7 Miss. Admin.

Code, Part 186

MISSISSIPPI
College- and Career-Readiness
Arts Learning Standards
for

MUSIC 2017
The Mississippi State Board of Education, the Mississippi Department of Education, the Mississippi School
for the Arts, the Mississippi School for the Blind, the Mississippi School for the Deaf, and the Mississippi
School for Mathematics and Science do not discriminate on the basis of race, sex, color, religion, national
origin, age, or disability in the provision of educational programs and services or employment opportunities
and benefits. The following office has been designated to handle inquiries and complaints regarding the
non‑discrimination policies of the above mentioned entities: Director, Office of Human Resources,
Mississippi Department of Education, 359 North West Street, P.O. Box 771, Suite 203, Jackson, MS
39205‑0771, (601)359-3511.

Mississippi Department of Education

359 North West Street
P. O. Box 771
Jackson, Mississippi 39205-0771
(601) 359-3511
www.mdek12.org/ESE/VPA

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ACKNOWLEDGEMENTS

MISS IS SI PPI D EPART MENT OF ED UCATI ON

Carey M. Wright, Ed. D.
S TATE S UPERINTENDENT OF E DUCATION
Kim S. Benton, Ed. D.
C HIEF A CADEMIC O FFICER

Jean Massey, Executive Director Nathan Oakley, Ph.D., Executive Director

O FFICE OF S ECONDARY E DUCATION O FFICE OF E LEMENTARY E DUCATION & R EADING
Jill Dent, Ph.D., Bureau Director Melissa Banks, Office Director II
Early Childhood Instructional Technology Specialist
O FFICE OF E LEMENTARY E DUCATION & R EADING O FFICE OF E LEMENTARY E DUCATION & R EADING

Limeul L. Eubanks, MFA., Staff Officer III

The Arts (Dance, Media Arts, Music, Theatre, and Visual Arts)
and World Languages
O FFICE OF S ECONDARY E DUCATION

ST EE RI NG C OMMITTE E
Chris Young, Music Standards Chair Jennifer Davis, Music Standards Co-Chair
Choral Music Director, Sumner Hill Jr. High Choral Music, Meridian High School
C LINTON P UBLIC S CHOOL D ISTRICT M ERIDIAN P UBLIC S CHOOL D ISTRICT

Matt Rowan, Music Standards Co-Chair Lane Thompson, Music Standards Chair
Band Director, Pearl High School Associate Director of Bands, Grenada High School
P EARL P UBLIC S CHOOL D ISTRICT G RENADA P UBLIC S CHOOLS

Kristy Brumfield Len Killough

Porters Chapel Academy Band Director, Hernando High School
MS A SSOCIATION OF I NDEPENDENT S CHOOLS D E S OTO C OUNTY S CHOOL D ISTRICT

Sharon Laird Wes Morehead

Band Director, Oak Grove High School Director of Bands, Gulfport High School
L AMAR C OUNTY S CHOOLS G ULFPORT S CHOOL D ISTRICT

Jerry Pickering Nancie Simmons

Director of Bands, Northwest Rankin High School Music Teacher, Anniston Elementary School
R ANKIN C OUNTY S CHOOL D ISTRICT G ULFPORT S CHOOL D ISTRICT

Regina Weeks Chris Word

Choral Director, Starkville High School Band Director, Petal Upper Elementary
S TARKVILLE S CHOOL D ISTRICT P ETAL S CHOOL D ISTRICT

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ADVI SORY C OMMITT EE
Althea Jerome Mark Hugh Malone, Ph.D.
Music Educator and Teaching Artist Music Education and Graduate Studies
H ATTIESBURG , M ISSISSIPPI W ILLIAM C AREY U NIVERSITY

Andrea Coleman
Whole Schools Initiative Director
M ISSISSIPPI A RTS C OMMISSION

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TABLE OF CONTENTS

A C K N O W L E D G E M E N T S .................................................................................................... 3

PURPOSE OF THE A R T S L E A R N I N G S T A N D A R D S ......................................................... 6

MISSION OF A R T S E D U C A T I O N ....................................................................................... 7

A R T S I N T E G R A T I O N ........................................................................................................... 7

A R T I S T I C L I T E R A C Y ........................................................................................................... 7

OVERVIEW OF THE A R T S L E A R N I N G S T A N D A R D S ...................................................... 8

BENEFITS OF THE ARTS IN E D U C A T I O N ....................................................................... 8

FOUNDATIONS AND G O A L S .............................................................................................. 9

UNDERSTANDING THE A R T S L E A R N I N G S T A N D A R D S ............................................. 10

INTRODUCTION TO THE ARTS LEARNING STANDARDS

F O R M U S I C ................................................................................................................ 14

Pre-Kindergarten THROUGH 8th Grade ...................................................................................... 17

Harmonizing Instruments .................................................................................................... 70

Technology ...................................................................................................................... 101

Music Composition and Theory ........................................................................................... 117

Performing Ensembles ...................................................................................................... 136

G L O S S A R Y ....................................................................................................................... 164

R E F E R E N C E S ...................................................................................................................174

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PURPOSE OF THE ARTS LEARNING STANDARDS

The Mississippi College- and Career-Readiness Arts Learning Standards in all the arts
(dance, media arts, music, theatre, and visual arts) are designed to empower and inspire
arts educators and their students to explore the many facets of the arts and prepare them
for a lifetime of engagement with art forms. The Mississippi Department of Education is
dedicated to student success, improving student achievement in the arts, equipping
citizens to solve complex problems, and establishing fluent communication skills within
a technological environment. The Mississippi College- and Career-Readiness Arts
Learning Standards for Dance, Media Arts, Music, Theatre, and Visual Arts are designed
to be robust and relevant to the real world, reflecting the knowledge and skills that
students need for success in college and careers and to compete in the global economy.

The 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 Mississippi Arts Learning 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. 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.

The Mississippi College- and Career-Readiness Arts Learning Standards are aligned with
the National Arts Standards which were launched in 2014. The National Standards for all
the arts engaged 130 arts educators as writers and 6,000 as reviewers. In addition, the
national arts organizations and state directors in dance, media arts, music, theatre, and
visual arts participated in the creation and editing of these documents. Under the
guidance of the State Education Agency Directors of Arts Education, each state has the
flexibility to adopt and adapt the National Standards to align with their own. Using
advisory boards with state leaders and exemplary teachers in each of the arts, the state of
Mississippi worked for over two years to align with the National Standards and create
the Mississippi College- and Career-Readiness Arts Learning Standards.

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MISSION OF ARTS EDUCATION

The mission of arts education in Mississippi is to ensure that students know and
experience the uniqueness of the arts, understand themselves and their world by
creating, expressing, and communicating meaning through the arts, and value the arts as
humanity’s most essential and universal language transcending culture, time, and place.

ARTS INTEGRATION

The Mississippi Department of Education values Arts Integration which is an approach

to teaching in which students construct and demonstrate understanding through an art
form in all subject areas. According to the Kennedy Center, Arts Integration promotes
student engagement in a creative process in subjects outside the arts. This integration
connects an art form and another subject area and meets evolving objectives in both.

ARTISTIC LITERACY

Artistic Literacy is the knowledge and understanding required to participate

authentically in the Arts. Authentic participation in the arts call for an understanding of
the processes that lead to fluency in an art form. Fluency in the languages(s) of the arts is
the ability to create, perform/produce/present, respond, and connect through symbolic
and metaphoric forms that are unique to the arts. It is embodied in specific philosophical
foundations and lifelong goals that enable an artistically literate person to transfer arts
knowledge, skills, and capacities to other subjects, settings, and contexts.

To be literate in the arts, students need specific knowledge and skills in a particular arts
discipline to a degree that allows for fluency and deep understanding. In all the arts this
means discovering the expressive elements and knowing the terminology that is used to
comprehend an art form. Students should also have a clear sense of embodying that form
and be able to reflect, critique, and connect personal experience to the arts.

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OVERVIEW OF THE ARTS LEARNING STANDARDS

The primary purpose of the 2017 Mississippi College- and Career‐Readiness Arts
Learning Standards is to provide a basis for curriculum development for Grades
Pre-Kindergarten‐12th arts (dance, media arts, music, theatre, and visual arts) teachers in
Mississippi.
This document describes what students should know and be able to do by the end of each
grade level in preparation for college and career. These standards provide guidance in:
• Defining artistic literacy through a set of overarching Philosophical Foundations
and Lifelong Goals that clarify long-term expectations for arts learning.
• Placing Artistic Processes and Anchor Standards as the focus of the work.
• Identifying Creative Practices in the application of the Artistic Processes across
all learning.
• Specifying Enduring Understandings and Essential Questions that provide
conceptual connections and articulate value and meaning within and across the
art discipline.

BENEFITS OF THE ARTS IN EDUCATION

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 fact that the arts provide important touchstones confirms their value to the
development of every human being. Nurturing our children, then, necessarily means
that we must provide all of them with a well-rounded education that includes the arts.
By doing so, we are fulfilling the college and career readiness needs of our students, laying
the foundations for the success of our schools and, ultimately, the success of our state
and nation.

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FOUNDATIONS AND GOALS

The following philosophical foundations and lifelong goals establish the basis for the
Mississippi College- and Career-Readiness Arts Learning Standards and illuminate
artistic literacy by expressing the overarching common values and expectations for
learning in arts education across the five arts disciplines.

THE ARTS AS
COMMUNICATION
PHILOSOPHICAL FOUNDATION LIFELONG GOALS

In today’s multimedia society, the arts are the Artistically literate citizens use a variety of
media, and therefore provide powerful and artistic media, symbols, and metaphors to
essential means of communication. The arts independently create and perform work that
provide unique symbol systems and expresses and communicates their own ideas,
metaphors that convey and inform life and are able to respond by analyzing and
experience (i.e., the arts are ways of interpreting the artistic communications of
knowing). others.

THE ARTS AS
CREATIVE PERSONAL REALIZATION
PHILOSOPHICAL FOUNDATION LIFELONG GOALS

Participation in each of the arts as creators, Artistically literate citizens find at least one
performers, and audience members enables arts discipline in which they develop
individuals to discover and develop their own sufficient competence to continue active
creative capacity, thereby providing a source involvement in creating, performing, and
of lifelong satisfaction. responding to art as an adult.

THE ARTS AS
CULTURE, HISTORY, AND CONNECTORS
PHILOSOPHICAL FOUNDATION LIFELONG GOALS

Throughout history the arts have provided Artistically literate citizens know and
essential means for individuals and understand artwork from varied historical
communities to express their ideas, periods and cultures, and actively seek and
experiences, feelings and deepest beliefs. Each appreciate diverse forms and genres of artwork
discipline shares common goals, but of enduring quality/significance. They also seek
approaches them through distinct media and to understand relationships among the arts,
techniques. Understanding artwork provides and cultivate habits of searching for and
insights into individuals’ own and others’ identifying patterns, relationships between the
cultures and societies, while also providing arts and other knowledge.
opportunities to access, express, and integrate
meaning across a variety of content areas.

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 THE ARTS AS
MEANS TO WELLBEING
PHILOSOPHICAL FOUNDATION LIFELONG GOALS

Participation in the arts as creators, Artistically literate citizens find joy,

performers, and audience members inspiration, peace, intellectual stimulation,
(responders) enhances mental, physical, and meaning, and other life-enhancing qualities
emotional wellbeing. through participation in all of the arts.

THE ARTS AS
COMMUNITY ENGAGEMENT
PHILOSOPHICAL FOUNDATION LIFELONG GOALS

The arts provide means for individuals to Artistically literate citizens seek artistic
collaborate and connect with others in an experiences and support the arts in their
enjoyable, inclusive environment as they local, state, national, and global
create, prepare, and share artworks that communities.
bring communities together.

UNDERSTANDING THE ARTS LEARNING STANDARDS

The Mississippi College- and Career-Readiness Arts Learning Standards in dance,

media arts, music, theatre, and visual arts are rooted in a creative approach to teaching
and learning. They describe expectations for learning in the arts (dance, media arts,
music, theatre, and visual arts) regardless of culture, style or genre and impart the
breadth and depth of the arts experience through the art-making processes. Four
artistic processes organize the standards across the arts disciplines: Creating,
Performing/Presenting/Producing, Responding, and Connecting. Each artistic process
includes a set of overarching anchor standards. The anchor standards are consistent
among the arts disciplines.

Each anchor standard in the arts is supported by a process component, an enduring

understanding, and an essential question. These additional features will benefit
educational leaders and teachers as they consider curricular models and structure
lessons aligned to the Mississippi College- and Career-Readiness Arts Learning
standards. Performance standards describe more specifically what students should
know and be able to do in the arts and are expressed as measurable outcomes across the
grades pre-kindergarten to eighth grade and into high school at three levels of
proficiency. The performance standards are the substantive portion of the work and
represent the depth of study in the arts.

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 Of significance is that the four artistic processes are addressed linearly in written
standards, but are envisioned to occur simultaneously in the actual practice of the arts
(dance, media arts, music, theatre, and visual arts). In dance, for example, a dancer
imagines, envisions, or improvises movements (creating), executes the movements
(performing), reflects on them (responding), and connects the experience to all other
contexts of meaning or knowledge (connecting). As a result, one lesson can address
many standards at the same time. In a single class, students can learn by solving
problems, showing their ideas through an art form, thinking critically about them, and
relating them to other ideas, experiences, contexts, and meanings.

Mississippi College- and Career-Readiness Arts Learning Standards

ARTISTIC PROCESSES

Pr —
PERFORMING/
Cr — PRESENTING/ Re — Cn —
CREATING PRODUCING RESPONDING CONNECTING
DEFINITION DEFINITION DEFINITION DEFINITION
Conceiving and PERFORMING (dance, Understanding and Relating artistic ideas and
developing new artistic music, theatre): Realizing evaluating how the arts work with personal
ideas and work. artistic ideas and work convey meaning. meaning and external
through interpretation
context.
and presentation.
PRESENTING (visual arts):
Interpreting and sharing
artistic work.
PRODUCING (media arts):
Realizing and presenting
artistic ideas and work.
ANCHOR STANDARDS
STUDENTS WILL STUDENTS WILL STUDENTS WILL STUDENTS WILL
1. Generate and 4. Select, analyze, and 7. Perceive and analyze 10. Synthesize and relate
conceptualize artistic interpret artistic work artistic work. knowledge and
ideas and work. for presentation. 8. Interpret intent and personal experiences
2. Organize and develop 5. Develop and refine meaning in artistic to make art.
artistic ideas and work. artistic techniques and work. 11. Relate artistic ideas
3. Refine and complete work for presentation. 9. Apply criteria to and works with
artistic work. 6. Convey meaning evaluate artistic work. societal, cultural and
through the historical context to
presentation of artistic deepen
work. understanding.

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 Performance Standards
Process Component
Artistic Process Anchor Standard

MU: Cr1.1.PK Generate and conceptualize artistic ideas and work. I MAGI NE
CREATING

Generate musical ideas for various purposes and contexts.

a. With substantial guidance, explore and experience a variety

of music.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The creative ideas, concepts, and How do musicians generate creative
feelings that influence musicians’ work ideas?
emerge from a variety of sources.

Performance Performance Standards are discipline-specific, grade-by-grade articulations of

Standards student achievement toward developing the enduring understandings in Pre-
Kindergarten-8th grade and at three proficiency levels in high school (proficient,
accomplished and advanced). The three high school levels are listed below with their
definitions. As such, the Performance Standards translate the enduring
understandings into specific, measurable learning goals. Each district is responsible
for determining how they will measure student growth in meeting these expectations.
• HS - Proficient
Students at the Proficient level have developed the foundational technical and
expressive skills and understandings in all the arts (dance, media arts, music,
theatre, and visual arts) necessary to solve assigned problems or prepare
assigned repertoire; make appropriate choices with some support; and may be
prepared for active engagement in their community. They understand the arts
to be an important form of personal realization and well-being, and can make
connections between the arts, history, culture and other learning.
• HS - Accomplished
Students at the Accomplished level are - with minimal assistance - able to
identify or solve arts (dance, media arts, music, theatre, and visual arts)
problems based on their interests or for a particular purpose; conduct
research to inform artistic decisions; and create and refine arts products that
demonstrate technical proficiency, personal communication and expression.
They use the arts for personal realization and well-being, and have the
necessary skills for and interest in participation in an arts activity beyond the
school environment.
• HS - Advanced
Students at the Advanced level independently identify challenging problems in
the arts (dance, media arts, music, theatre, and visual arts) based on their
interests or for specific purposes, and bring creativity and insight to finding
artistic solutions. They can use at least one art form as an effective avenue for
personal communication, demonstrating a high level of technical and
expressive proficiency characteristic of honors or college level work. They
exploit their personal strengths and apply strategies to overcome personal
challenges as arts learners. They are capable of taking a leadership role in the
arts activities within and beyond the school environment.

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 Anchor Each artistic process branches into two or three Anchor Standards. Anchor Standards
Standard describe the overarching knowledge and understandings that all the arts (dance,
media arts, music, theatre, and visual arts) address through instruction. They bind all
the arts and demonstrate the knowledge and understandings that the arts address
through instruction. They work as subsets of the processes. These Anchor Standards
are parallel across all the arts disciplines and grade levels and serve as the tangible
educational expression of artistic literacy. There are eleven Anchor Standards. If a
standard has an “a” or “b” listed below the Anchor Standard, it means that the
standard at that grade has more than one part. Words in red are defined in the
Glossary.

Process Each artistic process branches into Process Components. Process Components are the
Component actions artists carry out as they complete each artistic process. Students’ ability to
carry out these operational verbs empowers them to work through the artistic process
independently. The Process Components serve as the action verbs that collectively
build toward the artistic processes.

Enduring Enduring Understandings are statements summarizing important ideas and core
Understandings processes that are central to a discipline and have lasting value beyond the classroom.
They synthesize what students should come to understand as a result of studying a
particular content area. Moreover, they articulate what students should value about
the content area over the course of their lifetimes. Enduring Understandings should
also enable students to make connections to other disciplines beyond the arts. A true
grasp of an Enduring Understanding mastered through a variety of activities is
demonstrated by the student’s ability to explain, interpret, analyze, apply and evaluate
its core elements. The Enduring Understandings set the standards for quality arts
education.

Essential Essential Questions are questions that are not answerable with finality in a brief
Questions sentence. Their aim is to stimulate thought, to provoke inquiry, and to spark more
questions, including thoughtful student questions. Instead of thinking of content as
something to be covered, consider knowledge and skill as the means of addressing
questions central to understanding key issues in a subject. Essential Questions also
guide students as they uncover enduring understandings. Wiggins and McTighe
(2005) assert that Essential Questions are those that encourage, hint at, even demand
transfer beyond the particular topic in which students first encounter them, and
therefore, should recur over the years to promote conceptual connections and
curriculum coherence.

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INTRODUCTION TO THE ARTS LEARNING STANDARDS
FOR MUSIC

The Mississippi College- and Career-Readiness Arts Learning Standards for Music are
designed to guide music educators as they help their students achieve the goal of
independent music literacy. The structure of the standards organizes outcomes by
Artistic Process, thus facilitating sequential instruction while authentically reflecting the
way musicians think and work.
The music standards are organized and presented as follows:
• All music performance standards are grouped under the Artistic Processes of
Creating, Performing, or Responding.
• Music connections are an essential part of each Artistic Process. Open-ended
Connecting outcomes cross-reference users to Creating, Performing, and
Responding performance standards.
• Music performance standards are organized and coded according to the process
components or “steps” of the Artistic Processes. The process components for each
process are as follows:
o Creating: Imagine; Plan and Make; Evaluate and Refine, and Present
o Performing: Select; Analyze; Interpret; Rehearse, Evaluate, and Refine;
and Present
o Responding: Select; Analyze; Interpret; and Evaluate
• Performance standards are provided for each grade level from Pre-Kindergarten
through grade eight.
• Four distinct “strands” of high school performance standards are provided,
reflecting the increasing variety of music courses offered in American secondary
schools.
o Ensemble, Harmonizing Instrument (guitar, keyboard, etc.),
Composition/Theory, and Music Technology performance standards are
provided for three levels: Proficient, Accomplished, and Advanced.
o Many students become involved in Ensemble and Harmonizing
Instrument classes before they enter high school. Performance standards
for these strands also include two preparatory levels: Novice (nominally
assigned to the fifth grade level) and Intermediate (nominally the eighth
grade level).
• Similarities across the arts disciplines are highlighted in the eleven Common
Anchors, which are shared by all five sets of discipline-specific standards. Each
Anchor includes one or more process components.
The standards are based on the assumption of quality resources, including instructional time, spanning
Pre-Kindergarten-8th grade and continuing at the high school level.

