General Music, Music Appreciation, Music History Standards

IDAHO CONTENT STANDARDS ARTS AND HUMANITIES MUSIC General Music, Music Appreciation, Music History

STATE SUPERINTENDENT OF PUBLIC INSTRUCTION SHERRI YBARRA STATE DEPARTMENT OF EDUCATION PO BOX 83720 BOISE, ID 83720-0027

Idaho Fine Arts Standards – Music, General Music, Music Appreciation, Music History Music (General Music, Music Appreciation, Music History)

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

g g Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources. Essential Question(s): How do musicians generate creative ideas?

Creatin Kindergarten 1st 2nd 3rd 4th 5th 6th Novice Proficient Creatin (MU:Cr1.1.K) (MU:Cr1.1.1) (MU:Cr1.1.2) (MU:Cr1.1.3) (MU:Cr1.1.4) (MU:Cr1.1.5) (MU:Cr1.1.6) (MU:Cr1.1.7) (MU:Cr1.1.8)

e a With guidance, a With limited a Improvise a Improvise a Improvise a Improvise a Generate simple a Generate a Generate e

n n i explore and guidance, create rhythmic and rhythmic and rhythmic, melodic, rhythmic, melodic, rhythmic, melodic, rhythmic, melodic, rhythmic, melodic i

g g experience music musical ideas (such melodic patterns melodic ideas, and and harmonic ideas, and harmonic ideas, and harmonic and harmonic and harmonic

ma I concepts (such as as answering a and musical ideas describe connection and explain and explain phrases within AB phrases and phrases and Ima beat and melodic musical question) for a specific to specific purpose connection to connection to and ABA forms variations over harmonic contour ). for a specific purpose. and context (such specific purpose specific purpose that convey harmonic accompaniments purpose . as personal and and context (such and context (such expressive intent. accompaniments within expanded social ). as social and as social, cultural, within AB, ABA, or forms (including cultural ). and historical ). theme and introductions, variation forms that transitions, and convey expressive codas ) that intent. convey expressive intent. b With guidance, b With limited b Generate musical b Generate b Generate b Generate musical generate musical guidance, generate patterns and ideas musical ideas (such musical ideas (such ideas (such as ideas (such as musical ideas in within the context as rhythms and as rhythms, rhythms, melodies, movements or multiple tonalities of a given tonality melodies) within a melodies, and and motives). (such as major and (such as major and given tonality simple accompaniment minor ) and meters minor) and meter and/or meter. accompaniment patterns) within (such as duple and (such as duple and patterns) within specific related triple). triple). related tonalities tonalities, meters, (such as major and and simple chord minor) and meters. changes.

Page 1, Music

Idaho Fine Arts Standards – Music, General Music, Music Appreciation, Music History

Anchor Standard 2: Organize and develop artistic ideas and work.

g Enduring Understanding: Musicians’ creative choices are influenced by their expertise, context, and expressive intent. Essential Question(s): How do musicians make creative decisions?

Creatin

Creatin Kindergarten 1st 2nd 3rd 4th 5th 6th Novice Proficient (MU:Cr2.1.K) (MU:Cr2.1.1) (MU:Cr2.1.2) (MU:Cr2.1.3) (MU:Cr2.1.4) (MU:Cr2.1.5) (MU:Cr2.1.6) (MU:Cr2.1.7) (MU:Cr2.1.8)

a With a With limited a Demonstrate a Demonstrate selected a Demonstrate a Demonstrate a Select, organize, a Select, organize, a Select,

a guidance, guidance, and explain musical ideas for a selected and organized selected and develop construct, and develop and organize, and a

demonstrate demonstrate and personal reasons simple improvisation or musical ideas for an ed musical document personal document document

and choose discuss personal for selecting composition to express improvisation, ideas for musical ideas for personal musical personal musical favorite musical reasons for patterns and ideas intent , and describe arrangement, or improvisations, arrangements and ideas for ideas for

Plan

Plan ideas . selecting musical for music that connection to a specific composition to express arrangements , or compositions arrangements , arrangements, ideas that represent purpose and context . intent, and explain compositions to within AB or ABA songs, and songs, and represent expressive intent. connection to purpose express intent, and form that compositions compositions expressive intent . and context. explain connection to demonstrate an within AB, ABA, within expanded purpose and context. effective beginning, or theme and forms that middle, and variation forms demonstrate ending, and convey that demonstrate tension and release expressive intent. unity and variety , unity and variety, and convey balance, and expressive intent. convey expressive intent. a With guidance, b With limited b Use iconic or b Use standard and/or b Use standard and/or b Use standard and/or b Use standard b Use standard b Use standard organize personal guidance, use standard notation iconic notation and/or iconic notation and/or iconic notation and/or and/or iconic and/or iconic and/or iconic musical ideas iconic or standard and/or recording recording technology to recording technology to recording technology to notation and/or notation and/or notation and/or using iconic notation and/or technology to document personal document personal document personal audio/ video audio/ video audio/ video notation and/or recording combine, sequence, rhythmic and melodic rhythmic, melodic, and rhythmic, melodic, and recording to recording to recording to recording technology to and document musical ideas. simple harmonic musical twochord harmonic document document document technology. document and personal musical ideas. musical ideas. personal simple personal simple personal rhythmic organize personal ideas. rhythmic rhythmic phrases, phrases, melodic musical ideas. phrases, melodic melodic phrases, phrases, and phrases , and and harmonic harmonic twochord sequences . sequences. harmonic musical ideas.

