and and explain how programs of music dynamics and qualities (such dynamics and support creators’/ dynamics and dynamics, tempo, dynamics, tempo, performers’ creators’ and and explain how tempo). as dynamics and tempo) that reflect performers’ tempo) are used in and timbre) are timbre, and application of the performers’ creators’ or tempo) that creators’/ expressive intent. performers’ used in performers’ articulation) are elements of application of the performers’ apply reflect performers’ interpretations to and personal used in performers’ music and elements of music the elements of creators’/perform expressive intent. reflect expressive interpretations to and personal expressive and expressive music and ers’ expressive intent. reflect expressive interpretations to qualities, within qualities, within expressive
Common Anchor #8 Anchor Common intent. intent. reflect expressive genres and genres, cultures, qualities, within intent. cultural and and historical genres, cultures, historical periods, convey and historical context, convey expressive intent. periods to convey expressive expressive intent. intent. Evaluate Support evaluations of musical works and performances based on analysis, interpretation, and established criteria. Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, Essential Question: How do we judge the quality of musical work(s) and performance(s)? and established criteria.
Pre K K 1 2 3 4 5 6 7 8 MU:Re9.1.PKa With MU:Re9.1.Ka MU:Re9.1.1a With MU:Re9.1.2a MU:Re9.1.3a MU:Re9.1.4a MU:Re9.1.5a MU:Re9.1.6a Apply MU:Re9.1.7a MU:Re9.1.8a substantial With guidance, limited guidance, Apply personal and Evaluate musical Evaluate musical Evaluate musical teacher-provided Select from Apply appropriate
guidance, talk about apply personal apply personal and expressive works and works and works and criteria to evaluate teacher-provided personally- personal and and expressive expressive preferences in the performances, performances, performances, musical works or criteria to evaluate developed criteria expressive preferences in preferences in the evaluation of music applying applying applying performances. musical works or to evaluate preferences in music. the evaluation of evaluation of music for specific established established established performances. musical works or music. for specific purposes. criteria, and criteria, and criteria, and explain performances.
mon Anchor #9 mon Anchor purposes. describe explain appropriateness to appropriateness to appropriateness to the context, citing Com the context. the context. evidence from the elements of music.
CONNECTING Connect #10 Synthesize and relate knowledge and personal experiences to make music.
Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, Essential Question: How do musicians make meaningful connections to creating, and responding. performing, and responding?
Pre K K 1 2 3 4 5 6 7 8 MU:Cn10.0.PKa MU:Cn10.0.Ka MU:Cn10.0.1a MU:Cn10.0.2a MU:Cn10.0.3a MU:Cn10.0.4a MU:Cn10.0.5a MU:Cn10.0.6a MU:Cn10.0.7a MU:Cn10.0.8a Demonstrate how Demonstrate how Demonstrate how Demonstrate how Demonstrate how Demonstrate how Demonstrate how Demonstrate how Demonstrate how Demonstrate how interests, interests, interests, interests, interests, interests, interests, interests, interests, interests, knowledge, and knowledge, and knowledge, and knowledge, and knowledge, and knowledge, and knowledge, and knowledge, and knowledge, and knowledge, and skills relate to skills relate to skills relate to skills relate to skills relate to skills relate to skills relate to skills relate to skills relate to skills relate to personal choices personal choices personal choices personal choices personal choices personal choices personal choices personal choices personal choices personal choices and intent when and intent when and intent when and intent when and intent when and intent when and intent when and intent when and intent when and intent when Common Anchor #10 #10 Anchor Common creating, creating, creating, creating, creating, creating, creating, creating, creating, creating, performing, and performing, and performing, and performing, and performing, and performing, and performing, and performing, and performing, and performing, and responding to responding to responding to responding to responding to responding to responding to responding to responding to responding to music. music. music. music. music. music. music. music. music. music. MU:Cr3.2.PKa With MU:Cr3.2.Ka With MU:Cr2.1.1a With MU:Cr2.1.2a MU:Cr2.1.3a MU:Cr2.1.4a MU:Cr2.1.5a MU:Cr2.1.6a Select, MU:Cr2.1.7a Select, MU:Cr2.1.8a Select, substantial guidance, guidance, demonstrate a limited guidance, Demonstrate and explain Demonstrate selected Demonstrate selected and Demonstrate selected and organize, construct, and organize, develop and organize, and document share revised musical final version of personal demonstrate and discuss personal reasons for musical ideas for