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GUIDE TO THE ARTS LEARNING STANDARDS NOTATION

Each Performance Standard employs a notation system for identification purposes as

seen in the example below. The notation provides a quick and easy reference to a
particular standard within each artistic process. In sequence, the system references Arts
Discipline, Artistic Process, Anchor Standard, Process Component, and Grade Level.

MU:Cr2.1.T.II
Arts Grade
Discipline Level
Artistic
Process Music Strand

Anchor Process
Standard Component

Arts Discipline The first two letters are codes for the arts discipline notation: MU = for Music

Artistic Process The next two letters after the colon are the artistic process:
Cr = Creating Pr = Performing Re = Responding Cn = Connecting

Anchor Standard The next number is the anchor standard, numbers 1 to 11.

Process Component The next number after the period is the process component which may have more
than one standard indicated with an a or b. Process components are actions
artists carry out as they engage in each artistic process.
Music Strand
The additional letter after the process component indicates the music strands.
The strands are Harmonizing Instruments, Technology, Composition/Theory, and
Performing Ensembles.
Note: Pre-Kindergarten through 8th grade music standards do not have the above
strands in their notations.

Grade Level The next number is the grade level. (Pre-Kindergarten (PK) and Kindergarten (K);
grades 1-8; I, II, III, high school proficient, accomplished, advanced).
Note: In some schools, students participate in choral ensembles (Performing
Ensembles) or instrumental ensembles (Harmonizing Instruments) prior to 9th
grade. In schools where choral or instrumental ensembles are offered, there are
two introductory skill levels found in the music standards: Novice and
Intermediate.
Novice is the term used to identify standards for students in grades 5-7 who have
begun to specialize in a specific type of music performance.
Intermediate is the term that identifies standards for students who continue to
specialize in specific skills necessary for participation in Performing Ensembles or
Harmonizing Instrument ensembles through 8th grade.

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Below are a few examples of how to read the numbering system for Music:

MU:Cr1.1.PK
MU Cr 1 1 PK
Arts Artistic Anchor Process Pre-
discipline of process of standard one component Kindergarten
Music Creating

MU:Pr5.1.4
MU Pr 5 1 4
Arts Artistic Anchor Process Grade four
discipline of process of standard five component
Music Performing

MU:Re8.1.6
MU Re 8 1 6
Arts Artistic Anchor Process Grade six
discipline of process of standard eight component
Music Responding

MU:Cn10.1.H.II
MU Cn 10 1 H.II
Arts Artistic Anchor Process Harmonizing
discipline of process of standard ten component Instruments
Music Connecting and the
Roman
numeral II is
the high school
level
accomplished

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Pre-Kindergarten
THROUGH
th
8 Grade
[MUSIC]

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Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr1.1.PK Generate and conceptualize artistic ideas and work. IMAGINE
CREATI NG Generate musical ideas for various purposes and contexts.
a. With substantial guidance, explore and experience a variety of music.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

The creative ideas, concepts, and feelings that influence How do musicians generate creative ideas?
musicians’ work emerge from a variety of sources.

MU: Cr2.1.PK Organize and develop artistic ideas and work. PLAN / MAKE
Select and develop musical ideas for defined purposes and contexts.
a. With substantial guidance, explore favorite musical ideas (such as movements, vocalizations, or instrumental
accompaniments).
b. With substantial guidance, select and keep track of the order for performing original musical ideas, using iconic
notation and/or recording technology.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ creative choices are influenced by their How do musicians make creative decisions?
expertise, context, and expressive intent.

MU: Cr3.1.PK Refine and complete artistic work. EVALUATE / REFINE

Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria.
a. With substantial guidance, consider personal, peer, and teacher feedback when demonstrating and refining
personal musical ideas.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians evaluate, and refine their work through openness How do musicians improve the quality of their creative
to new ideas, persistence, and the application of work?
appropriate criteria.

MU: Cr3.2.PK Refine and complete artistic work. PRESENT

Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
a. With substantial guidance, share revised personal musical ideas with peers.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ presentation of creative work is the culmination When is creative work ready to share?
of a process of creation and communication.

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Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr4.1.PK Select, analyze, and interpret artistic work for presentation. SELECT
PERFORMI NG Select varied musical works to present based on interest, knowledge, technical skill, and context.
a. With substantial guidance, demonstrate and state preference for varied musical selections.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers’ interest in and knowledge of musical works, How do performers select repertoire?
understanding of their own technical skill, and the context
for a performance influence the selection of repertoire.

MU: Pr4.2.PK Select, analyze, and interpret artistic work for presentation. ANALYZE
Analyze the structure and context of varied musical works and their implications for performance.
a. With substantial guidance, explore and demonstrate awareness of musical contrasts.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Analyzing creators’ context and how they manipulate How does understanding the structure and context of
elements of music provides insight into their intent and musical works inform performance?
informs performance.

MU: Pr4.3.PK Select, analyze, and interpret artistic work for presentation. INTERPRET
Develop personal interpretations that consider creators’ intent.
a. With substantial guidance, explore music’s expressive qualities (such as voice quality, dynamics, and tempo).
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers make interpretive decisions based on their How do performers interpret musical works?
understanding of context and expressive intent.

MU: Pr5.1.PK Develop and refine artistic techniques and work for presentation. REHEARSE /
Evaluate and refine personal and ensemble performances, individually or in collaboration with others. EVALUATE / REFINE
a. With substantial guidance, practice and demonstrate what they like about their own performances.
b. With substantial guidance, apply personal, peer, and teacher feedback to refine performances.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
To express their musical ideas, musicians analyze, evaluate, How do musicians improve the quality of their
and refine their performance over time through openness to performance?
new ideas, persistence, and the application of appropriate
criteria.

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 19

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr6.1.PK Convey meaning through the presentation of artistic work. PRESENT
Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to
the audience and context.
a. With substantial guidance, perform music with expression.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians judge performance based on criteria that vary When is a performance judged ready to present? How do
across time, place, and culture. The context and how a work context and the manner in which musical work is presented
is presented influence the audience response. influence audience response?

MU: Re7.1.PK Perceive and analyze artistic work. SELECT

RESPONDING

Choose music appropriate for a specific purpose or context.

a. With substantial guidance, state personal interests and demonstrate why they prefer some music selections over
others.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Individuals' selection of musical works is influenced by their How do individuals choose music to experience?
interests, experiences, understandings, and purposes.

MU: Re7.2.PK Perceive and analyze artistic work. ANALYZE

Analyze how the structure and context of varied musical works inform the response.
a. With substantial guidance, explore musical contrasts in music.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Response to music is informed by analyzing context (social, How does understanding the structure and context of music
cultural, and historical) and how creators and performers inform a response?
manipulate the elements of music.

MU: Re8.1.PK Interpret intent and meaning in artistic work. INTERPRET

Support interpretations of musical works that reflect creators’/performers’ expressive intent.
a. With substantial guidance, explore music’s expressive qualities (such as dynamics and tempo).
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Through their use of elements and structures of music, How do we discern the musical creators’ and performers’
creators and performers provide clues to their expressive expressive intent?
intent.

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 20

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Re9.1.PK Apply criteria to evaluate artistic work. EVALUATE

RESPONDING Support evaluations of musical works and performances based on analysis, interpretation, and
established criteria.
a. With substantial guidance, talk about personal and expressive preferences in music.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The personal evaluation of musical work(s) and How do we judge the quality of musical work(s) and
performance(s) is informed by analysis, interpretation, and performance(s)?
established criteria.

MU: Cn10.0.PK Synthesize and relate knowledge and personal experiences to make art. CONNECT
CONNECTI NG

Synthesize and relate knowledge and personal experiences to make music.

a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing,
and responding to music.
Embedded within:
MU:Cr3.2.PKa With substantial guidance, share revised musical ideas with peers.
MU:Pr4.1.PKa With substantial guidance, demonstrate and state preference for varied musical selections.
MU:Pr4.3.PKa With substantial guidance, explore music’s expressive qualities (such as voice quality, dynamics, and tempo).

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Musicians connect their personal interests, experiences, How do musicians make meaningful connections to creating,
ideas, and knowledge to creating, performing, and performing, and responding?
responding.

MU: Cn11.0.PK Relate artistic ideas and works with societal, cultural and historical context to deepen CONNECT
understanding.
Relate musical ideas and works with varied context to deepen understanding.
a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts,
and daily life.
Embedded within:
MU:Pr4.2.PKa With substantial guidance, explore and demonstrate awareness of musical contrasts.
MU:Re7.2.PKa With substantial guidance, explore musical contrasts in music.
MU:Re9.1.PKa With substantial guidance, talk about their personal and expressive preferences in music.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Understanding connections to varied contexts and daily life How do the other arts, other disciplines, contexts, and daily life
enhances musicians’ creating, performing, and responding. inform creating, performing, and responding to music?

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 21

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr1.1.K Generate and conceptualize artistic ideas and work. IMAGINE
CREATI NG Generate musical ideas for various purposes and contexts.
a. With guidance, explore and experience music concepts (such as beat and melodic contour).
b. With guidance, generate musical ideas (such as movements or motives).
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The creative ideas, concepts, and feelings that influence How do musicians generate creative ideas?
musicians’ work emerge from a variety of sources.

MU: Cr2.1.K Organize and develop artistic ideas and work. PLAN / MAKE
Select and develop musical ideas for defined purposes and contexts.
a. With guidance, demonstrate and choose favorite musical ideas.
b. With guidance, organize personal musical ideas using iconic notation and/or recording technology.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ creative choices are influenced by their How do musicians make creative decisions?
expertise, context, and expressive intent.

MU: Cr3.1.K Refine and complete artistic work. EVALUATE / REFINE

Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria.
a. With guidance, apply personal, peer, and teacher feedback in refining personal musical ideas.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians evaluate, and refine their work through How do musicians improve the quality of their creative
openness to new ideas, persistence, and the application of work?
appropriate criteria.

MU: Cr3.2.K Refine and complete artistic work. PRESENT

Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
a. With guidance, demonstrate a final version of personal musical ideas to peers.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ presentation of creative work is the culmination When is creative work ready to share?
of a process of creation and communication.

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 22

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr4.1.K Select, analyze, and interpret artistic work for presentation. SELECT
PERFORMI NG Select varied musical works to present based on interest, knowledge, technical skill, and context.
a. With guidance, demonstrate and state personal interest in varied musical selections.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers’ interest in and knowledge of musical works, How do performers select repertoire?
understanding of their own technical skill, and the context
for a performance influence the selection of repertoire.

MU: Pr4.2.K Select, analyze, and interpret artistic work for presentation. ANALYZE
Analyze the structure and context of varied musical works and their implications for performance.
a. With guidance, explore and demonstrate awareness of music contrasts (such as high/low, loud/soft, same/different)
in a variety of music selected for performance.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Analyzing creators’ context and how they manipulate How does understanding the structure and context of
elements of music provides insight into their intent and musical works inform performance?
informs performance.

MU: Pr4.3.K Select, analyze, and interpret artistic work for presentation. INTERPRET
Develop personal interpretations that consider creators’ intent.
a. With guidance, demonstrate awareness of expressive qualities (such as voice quality, dynamics, and tempo) that
support the creators’ expressive intent.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers make interpretive decisions based on their How do performers interpret musical works?
understanding of context and expressive intent.

MU: Pr5.1.K Develop and refine artistic techniques and work for presentation. REHEARSE / EVALUATE /
Evaluate and refine personal and ensemble performances, individually or in collaboration with others. REFINE
a. With guidance, apply personal, teacher, and peer feedback to refine performances.
b. With guidance, use suggested strategies in rehearsal to improve the expressive qualities of music.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
To express their musical ideas, musicians analyze, evaluate, How do musicians improve the quality of their performance?
and refine their performance over time through openness to
new ideas, persistence, and the application of appropriate
criteria.

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 23

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr6.1.K Convey meaning through the presentation of artistic work. PRESENT
Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to
PERFORMI NG the audience and context.
a. With guidance, perform music with expression.
b. Perform appropriately for the audience.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians judge performance based on criteria that vary When is a performance judged ready to present? How do
across time, place, and culture. The context and how a work context and the manner in which musical work is presented
is presented influence the audience response. influence audience response?

MU: Re7.1.K Perceive and analyze artistic work. SELECT

RESPONDING

Choose music appropriate for a specific purpose or context.

a. With guidance, list personal interests and experiences and demonstrate why they prefer some music selections
over others.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Individuals' selection of musical works is influenced by their How do individuals choose music to experience?
interests, experiences, understandings, and purposes.

MU: Re7.2.K Perceive and analyze artistic work. ANALYZE

Analyze how the structure and context of varied musical works inform the response.
a. With guidance, demonstrate how a specific music concept (such as beat or melodic direction) is used in music.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Response to music is informed by analyzing context (social, How does understanding the structure and context of music
cultural, and historical) and how creators and performers inform a response?
manipulate the elements of music.

MU: Re8.1.K Interpret intent and meaning in artistic work. INTERPRET

Support interpretations of musical works that reflect creators’/performers’ expressive intent.
a. With guidance, demonstrate awareness of expressive qualities (such as dynamics and tempo) that reflect
creators’/performers’ expressive intent.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Through their use of elements and structures of music, How do we discern the musical creators’ and performers’
creators and performers provide clues to their expressive expressive intent?
intent.

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 24

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Re9.1.K Apply criteria to evaluate artistic work. EVALUATE

RESPONDING Support evaluations of musical works and performances based on analysis, interpretation, and
established criteria.
a. With guidance, apply personal and expressive preferences in the evaluation of music.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The personal evaluation of musical work(s) and How do we judge the quality of musical work(s) and
performance(s) is informed by analysis, interpretation, and performance(s)?
established criteria.

MU: Cn10.0.K Synthesize and relate knowledge and personal experiences to make art. CONNECT
CONNECTI NG

Synthesize and relate knowledge and personal experiences to make music.

a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing,
and responding to music.
Embedded within:
MU:Cr3.2.Ka With guidance, demonstrate a final version of personal musical ideas to peers.
MU:Pr4.1.Ka With guidance, demonstrate and state personal interest in varied musical selections.
MU:Pr4.3.Ka With guidance, demonstrate awareness of expressive qualities (such as voice quality, dynamics, and tempo) that support the
creators’ expressive intent.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Musicians connect their personal interests, experiences, ideas, How do musicians make meaningful connections to
and knowledge to creating, performing, and responding. creating, performing, and responding?

MU: Cn11.0.K Relate artistic ideas and works with societal, cultural and historical context to deepen CONNECT
understanding.
Relate musical ideas and works with varied context to deepen understanding.
a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts,
and daily life.
Embedded within:
MU:Pr4.2.Ka With guidance, explore and demonstrate awareness of music contrasts (such as high/low, loud/soft, same/different) in a variety
of music selected for performance.
MU:Re7.2.Ka With guidance, demonstrate how a specific music concept (such as beat or melodic direction) is used in music.
MU:Re9.1.Ka With guidance, apply personal and expressive preferences in the evaluation of music.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Understanding connections to varied contexts and daily life How do the other arts, other disciplines, contexts, and daily life
enhances musicians’ creating, performing, and responding. inform creating, performing, and responding to music?

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 25

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr1.1.1 Generate and conceptualize artistic ideas and work. IMAGINE
CREATI NG Generate musical ideas for various purposes and contexts.
a. With limited guidance, create musical ideas (such as answering a musical question) for a specific purpose.
b. With limited guidance, generate musical ideas in multiple tonalities (such as major and minor) and meters (such as
duple and triple).
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The creative ideas, concepts, and feelings that influence How do musicians generate creative ideas?
musicians’ work emerge from a variety of sources.

MU: Cr2.1.1 Organize and develop artistic ideas and work. PLAN / MAKE
Select and develop musical ideas for defined purposes and contexts.
a. With limited guidance, demonstrate and discuss personal reasons for selecting musical ideas that represent
expressive intent.
b. With limited guidance, use iconic or standard notation and/or recording technology to document and organize
personal musical ideas.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ creative choices are influenced by their How do musicians make creative decisions?
expertise, context, and expressive intent.

MU: Cr3.1.1 Refine and complete artistic work. EVALUATE /

Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria. REFINE
a. With limited guidance, discuss and apply personal, peer, and teacher feedback to refine personal musical ideas.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians evaluate, and refine their work through openness How do musicians improve the quality of their creative
to new ideas, persistence, and the application of work?
appropriate criteria.

MU: Cr3.2.1 Refine and complete artistic work. PRESENT

Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
a. With limited guidance, convey expressive intent for a specific purpose by presenting a final version of personal
musical ideas to peers or informal audience.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ presentation of creative work is the culmination When is creative work ready to share?
of a process of creation and communication.

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 26

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr4.1.1 Select, analyze, and interpret artistic work for presentation. SELECT
PERFORMI NG Select varied musical works to present based on interest, knowledge, technical skill, and context.
a. With limited guidance, demonstrate and discuss personal interest in, knowledge about, and purpose of varied
musical selections.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers’ interest in and knowledge of musical works, How do performers select repertoire?
understanding of their own technical skill, and the context
for a performance influence the selection of repertoire.

MU: Pr4.2.1 Select, analyze, and interpret artistic work for presentation. ANALYZE
Analyze the structure and context of varied musical works and their implications for performance.
a. With limited guidance, demonstrate knowledge of music concepts (such as beat and melodic contour) in music
from a variety of cultures selected for performance.
b. When analyzing selected music, read and perform rhythmic patterns using iconic or standard notation.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Analyzing creators’ context and how they manipulate How does understanding the structure and context of
elements of music provides insight into their intent and musical works inform performance?
informs performance.

MU: Pr4.3.1 Select, analyze, and interpret artistic work for presentation. INTERPRET
Develop personal interpretations that consider creators’ intent.
a. Demonstrate and describe music’s expressive qualities (such as dynamics and tempo).
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers make interpretive decisions based on their How do performers interpret musical works?
understanding of context and expressive intent.

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 27

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr5.1.1 Develop and refine artistic techniques and work for presentation. REHEARSE / EVALUATE /
PERFORMI NG Evaluate and refine personal and ensemble performances, individually or in collaboration with others. REFINE
a. With limited guidance, apply personal, teacher, and peer feedback to refine performances.
b. With limited guidance, use suggested strategies in rehearsal to address interpretive challenges of music.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
To express their musical ideas, musicians analyze, evaluate, How do musicians improve the quality of their performance?
and refine their performance over time through openness to
new ideas, persistence, and the application of appropriate
criteria.

MU: Pr6.1.1 Convey meaning through the presentation of artistic work. PRESENT
Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the
audience and context.
a. With limited guidance, perform music for a specific purpose with expression.
b. Perform appropriately for the audience and purpose.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians judge performance based on criteria that vary When is a performance judged ready to present? How do
across time, place, and culture. The context and how a work context and the manner in which musical work is presented
is presented influence the audience response. influence audience response?

MU: Re7.1.1 Perceive and analyze artistic work. SELECT

RESPONDING

Choose music appropriate for a specific purpose or context.

a. With limited guidance, identify and demonstrate how personal interests and experiences influence musical
selection for specific purposes.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Individuals' selection of musical works is influenced by their How do individuals choose music to experience?
interests, experiences, understandings, and purposes.

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 28

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Re7.2.1 Perceive and analyze artistic work. ANALYZE

RESPONDING Analyze how the structure and context of varied musical works inform the response.
a. With limited guidance, demonstrate and identify how specific music concepts (such as beat or pitch) are used in
various styles of music for a purpose.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Response to music is informed by analyzing context (social, How does understanding the structure and context of
cultural, and historical) and how creators and performers music inform a response?
manipulate the elements of music.

MU: Re8.1.1 Interpret intent and meaning in artistic work. INTERPRET

Support interpretations of musical works that reflect creators’/performers’ expressive intent.
a. With limited guidance, demonstrate and identify expressive qualities (such as dynamics and tempo) that reflect
creators’/performers’ expressive intent.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Through their use of elements and structures of music, How do we discern the musical creators’ and performers’
creators and performers provide clues to their expressive expressive intent?
intent.

MU: Re9.1.1 Apply criteria to evaluate artistic work. EVALUATE

Support evaluations of musical works and performances based on analysis, interpretation, and
established criteria.
a. With limited guidance, apply personal and expressive preferences in the evaluation of music for specific purposes.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The personal evaluation of musical work(s) and How do we judge the quality of musical work(s) and
performance(s) is informed by analysis, interpretation, and performance(s)?
established criteria.