Anchor Standard 3: Refine and complete artistic work.

g Enduring Understanding: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question(s): How do musicians improve the quality of their creative work?

Creatin Creatin Kindergarten 1st 2nd 3rd 4th 5th 6th Novice Proficient (MU:Cr3.1.K) (MU:Cr3.1.1) (MU:Cr3.1.2) (MU:Cr3.1.3) (MU:Cr3.1.4) (MU:Cr3.1.5) (MU:Cr3.1.6) (MU:Cr3.1.7) (MU:Cr3.1.8)

e a - With guidance, a With limited a Interpret and a Evaluate, refine , and a Evaluate, refine, and a Evaluate, refine, and a Evaluate their a Evaluate their a Evaluate their e

n n

fi apply personal, guidance, discuss apply personal, document revisions to document revisions to document revisions to own work, applying own work, applying own work by fi

e e

R peer, and teacher and apply peer, and teacher personal musical ideas , personal music, applying personal music, applying teacher-provided selected criteria selecting and R

& &

feedback in personal, peer, feedback to revise applying teacher-provided and teacher-provided and criteria such as such as appropriate applying criteria refining personal and teacher personal music . teacherprovided and collaborativelydeveloped collaborativelydeveloped application of application of including

ate ate u musical ideas. feedback to refine collaborativelydeveloped criteria and feedback to criteria and feedback, selected elements elements of music appropriate u

al al v personal musical criteria and feedback. show improvement over and explain rationale for of music, and use including style , application of v E ideas. time. changes. of sound sources . form , and use of compositional E sound sources. techniques , style, form, and use of sound sources.

Page 2, Music

Idaho Fine Arts Standards – Music, General Music, Music Appreciation, Music History b Describe the b Describe the b Describe the rationale for rationale for rationale for making revisions making revisions refining works by to the music to the music explaining the based on based on choices, based on evaluation criteria evaluation criteria evaluation criteria. and feedback and feedback from from their others (teacher teacher. and peers).

Enduring Understanding: Musicians’ presentation of creative work is the culmination of a process of creation and communication Essential

g g Question(s): When is creative work ready to share? st nd rd th Kindergarten 1 2 3 4 5th 6th Novice Proficient

Creatin

Creatin (MU:Cr3.2.K) (MU:Cr3.2.1) (MU:Cr3.2.2) (MU:Cr3.2.3) (MU:Cr3.2.4) (MU:Cr3.2.5) (MU:Cr3.2.6) (MU:Cr3.2.7) (MU:Cr3.2.8)

a With guidance, a With limited a Convey a Present the final version a Present the final a Present the final a Present the final a Present the final a Present the final ent demonstrate a guidance, convey expressive of personal created music version of personal version of personal version of their version of their version of their

s final version of expressive intent for intent for a to others, and describe created music to others, created music to others documented documented documented Pre personal musical a specific purpose by specific connection to expressive and explain connection that demonstrates personal personal personal ideas to peers. presenting a final purpose by intent . to expressive intent. craftsmanship , and composition or composition, song, composition, version of personal presenting a explain connection to arrangement, using or arrangement, song, or musical ideas to final version of expressive intent. craftsmanship and using arrangement, peers or informal personal originality to craftsmanship and using audience. musical ideas demonstrate an originality to craftsmanship and to peers or effective beginning, demonstrate unity originality to informal middle, and ending, and variety, and demonstrate the audience. and convey convey expressive application of expressive intent. intent. compositional techniques for creating unity and variety, tension and release , and balance to convey expressive intent.

Page 3, Music

Idaho Fine Arts Standards – Music, General Music, Music Appreciation, Music History Music

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

g g n Enduring Understanding: Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire. Essential n

mi mi

r Question(s): How do performers select repertoire? r

o o

f f Pre K Kindergarten 1st 2nd 3rd 4th 5th 6th Novice Proficient

Per Per (MU:Pr4.1.PK) (MU:Pr4.1.K) (MU:Pr4.1.1) (MU:Pr4.1.2) (MU:Pr4.1.3) (MU:Pr4.1.4) (MU:Pr4.1.5) (MU:Pr4.1.6) (MU:Pr4.1.7) (MU:Pr4.1.8)

a With guidance, a With limited a Demonstrate a Demonstrate a Demonstrate and a Demonstrate and a Apply a Apply a Apply demonstrate and guidance, and explain and explain how explain how the explain how the teacherprovided collaborativelydeveloped personallydeveloped