a simple organized musical ideas developed musical ideas document personal document personal personal musical ideas for ideas with peers. musical ideas to peers. personal reasons for selecting patterns and improvisation or for an improvisation, for improvisations, musical ideas for musical ideas for arrangements, songs, and MU:Pr4.1.PKa With MU:Pr4.1.Ka With selecting musical ideas ideas for their music that composition to express arrangement, or arrangements, or arrangements and arrangements, songs, and compositions within substantial guidance, guidance, demonstrate that represent expressive represent expressive intent, and describe composition to express compositions to express compositions within AB or compositions within AB, expanded forms that demonstrate and state and state personal interest intent. intent. connection to a specific intent, and explain intent, and explain ABA form that ABA, or theme and demonstrate tension and preference for varied in varied musical MU:Cr3.2.1a With MU:Cr3.2.2a Convey purpose and context. connection to purpose connection to purpose demonstrate an effective variation forms that release, unity and variety, musical selections. selections. limited guidance, convey expressive intent for a MU:Cr3.2.3a Present and context. and context. beginning, middle, and demonstrate unity and and balance, and convey ending, and convey variety and convey expressive intent. MU:Pr4.3.PKa With MU:Pr4.3.Ka With expressive intent for a specific purpose by the final version of created MU:Cr3.2.4a Present MU:Cr3.2.5a Present expressive intent. expressive intent. substantial guidance, guidance, demonstrate specific purpose by presenting a final version music for others, and the final version of created the final version of created MU:Cr3.2.8a Present explore music’s awareness of expressive presenting a final version of personal musical ideas describe connection to music for others, and music for others that MU:Cr3.2.6a Present MU:Cr3.2.7a Present the final version of their expressive qualities (such qualities (such as voice of personal musical ideas to peers or informal expressive intent. explain connection to demonstrates the final version of their the final version of their documented personal as voice quality, quality, dynamics, and to peers or informal audience. MU:Pr4.1.3a expressive intent. craftsmanship, and documented personal documented personal composition, song, or dynamics, and tempo). tempo) that support the audience. MU:Pr4.3.2a Demonstrate and explain MU:Pr4.1.4a explain connection to composition or composition, song, or arrangement, using creators’ expressive MU:Pr4.3.1a Demonstrate how the selection of music Demonstrate and explain expressive intent. arrangement, using arrangement, using craftsmanship and intent. Demonstrate and describe understanding of to perform is influenced by how the selection of music MU:Pr4.1.5a craftsmanship and craftsmanship and originality to demonstrate originality to demonstrate originality to demonstrate the application of music’s expressive expressive qualities (such personal interest, to perform is influenced by Demonstrate and explain qualities (such as as dynamics and tempo) knowledge, purpose, and personal interest, how the selection of music an effective beginning, unity and variety, and compositional dynamics and tempo). and how creators use context. knowledge, context, and to perform is influenced by middle, and ending, and convey expressive intent. techniques for creating convey expressive intent. unity and variety, tension MU:Re7.1.1a With them to convey expressive MU:Pr4.3.3a technical skill. personal interest, MU:Pr4.1.7a Apply and release, and balance limited guidance, identify Demonstrate and describe MU:Pr4.3.4a knowledge, context, as MU:Pr4.1.6a Apply collaboratively- intent. to convey expressive and demonstrate how how intent is conveyed Demonstrate and explain well as their personal and teacher-provided criteria developed criteria for MU:Re7.1.2a Explain others’ technical skill. for selecting music to selecting music of intent. personal interests and and demonstrate how through expressive how intent is conveyed experiences influence qualities (such as through interpretive MU:Pr4.3.5a perform for a specific contrasting styles for a MU:Pr4.1.8a Apply personal interests and purpose and/or context program with a specific personally-developed musical selection for experiences influence dynamics and tempo). decisions and expressive Demonstrate and explain specific purposes. MU:Re7.1.3a qualities (such as how intent is conveyed and explain why each was purpose and/or context criteria for selecting music musical selection for chosen. and, after discussion, of contrasting styles for a Demonstrate and describe dynamics, tempo, and through interpretive specific purposes. identify expressive program with a specific how selected music timbre). decisions and expressive MU:Pr4.3.6a Perform a qualities, technical