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 29

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Cn10.0.1 Synthesize and relate knowledge and personal experiences to make art. CONNECT
CONNECTI NG Synthesize and relate knowledge and personal experiences to make music.
a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating,
performing, and responding to music.
Embedded within:
MU:Cr2.1.1a With limited guidance, demonstrate and discuss personal reasons for selecting musical ideas that represent
expressive intent.
MU:Cr3.2.1a With limited guidance, convey expressive intent for a specific purpose by presenting a final version of personal musical ideas
to peers or informal audience.
MU:Pr4.3.1a Demonstrate and describe music’s expressive qualities (such as dynamics and tempo).
MU:Re7.1.1a With limited guidance, identify and demonstrate how personal interests and experiences influence musical selection for
specific purposes.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Musicians connect their personal interests, experiences, How do musicians make meaningful connections to
ideas, and knowledge to creating, performing, and creating, performing, and responding?
responding.

MU: Cn11.0.1 Relate artistic ideas and works with societal, cultural and historical context to deepen CONNECT
understanding.
Relate musical ideas and works with varied context to deepen understanding.
a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts,
and daily life.
Embedded within:
MU:Cr1.1.1a With limited guidance, create musical ideas (such as answering a musical question) for a specific purpose.
MU:Pr4.2.1a With limited guidance, demonstrate knowledge of music concepts (such as beat and melodic contour) in music from a variety
of cultures selected for performance.
MU:Pr6.1.1a With limited guidance, perform music for a specific purpose with expression.
MU:Re7.2.1a With limited guidance, demonstrate and identify how specific music concepts (such as beat or pitch) is used in various styles
of music for a purpose.
MU:Re9.1.1a With limited guidance, apply personal and expressive preferences in the evaluation of music for specific purposes.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Understanding connections to varied contexts and daily life How do the other arts, other disciplines, contexts, and daily
enhances musicians’ creating, performing, and responding. life inform creating, performing, and responding to music?

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 30

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr1.1.2 Generate and conceptualize artistic ideas and work. IMAGINE
CREATI NG Generate musical ideas for various purposes and contexts.
a. Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.
b. Generate musical patterns and ideas within the context of a given tonality (such as major and minor) and meter
(such as duple and triple).
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The creative ideas, concepts, and feelings that influence How do musicians generate creative ideas?
musicians’ work emerge from a variety of sources.

MU: Cr2.1.2 Organize and develop artistic ideas and work. PLAN / MAKE
Select and develop musical ideas for defined purposes and contexts.
a. Demonstrate and explain personal reasons for selecting patterns and ideas for music that represent expressive
intent.
b. Use iconic or standard notation and/or recording technology to combine, sequence, and document personal
musical ideas.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ creative choices are influenced by their expertise, How do musicians make creative decisions?
context, and expressive intent.

MU: Cr3.1.2 Refine and complete artistic work. EVALUATE /

Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria. REFINE
a. Interpret and apply personal, peer, and teacher feedback to revise personal music.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians evaluate, and refine their work through openness How do musicians improve the quality of their creative
to new ideas, persistence, and the application of appropriate work?
criteria.

MU: Cr3.2.2 Refine and complete artistic work. PRESENT

Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
a. Convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or
informal audience.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ presentation of creative work is the culmination When is creative work ready to share?
of a process of creation and communication.

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 31

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr4.1.2 Select, analyze, and interpret artistic work for presentation. SELECT
PERFORMI NG Select varied musical works to present based on interest, knowledge, technical skill, and context.
a. Demonstrate and explain personal interest in, knowledge about, and purpose of varied musical selections.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers’ interest in and knowledge of musical works, How do performers select repertoire?
understanding of their own technical skill, and the context for
a performance influence the selection of repertoire.

MU: Pr4.2.2 Select, analyze, and interpret artistic work for presentation. ANALYZE
Analyze the structure and context of varied musical works and their implications for performance.
a. Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected
for performance.
b. When analyzing selected music, read and perform rhythmic and melodic patterns using iconic or standard notation.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Analyzing creators’ context and how they manipulate How does understanding the structure and context of
elements of music provides insight into their intent and musical works inform performance?
informs performance.

MU: Pr4.3.2 Select, analyze, and interpret artistic work for presentation. INTERPRET
Develop personal interpretations that consider creators’ intent.
a. Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to
convey expressive intent.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers make interpretive decisions based on their How do performers interpret musical works?
understanding of context and expressive intent.

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 32

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr5.1.2 Develop and refine artistic techniques and work for presentation. REHEARSE / EVALUATE /
PERFORMI NG Evaluate and refine personal and ensemble performances, individually or in collaboration with others. REFINE

a. Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances.
b. Rehearse, identify and apply strategies to address interpretive, performance, and technical challenges of music.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
To express their musical ideas, musicians analyze, evaluate, and How do musicians improve the quality of their performance?
refine their performance over time through openness to new
ideas, persistence, and the application of appropriate criteria.

MU: Pr6.1.2 Convey meaning through the presentation of artistic work. PRESENT
Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the
audience and context.
a. Perform music for a specific purpose with expression and technical accuracy.
b. Perform appropriately for the audience and purpose.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians judge performance based on criteria that vary When is a performance judged ready to present? How do
across time, place, and culture. The context and how a work context and the manner in which musical work is presented
is presented influence the audience response. influence audience response?

MU: Re7.1.2 Perceive and analyze artistic work. SELECT

RESPONDING

Choose music appropriate for a specific purpose or context.

a. Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Individuals' selection of musical works is influenced by their How do individuals choose music to experience?
interests, experiences, understandings, and purposes.

MU: Re7.2.2 Perceive and analyze artistic work. ANALYZE

Analyze how the structure and context of varied musical works inform the response.
a. Describe how specific music concepts are used to support a specific purpose in music.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Response to music is informed by analyzing context (social, How does understanding the structure and context of
cultural, and historical) and how creators and performers music inform a response?
manipulate the elements of music.

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Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Re8.1.2 Interpret intent and meaning in artistic work. INTERPRET

RESPONDING Support interpretations of musical works that reflect creators’/performers’ expressive intent.
a. Demonstrate knowledge of music concepts and how they support creators’/performers’ expressive intent.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Through their use of elements and structures of music, How do we discern the musical creators’ and performers’
creators and performers provide clues to their expressive expressive intent?
intent.

MU: Re9.1.2 Apply criteria to evaluate artistic work. EVALUATE

Support evaluations of musical works and performances based on analysis, interpretation, and
established criteria.
a. Apply personal and expressive preferences in the evaluation of music for specific purposes.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The personal evaluation of musical work(s) and How do we judge the quality of musical work(s) and
performance(s) is informed by analysis, interpretation, and performance(s)?
established criteria.

MU: Cn10.0.2 Synthesize and relate knowledge and personal experiences to make art. CONNECT
CONNECTI NG

Synthesize and relate knowledge and personal experiences to make music.

a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing,
and responding to music.
Embedded within:
MU:Cr2.1.2a Demonstrate and explain personal reasons for selecting patterns and ideas for their music that represent expressive intent.
MU:Cr3.2.2a Convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or
informal audience.
MU:Pr4.3.2a Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey
expressive intent.
MU:Re7.1.2a Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Musicians connect their personal interests, experiences, ideas, How do musicians make meaningful connections to
and knowledge to creating, performing, and responding. creating, performing, and responding?

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 34

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Cn11.0.2 Relate artistic ideas and works with societal, cultural and historical context to CONNECT
CONNECTI NG deepen understanding.
Relate musical ideas and works with varied context to deepen understanding.
a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts,
and daily life.
Embedded within:
MU:Cr1.1.2a Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.
MU:Pr4.2.2a Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for
performance.
MU:Pr6.1.2a Perform music for a specific purpose with expression and technical accuracy.
MU:Re7.1.2a Describe how specific music concepts are used to support a specific purpose in music.
MU:Re9.1.2a Apply personal and expressive preferences in the evaluation of music for specific purposes.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Understanding connections to varied contexts and daily life How do the other arts, other disciplines, contexts, and daily life
enhances musicians’ creating, performing, and responding. inform creating, performing, and responding to music?

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 35

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr1.1.3 Generate and conceptualize artistic ideas and work. IMAGINE
CREATI NG Generate musical ideas for various purposes and contexts.
a. Improvise rhythmic and melodic ideas, and describe connection to specific purpose and context (such as personal
and social).
b. Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The creative ideas, concepts, and feelings that influence How do musicians generate creative ideas?
musicians’ work emerge from a variety of sources.

MU: Cr2.1.3 Organize and develop artistic ideas and work. PLAN / MAKE
Select and develop musical ideas for defined purposes and contexts.
a. Demonstrate selected musical ideas for a simple improvisation or composition to express intent, and describe
connection to a specific purpose and context.
b. Use standard and/or iconic notation and/or recording technology to document personal rhythmic and melodic
musical ideas.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ creative choices are influenced by their expertise, How do musicians make creative decisions?
context, and expressive intent.

MU: Cr3.1.3 Refine and complete artistic work. EVALUATE /

Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria. REFINE
a. Evaluate, refine, and document revisions to personal musical ideas, applying teacher-provided and
collaboratively-developed criteria and feedback.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians evaluate, and refine their work through openness How do musicians improve the quality of their creative
to new ideas, persistence, and the application of work?
appropriate criteria.

MU: Cr3.2.3 Refine and complete artistic work. PRESENT

Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
a. Present the final version of personal created music to others, and describe connection to expressive intent.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ presentation of creative work is the culmination When is creative work ready to share?
of a process of creation and communication.

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 36

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr4.1.3 Select, analyze, and interpret artistic work for presentation. SELECT
PERFORMI NG Select varied musical works to present based on interest, knowledge, technical skill, and context.
a. Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge,
purpose, and context.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers’ interest in and knowledge of musical works, How do performers select repertoire?
understanding of their own technical skill, and the context
for a performance influence the selection of repertoire.

MU: Pr4.2.3 Select, analyze, and interpret artistic work for presentation. ANALYZE
Analyze the structure and context of varied musical works and their implications for performance.
a. Demonstrate understanding of the structure in music selected for performance.
b. When analyzing selected music, read and perform rhythmic patterns and melodic phrases using iconic and
standard notation.
c. Describe how context (such as personal and social) can inform a performance.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Analyzing creators’ context and how they manipulate How does understanding the structure and context of
elements of music provides insight into their intent and musical works inform performance?
informs performance.

MU: Pr4.3.3 Select, analyze, and interpret artistic work for presentation. INTERPRET
Develop personal interpretations that consider creators’ intent.
a. Demonstrate and describe how intent is conveyed through expressive qualities (such as dynamics and tempo).
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers make interpretive decisions based on their How do performers interpret musical works?
understanding of context and expressive intent.

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 37

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr5.1.3 Develop and refine artistic techniques and work for presentation. REHEARSE /
PERFORMI NG Evaluate and refine personal and ensemble performances, individually or in collaboration with others. EVALUATE / REFINE
a. Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate accuracy of ensemble
performances.
b. Rehearse to refine technical accuracy, expressive qualities, and identified performance challenges.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
To express their musical ideas, musicians analyze, evaluate, How do musicians improve the quality of their
and refine their performance over time through openness performance?
to new ideas, persistence, and the application of
appropriate criteria.

MU: Pr6.1.3 Convey meaning through the presentation of artistic work. PRESENT
Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the
audience and context.
a. Perform music with expression and technical accuracy.
b. Demonstrate performance decorum and audience etiquette appropriate for the context and venue.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians judge performance based on criteria that vary When is a performance judged ready to present? How do
across time, place, and culture. The context and how a work context and the manner in which musical work is presented
is presented influence the audience response. influence audience response?

MU: Re7.1.3 Perceive and analyze artistic work. SELECT

RESPONDING

Choose music appropriate for a specific purpose or context.

a. Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or
purposes.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Individuals' selection of musical works is influenced by their How do individuals choose music to experience?
interests, experiences, understandings, and purposes.

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 38

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Re7.2.3 Perceive and analyze artistic work. ANALYZE

RESPONDING Analyze how the structure and context of varied musical works inform the response.
a. Demonstrate and describe how a response to music can be informed by the structure, the use of the elements of
music, and context (such as personal and social).
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Response to music is informed by analyzing context (social, How does understanding the structure and context of
cultural, and historical) and how creators and performers music inform a response?
manipulate the elements of music.

MU: Re8.1.3 Interpret intent and meaning in artistic work. INTERPRET

Support interpretations of musical works that reflect creators’/performers’ expressive intent.
a. Demonstrate and describe how the expressive qualities (such as dynamics and tempo) are used in performers’
interpretations to reflect expressive intent.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Through their use of elements and structures of music, How do we discern the musical creators’ and performers’
creators and performers provide clues to their expressive expressive intent?
intent.

MU: Re9.1.3 Apply criteria to evaluate artistic work. EVALUATE

Support evaluations of musical works and performances based on analysis, interpretation, and
established criteria.
a. Evaluate musical works and performances, applying established criteria, and describe appropriateness to the
context. Evaluate musical works and performances, applying established criteria, and describe appropriateness to
the context.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The personal evaluation of musical work(s) and How do we judge the quality of musical work(s) and
performance(s) is informed by analysis, interpretation, and performance(s)?
established criteria.

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 39

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Cn10.0.3 Synthesize and relate knowledge and personal experiences to make art. CONNECT
CONNECTI NG Synthesize and relate knowledge and personal experiences to make music.
a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing,
and responding to music.
Embedded within:
MU:Cr2.1.3a Demonstrate selected musical ideas for a simple improvisation or composition to express intent, and describe connection to a
specific purpose and context.
MU:Cr3.2.3a Present the final version of created music for others, and describe connection to expressive intent.
MU:Pr4.1.3a Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and
context.
MU:Pr4.3.3a Demonstrate and describe how intent is conveyed through expressive qualities (such as dynamics and tempo).
MU:Re7.1.3a Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Musicians connect their personal interests, experiences, How do musicians make meaningful connections to
ideas, and knowledge to creating, performing, and creating, performing, and responding?
responding.

MU: Cn11.0.3 Relate artistic ideas and works with societal, cultural and historical context to deepen CONNECT
understanding.
Relate musical ideas and works with varied context to deepen understanding.
a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts,
and daily life.
Embedded within:
MU:Cr1.1.3a Improvise rhythmic and melodic ideas, and describe connection to specific purpose and context (such as personal and social).
MU:Pr4.2.3c Describe how context (such as personal and social) can inform a performance.
MU:Pr6.1.3b Demonstrate performance decorum and audience etiquette appropriate for the context and venue.
MU:Re7.2.3a Demonstrate and describe how a response to music can be informed by the structure, the use of the elements of music, and
context (such as personal and social).
MU:Re9.1.3a Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Understanding connections to varied contexts and daily life How do the other arts, other disciplines, contexts, and daily
enhances musicians’ creating, performing, and responding. life inform creating, performing, and responding to music?

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 40

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr1.1.4 Generate and conceptualize artistic ideas and work.

IMAGINE
CREATI NG Generate musical ideas for various purposes and contexts.
a. Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such
as social and cultural).
b. Generate musical ideas (such as rhythms, melodies, and simple accompaniment patterns) within related
tonalities (such as major and minor) and meters.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The creative ideas, concepts, and feelings that influence How do musicians generate creative ideas?
musicians’ work emerge from a variety of sources.

MU: Cr2.1.4 Organize and develop artistic ideas and work.

PLAN / MAKE
Select and develop musical ideas for defined purposes and contexts.
a. Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to
express intent, and explain connection to purpose and context.
b. Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and
simple harmonic musical ideas.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ creative choices are influenced by their How do musicians make creative decisions?
expertise, context, and expressive intent.

MU: Cr3.1.4 Refine and complete artistic work. EVALUATE /

Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria. REFINE
a. Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively-
developed criteria and feedback to show improvement over time.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians evaluate, and refine their work through How do musicians improve the quality of their creative
openness to new ideas, persistence, and the application of work?
appropriate criteria.

MU: Cr3.2.4 Refine and complete artistic work.

PRESENT
Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
a. Present the final version of personal created music to others, and explain connection to expressive intent.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ presentation of creative work is the culmination When is creative work ready to share?
of a process of creation and communication.

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 41

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr4.1.4 Select, analyze, and interpret artistic work for presentation. SELECT
PERFORMI NG Select varied musical works to present based on interest, knowledge, technical skill, and context.
a. Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge,
context, and technical skill.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers’ interest in and knowledge of musical works, How do performers select repertoire?
understanding of their own technical skill, and the context
for a performance influence the selection of repertoire.

MU: Pr4.2.4 Select, analyze, and interpret artistic work for presentation. ANALYZE
Analyze the structure and context of varied musical works and their implications for performance.
a. Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, and form) in
music selected for performance.
b. When analyzing selected music, read and perform using iconic and/or standard notation.
c. Explain how context (such as social and cultural) informs a performance.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Analyzing creators’ context and how they manipulate How does understanding the structure and context of
elements of music provides insight into their intent and musical works inform performance?
informs performance.

MU: Pr4.3.4 Select, analyze, and interpret artistic work for presentation. INTERPRET
Develop personal interpretations that consider creators’ intent.
a. Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as
dynamics, tempo, and timbre).
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers make interpretive decisions based on their How do performers interpret musical works?
understanding of context and expressive intent.

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 42

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr5.1.4 Develop and refine artistic techniques and work for presentation. REHEARSE / EVALUATE /
PERFORMI NG Evaluate and refine personal and ensemble performances, individually or in collaboration with
others.
REFINE

a. Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate accuracy and
expressiveness of ensemble and personal performances.
b. Rehearse to refine technical accuracy and expressive qualities, and address performance challenges.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
To express their musical ideas, musicians analyze, evaluate, How do musicians improve the quality of their
and refine their performance over time through openness performance?
to new ideas, persistence, and the application of
appropriate criteria.

MU: Pr6.1.4 Convey meaning through the presentation of artistic work. PRESENT
Perform expressively, with appropriate interpretation and technical accuracy, and in a manner
appropriate to the audience and context.
a. Perform music, alone or with others, with expression and technical accuracy, and appropriate interpretation.
b. Demonstrate performance decorum and audience etiquette appropriate for the context, venue, and genre.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians judge performance based on criteria that vary When is a performance judged ready to present? How do
across time, place, and culture. The context and how a work context and the manner in which musical work is presented
is presented influence the audience response. influence audience response?

MU: Re7.1.4 Perceive and analyze artistic work. SELECT

RESPONDING

Choose music appropriate for a specific purpose or context.

a. Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences,
purposes, or contexts.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Individuals' selection of musical works is influenced by their How do individuals choose music to experience?
interests, experiences, understandings, and purposes.

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 43

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Re7.2.4 Perceive and analyze artistic work.

ANALYZE
RESPONDING Analyze how the structure and context of varied musical works inform the response.
a. Demonstrate and explain how responses to music are informed by the structure, the use of the elements of
music, and context (such as social and cultural).
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Response to music is informed by analyzing context (social, How does understanding the structure and context of
cultural, and historical) and how creators and performers music inform a response?
manipulate the elements of music.

MU: Re8.1.4 Interpret intent and meaning in artistic work.

INTERPRET
Support interpretations of musical works that reflect creators’/performers’ expressive intent.
a. Demonstrate and explain how the expressive qualities (such as dynamics, tempo, and timbre) are used in
performers’ and personal interpretations to reflect expressive intent.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Through their use of elements and structures of music, How do we discern the musical creators’ and performers’
creators and performers provide clues to their expressive expressive intent?
intent.

MU: Re9.1.4 Apply criteria to evaluate artistic work.

Support evaluations of musical works and performances based on analysis, interpretation, and EVALUATE
established criteria.
a. Evaluate musical works and performances, applying established criteria, and explain appropriateness to the
context.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The personal evaluation of musical work(s) and How do we judge the quality of musical work(s) and
performance(s) is informed by analysis, interpretation, and performance(s)?
established criteria.

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 44

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Cn10.0.4 Synthesize and relate knowledge and personal experiences to make art. CONNECT
CONNECTI NG Synthesize and relate knowledge and personal experiences to make music.
a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing,
and responding to music.
Embedded within:
MU:Cr2.1.4a Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent, and
explain connection to purpose and context.
MU:Cr3.2.4a Present the final version of created music for others, and explain connection to expressive intent.
MU:Pr4.1.4a Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, context, and
technical skill.
MU:Pr4.3.4a Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics,
tempo, and timbre).
MU:Re7.1.4a Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or
contexts.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Musicians connect their personal interests, experiences, How do musicians make meaningful connections to
ideas, and knowledge to creating, performing, and creating, performing, and responding?
responding.

MU: Cn11.0.4 Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. CONNECT
Relate musical ideas and works with varied context to deepen understanding.
a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts,
and daily life.
Embedded within:
MU:Cr1.1.4a Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social and
cultural).
MU:Pr4.2.4c Explain how context (such as social and cultural) informs a performance.
MU:Pr6.1.4b Demonstrate performance decorum and audience etiquette appropriate for the context, venue, and genre.
MU:Re7.2.4a Demonstrate and explain how responses to music are informed by the structure, the use of the elements of music, and
context (such as social and cultural).
MU:Re9.1.4a Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Understanding connections to varied contexts and daily life How do the other arts, other disciplines, contexts, and daily life
enhances musicians’ creating, performing, and responding. inform creating, performing, and responding to music?