Select state personal demonstrate personal interest the selection of selection of music to selection of music to criteria for selecting criteria for selecting criteria for selecting Select interest in varied and discuss in, knowledge music to perform is perform is music to perform music of contrasting music of contrasting musical personal interest about, and perform is influenced by influenced by for a specific styles for a program with styles for a program selections. in, knowledge purpose of varied influenced by personal interest, personal interest, purpose and/or a specific purpose and/or with a specific about, and musical selections. knowledge, context, knowledge, and context, and explain context and, after purpose and/or personal interest, purpose of and technical skill . context, as well as why each was discussion, identify context, and explain knowledge, purpose varied musical their personal and chosen. expressive qualities , expressive qualities, , and context . selections. others’ technical technical challenges , technical challenges, skill. and reasons for choices. and reasons for choices.

Enduring Understanding: Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.

g g n Essential Question(s): How does understanding the structure and context of musical works inform performance? n

mi mi

r r

o o f Kindergarten 1st 2nd 3rd 4th 5th 6th Novice Proficient f

Per (MU:Pr4.2.K) (MU:Pr4.2.1) (MU:Pr4.2.2) (MU:Pr4.2.3) (MU:Pr4.2.4) (MU:Pr4.2.5) (MU:Pr4.2.6) (MU:Pr4.2.7) (MU:Pr4.2.8) Per

a With guidance, a With limited a Demonstrate a Demonstrate a Demonstrate a Demonstrate a Explain how a Explain and a Compare the explore and guidance, knowledge of music understanding of understanding of the understanding of the understanding demonstrate the structure of

alyze alyze

n demonstrate demonstrate concepts (such as the structure in structure and the structure and the the structure and structure of contrasting contrasting pieces of n A awareness of knowledge of music tonality and meter music selected for elements of music elements of music the elements of pieces of music selected music selected for A music contrasts concepts (such as ) in music from a performance. (such as rhythm , (such as rhythm, music are used for performance and how performance, (such as high/low, beat and melodic variety of cultures pitch , and form ) in pitch, form, and in music selected elements of music are explaining how the loud/soft, contour ) in music selected for music selected for harmony ) in music for performance. used. elements of music same/different) in from a variety of performance. performance. selected for are used in each. a variety of music cultures selected performance. selected for for performance. performance . b When analyzing b When analyzing b When analyzing b When analyzing b When analyzing b When analyzing b When analyzing b When analyzing selected music, read selected music, selected music, selected music, r selected music, read selected music, read selected music, read and selected music, and perform read and perform read and perform ead and perform and perform using and identify by name identify by name or sightread in treble or rhythmic patterns rhythmic and rhythmic patterns using iconic and/or standard notation. or function standard function standard symbols bass clef simple using iconic or melodic patterns and melodic standard notation. symbols for rhythm, for rhythm, pitch rhythmic, melodic, standard notation. using iconic or phrases using pitch, articulation, articulation, dynamics, and/or harmonic standard notation. iconic and standard and dynamics. tempo , and form . notation. notation.

Page 4, Music

Idaho Fine Arts Standards – Music, General Music, Music Appreciation, Music History c Describe how c Explain how c Explain how c Identify how c Identify how cultural c Identity how context (such as context (such as context (such as cultural and and historical context cultural and personal and social and cultural social, cultural, historical inform performances historical context social) can inform ) informs a and historical ) context and result in different inform a performance. performance. informs inform music interpretations performances performances. performances. . and result in different musical effects .

Enduring Understanding: Performers make interpretive decisions based on their understanding of context and expressive intent. Essential

g g n Question(s): How do performers interpret musical works? n

mi mi r Kindergarten 1st 2nd 3rd 4th 5th 6th Novice Proficient r

o o

f f

Per (MU:Pr4.3.K) (MU:Pr4.3.1) (MU:Pr4.3.2) (MU:Pr4.3.3) (MU:Pr4.3.4) (MU:Pr4.3.5) (MU:Pr4.3.6) (MU:Pr4.3.7) (MU:Pr4.3.8) Per

a With guidance, a Demonstrate a Demonstrate a Demonstrate and a Demonstrate a Demonstrate and a Perform a selected a Perform contrasting a Perform ret demonstrate and describe understanding of describe how and explain how explain how intent is piece of music pieces of music contrasting pieces of ret

p p awareness of music’s expressive qualities intent is conveyed intent is conveyed conveyed through demonstrating how demonstrating their music ,

ter ter

n n

I expressive qualities expressive (such as dynamics and through expressive through interpretive their interpretations interpretations of the demonstrating as I (such as voice qualities (such tempo) and how qualities (such as interpretive decisions and of the elements of elements of music and well as explaining quality, dynamics, as dynamics creators use them to dynamics and decisions and expressive qualities music and the expressive qualities (such how the music’s and tempo) that and tempo). convey expressive tempo). expressive ( such as dynamics, expressive qualities as dynamics, tempo, intent is conveyed by support the intent . qualities (such as tempo, timbre, and (such as dynamics, timbre, their interpretations creators’ expressive dynamics, tempo, articulation/style ). tempo, timbre, articulation/style, and of the elements of intent. and timbre ) . articulation/style, phrasing) convey intent. music and expressive and phrasing ) qualities (such as convey intent. dynamics, tempo, timbre, articulation/style, and phrasing).