purpose and/or context connects to and is MU:Re7.1.4a qualities (such as selected piece of music challenges, and reasons and explain expressive influenced by specific Demonstrate and explain dynamics, tempo, timbre, demonstrating how their for choices. qualities, technical interests, experiences, or how selected music and articulation/style). interpretations of the MU:Pr4.3.7a challenges, and reasons purposes. connects to and is MU:Re7.1.5a elements of music and Perform contrasting pieces for choices. influenced by specific Demonstrate and explain, the expressive qualities of music demonstrating MU:Pr4.3.8a Perform interests, experiences, citing evidence, how (such as dynamics, their personal contrasting pieces of purposes, or contexts. selected music connects tempo, timbre, interpretations of the music, demonstrating as to, and is influenced by articulation/style, and elements of music and well as explaining how the specific interests, phrasing) convey intent. expressive qualities (such music’s intent is conveyed experiences, purposes, or MU:Re7.1.6a Select or as dynamics, tempo, by their interpretations of contexts. choose music to listen to timbre, articulation/style, the elements of music and explain the and phrasing) convey and expressive qualities connections to specific intent. (such as dynamics,
interests or experiences for MU:Re7.1.7a Select or tempo, timbre, a specific purpose. choose contrasting music articulation/style, and to listen to and compare phrasing). the connection to specific MU:Re7.1.8a Select interests or experiences for programs of music (such a specific purpose. as a CD mix or live performances) and demonstrate the connections to an interest or experience for a specific purpose.
Connect #11 Relate musical ideas and works with varied context to deepen understanding. Enduring Understanding: Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and Essential Question: How do the other arts, other disciplines, contexts, and daily life inform responding. creating, performing, and responding to music?
Pre K K 1 2 3 4 5 6 7 8 MU:Cn11.0.PKa MU:Cn11.0.Ka MU:Cn11.0.1a MU:Cn11.0.2a MU:Cn11.0.3a MU:Cn11.0.4a MU:Cn11.0.5a MU:Cn11.0.6a MU:Cn11.0.7a MU:Cn11.0.8a Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate understanding of understanding of understanding of understanding of understanding of understanding of understanding of understanding of understanding of understanding of relationships relationships relationships relationships relationships relationships relationships relationships relationships relationships between music and between music and between music and between music and between music and between music and between music and between music and between music and between music and the other arts, other the other arts, other the other arts, other the other arts, other the other arts, other the other arts, other the other arts, other the other arts, other the other arts, other the other arts, other disciplines, varied disciplines, varied disciplines, varied disciplines, varied disciplines, varied disciplines, varied disciplines, varied disciplines, varied disciplines, varied disciplines, varied contexts, and daily contexts, and daily contexts, and daily contexts, and daily contexts, and daily contexts, and daily contexts, and daily contexts, and daily contexts, and daily contexts, and daily life. life. life. life. life. life. life. life. life. life. MU:Pr4.2.PKa With MU:Pr4.2.Ka With MU:Cr1.1.1a With MU:Cr1.1.2a MU:Cr1.1.3a MU:Cr1.1.4a MU:Cr1.1.5a MU:Cr1.1.6a Generate MU:Cr1.1.7a Generate MU:Cr1.1.8a substantial guidance, guidance, explore and limited guidance, create Improvise rhythmic and Improvise rhythmic and Improvise rhythmic, Improvise rhythmic, simple rhythmic, melodic, rhythmic, melodic, and Generate rhythmic, melodic explore and demonstrate demonstrate awareness of musical ideas (such as melodic patterns and melodic ideas, and melodic, and harmonic melodic, and harmonic and harmonic phrases harmonic phrases and and harmonic phrases and awareness of musical music contrasts (such as answering a musical musical ideas for a describe connection to ideas, and explain ideas, and explain within AB and ABA forms variations over harmonic harmonic accompaniments contrasts. high/low, loud/soft, question) for a specific specific purpose. specific purpose and connection to specific connection to specific that convey expressive accompaniments within within expanded forms MU:Re7.2.PKa With same/different) in a variety purpose. MU:Pr4.2.2a context (such as personal purpose and context purpose and context intent. AB, ABA, or theme and (including introductions, substantial guidance, of music selected for MU:Pr4.2.1a With Demonstrate knowledge and social). (such as social and (such as social, cultural, variation forms that transitions, and codas) that performance. and historical). MU:Pr4.2.6c convey expressive intent. convey expressive intent.