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 45

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr1.1.5 Generate and conceptualize artistic ideas and work. IMAGINE
CREATI NG Generate musical ideas for various purposes and contexts.
a. Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as
social, cultural, and historical).
b. Generate musical ideas (such as rhythms, melodies, and accompaniment patterns) within specific related
tonalities, meters, and simple chord changes.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The creative ideas, concepts, and feelings that influence How do musicians generate creative ideas?
musicians’ work emerge from a variety of sources.

MU: Cr2.1.5 Organize and develop artistic ideas and work. PLAN / MAKE
Select and develop musical ideas for defined purposes and contexts.
a. Demonstrate selected and developed musical ideas for improvisations, arrangements, or compositions to
express intent, and explain connection to purpose and context.
b. Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and
two-chord harmonic musical ideas.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ creative choices are influenced by their How do musicians make creative decisions?
expertise, context, and expressive intent.

MU: Cr3.1.5 Refine and complete artistic work. EVALUATE /

Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria. REFINE
a. Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively-
developed criteria and feedback, and explain rationale for changes.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians evaluate, and refine their work through openness How do musicians improve the quality of their creative
to new ideas, persistence, and the application of work?
appropriate criteria.

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 46

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr3.2.5 Refine and complete artistic work. PRESENT

CREATI NG Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
a. Present the final version of personal created music to others that demonstrates craftsmanship, and explain
connection to expressive intent.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ presentation of creative work is the culmination When is creative work ready to share?
of a process of creation and communication.

MU: Pr4.1.5 Select, analyze, and interpret artistic work for presentation. SELECT
PERFORMI NG

Select varied musical works to present based on interest, knowledge, technical skill, and context.
a. Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge,
and context, as well as their personal and others’ technical skill.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers’ interest in and knowledge of musical works, How do performers select repertoire?
understanding of their own technical skill, and the context
for a performance influence the selection of repertoire.

MU: Pr4.2.5 Select, analyze, and interpret artistic work for presentation. ANALYZE
Analyze the structure and context of varied musical works and their implications for performance.
a. Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, form, and
harmony) in music selected for performance.
b. When analyzing selected music, read and perform using standard notation.
c. Explain how context (such as social, cultural, and historical) informs performances.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Analyzing creators’ context and how they manipulate How does understanding the structure and context of
elements of music provides insight into their intent and musical works inform performance?
informs performance.

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 47

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr4.3.5 Select, analyze, and interpret artistic work for presentation. INTERPRET
PERFORMI NG Develop personal interpretations that consider creators’ intent.
a. Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as
dynamics, tempo, timbre, and articulation/style).
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers make interpretive decisions based on their How do performers interpret musical works?
understanding of context and expressive intent.

MU: Pr5.1.5 Develop and refine artistic techniques and work for presentation. REHEARSE /
Evaluate and refine personal and ensemble performances, individually or in collaboration with others. EVALUATE / REFINE
a. Apply teacher-provided and established criteria and feedback to evaluate the accuracy and expressiveness of
ensemble and personal performances.
b. Rehearse to refine technical accuracy and expressive qualities to address challenges, and show improvement over
time.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
To express their musical ideas, musicians analyze, evaluate, How do musicians improve the quality of their
and refine their performance over time through openness performance?
to new ideas, persistence, and the application of
appropriate criteria.

MU: Pr6.1.5 Convey meaning through the presentation of artistic work. PRESENT
Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to
the audience and context.
a. Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation.
b. Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre, and style.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians judge performance based on criteria that vary When is a performance judged ready to present? How do
across time, place, and culture. The context and how a work context and the manner in which musical work is presented
is presented influence the audience response. influence audience response?

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 48

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Re7.1.5 Perceive and analyze artistic work. SELECT

RESPONDING Choose music appropriate for a specific purpose or context.
a. Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests,
experiences, purposes, or contexts.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Individuals' selection of musical works is influenced by their How do individuals choose music to experience?
interests, experiences, understandings, and purposes.

MU: Re7.2.5 Perceive and analyze artistic work. ANALYZE

Analyze how the structure and context of varied musical works inform the response.
a. Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the
elements of music, and context (such as social, cultural, and historical).
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Response to music is informed by analyzing context (social, How does understanding the structure and context of
cultural, and historical) and how creators and performers music inform a response?
manipulate the elements of music.

MU: Re8.1.5 Interpret intent and meaning in artistic work. INTERPRET

Support interpretations of musical works that reflect creators’/performers’ expressive intent.
a. Demonstrate and explain how the expressive qualities (such as dynamics, tempo, timbre, and articulation) are
used in performers’ and personal interpretations to reflect expressive intent.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Through their use of elements and structures of music, How do we discern the musical creators’ and performers’
creators and performers provide clues to their expressive expressive intent?
intent.

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 49

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Re9.1.5 Apply criteria to evaluate artistic work. EVALUATE

RESPONDING Support evaluations of musical works and performances based on analysis, interpretation, and
established criteria.
a. Evaluate musical works and performances, applying established criteria, and explain appropriateness to the
context, citing evidence from the elements of music.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The personal evaluation of musical work(s) and How do we judge the quality of musical work(s) and
performance(s) is informed by analysis, interpretation, and performance(s)?
established criteria.

MU: Cn10.0.5 Synthesize and relate knowledge and personal experiences to make art. CONNECT
CONNECTI NG

Synthesize and relate knowledge and personal experiences to make music.

a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating,
performing, and responding to music.
Embedded within:
MU:Cr2.1.5a Demonstrate selected and developed musical ideas for improvisations, arrangements, or compositions to express intent,
and explain connection to purpose and context.
MU:Cr3.2.5a Present the final version of created music for others that demonstrates craftsmanship, and explain connection to
expressive intent.
MU:Pr4.1.5a Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, context, as
well as their personal and others’ technical skill.
MU:Pr4.3.5a Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics,
tempo, timbre, and articulation/style).
MU:Re7.1.5a Demonstrate and explain, citing evidence, how selected music connects to, and is influenced by specific interests,
experiences, purposes, or contexts.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Musicians connect their personal interests, experiences, How do musicians make meaningful connections to
ideas, and knowledge to creating, performing, and creating, performing, and responding?
responding.

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 50

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Cn11.0.5 Relate artistic ideas and works with societal, cultural and historical context to deepen CONNECT
CONNECTI NG understanding.
Relate musical ideas and works with varied context to deepen understanding.
a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts,
and daily life.
Embedded within:
MU:Cr1.1.5a Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social,
cultural, and historical).
MU:Pr4.2.5c Explain how context (such as social, cultural, and historical) informs performances.
MU:Pr6.1.5b Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre, and style.
MU:Re7.2.5a Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of
music, and context (such as social, cultural, and historical).
MU:Re9.1.5a Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing
evidence from the elements of music.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Understanding connections to varied contexts and daily life How do the other arts, other disciplines, contexts, and
enhances musicians’ creating, performing, and responding. daily life inform creating, performing, and responding to
music?

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 51

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr1.1.6 Generate and conceptualize artistic ideas and work. IMAGINE
CREATI NG Generate musical ideas for various purposes and contexts.
a. Generate simple rhythmic, melodic, and harmonic phrases within AB and ABA forms that convey expressive
intent.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The creative ideas, concepts, and feelings that influence How do musicians generate creative ideas?
musicians’ work emerge from a variety of sources.

MU: Cr2.1.6 Organize and develop artistic ideas and work. PLAN / MAKE
Select and develop musical ideas for defined purposes and contexts.
a. Select, organize, construct, and document personal musical ideas for arrangements and compositions within AB
or ABA form that demonstrate an effective beginning, middle, and ending, and convey expressive intent.
b. Use standard and/or iconic notation and/or audio/ video recording to document personal simple rhythmic
phrases, melodic phrases, and two-chord harmonic musical ideas.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ creative choices are influenced by their How do musicians make creative decisions?
expertise, context, and expressive intent.

MU: Cr3.1.6 Refine and complete artistic work. EVALUATE /

Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria. REFINE
a. Evaluate their own work, applying teacher-provided criteria such as application of selected elements of music,
and use of sound sources.
b. Describe the rationale for making revisions to the music based on evaluation criteria and feedback from their
teacher.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians evaluate, and refine their work through openness How do musicians improve the quality of their creative
to new ideas, persistence, and the application of work?
appropriate criteria.

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 52

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr3.2.6 Refine and complete artistic work. PRESENT

CREATI NG Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
a. Present the final version of their documented personal composition or arrangement, using craftsmanship and
originality to demonstrate an effective beginning, middle, and ending, and convey expressive intent.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ presentation of creative work is the culmination When is creative work ready to share?
of a process of creation and communication

MU: Pr4.1.6 Select, analyze, and interpret artistic work for presentation. SELECT
PERFORMI NG

Select varied musical works to present based on interest, knowledge, technical skill, and context.
a. Apply teacher-provided criteria for selecting music to perform for a specific purpose and/or context, and explain
why each was chosen.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers’ interest in and knowledge of musical works, How do performers select repertoire?
understanding of their own technical skill, and the context
for a performance influence the selection of repertoire.

MU: Pr4.2.6 Select, analyze, and interpret artistic work for presentation. ANALYZE
Analyze the structure and context of varied musical works and their implications for performance.
a. Explain how understanding the structure and the elements of music are used in music selected for
performance.
b. When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch,
articulation, and dynamics.
c. Identify how cultural and historical context inform performances.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Analyzing creators’ context and how they manipulate How does understanding the structure and context of
elements of music provides insight into their intent and musical works inform performance?
informs performance.

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 53

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr4.3.6 Select, analyze, and interpret artistic work for presentation. INTERPRET
PERFORMI NG Develop personal interpretations that consider creators’ intent.
a. Perform a selected piece of music demonstrating how their interpretations of the elements of music and the
expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing) convey intent.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers make interpretive decisions based on their How do performers interpret musical works?
understanding of context and expressive intent.

MU: Pr5.1.6 Develop and refine artistic techniques and work for presentation. REHEARSE / EVALUATE
Evaluate and refine personal and ensemble performances, individually or in collaboration with others. / REFINE
a. Identify and apply teacher-provided criteria (such as correct interpretation of notation, technical accuracy,
originality, and interest) to rehearse, refine, and determine when a piece is ready to perform.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
To express their musical ideas, musicians analyze, evaluate, How do musicians improve the quality of their
and refine their performance over time through openness performance?
to new ideas, persistence, and the application of
appropriate criteria.

MU: Pr6.1.6 Convey meaning through the presentation of artistic work. PRESENT
Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the
audience and context.
a. Perform the music with technical accuracy to convey the creator’s intent.
b. Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette
appropriate for venue and purpose.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians judge performance based on criteria that vary When is a performance judged ready to present? How do
across time, place, and culture. The context and how a work context and the manner in which musical work is presented
is presented influence the audience response. influence audience response?

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 54

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Re7.1.6 Perceive and analyze artistic work. SELECT

RESPONDING Choose music appropriate for a specific purpose or context.
a. Select or choose music to listen to and explain the connections to specific interests or experiences for a specific
purpose.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Individuals' selection of musical works is influenced by their How do individuals choose music to experience?
interests, experiences, understandings, and purposes.

MU: Re7.2.6 Perceive and analyze artistic work. ANALYZE

Analyze how the structure and context of varied musical works inform the response.
a. Describe how the elements of music and expressive qualities relate to the structure of the pieces.
b. Identify the context of music from a variety of genres, cultures, and historical periods.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Response to music is informed by analyzing context (social, How does understanding the structure and context of
cultural, and historical) and how creators and performers music inform a response?
manipulate the elements of music.

MU: Re8.1.6 Interpret intent and meaning in artistic work. INTERPRET

Support interpretations of musical works that reflect creators’/performers’ expressive intent.
a. Describe a personal interpretation of how creators’ and performers’ application of the elements of music and
expressive qualities, within genres and cultural and historical context, convey expressive intent.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Through their use of elements and structures of music, How do we discern the musical creators’ and performers’
creators and performers provide clues to their expressive expressive intent?
intent.

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 55

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Re9.1.6 Apply criteria to evaluate artistic work. EVALUATE

RESPONDING Support evaluations of musical works and performances based on analysis, interpretation, and
established criteria.
a. Apply teacher-provided criteria to evaluate musical works or performances.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The personal evaluation of musical work(s) and How do we judge the quality of musical work(s) and
performance(s) is informed by analysis, interpretation, and performance(s)?
established criteria.

MU: Cn10.0.6 Synthesize and relate knowledge and personal experiences to make art. CONNECT
CONNECTI NG

Synthesize and relate knowledge and personal experiences to make music.

a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing,
and responding to music.
Embedded within:
MU:Cr2.1.6a Select, organize, construct, and document personal musical ideas for arrangements and compositions within AB or ABA form
that demonstrate an effective beginning, middle, and ending, and convey expressive intent.
MU:Cr3.2.6a Present the final version of their documented personal composition or arrangement, using craftsmanship and originality to
demonstrate an effective beginning, middle, and ending, and convey expressive intent.
MU:Pr4.1.6a Apply teacher-provided criteria for selecting music to perform for a specific purpose and/or context and explain why each
was chosen.
MU:Pr4.3.6a Perform a selected piece of music demonstrating how their interpretations of the elements of music and the expressive
qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing) convey intent.
MU:Re7.1.6a Select or choose music to listen to and explain the connections to specific interests or experiences for a specific purpose.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Musicians connect their personal interests, experiences, How do musicians make meaningful connections to
ideas, and knowledge to creating, performing, and creating, performing, and responding?
responding.

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 56

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Cn11.0.6 Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. CONNECT
CONNECTI NG Relate musical ideas and works with varied context to deepen understanding.
a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts,
and daily life.
Embedded within:
MU:Cr1.1.6a Generate simple rhythmic, melodic, and harmonic phrases within AB and ABA forms that convey expressive intent.
MU:Pr4.2.6c Identify how cultural and historical context inform the performances.
MU:Pr6.1.6b Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for
venue and purpose.
MU:Re7.2.6b Identify the context of music from a variety of genres, cultures, and historical periods.
MU:Re9.1.6a Apply teacher-provided criteria to evaluate musical works or performances.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Understanding connections to varied contexts and daily life How do the other arts, other disciplines, contexts, and daily life
enhances musicians’ creating, performing, and responding. inform creating, performing, and responding to music?

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 57

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr1.1.7 Generate and conceptualize artistic ideas and work. IMAGINE
CREATI NG Generate musical ideas for various purposes and contexts.
a. Generate rhythmic, melodic, and harmonic phrases and variations over harmonic accompaniments within AB,
ABA, or theme and variation forms that convey expressive intent.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The creative ideas, concepts, and feelings that influence How do musicians generate creative ideas?
musicians’ work emerge from a variety of sources.

MU: Cr2.1.7 Organize and develop artistic ideas and work. PLAN / MAKE
Select and develop musical ideas for defined purposes and contexts.
a. Select, organize, develop and document personal musical ideas for arrangements, songs, and compositions within
AB, ABA, or theme and variation forms that demonstrate unity and variety and convey expressive intent.
b. Use standard and/or iconic notation and/or audio/ video recording to document personal simple rhythmic
phrases, melodic phrases, and harmonic sequences.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ creative choices are influenced by their How do musicians make creative decisions?
expertise, context, and expressive intent.

MU: Cr3.1.7 Refine and complete artistic work. EVALUATE /

Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria. REFINE
a. Evaluate their own work, applying selected criteria such as appropriate application of elements of music including
style, form, and use of sound sources.
b. Describe the rationale for making revisions to the music based on evaluation criteria and feedback from others
(teacher and peers).
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians evaluate, and refine their work through openness How do musicians improve the quality of their creative
to new ideas, persistence, and the application of work?
appropriate criteria.

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 58

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr3.2.7 Refine and complete artistic work. PRESENT

CREATI NG Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
a. Present the final version of their documented personal composition, song, or arrangement, using craftsmanship
and originality to demonstrate unity and variety, and convey expressive intent.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ presentation of creative work is the culmination When is creative work ready to share?
of a process of creation and communication

MU: Pr4.1.7 Select, analyze, and interpret artistic work for presentation. SELECT
PERFORMI NG

Select varied musical works to present based on interest, knowledge, technical skill, and context.
a. Apply collaboratively-developed criteria for selecting music of contrasting styles for a program with a specific
purpose and/or context and, after discussion, identify expressive qualities, technical challenges, and reasons for
choices.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers’ interest in and knowledge of musical works, How do performers select repertoire?
understanding of their own technical skill, and the context
for a performance influence the selection of repertoire.

MU: Pr4.2.7 Select, analyze, and interpret artistic work for presentation. ANALYZE
Analyze the structure and context of varied musical works and their implications for performance.
a. Explain and demonstrate the structure of contrasting pieces of music selected for performance and how
elements of music are used.
b. When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch
articulation, dynamics, tempo, and form.
c. Identify how cultural and historical context inform performances and result in different music interpretations.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Analyzing creators’ context and how they manipulate How does understanding the structure and context of
elements of music provides insight into their intent and musical works inform performance?
informs performance.

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 59

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr4.3.7 Select, analyze, and interpret artistic work for presentation. INTERPRET
PERFORMI NG Develop personal interpretations that consider creators’ intent.
a. Perform contrasting pieces of music demonstrating their interpretations of the elements of music and expressive
qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing) convey intent.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers make interpretive decisions based on their How do performers interpret musical works?
understanding of context and expressive intent.

MU: Pr5.1.7 Develop and refine artistic techniques and work for presentation. REHEARSE /
Evaluate and refine personal and ensemble performances, individually or in collaboration with others. EVALUATE / REFINE
a. Identify and apply collaboratively-developed criteria (such as demonstrating correct interpretation of notation,
technical skill of performer, originality, emotional impact, and interest) to rehearse, refine, and determine when
the music is ready to perform.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
To express their musical ideas, musicians analyze, evaluate, How do musicians improve the quality of their
and refine their performance over time through openness performance?
to new ideas, persistence, and the application of
appropriate criteria.

MU: Pr6.1.7 Convey meaning through the presentation of artistic work. PRESENT
Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the
audience and context.
a. Perform the music with technical accuracy and stylistic expression to convey the creator’s intent.
b. Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette
appropriate for venue, purpose, and context.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians judge performance based on criteria that vary When is a performance judged ready to present? How do
across time, place, and culture. The context and how a work context and the manner in which musical work is presented
is presented influence the audience response. influence audience response?

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 60

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Re7.1.7 Perceive and analyze artistic work. SELECT

RESPONDING Choose music appropriate for a specific purpose or context.
a. Select or choose contrasting music to listen to and compare the connections to specific interests or experiences
for a specific purpose.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Individuals' selection of musical works is influenced by their How do individuals choose music to experience?
interests, experiences, understandings, and purposes.

MU: Re7.2.7 Perceive and analyze artistic work. ANALYZE

Analyze how the structure and context of varied musical works inform the response.
a. Classify and explain how the elements of music and expressive qualities relate to the structure of contrasting
pieces.
b. Identify and compare the context of music from a variety of genres, cultures, and historical periods.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Response to music is informed by analyzing context (social, How does understanding the structure and context of
cultural, and historical) and how creators and performers music inform a response?
manipulate the elements of music.

MU: Re8.1.7 Interpret intent and meaning in artistic work. INTERPRET

Support interpretations of musical works that reflect creators’/performers’ expressive intent.
a. Describe a personal interpretation of contrasting works and explain how creators’ and performers’ application of
the elements of music and expressive qualities, within genres, cultures, and historical periods, convey expressive
intent.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Through their use of elements and structures of music, How do we discern the musical creators’ and performers’
creators and performers provide clues to their expressive expressive intent?
intent.

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 61

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Re9.1.7 Apply criteria to evaluate artistic work. EVALUATE

RESPONDING Support evaluations of musical works and performances based on analysis, interpretation, and
established criteria.
a. Select from teacher-provided criteria to evaluate musical works or performances.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The personal evaluation of musical work(s) and How do we judge the quality of musical work(s) and
performance(s) is informed by analysis, interpretation, and performance(s)?
established criteria.

MU: Cn10.0.7 Synthesize and relate knowledge and personal experiences to make art. CONNECT
CONNECTI NG

Synthesize and relate knowledge and personal experiences to make music.

a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating,
performing, and responding to music.
Embedded within:
MU:Cr2.1.7a Select, organize, develop and document personal musical ideas for arrangements, songs, and compositions within
AB, ABA, or theme and variation forms that demonstrate unity and variety and convey expressive intent.
MU:Cr3.2.7a Present the final version of their documented personal composition, song, or arrangement, using craftsmanship and
originality to demonstrate unity and variety, and convey expressive intent.
MU:Pr4.1.7a Apply collaboratively-developed criteria for selecting music of contrasting styles for a program with a specific purpose
and/or context and, after discussion, identify expressive qualities, technical challenges, and reasons for choices.
MU:Pr4.3.7a Perform contrasting pieces of music demonstrating their personal interpretations of the elements of music and expressive
qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing) convey intent.
MU:Re7.1.7a Select or choose contrasting music to listen to and compare the connection to specific interests or experiences for a
specific purpose.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Musicians connect their personal interests, experiences, How do musicians make meaningful connections to
ideas, and knowledge to creating, performing, and creating, performing, and responding?
responding.