Page 5, Music

Idaho Fine Arts Standards – Music, General Music, Music Appreciation, Music History

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

n Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. Essential n

r Question(s): How do musicians improve the quality of their performance?

f Kindergarten 1st 2nd 3rd 4th 5th 6th Novice Proficient

Per (MU:Pr5.1.K) (MU:Pr5.1.1) (MU:Pr5.1.2) (MU:Pr5.1.3) (MU:Pr5.1.4) (MU:Pr5.1.5) (MU:Pr5.1.6) (MU:Pr5.1.7) (MU:Pr5.1.8) Per

e e a With guidance, a With limited a - Apply a - Apply a Apply a Apply a Identify and apply a Identify and apply a Identify and apply

n n apply personal, guidance, apply established criteria teacherprovided teacherprovided teacherprovided teacher-provided collaborativelydevelope personally-

Refi Refi teacher, and peer personal, to judge the and and established criteria (such as developed criteria

and collaboratively d criteria

feedback to refine teacher, and accuracy, developed criteria collaborativelyd criteria and correct (such as demonstrating (such as performances. peer feedback to expressiveness, and eveloped feedback to interpretation of demonstrating

ate ate and feedback to correct interpretation of

u u refine effectiveness of criteria and evaluate the notation, technical evaluate accuracy notation, technical skill of correct interpretation

val val performances. performances . feedback to accuracy and accuracy, originality, of notation, technical

E E of performer, originality,

, , evaluate expressiveness of and interest) to skill of performer,

e e ensemble emotional impac t, and accuracy and ensemble and rehearse, refine, and originality, emotional performances . expressiveness personal determine when a interest) impact, variety , and of ensemble performances. piece is ready to to rehearse, refine, and interest) to rehearse,

Rehears Rehears and personal perform. determine when the music refine, and determine performances. is ready to perform. when the music is ready to perform.

b With guidance , b With limited b – Rehearse, identify b Rehearse to refine b Rehearse to b Rehearse to use suggested guidance, use and apply strategies to technical accuracy, refine technical refine technical strategies in suggested address interpretive, expressive qualities, accuracy and accuracy and rehearsal to strategies in performance, and and identified expressive expressive qualities improve the rehearsal to technical challenges of performance qualities, and to address expressive qualities address music. challenges. address challenges, and of music. interpretive performance show improvement challenges of challenges. over time. music.

Anchor Standard 6: Convey meaning through the presentation of artistic work.

g g n Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. n

mi mi

r Essential Question(s): When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response? r

o o

f f Kindergarten 1st 2nd 3rd 4th 5th 6th Novice Proficient

Per Per (MU:Pr6.1.K) (MU:Pr6.1.1) (MU:Pr6.1.2) (MU:Pr6.1.3) (MU:Pr6.1.4) (MU:Pr6.1.5) (MU:Pr6.1.6) (MU:Pr6.1.7) (MU:Pr6.1.8) a With guidance, a With limited a Perform music for a Perform music with a Perform music, a Perform music, a Perform the music a Perform the music a Perform the ent perform music with guidance, perform a specific purpose expression and alone or with others , alone or with with technical with technical music with technical ent

s s expression. music for a with expression and technical accuracy. with expression and others, with accuracy to convey accuracy and accuracy, stylistic Pre specific purpose technical accuracy . technical accuracy, expression, the creator’s intent. stylistic expression expression, and Pre with expression. and appropriate technical accuracy, to convey the culturally authentic interpretation. and appropriate creator’s intent. practices in music to interpretation. convey the creator’s intent.

Page 6, Music

Idaho Fine Arts Standards – Music, General Music, Music Appreciation, Music History b Perform b Perform b Perform b Demonstrate b Demonstrate b Demonstrate b Demonstrate b Demonstrate b Demonstrate appropriately for appropriately for appropriately for performance performance performance performance performance performance 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 etiquette audience etiquette audience etiquette stage presence, stage presence, stage presence, appropriate for the appropriate for the appropriate for the attire, and attire, and attire, and context and venue . context, venue, and context, venue, behavior) and behavior) and behavior) and genre . genre, and style . audience etiquette audience etiquette audience etiquette appropriate for appropriate for appropriate for venue and venue, purpose, venue, purpose, purpose. and context . context, and style .

Page 7, Music

Idaho Fine Arts Standards – Music, General Music, Music Appreciation, Music History Music

Anchor Standard 7: Perceive and analyze artistic work

i i Enduring Understanding: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.

nd nd Essential Question(s): How do individuals choose music to experience?