cultural). explore musical contrasts limited guidance, of music concepts (such MU:Pr4.2.3c Describe Identify how cultural and in music. MU:Re7.2.Ka With demonstrate knowledge of as tonality and meter) in how context (such as MU:Pr4.2.4c MU:Pr4.2.5c historical context inform MU:Pr4.2.7c Identify MU:Pr4.2.8c Identity MU:Re9.1.PKa With guidance, demonstrate music concepts (such as music from a variety of personal and social) can Explain how context (such Explain how context (such the performances. how cultural and how cultural and how a specific music beat and melodic cultures selected for inform a performance. as social, cultural, and historical context inform historical context inform substantial guidance, talk as social and cultural) MU:Pr6.1.6b concept (such as beat or contour) in music from a performance. informs a performance. historical) informs performance and results performance and results about their personal and MU:Pr6.1.3b Demonstrate expressive preferences in melodic direction) is variety of cultures selected MU:Pr6.1.2a Perform Demonstrate MU:Pr6.1.4b performances. in different music in different musical effects. used in music. for performance. performance decorum interpretations. music. music for a specific performance decorum Demonstrate MU:Pr6.1.5b (such as stage presence, MU:Pr6.1.8b MU:Re9.1.Ka With MU:Pr6.1.1a With purpose with expression and audience etiquette performance decorum Demonstrate attire, and behavior) and MU:Pr6.1.7b Demonstrate guidance, apply personal limited guidance, perform and technical accuracy. appropriate for the context and audience etiquette performance decorum audience etiquette Demonstrate performance decorum Common Anchor #11 Anchor Common and expressive music for a specific MU:Re7.2. Describe and venue. appropriate for the and audience etiquette appropriate for venue and performance decorum (such as stage presence, preferences in the purpose with expression. how specific music MU:Re7.2.3a context, venue, and appropriate for the purpose. (such as stage presence, attire, and behavior) and evaluation of music. genre. context, venue, genre, attire, and behavior) and audience etiquette MU:Re7.2.1a With concepts are used to Demonstrate and describe MU:Re7.2.6b Identify limited guidance, support a specific purpose how a response to music MU:Re7.2.4a and style. audience etiquette appropriate for venue, MU:Re7.2.5a the context of music from appropriate for venue, purpose, context, and demonstrate and identify in music. can be informed by the Demonstrate and explain a variety of genres, how specific music structure, the use of the Demonstrate and explain, purpose, and context. style. MU:Re9.1.2a Apply how responses to music cultures, and historical concepts (such as beat or personal and expressive elements of music, and are informed by the citing evidence, how periods. MU:Re7.2.7b MU:Re7.2.8b pitch) is used in various context (such as personal structure, the use of the responses to music are Identify and compare the Identify and compare the preferences in the MU:Re9.1.6a Apply styles of music for a and social). elements of music, and informed by the structure, context of music from a context of programs of evaluation of music for teacher-provided criteria purpose. context (such as social the use of the elements of variety of genres, music from a variety of specific purposes. MU:Re9.1.3a Evaluate to evaluate musical and cultural). music, and context (such cultures, and historical genres, cultures, and MU:Re9.1.1a With musical works and works or performances. limited guidance, apply performances, applying MU:Re9.1.4a as social, cultural, and periods. historical periods. personal and expressive established criteria, and Evaluate musical works historical). MU:Re9.1.7a Select MU:Re9.1.8a Apply preferences in the describe appropriateness and performances, MU:Re9.1.5a Evaluate from teacher-provided appropriate personally- evaluation of music for to the context. applying established musical works and criteria to evaluate developed criteria to specific purposes. criteria, and explain performances, applying musical works or evaluate musical works or established criteria, and performances. performances. appropriateness to the context. explain appropriateness to the context, citing evidence from the elements of music.