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 62

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Cn11.0.7 Relate artistic ideas and works with societal, cultural and historical context to deepen CONNECT
CONNECTI NG understanding.
Relate musical ideas and works with varied context to deepen understanding.
a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts,
and daily life.
Embedded within:
MU:Cr1.1.7a Generate rhythmic, melodic, and harmonic phrases and variations over harmonic accompaniments within AB, ABA, or theme
and variation forms that convey expressive intent.
MU:Pr4.2.7c Identify how cultural and historical context inform performance and results in different music interpretations.
MU:Pr6.1.7b Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for
venue, purpose, and context.
MU:Re7.2.7b Identify and compare the context of music from a variety of genres, cultures, and historical periods.
MU:Re9.1.7a Select from teacher-provided criteria to evaluate musical works or performances.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Understanding connections to varied contexts and daily life How do the other arts, other disciplines, contexts, and
enhances musicians’ creating, performing, and responding. daily life inform creating, performing, and responding to
music?

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 63

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr1.1.8 Generate and conceptualize artistic ideas and work. IMAGINE
CREATI NG Generate musical ideas for various purposes and contexts.
a. Generate rhythmic, melodic and harmonic phrases and harmonic accompaniments within expanded forms
(including introductions, transitions, and codas) that convey expressive intent.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The creative ideas, concepts, and feelings that influence How do musicians generate creative ideas?
musicians’ work emerge from a variety of sources.

MU: Cr2.1.8 Organize and develop artistic ideas and work. PLAN / MAKE
Select and develop musical ideas for defined purposes and contexts.
a. Select, organize, and document personal musical ideas for arrangements, songs, and compositions within
expanded forms that demonstrate tension and release, unity and variety, balance, and convey expressive intent.
b. Use standard and/or iconic notation and/or audio/ video recording to document personal rhythmic phrases,
melodic phrases, and harmonic sequences.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ creative choices are influenced by their How do musicians make creative decisions?
expertise, context, and expressive intent.

MU: Cr3.1.8 Refine and complete artistic work. EVALUATE /

Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria. REFINE
a. Evaluate their own work by selecting and applying criteria including appropriate application of compositional
techniques, style, form, and use of sound sources.
b. Describe the rationale for refining works by explaining the choices, based on evaluation criteria.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians evaluate, and refine their work through openness How do musicians improve the quality of their creative
to new ideas, persistence, and the application of work?
appropriate criteria.

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 64

Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr3.2.8 Refine and complete artistic work. PRESENT

CREATI NG Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
a. Present the final version of their documented personal composition, song, or arrangement, using craftsmanship
and originality to demonstrate the application of compositional techniques for creating unity and variety,
tension and release, and balance to convey expressive intent.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ presentation of creative work is the culmination When is creative work ready to share?
of a process of creation and communication.

MU: Pr4.1.8 Select, analyze, and interpret artistic work for presentation.
SELECT
PERFORMI NG

Select varied musical works to present based on interest, knowledge, technical skill, and context.
a. Apply personally-developed criteria for selecting music of contrasting styles for a program with a specific purpose
and/or context, and explain expressive qualities, technical challenges, and reasons for choices.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers’ interest in and knowledge of musical works, How do performers select repertoire?
understanding of their own technical skill, and the context
for a performance influence the selection of repertoire.

MU: Pr4.2.8 Select, analyze, and interpret artistic work for presentation.
ANALYZE
Analyze the structure and context of varied musical works and their implications for performance.
a. Compare the structure of contrasting pieces of music selected for performance, explaining how the elements of
music are used in each.
b. When analyzing selected music, sight-read in treble or bass clef simple rhythmic, melodic, and/or harmonic
notation.
c. Identity how cultural and historical context inform performances and result in different musical effects.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Analyzing creators’ context and how they manipulate How does understanding the structure and context of
elements of music provides insight into their intent and musical works inform performance?
informs performance.

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Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr4.3.8 Select, analyze, and interpret artistic work for presentation. INTERPRET
PERFORMI NG Develop personal interpretations that consider creators’ intent.
a. Perform contrasting pieces of music, demonstrating as well as explaining how the music’s intent is conveyed by
their interpretations of the elements of music and expressive qualities (such as dynamics, tempo, timbre,
articulation/style, and phrasing).
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers make interpretive decisions based on their How do performers interpret musical works?
understanding of context and expressive intent.

MU: Pr5.1.8 Develop and refine artistic techniques and work for presentation. REHEARSE /
Evaluate and refine personal and ensemble performances, individually or in collaboration with others. EVALUATE / REFINE
a. Identify and apply personally-developed criteria (such as demonstrating correct interpretation of notation,
technical skill of performer, originality, emotional impact, variety, and interest) to rehearse, refine, and determine
when the music is ready to perform.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
To express their musical ideas, musicians analyze, evaluate, How do musicians improve the quality of their
and refine their performance over time through openness performance?
to new ideas, persistence, and the application of
appropriate criteria.

MU: Pr6.1.8 Convey meaning through the presentation of artistic work. PRESENT
Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to
the audience and context.
a. Perform the music with technical accuracy, stylistic expression, and culturally authentic practices in music to
convey the creator’s intent.
b. Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette
appropriate for venue, purpose, context, and style.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians judge performance based on criteria that vary When is a performance judged ready to present? How do
across time, place, and culture. The context and how a work context and the manner in which musical work is presented
is presented influence the audience response. influence audience response?

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Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Re7.1.8 Perceive and analyze artistic work. SELECT

RESPONDING Choose music appropriate for a specific purpose or context.
a. Select programs of music (such as a CD mix or live performances) and demonstrate the connections to an interest
or experience for a specific purpose.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Individuals' selection of musical works is influenced by their How do individuals choose music to experience?
interests, experiences, understandings, and purposes.

MU: Re7.2.8 Perceive and analyze artistic work. ANALYZE

Analyze how the structure and context of varied musical works inform the response.
a. Compare how the elements of music and expressive qualities relate to the structure within programs of music.
b. Identify and compare the context of programs of music from a variety of genres, cultures, and historical periods.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Response to music is informed by analyzing context (social, How does understanding the structure and context of
cultural, and historical) and how creators and performers music inform a response?
manipulate the elements of music.

MU: Re8.1.8 Interpret intent and meaning in artistic work. INTERPRET

Support interpretations of musical works that reflect creators’/performers’ expressive intent.
a. Support personal interpretation of contrasting programs of music and explain how creators’ or performers’ apply
the elements of music and expressive qualities, within genres, cultures, and historical periods to convey
expressive intent.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Through their use of elements and structures of music, How do we discern the musical creators’ and performers’
creators and performers provide clues to their expressive expressive intent?
intent.

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Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Re9.1.8 Apply criteria to evaluate artistic work. EVALUATE

RESPONDING Support evaluations of musical works and performances based on analysis, interpretation, and
established criteria.
a. Apply appropriate personally-developed criteria to evaluate musical works or performances.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The personal evaluation of musical work(s) and How do we judge the quality of musical work(s) and
performance(s) is informed by analysis, interpretation, and performance(s)?
established criteria.

MU: Cn10.0.8 Synthesize and relate knowledge and personal experiences to make art. CONNECT
CONNECTI NG

Synthesize and relate knowledge and personal experiences to make music.

a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating,
performing, and responding to music.
Embedded within:
MU:Cr2.1.8a Select, organize, and document personal musical ideas for arrangements, songs, and compositions within expanded forms
that demonstrate tension and release, unity and variety, and balance, and convey expressive intent.
MU:Cr3.2.8a Present the final version of their documented personal composition, song, or arrangement, using craftsmanship and
originality to demonstrate the application of compositional techniques for creating unity and variety, tension and release, and balance
to convey expressive intent.
MU:Pr4.1.8a Apply personally-developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or
context, and explain expressive qualities, technical challenges, and reasons for choices.
MU:Pr4.3.8a Perform contrasting pieces of music, demonstrating as well as explaining how the music’s intent is conveyed by their
interpretations of the elements of music and expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing).
MU:Re7.1.8a Select programs of music (such as a CD mix or live performances) and demonstrate the connections to an interest or
experience for a specific purpose.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Musicians connect their personal interests, experiences, How do musicians make meaningful connections to
ideas, and knowledge to creating, performing, and creating, performing, and responding?
responding.

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Pre-Kindergarten through 8 t h Grade [ M U S I C ] Words in red are defined in the Glossary.

MU: Cn11.0.8 Relate artistic ideas and works with societal, cultural and historical context to deepen CONNECT
CONNECTI NG understanding.
Relate musical ideas and works with varied context to deepen understanding.
a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts,
and daily life.
Embedded within:
MU:Cr1.1.8a Generate rhythmic, melodic and harmonic phrases and harmonic accompaniments within expanded forms (including
introductions, transitions, and codas) that convey expressive intent.
MU:Pr4.2.8c Identity how cultural and historical context inform performance and results in different musical effects.
MU:Pr6.1.8b Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for
venue, purpose, context, and style.
MU:Re7.2.8b Identify and compare the context of programs of music from a variety of genres, cultures, and historical periods.
MU:Re9.1.8a Apply appropriate personally-developed criteria to evaluate musical works or performances.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Understanding connections to varied contexts and daily life How do the other arts, other disciplines, contexts, and
enhances musicians’ creating, performing, and responding. daily life inform creating, performing, and responding to
music?

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Harmonizing
Instruments
[MUSIC]

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Harmonizing Instruments [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr1.1.H.5 Generate and conceptualize artistic ideas and work. IMAGINE
CREATI NG NOVICE Generate musical ideas for various purposes and contexts.
a. Generate melodic, rhythmic, and harmonic ideas for simple melodies (such as two-phrase) and chordal
accompaniments for given melodies.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The creative ideas, concepts, and feelings that influence How do musicians generate creative ideas?
musicians’ work emerge from a variety of sources.

MU: Cr2.1.H.5 Organize and develop artistic ideas and work. PLAN / MAKE
NOVICE Select and develop musical ideas for defined purposes and contexts.
a. Select, develop, and use standard notation or audio/video recording to document melodic, rhythmic, and
harmonic ideas for drafts of simple melodies (such as two-phrase) and chordal accompaniments for given
melodies.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ creative choices are influenced by their expertise, How do musicians make creative decisions?
context, and expressive intent.

MU: Cr3.1.H.5 Refine and complete artistic work. EVALUATE / REFINE

NOVICE Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate
criteria.
a. Apply teacher-provided criteria to critique, improve, and refine drafts of simple melodies (such as two-phrase)
and chordal accompaniments for given melodies.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians evaluate and refine their work through openness How do musicians improve the quality of their creative
to new ideas, persistence, and the application of work?
appropriate criteria.

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Harmonizing Instruments [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr3.2.H.5 Refine and complete artistic work. PRESENT

CREATI NG NOVICE Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
a. Share final versions of simple melodies (such as two-phrase) and chordal accompaniments for given melodies,
demonstrating an understanding of how to develop and organize personal musical ideas.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ presentation of creative work is the culmination When is creative work ready to share?
of a process of creation and communication.

MU: Pr4.1.H.5 Select, analyze and interpret artistic work for presentation. SELECT
PERFORMI NG

NOVICE Select varied musical works to present based on interest, knowledge, technical skill, and context.

a. Describe and demonstrate how a varied repertoire of music that includes melodies, repertoire pieces, and chordal
accompaniments is selected, based on personal interest, music reading skills, and technical skill, as well as the
context of the performances.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers’ interest in and knowledge of musical works, How do performers select repertoire?
understanding of their own abilities, and the context for a
performance influence the selection of repertoire.

MU: Pr4.2.H.5 Select, analyze and interpret artistic work for presentation. ANALYZE
NOVICE Analyze the structure and context of varied musical works and their implications for performance.
a. Identify prominent melodic and harmonic characteristics in a varied repertoire of music that includes melodies,
repertoire pieces, and chordal accompaniments selected for performance, including at least some based on
reading standard notation.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Analyzing creators’ context and how they manipulate How does understanding the structure and context of
elements of music provides insight into their intent and musical works inform performance?
informs performance.

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Harmonizing Instruments [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr4.3.H.5 Select, analyze and interpret artistic work for presentation. INTERPRET
PERFORMI NG NOVICE Develop personal interpretations that consider creators’ intent.
a. Demonstrate and describe in interpretations an understanding of the context and expressive intent in a varied
repertoire of music selected for performance that includes melodies, repertoire pieces, and chordal
accompaniments.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers make interpretive decisions based on their How do performers interpret musical works?
understanding of context and intent.

MU: Pr5.1.H.5 Develop and refine artistic techniques and work for presentation. REHEARSE / EVALUATE /
NOVICE Evaluate and refine personal and ensemble performances, individually or in collaboration with REFINE
others.
a. Apply teacher-provided criteria to critique individual performances of a varied repertoire of music that includes
melodies, repertoire pieces, and chordal accompaniments selected for performance, and apply practice strategies
to address performance challenges and refine the performances.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
To express their musical ideas, musicians analyze, evaluate, How do musicians improve the quality of their
and refine their performance over time through openness performance?
to new ideas, persistence, and the application of
appropriate criteria.

MU: Pr6.1.H.5 Convey meaning through the presentation of artistic work. PRESENT
NOVICE Perform expressively, with appropriate interpretation and technical accuracy, and in a manner
appropriate to the audience and context.
a. Perform with expression and technical accuracy in individual performances of a varied repertoire of music that
includes melodies, repertoire pieces, and chordal accompaniments, demonstrating understanding of the audience
and the context.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians judge performance based on criteria that vary When is a performance judged ready to present? How do
across time, place, and cultures. The context and how a context and the manner in which musical work is presented
work is presented influence the audience response. influence audience response?

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Harmonizing Instruments [ M U S I C ] Words in red are defined in the Glossary.

MU: Re7.1.H.5 Perceive and analyze artistic work. SELECT

RESPONDING NOVICE Choose music appropriate for a specific purpose or context.
a. Demonstrate and describe reasons for selecting music, based on characteristics found in the music and
connections to interest, purpose, or personal experience.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Individuals' selection of musical works is influenced by their How do individuals choose music to experience?
interests, experiences, understandings, and purposes.

MU: Re7.2.H.5 Perceive and analyze artistic work. ANALYZE

NOVICE Analyze how the structure and context of varied musical works inform the response.
a. Demonstrate and explain, citing evidence, the use of repetition, similarities and contrasts in musical selections and
how these and knowledge of the context (social or cultural) inform the response.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Response to music is informed by analyzing context (social, How does understanding the structure and context of
cultural, and historical) and how creators and performers music inform a response?
manipulate the elements of music.

MU: Re8.1.H.5 Interpret intent and meaning in artistic work. INTERPRET

NOVICE Support interpretations of musical works that reflect creators’/performers’ expressive intent.
a. Identify interpretations of the expressive intent and meaning of musical selections, referring to the elements of
music, context (personal or social), and (when appropriate) the setting of the text.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Through their use of elements and structures of music, How do we discern musical creators’ and performers’
creators and performers provide clues to their expressive expressive intent?
intent.

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Harmonizing Instruments [ M U S I C ] Words in red are defined in the Glossary.

MU: Re9.1.H.5 Apply criteria to evaluate artistic work. EVALUATE

RESPONDING NOVICE Support evaluations of musical works and performances based on analysis, interpretation, and
established criteria.
a. Identify and describe how interest, experiences, and contexts (personal or social) effect the evaluation of music.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The personal evaluation of musical works and performances How do we judge the quality of musical work(s) and
is informed by analysis, interpretation, and established performance(s)?
criteria.

MU: Cn10.0.H.5 Synthesize and relate knowledge and personal experiences to make art. CONNECT
CONNECTI NG

NOVICE Synthesize and relate knowledge and personal experiences to make music.
a. Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating,
performing, and responding to music.
Embedded within:
MU:Cr3.2.H.5a Share final versions of simple melodies (such as two-phrase) and chordal accompaniments for given melodies,
demonstrating an understanding of how to develop and organize personal musical ideas.
MU:Pr4.1.H.5a Describe and demonstrate how a varied repertoire of music that includes melodies, repertoire pieces, and chordal
accompaniments is selected, based on personal interest, music reading skills, and technical skills, as well as the context of the
performances.
MU:Re7.1.H.5a Demonstrate and describe reasons for choosing musical selections, based on characteristics found in the music and
connections to interest, purpose, or experiences.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Musicians connect their personal interests, experiences, How do musicians make meaningful connections to
ideas, and knowledge to creating, performing and creating, performing and responding?
responding.

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Harmonizing Instruments [ M U S I C ] Words in red are defined in the Glossary.

MU: Cn11.0.H.5 Relate artistic ideas and works with societal, cultural and historical context to deepen CONNECT
CONNECTI NG NOVICE understanding.
Relate musical ideas and works with varied context to deepen understanding.
a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied
contexts and daily life.
Embedded within:
MU:Pr4.3.H.5a Demonstrate and describe in interpretations an understanding of the context and expressive intent in a varied
repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments selected for performance.
MU:Re7.2.H.5a Demonstrate and explain, citing evidence, the use of repetition, similarities and contrasts in musical selections and
how these and knowledge of the context (social or cultural) influence the response.
MU:Re9.1.H.5a Identify and describe how interest, experiences and contexts (personal or social) effect the evaluation of music.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Understanding connections to varied contexts and How do the other arts, other disciplines, contexts and daily
daily life enhances musicians’ creating, performing, and life inform creating, performing, and responding to music?
responding.

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Harmonizing Instruments [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr1.1.H.8 Generate and conceptualize artistic ideas and work. IMAGINE
CREATI NG INTERMEDIATE Generate musical ideas for various purposes and contexts.
a. Generate melodic, rhythmic, and harmonic ideas for melodies (created over specified chord progressions or
AB/ABA forms) and two-to-three-chord accompaniments for given melodies.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The creative ideas, concepts, and feelings that How do musicians generate creative ideas?
influence musicians’ work emerge from a variety of
sources.

MU: Cr2.1.H.8 Organize and develop artistic ideas and work. PLAN / MAKE
INTERMEDIATE Select and develop musical ideas for defined purposes and contexts.
a. Select, develop, and use standard notation and audio/video recording to document melodic, rhythmic, and
harmonic ideas for drafts of melodies (created over specified chord progressions or AB/ABA forms) and two-
to-three-chord accompaniments for given melodies.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ creative choices are influenced by their How do musicians make creative decisions?
expertise, context, and expressive intent.

MU: Cr3.1.H.8 Refine and complete artistic work. EVALUATE / REFINE

INTERMEDIATE Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate
criteria.
a. Apply teacher-provided criteria to critique, improve, and refine drafts of melodies (created over specified
chord progressions or AB/ABA forms) and two-to-three-chord accompaniments for given melodies.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Musicians evaluate and refine their work through How do musicians improve the quality of their creative
openness to new ideas, persistence, and the work?
application of appropriate criteria.

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Harmonizing Instruments [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr3.2.H.8 Refine and complete artistic work. PRESENT

CREATI NG INTERMEDIATE Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
a. Share final versions of melodies (created over specified chord progressions or AB/ABA forms) and two-to-
three-chord accompaniments for given melodies, demonstrating an understanding of how to develop and
organize personal musical ideas.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ presentation of creative work is the When is creative work ready to share?
culmination of a process of creation and
communication.

MU: Pr4.1.H.8 Select, analyze and interpret artistic work for presentation. SELECT
PERFORMI NG

INTERMEDIATE Select varied musical works to present based on interest, knowledge, technical skill, and context.
a. Describe and demonstrate how a varied repertoire of music that includes melodies, repertoire pieces, and
chordal accompaniments is selected, based on personal interest, music reading skills, and technical skill (citing
technical challenges that need to be addressed), as well as the context of the performances.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Performers’ interest in and knowledge of musical works, How do performers select repertoire?
understanding of their own abilities, and the context for
a performance influence the selection of repertoire.

MU: Pr4.2.H.8 Select, analyze and interpret artistic work for presentation. ANALYZE
INTERMEDIATE Analyze the structure and context of varied musical works and their implications for performance.
a. Identify prominent melodic, harmonic, and structural characteristics and context (social, cultural, or
historical) in a varied repertoire of music that includes melodies, repertoire pieces, and chordal
accompaniments selected for performance, including at least some based on reading standard notation.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Analyzing creators’ context and how they manipulate How does understanding the structure and context of
elements of music provides insight into their intent and musical works inform performance?
informs performance.