Kindergarten 1st 2nd 3rd 4th 5th 6th Novice Proficient

Respo Respo (MU:Re7.1.K) (MU:Re7.1.1) (MU:Re7.1.2) (MU:Re7.1.3) (MU:Re7.1.4) (MU:Re7.1.5) (MU:Re7.1.6) (MU:Re7.1.7) (MU:Re7.1.8)

a With guidance, a With limited a Explain and a Demonstrate and a Demonstrate and a Demonstrate and a Select or choose a Select or choose a Select list personal guidance, identify demonstrate how describe how explain how explain, citing music to listen to and contrasting music to programs of

Select interests and and demonstrate personal interests selected music selected music evidence, how explain the listen to and music (such as a Select experiences and how personal and experiences connects to and is connects to and is selected music connections to compare the CD mix or live demonstrate why interests and influence musical influenced by influenced by connects to and is specific interests or connections to performances) they prefer some experiences selection for specific specific interests, influenced by experiences for a specific interests and demonstrate music selections influence musical specific purposes. experiences, specific purpose. interests, specific or experiences for the connections over others. selection for purposes, or experiences, or interests, a specific purpose. to an specific purposes. contexts. purposes. experiences, interest or purposes, or experience for a contexts. specific purpose.

Enduring Understanding: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and

g g

n n i performers manipulate the elements of music. i nd Essential Question(s): How do individuals choose music to experience? nd Kindergarten 1st 2nd 3rd 4th 5th 6th Novice Intermediate

Respo (MU:Re7.2.K) (MU:Re7.2.1) (MU:Re7.2.2) (MU:Re7.2.3) (MU:Re7.2.4) (MU:Re7.2.5) (MU:Re7.2.6) (MU:Re7.2.7) (MU:Re7.2.8) Respo

a With guidance, a With limited a Describe how a Demonstrate a Demonstrate a Demonstrate a Describe how the a Classify and a Compare how the demonstrate how a guidance, specific music and describe how a and explain how and explain, citing elements of music explain how the elements of music

alyze alyze

n specific music demonstrate and concepts are used response to music responses to music evidence , how and expressive elements of and expressive n A concept (such as identify how specific to support a can be informed by are informed by the responses to music qualities relate to music and qualities relate to A beat or melodic music concepts specific purpose in the structure , the structure, the use are informed by the the structure of the expressive the structure within direction ) is used (such as beat or music. use of the elements of the elements of structure, the use pieces. qualities relate to programs of music. in music. pitch) are used in of music , and music, and context of the elements of the structure of various styles of context (such as (such as social and music, and context contrasting music for a purpose . personal and social cultural ). (such as social, pieces. ). cultural, and historical ).

b Identify the b Identify and b Identify and context of music compare the context compare the from a variety of of music from a context of genres, cultures, variety of genres, programs of music and historical cultures, and from a variety of periods. historical periods. genres, cultures, and historical periods.

Page 8, Music

Idaho Fine Arts Standards – Music, General Music, Music Appreciation, Music History

g Anchor Standard 8: Interpret intent and meaning in artistic work. g

n n i Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent. i nd Essential Question(s): How do we discern the musical creators’ and performers’ expressive intent? nd Kindergarten 1st 2nd 3rd 4th 5th 6th Novice Proficient

Respo (MU:Re8.1.K) (MU:Re8.1.1) (MU:Re8.1.2) (MU:Re8.1.3) (MU:Re8.1.4) (MU:Re8.1.5) (MU:Re8.1.6) (MU:Re8.1.7) (MU:Re8.1.8) Respo

a With guidance, a With limited a Demonstrate a Demonstrate and a Demonstrate a Demonstrate a Describe a a Describe a a Support personal ret demonstrate guidance, knowledge of music describe how the and explain how and explain how personal personal interpretation of ret

p p awareness of demonstrate and concepts and how expressive the expressive the expressive interpretation of interpretation of contrasting

ter ter

n n I expressive identify expressive they support qualities (such as qualities (such as qualities (such as how creators’ and contrasting works programs of music I qualities (such as qualities (such as creators’/ dynamics and dynamics, tempo, dynamics, tempo, performers’ and explain how and explain how performers’ tempo ) are used in timbre, and application of the creators’ and creators’ or dynamics dynamics and and timbre ) expressive intent. performers’ articulation ) are elements of music performers’ performers’ apply and tempo) that tempo ) that interpretations to are used in used in performers’ and expressive application of the the elements of reflect reflect reflect expressive performers’ and and personal qualities, within elements of music music and creators’/performers’ creators’/ intent . personal interpretations to genres and and expressive expressive qualities, expressive intent. performers’ interpretations to reflect expressive cultural and qualities, within within genres, expressive intent. reflect expressive intent. historical context, genres, cultures, cultures, and intent. convey expressive and historical historical periods to intent. periods, convey convey expressive expressive intent. intent.