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Harmonizing Instruments [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr4.3.H.8 Select, analyze and interpret artistic work for presentation. INTERPRET
PERFORMI NG INTERMEDIATE Develop personal interpretations that consider creators’ intent.
a. Demonstrate and describe in interpretations an understanding of the context (social, cultural, or historical)
and expressive intent in a varied repertoire of music selected for performance that includes melodies,
repertoire pieces, and chordal accompaniments.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers make interpretive decisions based on their How do performers interpret musical works?
understanding of context and intent.

MU: Pr5.1.H.8 Develop and refine artistic techniques and work for presentation. REHEARSE /
INTERMEDIATE Evaluate and refine personal and ensemble performances, individually or in collaboration with EVALUATE / REFINE
others.
a. Apply teacher-provided criteria to critique individual performances of a varied repertoire of music that
includes melodies, repertoire pieces, and chordal accompaniments selected for performance, and identify
practice strategies to address performance challenges and refine the performances.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
To express their musical ideas, musicians analyze, How do musicians improve the quality of their
evaluate, and refine their performance over time performance?
through openness to new ideas, persistence, and the
application of appropriate criteria.

MU: Pr6.1.H.8 Convey meaning through the presentation of artistic work. PRESENT
INTERMEDIATE Perform expressively, with appropriate interpretation and technical accuracy, and in a manner
appropriate to the audience and context.
a. Perform with expression and technical accuracy in individual performances of a varied repertoire of music
that includes melodies, repertoire pieces, and chordal accompaniments, demonstrating sensitivity to the
audience and an understanding of the context (social, cultural, or historical).
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians judge performance based on criteria that When is a performance judged ready to present? How do
vary across time, place, and cultures. The context and context and the manner in which musical work is presented
how a work is presented influence the audience influence audience response?
response.

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Harmonizing Instruments [ M U S I C ] Words in red are defined in the Glossary.

MU: Re7.1.H.8 Perceive and analyze artistic work. SELECT

RESPONDING INTERMEDIATE Choose music appropriate for a specific purpose or context.
a. Explain reasons for selecting music citing characteristics found in the music and connections to interest,
purpose, and context.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

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

MU: Re7.2.H.8 Perceive and analyze artistic work. ANALYZE

INTERMEDIATE Analyze how the structure and context of varied musical works inform the response.
a. Describe how the way that the elements of music are manipulated and knowledge of the context (social and
cultural) inform the response.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Response to music is informed by analyzing context How does understanding the structure and context of
(social, cultural, and historical) and how creators and music inform a response?
performers manipulate the elements of music.

MU: Re8.1.H.8 Interpret intent and meaning in artistic work. INTERPRET

INTERMEDIATE Support interpretations of musical works that reflect creators’/performers’ expressive intent.
a. Identify and support interpretations of the expressive intent and meaning of musical selections, citing as
evidence the treatment of the elements of music, context, and (when appropriate) the setting of the text.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Through their use of elements and structures of music, How do we discern musical creators’ and performers’
creators and performers provide clues to their expressive intent?
expressive intent.

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Harmonizing Instruments [ M U S I C ] Words in red are defined in the Glossary.

MU: Re9.1.H.8 Apply criteria to evaluate artistic work. EVALUATE

RESPONDING INTERMEDIATE Support evaluations of musical works and performances based on analysis,
interpretation, and established criteria.
a. Explain the influence of experiences and contexts (personal, social, or cultural) on interest in and the
evaluation of a varied repertoire of music.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

The personal evaluation of musical works and How do we judge the quality of musical work(s) and
performances is informed by analysis, interpretation, performance(s)?
and established criteria.

MU: Cn10.0.H.8 Synthesize and relate knowledge and personal experiences to make art. CONNECT
CONNECTI NG

INTERMEDIATE Synthesize and relate knowledge and personal experiences to make music.
a. Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating,
performing, and responding to music.
Embedded within:
MU:Cr3.2.H.8a Share final versions of melodies (created over specified chord progressions or AB/ABA forms) and two-to-three-chord
accompaniments for given melodies, demonstrating an understanding of how to develop and organize personal musical ideas.
MU:Pr4.1.H.8a Describe and demonstrate how a varied repertoire of music that includes melodies, repertoire pieces, and chordal
accompaniments is selected, based on personal interest, music reading skills, and technical skills (citing technical challenges that need
to be addressed), as well as the context of the performances.
MU:Re7.1.H.8a Cite reasons for how the musical selections use the elements of music and make connections to specific interests,
purposes, and experiences.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Musicians connect their personal interests, experiences, How do musicians make meaningful connections to
ideas, and knowledge to creating, performing and creating, performing and responding?
responding.

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Harmonizing Instruments [ M U S I C ] Words in red are defined in the Glossary.

MU: Cn11.0.H.8 Relate artistic ideas and works with societal, cultural and historical context to CONNECT
CONNECTI NG INTERMEDIATE deepen understanding.
Relate musical ideas and works with varied context to deepen understanding.
a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied
contexts and daily life.
Embedded within:
MU:Pr4.3.H.8a Demonstrate and describe in interpretations an understanding of the context (social, cultural, or historical) and
expressive intent in a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments selected
for performance.
MU:Re7.2.H.8a Describe how the way that the elements of music are manipulated and knowledge of the context (social and
cultural) influence the response.
MU:Re9.1.H.8a Explain the influence of experiences and contexts (personal, social, or cultural) on interest in and the evaluation of
a varied repertoire of music.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Understanding connections to varied contexts and How do the other arts, other disciplines, contexts and daily
daily life enhances musicians’ creating, performing, life inform creating, performing, and responding to music?
and responding.

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Harmonizing Instruments [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr1.1.H.I Generate and conceptualize artistic ideas and work. IMAGINE
CREATI NG HS PROFICIENT Generate musical ideas for various purposes and contexts.
a. Generate melodic, rhythmic, and harmonic ideas for improvisations, compositions (forms such as theme and
variation or 12-bar blues), and three-or-more-chord accompaniments in a variety of patterns (such as arpeggio,
country and gallop strumming, finger picking patterns).
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The creative ideas, concepts, and feelings that influence How do musicians generate creative ideas?
musicians’ work emerge from a variety of sources.

MU: Cr2.1.H.I Organize and develop artistic ideas and work. PLAN / MAKE
HS PROFICIENT Select and develop musical ideas for defined purposes and contexts.
a. Select, develop, and use standard notation and audio/video recording to document melodic, rhythmic, and
harmonic ideas for drafts of improvisations, compositions (forms such as theme and variation or 12-bar blues),
and three-or-more-chord accompaniments in a variety of patterns (such as arpeggio, country and gallop
strumming, finger picking patterns).
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ creative choices are influenced by their How do musicians make creative decisions?
expertise, context, and expressive intent.

MU: Cr3.1.H.I Refine and complete artistic work. EVALUATE / REFINE

HS PROFICIENT Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate
criteria.
a. Develop and apply criteria to critique, improve, and refine drafts of improvisations, compositions (forms such
as theme and variation or 12-bar blues) and three-or-more-chord accompaniments in a variety of patterns (such
as arpeggio, country and gallop strumming, finger picking patterns).
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians evaluate and refine their work through How do musicians improve the quality of their creative
openness to new ideas, persistence, and the application of work?
appropriate criteria.

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Harmonizing Instruments [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr3.2.H.I Refine and complete artistic work. PRESENT

CREATI NG HS PROFICIENT Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits
originality.
a. Perform final versions of improvisations, compositions (forms such as theme and variation or 12-bar blues),
and three-or-more-chord accompaniments in a variety of patterns (such as arpeggio, country and gallop
strumming, finger picking patterns), demonstrating technical skill in applying principles of
composition/improvisation and originality in developing and organizing musical ideas.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ presentation of creative work is the When is creative work ready to share?
culmination of a process of creation and communication.

MU: Pr4.1.H.I Select, analyze and interpret artistic work for presentation. SELECT
PERFORMI NG

HS PROFICIENT Select varied musical works to present based on interest, knowledge, technical skill, and context.
a. Explain the criteria used when selecting a varied repertoire of music for individual or small group performances
that include melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of patterns
(such as arpeggio, country and gallop strumming, finger picking patterns).

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Performers’ interest in and knowledge of musical works, How do performers select repertoire?
understanding of their own abilities, and the context for a
performance influence the selection of repertoire.

MU: Pr4.2.H.I Select, analyze and interpret artistic work for presentation. ANALYZE
HS PROFICIENT Analyze the structure and context of varied musical works and their implications for performance.
a. Identify and describe important theoretical and structural characteristics and context (social, cultural, or
historical) in a varied repertoire of music that includes melodies, repertoire pieces, improvisations, and chordal
accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger picking
patterns).
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Analyzing creators’ context and how they manipulate How does understanding the structure and context of
elements of music provides insight into their intent and musical works inform performance?
informs performance.

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Harmonizing Instruments [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr4.3.H.I Select, analyze and interpret artistic work for presentation. INTERPRET
PERFORMI NG HS PROFICIENT Develop personal interpretations that consider creators’ intent.
a. Describe in interpretations the context (social, cultural, or historical) and expressive intent in a varied repertoire
of music selected for performance that includes melodies, repertoire pieces, improvisations, and chordal
accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger picking
patterns).
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers make interpretive decisions based on their How do performers interpret musical works?
understanding of context and intent.

MU: Pr5.1.H.I Develop and refine artistic techniques and work for presentation. REHEARSE /
HS PROFICIENT Evaluate and refine personal and ensemble performances, individually or in collaboration with others. EVALUATE / REFINE
a. Develop and apply criteria to critique individual and small group performances of a varied repertoire of music
that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of patterns
(such as arpeggio, country and gallop strumming, finger picking patterns), and create rehearsal strategies to
address performance challenges and refine the performances.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
To express their musical ideas, musicians analyze, How do musicians improve the quality of their
evaluate, and refine their performance over time through performance?
openness to new ideas, persistence, and the application of
appropriate criteria.

MU: Pr6.1.H.I Convey meaning through the presentation of artistic work. PRESENT
HS PROFICIENT Perform expressively, with appropriate interpretation and technical accuracy, and in a manner
appropriate to the audience and context.
a. Perform with expression and technical accuracy, in individual and small group performances, a varied repertoire
of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of
patterns (such as arpeggio, country and gallop strumming, finger picking patterns), demonstrating sensitivity to
the audience and an understanding of the context (social, cultural, or historical).
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians judge performance based on criteria that vary When is a performance judged ready to present? How do
across time, place, and cultures. The context and how a context and the manner in which musical work is presented
work is presented influence the audience response. influence audience response?

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Harmonizing Instruments [ M U S I C ] Words in red are defined in the Glossary.

MU: Re7.1.H.I Perceive and analyze artistic work. SELECT

RESPONDING HS PROFICIENT Choose music appropriate for a specific purpose or context.
a. Apply criteria to select music for specified purposes, supporting choices by citing characteristics found in the
music and connections to interest, purpose, and context.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Individuals' selection of musical works is influenced by their How do individuals choose music to experience?
interests, experiences, understandings, and purposes.

MU: Re7.2.H.I Perceive and analyze artistic work. ANALYZE

HS PROFICIENT Analyze how the structure and context of varied musical works inform the response.
a. Compare passages in musical selections and explain how the elements of music and context (social, cultural, or
historical) inform the response.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Response to music is informed by analyzing context (social, How does understanding the structure and context of
cultural, and historical) and how creators and performers music inform a response?
manipulate the elements of music.

MU: Re8.1.H.I Interpret intent and meaning in artistic work. INTERPRET

HS PROFICIENT Support interpretations of musical works that reflect creators’/performers’ expressive intent.
a. Explain and support interpretations of the expressive intent and meaning of musical selections, citing as
evidence the treatment of the elements of music, context (personal, social, and cultural), and (when
appropriate) the setting of the text, and outside sources.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Through their use of elements and structures of music, How do we discern musical creators’ and performers’
creators and performers provide clues to their expressive expressive intent?
intent.

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Harmonizing Instruments [ M U S I C ] Words in red are defined in the Glossary.

MU: Re9.1.H.I Apply criteria to evaluate artistic work. EVALUATE

RESPONDING HS PROFICIENT Support evaluations of musical works and performances based on analysis, interpretation, and
established criteria.
a. Develop and apply teacher-provided and established criteria based on personal preference, analysis, and
context (personal, social, and cultural) to evaluate individual and small group musical selections for listening.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The personal evaluation of musical works and How do we judge the quality of musical work(s) and
performances is informed by analysis, interpretation, and performance(s)?
established criteria.

MU: Cn10.0.H.I Synthesize and relate knowledge and personal experiences to make art. CONNECT
CONNECTI NG

HS PROFICIENT Synthesize and relate knowledge and personal experiences to make music.
a. Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating,
performing, and responding to music.
Embedded within:
MU:Cr3.2.H.Ia Perform final versions of improvisations, compositions (forms such as theme and variation or 12-bar blues) and three-or-
more-chord accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger picking patterns),
demonstrating technical skills in applying principles of composition/improvisation and originality in developing and organizing musical
ideas.
MU:Pr4.1.H.Ia Explain the criteria used when selecting a varied repertoire of music, based on personal interest and technical skills for
individual or small group performances that include melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety
of patterns (such as arpeggio, country and gallop strumming, finger picking patterns).
MU:Re7.1.H.Ia Cite reasons for choosing individual and small group musical selections for listening, based on characteristics found in the
music, connections to interest, purpose, and context.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Musicians connect their personal interests, experiences, How do musicians make meaningful connections to
ideas, and knowledge to creating, performing and creating, performing and responding?
responding.

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Harmonizing Instruments [ M U S I C ] Words in red are defined in the Glossary.

MU: Cn11.0.H.I Relate artistic ideas and works with societal, cultural and historical context to deepen CONNECT
CONNECTI NG HS PROFICIENT understanding.
Relate musical ideas and works with varied context to deepen understanding.
a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts
and daily life.
Embedded within:
MU:Pr4.3.H.Ia Describe in interpretations the context (social, cultural, or historical) and expressive intent in a varied repertoire of music
that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of patterns (such as arpeggio, country
and gallop strumming, finger picking patterns) selected for performance.
MU:Re7.2.H.Ia Compare passages in musical selections and explain how the elements of music and context (social, cultural, or historical)
influence the response.
MU:Re9.1.H.Ia Develop and apply teacher-provided and established criteria based on personal preference, analysis, and context
(personal, social, and cultural) to evaluate individual and small group musical selections for listening.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Understanding connections to varied contexts and daily life How do the other arts, other disciplines, contexts and daily
enhances musicians’ creating, performing, and responding. life inform creating, performing, and responding to music?

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Harmonizing Instruments [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr1.1.H.II Generate and conceptualize artistic ideas and work. IMAGINE
CREATI NG HS ACCOMPLISHED Generate musical ideas for various purposes and contexts.
a. Generate melodic, rhythmic, and harmonic ideas for compositions (forms such as rounded binary or rondo),
improvisations, accompaniment patterns in a variety of styles, and harmonizations for given melodies.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The creative ideas, concepts, and feelings that How do musicians generate creative ideas?
influence musicians’ work emerge from a variety of
sources.

MU: Cr2.1.H.II Organize and develop artistic ideas and work. PLAN / MAKE
HS ACCOMPLISHED Select and develop musical ideas for defined purposes and contexts.
a. Select, develop, and use standard notation and audio/video recording to document melodic, rhythmic, and
harmonic ideas for drafts of compositions (forms such as rounded binary or rondo), improvisations,
accompaniment patterns in a variety of styles, and harmonizations for given melodies.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ creative choices are influenced by their How do musicians make creative decisions?
expertise, context, and expressive intent.

MU: Cr3.1.H.II Refine and complete artistic work. EVALUATE / REFINE

HS ACCOMPLISHED Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate
criteria.
a. Develop and apply criteria to critique, improve, and refine drafts of compositions (forms such as rounded
binary or rondo), improvisations, accompaniment patterns in a variety of styles, and harmonizations for
given melodies.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians evaluate and refine their work through How do musicians improve the quality of their creative
openness to new ideas, persistence, and the work?
application of appropriate criteria.

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Harmonizing Instruments [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr3.2.H.II Refine and complete artistic work. PRESENT

CREATI NG HS ACCOMPLISHED Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits
originality.
a. Perform final versions of compositions (forms such as rounded binary or rondo), improvisations,
accompaniment patterns in a variety of styles, and harmonizations for given melodies, demonstrating
technical skill in applying principles of composition/improvisation and originality in developing and
organizing musical ideas.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ presentation of creative work is the When is creative work ready to share?
culmination of a process of creation and
communication.

MU: Pr4.1.H.II Select, analyze and interpret artistic work for presentation. SELECT
PERFORMI NG

HS ACCOMPLISHED Select varied musical works to present based on interest, knowledge, technical skill, and context.
a. Develop and apply criteria for selecting a varied repertoire of music for individual and small group
performances that include melodies, repertoire pieces, improvisations, and chordal accompaniments in a
variety of styles.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers’ interest in and knowledge of musical How do performers select repertoire?
works, understanding of their own abilities, and the
context for a performance influence the selection of
repertoire.

MU: Pr4.2.H.II Select, analyze and interpret artistic work for presentation. ANALYZE
HS ACCOMPLISHED Analyze the structure and context of varied musical works and their implications for
performance.
a. Identify and describe important theoretical and structural characteristics and context (social, cultural, and
historical) in a varied repertoire of music that includes melodies, repertoire pieces, improvisations, and
chordal accompaniments in a variety of styles.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Analyzing creators’ context and how they manipulate How does understanding the structure and context of
elements of music provides insight into their intent musical works inform performance?
and informs performance.

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Harmonizing Instruments [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr4.3.H.II Select, analyze and interpret artistic work for presentation. INTERPRET
PERFORMI NG HS ACCOMPLISHED Develop personal interpretations that consider creators’ intent.
a. Explain in interpretations the context (social, cultural, and historical) and expressive intent in a varied
repertoire of music selected for performance that includes melodies, repertoire pieces, improvisations, and
chordal accompaniments in a variety of styles.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers make interpretive decisions based on their How do performers interpret musical works?
understanding of context and intent.

MU: Pr5.1.H.II Develop and refine artistic techniques and work for presentation. REHEARSE /
HS ACCOMPLISHED Evaluate and refine personal and ensemble performances, individually or in collaboration with EVALUATE / REFINE
others.
a. Develop and apply criteria to critique individual and small group performances of a varied repertoire of
music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of
styles, and create rehearsal strategies to address performance challenges and refine the performances.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
To express their musical ideas, musicians analyze, How do musicians improve the quality of their
evaluate, and refine their performance over time through performance?
openness to new ideas, persistence, and the application
of appropriate criteria.

MU: Pr6.1.H.II Convey meaning through the presentation of artistic work. PRESENT
HS ACCOMPLISHED Perform expressively, with appropriate interpretation and technical accuracy, and in a manner
appropriate to the audience and context.
a. Perform with expression and technical accuracy, in individual and small group performances, a varied
repertoire of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments
in a variety of styles, demonstrating sensitivity to the audience and an understanding of the context (social,
cultural, and historical).
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians judge performance based on criteria that vary When is a performance judged ready to present? How do
across time, place, and cultures. The context and how a context and the manner in which musical work is
work is presented influence the audience response. presented influence audience response?

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Harmonizing Instruments [ M U S I C ] Words in red are defined in the Glossary.

MU: Re7.1.H.II Perceive and analyze artistic work. SELECT

RESPONDING HS ACCOMPLISHED Choose music appropriate for a specific purpose or context.
a. Apply criteria to select music for a variety of purposes, justifying choices citing knowledge of the music and
the specified purpose and context.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Individuals' selection of musical works is influenced by How do individuals choose music to experience?
their interests, experiences, understandings, and
purposes.

MU: Re7.2.H.II Perceive and analyze artistic work. ANALYZE

HS ACCOMPLISHED Analyze how the structure and context of varied musical works inform the response.
a. Explain how the analysis of the structures and context (social, cultural, and historical) of contrasting musical
selections inform the response.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Response to music is informed by analyzing context How does understanding the structure and context of
(social, cultural, and historical) and how creators and music inform a response?
performers manipulate the elements of music.

MU: Re8.1.H.II Interpret intent and meaning in artistic work. INTERPRET

HS ACCOMPLISHED Support interpretations of musical works that reflect creators’/performers’ expressive intent.
a. Explain and support interpretations of the expressive intent and meaning of musical selections, citing as
evidence the treatment of the elements of music, context (personal, social, and cultural), and (when
appropriate) the setting of the text, and varied researched sources.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Through their use of elements and structures of music, How do we discern musical creators’ and performers’
creators and performers provide clues to their expressive intent?
expressive intent.