Anchor Standard 9: Apply criteria to evaluate artistic work.

i i Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria.

nd nd Essential Question(s): How do we judge the quality of musical work(s) and performance(s)?

Kindergarten 1st 2nd 3rd 4th 5th 6th Novice Proficient

Respo Respo (MU:Re9.1.K) (MU:Re9.1.1) (MU:Re9.1.2) (MU:Re9.1.3) (MU:Re9.1.4) (MU:Re9.1.5) (MU:Re9.1.6) (MU:Re9.1.7) (MU:Re9.1.8) b With guidance, a With limited a Apply personal a Evaluate musical a Evaluate musical a Evaluate musical a Apply a Select from a Apply appropriate ate apply personal and guidance, apply and expressive works and works and works and teacherprovided teacher-provided personally- ate

u u al expressive personal and preferences in the performances , performances , performances, criteria to evaluate criteria to developed criteria al

v v E preferences in the expressive evaluation of music applying applying applying established musical works or evaluate musical to evaluate musical E evaluation of music. preferences in the for specific established established criteria, criteria, and explain performances. works or works or evaluation of music purposes. criteria , and and explain appropriateness to performances. performances. for specific appropriateness to the context, citing describe purposes. the context. evidence from the appropriateness elements of music . to the context .

Page 9, Music

Idaho Fine Arts Standards – Music, General Music, Music Appreciation, Music History Music

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

g g n Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. n Essential Question(s): How do musicians make meaningful connections to creating, performing, and responding?

ecti ecti nn Kindergarten 1st 2nd 3rd 4th 5th 6th Novice Proficient nn

o o C (MU:Cn10.1.K) (MU:Cn10.1.1) (MU:Cn10.1.2) (MU:Cn10.1.3) (MU:Cn10.1.4) (MU:Cn10.1.5) (MU:Cn10.1.6) (MU:Cn10.1.7) (MU:Cn10.1.8) C a Demonstrate how a Demonstrate 2a Demonstrate a Demonstrate how a Demonstrate a Demonstrate a Demonstrate a Demonstrate a Demonstrate how interests, knowledge, how interests, how interests, interests, knowledge, how interests, how interests, how interests, how interests, interests, knowledge, and skills relate to knowledge, and knowledge, and skills and skills relate to knowledge, and knowledge, and knowledge, and knowledge, and and skills relate to personal choices and skills relate to relate to personal personal choices and skills relate to skills relate to skills relate to skills relate to personal choices and intent when creating, personal choices choices and intent intent when creating, personal choices personal choices personal choices personal choices intent when creating, performing, and and intent when when creating, performing, and and intent when and intent when and intent when and intent when performing, and responding to music. creating, performing, and responding to music. creating, creating, creating, creating, responding to music. performing, and responding to music. performing, and performing, and performing, and performing, and responding to responding to responding to responding to responding to music. music. music. music. music. MU:Cr3.2.Ka With MU:Cr2.1.1a MU:Cr2.1.2a MU:Cr2.1.3a MU:Cr2.1.4a MU:Cr2.1.5a MU:Cr2.1.6a MU:Cr2.1.7a MU:Cr2.1.8a guidance, With limited Demonstrate and Demonstrate Demonstrate Demonstrate Select, organize, Select, organize, Select, organize, demonstrate a final guidance, explain personal selected musical selected and selected and construct, and develop and and document version of personal demonstrate and reasons for selecting ideas for a simple organized musical develop ed musical document personal document personal personal musical musical ideas to discuss personal patterns and ideas improvisation or ideas for an ideas for musical ideas for musical ideas for ideas for peers. reasons for for their music that composition to improvisation, improvisations, arrangements and arrangements , arrangements, selecting musical represent expressive express intent, and arrangement , or arrangements , or compositions within songs, and songs, and ideas that intent. describe connection composition to compositions to AB or ABA form compositions within compositions represent to a specific purpose express intent, and express intent, and that demonstrate AB, ABA, or theme within expanded expressive intent. and context . explain connection explain connection an effective and variation forms forms that to purpose and to purpose and beginning, middle, that demonstrate demonstrate context. context. and ending, and unity and variety tension and release convey expressive and convey , unity and variety, intent. expressive intent. and balance, and convey expressive intent. MU:Pr4.1.Ka With MU:Cr3.2.1a With MU:Cr3.2.2a Convey MU:Cr3.2.3a MU:Cr3.2.4a MU:Cr3.2.5a Present MU:Cr3.2.6a MU:Cr3.2.7a MU:Cr3.2.8a Present guidance, limited guidance, expressive intent for Present the final Present the final the final version of Present the Present the the demonstrate and convey expressive a specific purpose by version of created version of created created music for final version of their final version of final version of state personal intent for a specific presenting a final music for others, music for others, others that documented their documented their documented interest in varied purpose by version of personal and describe and explain personal personal personal demonstrates musical selections. presenting a final musical ideas to connection to connection to composition or composition, song, composition, song, craftsmanship , and version of personal peers or informal expressive intent. expressive intent. arrangement, using or arrangement, or arrangement, explain connection musical ideas to audience. craftsmanship and using using to expressive intent. peers or informal originality to craftsmanship and craftsmanship and audience. 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.

Page 10, Music

Idaho Fine Arts Standards – Music, General Music, Music Appreciation, Music History MU:Pr4.3.Ka With MU:Pr4.3.1a MU:Pr4.3.2a 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 guidance, Demonstrate and Demonstrate Demonstrate and Demonstrate and Demonstrate and teacherprovided collaboratively- personally- demonstrate describe music’s understanding of explain how the explain how the explain how the criteria for selecting developed criteria developed criteria awareness of expressive qualities expressive qualities selection of music to selection of music to selection of music to music to perform for selecting music for selecting music (such as dynamics (such as dynamics perform is influenced perform is influenced expressive qualities perform is for a specific of contrasting styles of contrasting styles (such as voice and tempo). and tempo) and how by personal interest, by personal interest, purpose and/or for a program with a for a program with a influenced by quality, dynamics, creators use them to knowledge, context, knowledge, context, context and explain specific purpose specific purpose and tempo) that convey expressive personal interest, and technical skill . as well as their why each was and/or context and, and/or context and support the creators’ intent . knowledge, personal and others’ chosen. after discussion, explain expressive expressive intent. purpose , and technical skill . identify expressive qualities, technical context . qualities , technical challenges, and challenges , and reasons for choices. reasons for choices. MU:Re7.1.1a With MU:Re7.1.2a MU:Pr4.3.3a MU:Pr4.3.4a MU:Pr4.3.5a MU:Pr4.3.6a MU:Pr4.3.7a MU:Pr4.3.8a limited Explain and Demonstrate and Demonstrate and Demonstrate and Perform a selected Perform contrasting Perform contrasting guidance, identify demonstrate how describe how intent explain how intent is explain how intent piece of music pieces of music pieces of music , and demonstrate personal interests is conveyed through is conveyed demonstrating how demonstrating their demonstrating as and experiences interpretive decisions through their interpretations personal well as explaining how personal conveyed through interests and influence musical and expressive interpretive of the elements of interpretations of how the music’s expressive qualities experiences selection for specific qualities (such as decisions and music and the the elements of intent is conveyed by (such as dynamics influence musical purposes. dynamics, tempo, expressive expressive qualities music and expressive their interpretations and tempo). selection for and timbre ) . qualities (such as (such as dynamics, qualities (such as of the elements of specific purposes. dynamics, tempo, tempo, timbre, dynamics, tempo, music and expressive timbre, and articulation/style, timbre, qualities (such as articulation/style ) and phrasing ) articulation/style, dynamics, tempo, . convey intent. and phrasing) convey timbre, intent. articulation/style, and phrasing). MU:Re7.1.3a MU:Re7.1.4a MU:Re7.1.5a MU:Re7.1.6a Select MU:Re7.1.7a Select MU:Re7.1.8a Select Demonstrate and Demonstrate and Demonstrate or choose music to or choose programs of music describe how explain how selected and explain, citing listen to and explain contrasting music to (such as selected music music connects to evidence, the connections to listen to and a CD mix or live connects to and is and is influenced by how selected music specific interests or compare the performances) and influenced by specific interests, connects to, and is experiences for a connection to demonstrate the specific interests, experiences, influenced by specific specific purpose. specific interests or connections to an experiences, or purposes, or interests, experiences for a interest or purposes. contexts. experiences, specific purpose. experience for a purposes, or specific purpose. contexts.

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding

n Enduring Understanding: Understand connections to varied contexts and daily life enhances musicians’ creating, performing, and responding. Essential n Question(s): How do the other arts, other disciplines, contexts, and daily life inform creating, performing, and responding to music?

ecti

ecti st nd rd th th th

nn Kindergarten 1 2 3 4 5 6 Novice Proficient nn

C (MU:Cn11.1.K) (MU:Cn11.1.1) (MU:Cn11.1.2) (MU:Cn11.1.3) (MU:Cn11.1.4) (MU:Cn11.1.5) (MU:Cn11.1.6) (MU:Cn11.1.7) (MU:Cn11.1.8) C a Demonstrate a Demonstrate a Demonstrate a Demonstrate a Demonstrate a Demonstrate a Demonstrate a Demonstrate a Demonstrate 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 between music and between music 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 and the other arts, the other arts, other the other arts, the other arts, other the other arts, the other arts, the other arts, the other arts, disciplines, varied other disciplines, disciplines, varied other disciplines, disciplines, varied other disciplines, other disciplines, other disciplines, other disciplines, contexts, and daily varied contexts, contexts, and daily varied contexts, contexts, and daily varied contexts, varied contexts, varied contexts, varied contexts, life. and daily life. life. and daily life. life. and daily life. and daily life. and daily life. and daily life.