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Harmonizing Instruments [ M U S I C ] Words in red are defined in the Glossary.

MU: Re9.1.H.II Apply criteria to evaluate artistic work. EVALUATE

RESPONDING HS ACCOMPLISHED Support evaluations of musical works and performances based on analysis, interpretation, and
established criteria.
a. Apply personally-developed and established criteria based on research, personal preference, analysis,
interpretation, expressive intent, and musical qualities to evaluate contrasting individual and small group
musical selections for listening.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The personal evaluation of musical works and How do we judge the quality of musical work(s) and
performances is informed by analysis, interpretation, performance(s)?
and established criteria.

MU: Cn10.0.H.II Synthesize and relate knowledge and personal experiences to make art. CONNECT
CONNECTI NG

HS ACCOMPLISHED Synthesize and relate knowledge and personal experiences to make music.
a. Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating,
performing, and responding to music.
Embedded within:
MU:Cr3.2.H.IIa Perform final versions of compositions (forms such as rounded binary or rondo), improvisations, accompaniment
patterns in a variety of styles, and harmonizations for given melodies, demonstrating technical skills in applying principles of
composition/improvisation and originality in developing and organizing musical ideas.
MU:Pr4.1.H.IIa Develop and apply criteria for selecting a varied repertoire of music, based on personal interest and technical skills
for individual and small group performances that include melodies, repertoire pieces, improvisations, and chordal accompaniments
in a variety of styles.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Musicians connect their personal interests, How do musicians make meaningful connections to
experiences, ideas, and knowledge to creating, creating, performing and responding?
performing and responding.

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Harmonizing Instruments [ M U S I C ] Words in red are defined in the Glossary.

MU: Cn11.0.H.II Relate artistic ideas and works with societal, cultural and historical context to deepen CONNECT
CONNECTI NG HS ACCOMPLISHED understanding.
Relate musical ideas and works with varied context to deepen understanding.
a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied
contexts and daily life.
Embedded within:
MU:Pr4.3.H.IIa Explain in interpretations the context (social, cultural, and historical) and expressive intent in a varied repertoire of
music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles selected for
performance.
MU:Re7.2.H.IIa Explain how the analysis of the structures and context (social, cultural, and historical) from contrasting musical
selections influence the response.
MU:Re9.1.H.IIa Apply personally-developed and established criteria based on research, personal preference, analysis,
interpretation, expressive intent, and musical qualities to evaluate contrasting individual and small group musical selections for
listening.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Understanding connections to varied contexts and How do the other arts, other disciplines, contexts and daily
daily life enhances musicians’ creating, performing, life inform creating, performing, and responding to music?
and responding.

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Harmonizing Instruments [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr1.1.H.III Generate and conceptualize artistic ideas and work. IMAGINE
CREATI NG HS ADVANCED Generate musical ideas for various purposes and contexts.
a. Generate melodic, rhythmic, and harmonic ideas for a collection of compositions (representing a variety of
forms and styles), improvisations in several different styles, and stylistically appropriate harmonizations for
given melodies.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The creative ideas, concepts, and feelings that influence How do musicians generate creative ideas?
musicians’ work emerge from a variety of sources.

MU: Cr2.1.H.III Organize and develop artistic ideas and work. PLAN / MAKE
HS ADVANCED Select and develop musical ideas for defined purposes and contexts.
a. Select, develop, and use standard notation and audio/video recording to document melodic, rhythmic, and
harmonic ideas for drafts of compositions (representing a variety of forms and styles), improvisations in
several different styles, and stylistically appropriate harmonizations for given melodies.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ creative choices are influenced by their How do musicians make creative decisions?
expertise, context, and expressive intent.

MU: Cr3.1.H.III Refine and complete artistic work. EVALUATE / REFINE

HS ADVANCED Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate
criteria.
a. Develop and apply criteria to critique, improve, and refine drafts of compositions (representing a variety of
forms and styles), improvisations in a variety of styles, and stylistically appropriate harmonizations for given
melodies.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians evaluate and refine their work through How do musicians improve the quality of their creative
openness to new ideas, persistence, and the application work?
of appropriate criteria.

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Harmonizing Instruments [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr3.2.H.III Refine and complete artistic work. PRESENT

CREATI NG HS ADVANCED Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits
originality.
a. Perform final versions of a collection of compositions (representing a variety of forms and styles),
improvisations in several different styles, and stylistically appropriate harmonizations for given melodies,
demonstrating technical skill in applying principles of composition/improvisation and originality in developing
and organizing musical ideas.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ presentation of creative work is the culmination When is creative work ready to share?
of a process of creation and communication.

MU: Pr4.1.H.III Select, analyze and interpret artistic work for presentation. SELECT
PERFORMI NG

HS ADVANCED Select varied musical works to present based on interest, knowledge, technical skill, and context.
a. Develop and apply criteria for selecting a varied repertoire for a program of music for individual and small group
performances that include melodies, repertoire pieces, stylistically appropriate accompaniments, and
improvisations in a variety of contrasting styles.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers’ interest in and knowledge of musical works, How do performers select repertoire?
understanding of their own abilities, and the context for a
performance influence the selection of repertoire.

MU: Pr4.2.H.III Select, analyze and interpret artistic work for presentation. ANALYZE
HS ADVANCED Analyze the structure and context of varied musical works and their implications for performance.
a. Identify and describe important theoretical and structural characteristics and context (social, cultural, and
historical) in a varied repertoire of music selected for performance programs that includes melodies, repertoire
pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Analyzing creators’ context and how they manipulate How does understanding the structure and context of
elements of music provides insight into their intent and musical works inform performance?
informs performance.

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Harmonizing Instruments [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr4.3.H.III Select, analyze and interpret artistic work for presentation. INTERPRET
PERFORMI NG HS ADVANCED Develop personal interpretations that consider creators’ intent.
a. Explain and present interpretations that demonstrate and describe the context (social, cultural, and historical) and
an understanding of the creator’s intent in repertoire for varied programs of music that include melodies, repertoire
pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers make interpretive decisions based on their How do performers interpret musical works?
understanding of context and intent.

MU: Pr5.1.H.III Develop and refine artistic techniques and work for presentation. REHEARSE / EVALUATE /
HS ADVANCED Evaluate and refine personal and ensemble performances, individually or in collaboration REFINE
with others.
a. Develop and apply criteria, including feedback from multiple sources, to critique varied programs of music
repertoire (melodies, repertoire pieces, stylistically appropriate accompaniments, improvisations in a variety of
contrasting styles) selected for individual and small group performance, and create rehearsal strategies to
address performance challenges and refine the performances.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
To express their musical ideas, musicians analyze, evaluate, How do musicians improve the quality of their
and refine their performance over time through openness performance?
to new ideas, persistence, and the application of
appropriate criteria.

MU: Pr6.1.H.III Convey meaning through the presentation of artistic work. PRESENT
HS ADVANCED Perform expressively, with appropriate interpretation and technical accuracy, and in a manner
appropriate to the audience and context.
a. Perform with expression and technical accuracy, in individual and small group performances, a varied
repertoire for programs of music that includes melodies, repertoire pieces, stylistically appropriate
accompaniments, and improvisations in a variety of contrasting styles, demonstrating sensitivity to the
audience and an understanding of the context (social, cultural, and historical).

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Musicians judge performance based on criteria that vary When is a performance judged ready to present? How do
across time, place, and cultures. The context and how a context and the manner in which musical work is
work is presented influence the audience response. presented influence audience response?

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Harmonizing Instruments [ M U S I C ] Words in red are defined in the Glossary.

MU: Re7.1.H.III Perceive and analyze artistic work. SELECT

RESPONDING HS ADVANCED Choose music appropriate for a specific purpose or context.
a. Select, describe, and compare a variety of individual and small group musical programs from varied cultures,
genres, and historical periods.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Individuals' selection of musical works is influenced by How do individuals choose music to experience?
their interests, experiences, understandings, and
purposes.

MU: Re7.2.H.III Perceive and analyze artistic work. ANALYZE

HS ADVANCED Analyze how the structure and context of varied musical works inform the response.
a. Demonstrate and justify how the structural characteristics function within a variety of musical selections, and
distinguish how context (social, cultural, and historical) and creative decisions inform the response.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Response to music is informed by analyzing context How does understanding the structure and context of
(social, cultural, and historical) and how creators and music inform a response?
performers manipulate the elements of music.

MU: Re8.1.H.III Interpret intent and meaning in artistic work. INTERPRET

HS ADVANCED Support interpretations of musical works that reflect creators’/performers’ expressive intent.
a. Establish and justify interpretations of the expressive intent and meaning of musical selections by comparing
and synthesizing varied researched sources, including reference to examples from other art forms.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Through their use of elements and structures of music, How do we discern musical creators’ and performers’
creators and performers provide clues to their expressive expressive intent?
intent.

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Harmonizing Instruments [ M U S I C ] Words in red are defined in the Glossary.

MU: Re9.1.H.III Apply criteria to evaluate artistic work. EVALUATE

RESPONDING HS ADVANCED Support evaluations of musical works and performances based on analysis, interpretation, and
established criteria.
a. Develop and justify evaluations of a variety of individual and small group musical selections for listening based
on personally-developed and established criteria, personal decision making, and knowledge and understanding
of context.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The personal evaluation of musical works and How do we judge the quality of musical work(s) and
performances is informed by analysis, interpretation, and performance(s)?
established criteria.

MU: Cn10.0.H.III Synthesize and relate knowledge and personal experiences to make art. CONNECT
CONNECTI NG

HS ADVANCED Synthesize and relate knowledge and personal experiences to make music.
a. Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating,
performing, and responding to music.
Embedded within:
MU:Cr3.2.H.IIIa Perform final versions of a collection of compositions (representing a variety of forms and styles), improvisations in
several different styles, and stylistically appropriate harmonizations for given melodies, demonstrating technical skills in applying
principles of composition/improvisation and originality in developing and organizing musical ideas.
MU:Pr4.1.H.IIIa Develop and apply criteria for selecting a varied repertoire of music for a program of music, based on personal interest
and technical skills, for individual and small group performances that include melodies, repertoire pieces, stylistically appropriate
accompaniments, and improvisations in several different styles.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Musicians connect their personal interests, experiences, How do musicians make meaningful connections to
ideas, and knowledge to creating, performing and creating, performing and responding?
responding.

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Harmonizing Instruments [ M U S I C ] Words in red are defined in the Glossary.

MU: Cn11.0.H.III Relate artistic ideas and works with societal, cultural and historical context to deepen CONNECT
CONNECTI NG HS ADVANCED understanding.
Relate musical ideas and works with varied context to deepen understanding.
a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied
contexts and daily life.
Embedded within:
MU:Pr4.3.H.IIIa Explain and present interpretations that demonstrate and describe the context (social, cultural, and historical) and an
understanding of the creator’s intent in varied repertoire for a program of music that includes melodies, repertoire pieces, stylistically
appropriate accompaniments, and improvisations in several different styles.
MU:Re7.2.H.IIIa Demonstrate and justify how the structural characteristics function within a variety of musical selections, and distinguish
how context (social, cultural, and historical) and creative decisions influence the response.
MU:Re9.1.H.IIIa Develop and justify evaluations of a variety of individual and small group musical selections for listening based on
personally-developed and established criteria, personal decision making, and knowledge and understanding of context.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Understanding connections to varied contexts and daily How do the other arts, other disciplines, contexts and daily
life enhances musicians’ creating, performing, and life inform creating, performing, and responding to music?
responding.

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Technology
[MUSIC]

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Technology [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr1.1.T.I Generate and conceptualize artistic ideas and work. IMAGINE
CREATI NG HS PROFICIENT Generate musical ideas for various purposes and contexts.
a. Generate melodic, rhythmic, and harmonic ideas for compositions or improvisations using digital tools.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The creative ideas, concepts, and feelings that influence How do musicians generate creative ideas?
musicians’ work emerge from a variety of sources.

MU: Cr2.1.T.I Organize and develop artistic ideas and work. PLAN / MAKE
HS PROFICIENT Select and develop musical ideas for defined purposes and contexts.
a. Select melodic, rhythmic, and harmonic ideas to develop into a larger work using digital tools and resources.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ creative choices are influenced by their How do musicians make creative decisions?
expertise, context, and expressive intent.

MU: Cr3.1.T.I Refine and complete artistic work. EVALUATE /

HS PROFICIENT Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria. REFINE
a. Drawing on feedback from teachers and peers, develop and implement strategies to improve and refine the
technical and expressive aspects of draft compositions and improvisations.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians evaluate and refine their work through How do musicians improve the quality of their creative
openness to new ideas, persistence, and the application of work?
appropriate criteria.

MU: Cr3.2.T.I Refine and complete artistic work. PRESENT

HS PROFICIENT Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
a. Share compositions or improvisations that demonstrate a proficient level of musical and technological
craftsmanship as well as the use of digital tools and resources in developing and organizing musical ideas.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ presentation of creative work is the When is creative work ready to share?
culmination of a process of creation and communication.

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Technology [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr4.1.T.I Select, analyze and interpret artistic work for presentation. SELECT
PERFORMI NG HS PROFICIENT Select varied musical works to present based on interest, knowledge, technical skill, and context.
a. Develop and explain the criteria used for selecting a varied repertoire of music based on interest, music reading
skills, and an understanding of the performer’s technical and technological skill.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers’ interest in and knowledge of musical works, How do performers select repertoire?
understanding of their own abilities, and the context for a
performance influence the selection of repertoire.

MU: Pr4.2.T.I Select, analyze and interpret artistic work for presentation. ANALYZE
HS PROFICIENT Analyze the structure and context of varied musical works and their implications for performance.
a. Describe how context, structural aspects of the music, and digital media/tools inform prepared and improvised
performances.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Analyzing creators’ context and how they manipulate How does understanding the structure and context of
elements of music provides insight into their intent and musical works inform performance?
informs performance.

MU: Pr4.3.T.I Select, analyze and interpret artistic work for presentation. INTERPRET
HS PROFICIENT Develop personal interpretations that consider creators’ intent.
a. Demonstrate how understanding the context, expressive challenges, and use of digital tools in a varied
repertoire of music influence prepared or improvised performances.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers make interpretive decisions based on their How do performers interpret musical works?
understanding of context and intent.

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Technology [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr5.1.T.I Develop and refine artistic techniques and work for presentation. EVALUATE / REFINE
PERFORMI NG HS PROFICIENT Evaluate and refine personal and ensemble performances, individually or in collaboration with others.
a. Identify and implement rehearsal strategies to improve the technical and expressive aspects of prepared and
improvised performances in a varied repertoire of music.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
To express their musical ideas, musicians analyze, How do musicians improve the quality of their
evaluate, and refine their performance over time through performance?
openness to new ideas, persistence, and the application of
appropriate criteria.

MU: Pr6.1.T.I Convey meaning through the presentation of artistic work. PRESENT
HS PROFICIENT Perform expressively, with appropriate interpretation and technical accuracy, and in a manner
appropriate to the audience and context.
a. Using digital tools, demonstrate attention to technical accuracy and expressive qualities in prepared and
improvised performances of a varied repertoire of music.
b. Demonstrate an understanding of the context of music through prepared and improvised performances.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians judge performance based on criteria that vary When is a performance judged ready to present? How do
across time, place, and cultures. The context and how a context and the manner in which musical work is
work is presented influence the audience response. presented influence audience response?

MU: Re7.1.T.I Perceive and analyze artistic work. SELECT

RESPONDING

HS PROFICIENT Choose music appropriate for a specific purpose or context.

a. Cite reasons for choosing music based on the use of the elements of music, digital and electronic aspects, and
connections to interest or purpose.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Individuals' selection of musical works is influenced by How do individuals choose music to experience?
their interests, experiences, understandings, and
purposes.

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Technology [ M U S I C ] Words in red are defined in the Glossary.

MU: Re7.2.T.I Perceive and analyze artistic work. ANALYZE

RESPONDING HS PROFICIENT Analyze how the structure and context of varied musical works inform the response.
a. Explain how knowledge of the structure (repetition, similarities, contrasts), technological aspects, and purpose
of the music informs the response.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Response to music is informed by analyzing context (social, How does understanding the structure and context of
cultural, and historical) and how creators and performers music inform a response?
manipulate the elements of music.

MU: Re8.1.T.I Interpret intent and meaning in artistic work. INTERPRET

HS PROFICIENT Support interpretations of musical works that reflect creators’/performers’ expressive intent.
a. Explain and support an interpretation of the expressive intent of musical selections based on treatment of the
elements of music, digital and electronic features, and purpose.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Through their use of elements and structures of music, How do we discern musical creators’ and performers’
creators and performers provide clues to their expressive expressive intent?
intent.

MU: Re9.1.T.I Apply criteria to evaluate artistic work. EVALUATE

HS PROFICIENT Support evaluations of musical works and performances based on analysis, interpretation, and
established criteria.
a. Evaluate music using criteria based on analysis, interpretation, digital and electronic features, and personal
interests.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The personal evaluation of musical works and How do we judge the quality of musical work(s) and
performances is informed by analysis, interpretation, and performance(s)?
established criteria.

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Technology [ M U S I C ] Words in red are defined in the Glossary.

MU: Cn10.0.T.I Synthesize and relate knowledge and personal experiences to make art. CONNECT
CONNECTI NG HS PROFICIENT Synthesize and relate knowledge and personal experiences to make music.
a. Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating,
performing, and responding to music.

Embedded within:
MU:Cr3.2.T.Ia Share compositions or improvisations that demonstrate a proficient level of musical and technological craftsmanship as
well as the use of digital tools and resources in developing and organizing musical ideas.
MU:Pr4.I.T.Ia Develop and explain the criteria used for selecting a varied repertoire of music based on interest, music reading skills, and
an understanding of the performer’s technical and technological skill.
MU:Pr4.3.T.Ia Demonstrate how understanding the context, expressive challenges, and use of digital tools in a varied repertoire of
music influence prepared or improvised performances.
MU:Re7.I.T.Ia Cite reasons for choosing music based on the use of the elements of music, digital and electronic aspects and connections
to interest or purpose.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Musicians connect their personal interests, experiences, How do musicians make meaningful connections to
ideas, and knowledge to creating, performing and creating, performing and responding?
responding.

MU: Cn11.0.T.I Relate artistic ideas and works with societal, cultural and historical context to deepen CONNECT
HS PROFICIENT understanding.
Relate musical ideas and works with varied context to deepen understanding.
a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied
contexts and daily life.
Embedded within:
MU:Cr1.1.T.Ia Generate melodic, rhythmic and harmonic ideas for compositions or improvisations using digital tools.
MU:Pr4.2.T.Ia Describe how context, structural aspects of the music, and digital media/tools impact prepared and
improvised performances.
MU:Pr6.1.T.Ib Demonstrate an attention to and understanding of the context of music through prepared and improvised performance.
MU:Re7.2.T.Ia Explain how knowledge of the structure (repetition, similarities, contrasts), technological aspects, and purpose of the
music influence the response.
MU:Re8.1.T.Ia Explain and support an interpretation of the expressive intent of musical selections based on treatment of the elements
of music, digital and electronic features, and purpose.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Understanding connections to varied contexts and daily How do the other arts, other disciplines, contexts and daily
life enhances musicians’ creating, performing, and life inform creating, performing, and responding to music?
responding.

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Technology [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr1.1.T.II Generate and conceptualize artistic ideas and work. IMAGINE
CREATI NG HS ACCOMPLISHED Generate musical ideas for various purposes and contexts.
a. Generate melodic, rhythmic, and harmonic ideas for compositions and improvisations using digital tools
and resources.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The creative ideas, concepts, and feelings that influence How do musicians generate creative ideas?
musicians’ work emerge from a variety of sources.

MU: Cr2.1.T.II Organize and develop artistic ideas and work. PLAN / MAKE
HS ACCOMPLISHED Select and develop musical ideas for defined purposes and contexts.
a. Select melodic, rhythmic, and harmonic ideas to develop into a larger work that exhibits unity and variety
using digital and analog tools.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ creative choices are influenced by their How do musicians make creative decisions?
expertise, context, and expressive intent.

MU: Cr3.1.T.II Refine and complete artistic work. EVALUATE /

HS ACCOMPLISHED Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria. REFINE
a. Develop and implement varied strategies to improve and refine the technical and expressive aspects of
draft compositions and improvisations.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians evaluate and refine their work through How do musicians improve the quality of their creative
openness to new ideas, persistence, and the application work?
of appropriate criteria.