Page 11, Music

Idaho Fine Arts Standards – Music, General Music, Music Appreciation, Music History MU:Pr4.2.Ka With MU:Cr1.1.1a 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 guidance, explore With limited Improvise rhythmic Improvise rhythmic Improvise rhythmic, Improvise rhythmic, Generate simple Generate rhythmic, Generate rhythmic, and demonstrate guidance, create and melodic and melodic ideas, melodic, and melodic, and rhythmic, melodic, melodic, and melodic and awareness of music musical ideas patterns and musical and describe harmonic ideas, and harmonic ideas, and and harmonic harmonic phrases harmonic phrases contrasts (such as (such as ideas for a specific connection to explain connection to explain connection phrases within AB and variations over and harmonic high/low, loud/soft, answering a purpose. specific purpose and specific purpose and to specific purpose and ABA forms harmonic accompaniments same/different) in a musical question) context (such as context (such as and context (such as that convey accompaniments within expanded variety of music for a specific personal and social social and cultural ). social, cultural, and expressive intent. within AB, ABA, or forms (including selected for purpose . ). historical ). theme and variation introductions, performance . forms that convey transitions, and expressive intent. codas ) that convey expressive intent. MU:Re7.2.Ka With MU:Pr4.2.1a With MU:Pr4.2.2a MU:Pr4.2.3c MU:Pr4.2.4c Explain MU:Pr4.2.5cExplain MU:Pr4.2.6c MU:Pr4.2.7c MU:Pr4.2.8c guidance, limited guidance, Demonstrate Describe how how context (such how context (such as Identify how Identify how Identity how demonstrate how a demonstrate knowledge of music context (such as as social and social, cultural, and cultural and cultural and cultural and specific music knowledge of concepts (such as personal and social) cultural ) informs a historical ) informs historical context historical context historical context concept (such as music concepts tonality and meter ) can inform a performance. performances. inform the inform inform beat or melodic (such as beat and in music from a performance. performances. performance and performance and direction ) is used in melodic contour ) variety of cultures results in results in different music. in music from a selected for different music musical effects . variety of cultures performance. interpretations . selected for performance. MU:Re9.1.Ka With MU:Pr6.1.1a With MU:Pr6.1.2a Perform MU:Pr6.1.3b MU:Pr6.1.4b MU:Pr6.1.5b MU:Pr6.1.6b MU:Pr6.1.7b MU:Pr6.1.8b guidance, apply limited guidance, music for a specific Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate personal and perform music for a purpose with performance performance performance performance performance performance expressive preferences specific purpose expression and decorum and decorum and decorum and decorum (such as decorum (such as decorum (such as in the evaluation of with expression. technical accuracy . audience etiquette audience etiquette audience etiquette stage presence, stage presence, stage presence, music . appropriate for the appropriate for the appropriate for the attire, and attire, and attire, and behavior) context, venue, and context, venue, behavior) and behavior) and and audience context and venue. genre . genre, and style . audience etiquette audience etiquette etiquette appropriate for appropriate for appropriate for venue and purpose. venue, purpose, venue, purpose, and context . context, and style . MU:Re7.2.1a MU:Re7.2. Describe MU:Re7.2.3a MU:Re7.2.4a MU:Re7.2.5a MU:Re7.2.6b MU:Re7.2.7b Identify MU:Re7.2.8b Identify With limited how specific music Demonstrate and Demonstrate and Demonstrate and Identify the context and compare the and compare the guidance, concepts are used to describe how a explain how responses explain, citing of music from a context of music context of programs demonstrate and support a specific response to music to music are informed evidence , how variety of genres, from a variety of of music from a identify how purpose in music. can be informed by by the structure, the cultures, and genres, cultures, and variety of genres, responses to music specific music the structure , the use of the elements of historical periods. historical periods. cultures, and concepts (such as use of the elements music, and context are informed by the historical periods. beat or pitch) is of music , and (such as social and structure, the use of used in various context (such as cultural ). the elements of styles of music for personal and social music, and context a purpose . ). (such as social, cultural, and historical ).

Page 12, Music

Idaho Fine Arts Standards – Music, General Music, Music Appreciation, Music History MU:Re9.1.1a 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 Select MU:Re9.1.8a With limited Apply personal Evaluate musical Evaluate musical Evaluate musical teacher-provided from teacher- Apply appropriate guidance, apply and expressive works and works and works and criteria to evaluate provided criteria to personally personal and preferences in the performances , performances , performances, musical works or evaluate musical developed criteria expressive evaluation of applying applying established applying performances. works or to evaluate preferences in the music for specific established criteria criteria, and explain established criteria, performances. musical works or evaluation of purposes. , and describe appropriateness to and explain performances. music for specific appropriateness to the context. appropriateness to purposes. the context . the context, citing evidence from the elements of music .

*Green text indicates modifications by Music Executive Committee members

Page 13, Music