MU: Cr3.2.T.II Refine and complete artistic work. PRESENT

HS ACCOMPLISHED Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
a. Share compositions and improvisations that demonstrate an accomplished level of musical and
technological craftsmanship as well as the use of digital and analog tools and resources in developing and
organizing musical ideas.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ presentation of creative work is the When is creative work ready to share?
culmination of a process of creation and communication.

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Technology [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr4.1.T.II Select, analyze and interpret artistic work for presentation. SELECT
PERFORMI NG HS ACCOMPLISHED Select varied musical works to present based on interest, knowledge, technical skill, and context.
a. Develop and apply criteria to select a varied repertoire to study and perform based on interest; an
understanding of theoretical and structural characteristics of the music; and the performer’s technical skill
using digital tools and resources.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Performers’ interest in and knowledge of musical works, How do performers select repertoire?
understanding of their own abilities, and the context for
a performance influence the selection of repertoire.

MU: Pr4.2.T.II Select, analyze and interpret artistic work for presentation. ANALYZE
HS ACCOMPLISHED Analyze the structure and context of varied musical works and their implications for performance.
a. Describe and demonstrate how context, theoretical and structural aspects of the music and digital
media/tools inform and influence prepared and improvised performances.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Analyzing creators’ context and how they manipulate How does understanding the structure and context of
elements of music provides insight into their intent and musical works inform performance?
informs performance.

MU: Pr4.3.T.II Select, analyze and interpret artistic work for presentation. INTERPRET
HS ACCOMPLISHED Develop personal interpretations that consider creators’ intent.
a. Demonstrate how understanding the style, genre, context, and use of digital tools and resources in a varied
repertoire of music influences prepared or improvised performances and performers’ ability to connect with
audiences.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers make interpretive decisions based on their How do performers interpret musical works?
understanding of context and intent.

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Technology [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr5.1.T.II Develop and refine artistic techniques and work for presentation. EVALUATE / REFINE
PERFORMI NG HS ACCOMPLISHED Evaluate and refine personal and ensemble performances, individually or in collaboration with
others.
a. Develop and implement rehearsal strategies to improve and refine the technical and expressive aspects of
prepared and improvised performances in a varied repertoire of music.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ creative choices are influenced by their How do musicians make creative decisions?
context, expressive intent, and established criteria.

MU: Pr6.1.T.II Convey meaning through the presentation of artistic work. PRESENT
HS ACCOMPLISHED Perform expressively, with appropriate interpretation and technical accuracy, and in a manner
appropriate to the audience and context.
a. Using digital tools and resources, demonstrate 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 the expressive intent when connecting with an audience through prepared
and improvised performances.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians judge performance based on criteria that vary When is a performance judged ready to present? How do
across time, place, and cultures. The context and how a context and the manner in which musical work is
work is presented influence the audience response. presented influence audience response?

MU: Re7.1.T.II Perceive and analyze artistic work. SELECT

RESPONDING

HS ACCOMPLISHED Choose music appropriate for a specific purpose or context.

a. Select and critique contrasting musical works, defending opinions based on manipulations of the elements of
music, digital and electronic aspects, and the purpose and context of the works.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Individuals' selection of musical works is influenced by How do individuals choose music to experience?
their interests, experiences, understandings, and
purposes.

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Technology [ M U S I C ] Words in red are defined in the Glossary.

MU: Re7.2.T.II Perceive and analyze artistic work. ANALYZE

RESPONDING HS ACCOMPLISHED Analyze how the structure and context of varied musical works inform the response.
a. Explain how an analysis of the structure, context, and technological aspects of the music informs the
response.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Response to music is informed by analyzing context How does understanding the structure and context of
(social, cultural, and historical) and how creators and music inform a response?
performers manipulate the elements of music.

MU: Re8.1.T.II Interpret intent and meaning in artistic work.

INTERPRET
HS ACCOMPLISHED Support interpretations of musical works that reflect creators’/performers’ expressive intent.
a. Connect the influence of the treatment of the elements of music, digital and electronic features, context,
purpose, and other art forms to the expressive intent of musical works.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Through their use of elements and structures of music, How do we discern musical creators’ and performers’
creators and performers provide clues to their expressive expressive intent?
intent.

MU: Re9.1.T.II Apply criteria to evaluate artistic work.

HS ACCOMPLISHED Support evaluations of musical works and performances based on analysis, interpretation, and EVALUATE
established criteria.
a. Apply criteria to evaluate music based on analysis, interpretation, artistic intent, digital, electronic, and
analog features, and musical qualities.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The personal evaluation of musical works and How do we judge the quality of musical work(s) and
performances is informed by analysis, interpretation, and performance(s)?
established criteria.

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Technology [ M U S I C ] Words in red are defined in the Glossary.

MU: Cn10.0.T.II Synthesize and relate knowledge and personal experiences to make music. CONNECT
CONNECTI NG HS ACCOMPLISHED Synthesize and relate knowledge and personal experiences to make music.
a. Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating,
performing, and responding to music.
Embedded within:
MU:Cr3.2.T.IIa Share compositions and improvisations that demonstrate an accomplished level of musical and technological
craftsmanship as well as the use of digital and analog tools and resources in developing and organizing musical ideas.
MU:Pr4.I.T.IIa Develop and apply criteria to select a varied repertoire to study and perform based on interest; an understanding of
theoretical and structural characteristics of the music; and the performer’s technical skill using digital tools and resources.
MU:Pr4.3.T.IIa Demonstrate how understanding the style, genre, context, and use of digital tools and resources in a varied
repertoire of music influences prepared or improvised performances and performers’ ability to connect with audiences.
MU:Re7.I.T.IIa Select and critique contrasting musical works, defending opinions based on the elements of music, digital and
electronic aspects and the purpose and context of the works.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Musicians connect their personal interests, How do musicians make meaningful connections to
experiences, ideas, and knowledge to creating, creating, performing and responding?
performing and responding.

MU: Cn11.0.T.II Relate artistic ideas and works with societal, cultural and historical context to deepen CONNECT
HS ACCOMPLISHED understanding.
Relate musical ideas and works with varied context to deepen understanding.
a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied
contexts and daily life.
Embedded within:
MU:Cr1.1.T.IIa Generate melodic, rhythmic and harmonic ideas for compositions or improvisations using digital tools and resources.
MU:Pr4.2.T.IIa Describe and demonstrate how context, theoretical and structural aspects of the music and digital media/tools
impact and influence prepared and improvised performances.
MU:Pr6.1.T.IIb Demonstrate an understanding of the expressive intent when connecting with an audience through prepared and
improvised performances.
MU:Re7.2.T.IIa Explain how an analysis of the structure, context, and technological aspects of the music influences the response.
MU:Re8.1.T.IIa Connect the influence of the treatment of the elements of music, digital and electronic features, context, purpose,
and other art forms to the expressive intent of musical works.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Understanding connections to varied contexts and daily How do the other arts, other disciplines, contexts and daily
life enhances musicians’ creating, performing, and life inform creating, performing, and responding to music?
responding.

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Technology [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr1.1.T.III Generate and conceptualize artistic ideas and work. IMAGINE
CREATI NG HS ADVANCED Generate musical ideas for various purposes and contexts.
a. Generate melodic, rhythmic, and harmonic ideas for compositions and improvisations that incorporate digital
tools, resources, and systems.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The creative ideas, concepts, and feelings that influence How do musicians generate creative ideas?
musicians’ work emerge from a variety of sources.

MU: Cr2.1.T.III Organize and develop artistic ideas and work. PLAN / MAKE
HS ADVANCED Select and develop musical ideas for defined purposes and contexts.
a. Select, develop, and organize multiple melodic, rhythmic and harmonic ideas to develop into a larger work that
exhibits unity, variety, complexity, and coherence using digital and analog tools, resources, and systems.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ creative choices are influenced by their How do musicians make creative decisions?
expertise, context, and expressive intent.

MU: Cr3.1.T.III Refine and complete artistic work. EVALUATE /

HS ADVANCED Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria. REFINE
a. Develop and implement varied strategies and apply appropriate criteria to improve and refine the technical and
expressive aspects of draft compositions and improvisations.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians evaluate and refine their work through openness How do musicians improve the quality of their creative
to new ideas, persistence, and the application of work?
appropriate criteria.

MU: Cr3.2.T.III Refine and complete artistic work. PRESENT

HS ADVANCED Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
a. Share a portfolio of musical creations representing varied styles and genres that demonstrates an advanced level
of musical and technological craftsmanship as well as the use of digital and analog tools, resources and systems
in developing and organizing musical ideas.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ presentation of creative work is the culmination When is creative work ready to share?
of a process of creation and communication.

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Technology [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr4.1.T.III Select, analyze and interpret artistic work for presentation. SELECT
PERFORMI NG HS ADVANCED Select varied musical works to present based on interest, knowledge, technical skill, and context.
a. Develop and apply criteria to select varied programs to study and perform based on interest, an understanding of
the theoretical and structural characteristics, as well as expressive challenges in the music, and the performer’s
technical skill using digital tools, resources, and systems.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers’ interest in and knowledge of musical works, How do performers select repertoire?
understanding of their own abilities, and the context for a
performance influence the selection of repertoire.

MU: Pr4.2.T.III Select, analyze and interpret artistic work for presentation. ANALYZE
HS ADVANCED Analyze the structure and context of varied musical works and their implications for performance.
a. Examine, evaluate and critique how context, theoretical and structural aspects of the music and digital
media/tools inform and influence prepared and improvised performances.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Analyzing creators’ context and how they manipulate How does understanding the structure and context of
elements of music provides insight into their intent and musical works inform performance?
informs performance.

MU: Pr4.3.T.III Select, analyze and interpret artistic work for presentation. INTERPRET
HS ADVANCED Develop personal interpretations that consider creators’ intent.
a. Demonstrate how understanding the style, genre, context, and integration of digital technologies in a varied
repertoire of music informs and influences prepared and improvised performances and their ability to connect
with audiences.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers make interpretive decisions based on their How do performers interpret musical works?
understanding of context and intent.

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Technology [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr5.1.T.III Develop and refine artistic techniques and work for presentation. EVALUATE /
PERFORMI NG HS ADVANCED Evaluate and refine personal and ensemble performances, individually or in collaboration with others. REFINE
a. Apply appropriate criteria as well as feedback from multiple sources and develop and implement varied strategies
to improve and refine the technical and expressive aspects of prepared and improvised performances in varied
programs of music.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
To express their musical ideas, musicians analyze, evaluate, How do musicians improve the quality of their
and refine their performance over time through openness to performance?
new ideas, persistence, and the application of appropriate
criteria.

MU: Pr6.1.T.III Convey meaning through the presentation of artistic work.

HS ADVANCED Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to PRESENT
the audience and context.
a. Integrating digital and analog tools and resources, demonstrate an understanding and attention to technical
accuracy and expressive qualities of the music in prepared and improvised performances of a varied repertoire of
music representing diverse cultures, styles, genres, and historical periods.
b. Demonstrate an ability to connect with audience members before, and engaging with and responding to them
during prepared and improvised performances.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians judge performance based on criteria that vary When is a performance judged ready to present? How do
across time, place, and cultures. The context and how a work context and the manner in which musical work is
is presented influence the audience response. presented influence audience response?

MU: Re7.1.T.III Perceive and analyze artistic work. SELECT

RESPONDING

HS ADVANCED Choose music appropriate for a specific purpose or context.

a. Select, describe, and compare a variety of musical selections based on characteristics and knowledge of the music,
understanding of digital and electronic aspects, and the purpose and context of the works.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Individuals' selection of musical works is influenced by their How do individuals choose music to experience?
interests, experiences, understandings, and purposes.

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Technology [ M U S I C ] Words in red are defined in the Glossary.

MU: Re7.2.T.III Perceive and analyze artistic work. ANALYZE

RESPONDING HS ADVANCED Analyze how the structure and context of varied musical works inform the response.
a. Demonstrate and justify how an analysis of the structural characteristics, context, and technological and creative
decisions, informs interest in and response to the music.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Response to music is informed by analyzing context (social, How does understanding the structure and context of
cultural, and historical) and how creators and performers music inform a response?
manipulate the elements of music.

MU: Re8.1.T.III Interpret intent and meaning in artistic work. INTERPRET

HS ADVANCED Support interpretations of musical works that reflect creators’/performers’ expressive intent.
a. Examine, cite research and multiple sources to connect the influence of the treatment of the elements of music,
digital and electronic features, context, purpose, and other art forms to the expressive intent of musical works.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Through their use of elements and structures of music, How do we discern musical creators’ and performers’
creators and performers provide clues to their expressive expressive intent?
intent.

MU: Re9.1.T.III Apply criteria to evaluate artistic work. EVALUATE

HS ADVANCED Support evaluations of musical works and performances based on analysis, interpretation, and
established criteria.
a. Develop and justify the evaluation of a variety of music based on established and personally-developed criteria,
digital, electronic and analog features, and understanding of purpose and context.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The personal evaluation of musical works and performances How do we judge the quality of musical work(s) and
is informed by analysis, interpretation, and established performance(s)?
criteria.

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Technology [ M U S I C ] Words in red are defined in the Glossary.

MU: Cn10.0.T.III Synthesize and relate knowledge and personal experiences to make art. CONNECT
CONNECTI NG HS ADVANCED Synthesize and relate knowledge and personal experiences to make music.
a. Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating,
performing, and responding to music.
Embedded within:
MU:Cr3.2.T.IIIa Share a portfolio of musical creations representing varied styles and genres that demonstrates an advanced level of musical and
technological craftsmanship as well as the use of digital and analog tools, resources and systems in developing and organizing musical ideas.
MU:Pr4.I.T.IIIa Develop and apply criteria to select varied programs to study and perform based on interest, an understanding of the theoretical and
structural characteristics, as well as expressive challenges in the music, and the performer’s technical skill using digital tools, resources, and systems.
MU:Pr4.3.T.IIIa Demonstrate how understanding the style, genre, context, and integration of digital technologies in a varied repertoire of music
informs and influences prepared and improvised performances and their ability to connect with audiences.
MU:Re7.I.T.IIIa Select, describe and compare a variety of musical selections based on characteristics and knowledge of the music, understanding of
digital and electronic aspects, and the purpose and context of the works.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Musicians connect their personal interests, experiences, How do musicians make meaningful connections to
ideas, and knowledge to creating, performing and creating, performing and responding?
responding.

MU: Cn11.0.T.III Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. CONNECT
Relate musical ideas and works with varied context to deepen understanding.
HS ADVANCED
a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied
contexts and daily life.
Embedded within:
MU:Cr1.1.T.IIIa Generate melodic, rhythmic and harmonic ideas for compositions or improvisations that incorporate digital tools, resources and
systems.
MU:Pr4.2.T.IIIa Examine, evaluate and critique how context, theoretical and structural aspects of the music and digital media/tools impact and
influence prepared and improvised performances.
MU:Pr6.1.T.IIIb Demonstrate an ability to connect with audience members before, engaging with and responding to them through prepared and
improvised performances.
MU:Re7.2.T.IIIa Demonstrate and justify how an analysis of the structural characteristics, context and technological and creative decisions
influences interest and response to the music.
MU:Re8.1.T.IIIa Examine, cite research and multiple sources to connect the influence of the treatment of the elements of music, digital and
electronic features, context, purpose, and other art forms to the expressive intent of musical works.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Understanding connections to varied contexts and daily How do the other arts, other disciplines, contexts and daily
life enhances musicians’ creating, performing, and life inform creating, performing, and responding to music?
responding.

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Music
Composition
and Theory
[MUSIC]

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Composition & Theory [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr1.1.C.I Generate and conceptualize artistic ideas and work. IMAGINE
CREATI NG HS PROFICIENT Generate musical ideas for various purposes and contexts.
a. Describe how sounds and short musical ideas can be used to represent personal experiences, moods, visual
images, and/or storylines.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The creative ideas, concepts, and feelings that influence How do musicians generate creative ideas?
musicians’ work emerge from a variety of sources.

MU: Cr2.1.C.I Organize and develop artistic ideas and work. PLAN / MAKE
HS PROFICIENT Select and develop musical ideas for defined purposes and contexts.
a. Assemble and organize sounds or short musical ideas to create initial expressions of selected experiences,
moods, images, or storylines.
b. Identify and describe the development of sounds or short musical ideas in drafts of music within simple forms
(such as one-part, cyclical, or binary).
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ creative choices are influenced by their How do musicians make creative decisions?
expertise, context, and expressive intent.

MU: Cr3.1.C.I Refine and complete artistic work. EVALUATE /

HS PROFICIENT Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria. REFINE
a. Identify, describe, and apply teacher-provided criteria to assess and refine the technical and expressive aspects
of evolving drafts leading to final versions.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians evaluate and refine their work through openness How do musicians improve the quality of their creative
to new ideas, persistence, and the application of work?
appropriate criteria.

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Composition & Theory [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr3.2.C.I Refine and complete artistic work. PRESENT

CREATI NG HS PROFICIENT Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
a. Share music through the use of notation, performance, or technology, and demonstrate how the elements of
music have been employed to realize expressive intent.
b. Describe the given context and performance medium for presenting personal works, and how they impact the
final composition and presentation.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ presentation of creative work is the When is creative work ready to share?
culmination of a process of creation and communication.

MU: Pr4.1.C.I Select, analyze and interpret artistic work for presentation.
SELECT
PERFORMI NG

HS PROFICIENT Select varied musical works to present based on interest, knowledge, technical skill, and context.
a. Identify and select specific excerpts, passages, or sections in musical works that express a personal experience,
mood, visual image, or storyline in simple forms (such as one-part, cyclical, binary).
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers’ interest in and knowledge of musical works, How do performers select repertoire?
understanding of their own abilities, and the context for a
performance influence the selection of repertoire.

MU: Pr4.2.C.I Select, analyze and interpret artistic work for presentation.
ANALYZE
HS PROFICIENT Analyze the structure and context of varied musical works and their implications for performance.
a. Analyze how the elements of music (including form) of selected works relate to style and mood, and explain the
implications for rehearsal or performance.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Analyzing creators’ context and how they manipulate How does understanding the structure and context of
elements of music provides insight into their intent and musical works inform performance?
informs performance.

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Composition & Theory [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr4.3.C.I Select, analyze and interpret artistic work for presentation. INTERPRET
PERFORMI NG HS PROFICIENT Develop personal interpretations that consider creators’ intent.
a. Develop interpretations of works based on an understanding of the use of elements of music, style, and mood,
explaining how the interpretive choices reflect the creators’ intent.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers make interpretive decisions based on their How do performers interpret musical works?
understanding of context and intent.

MU: Pr5.1.C.I Develop and refine artistic techniques and work for presentation. REHEARSE /
HS PROFICIENT Evaluate and refine personal and ensemble performances, individually or in collaboration with others. EVALUATE / REFINE
a. Create rehearsal plans for works, identifying repetition and variation within the form.
b. Using established criteria and feedback, identify the way(s) in which performances convey the elements of
music, style, and mood.
c. Identify and implement strategies for improving the technical and expressive aspects of multiple works.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
To express their musical ideas, musicians analyze, evaluate, How do musicians improve the quality of their
and refine their performance over time through openness performance?
to new ideas, persistence, and the application of
appropriate criteria.

MU: Pr6.1.C.I Convey meaning through the presentation of artistic work. PRESENT
HS PROFICIENT Perform expressively, with appropriate interpretation and technical accuracy, and in a manner
appropriate to the audience and context.
a. Share live or recorded performances of works (both personal and others’), and explain how the elements of
music are used to convey intent.
b. Identify how compositions are appropriate for an audience or context, and how this will shape future
compositions.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians judge performance based on criteria that vary When is a performance judged ready to present? How do
across time, place, and cultures. The context and how a context and the manner in which musical work is presented
work is presented influence the audience response. influence audience response?

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Composition & Theory [ M U S I C ] Words in red are defined in the Glossary.

MU: Re7.1.C.I Perceive and analyze artistic work. SELECT

RESPONDING HS PROFICIENT Choose music appropriate for a specific purpose or context.
a. Apply teacher-provided criteria to select music that expresses a personal experience, mood, visual image, or
storyline in simple forms (such as one-part, cyclical, binary), and describe the choices as models for composition.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Individuals' selection of musical works is influenced by How do individuals choose music to experience?
their interests, experiences, understandings, and purposes.

MU: Re7.2.C.I Perceive and analyze artistic work. ANALYZE

HS PROFICIENT Analyze how the structure and context of varied musical works inform the response.
a. Analyze aurally the elements of music (including form) of musical works, relating them to style, mood, and
context, and describe how the analysis provides models for personal growth as composer, performer, and/or
listener.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Response to music is informed by analyzing context (social, How does understanding the structure and context of
cultural, and historical) and how creators and performers music inform a response?
manipulate the elements of music.

MU: Re8.1.C.I Interpret intent and meaning in artistic work. INTERPRET

HS PROFICIENT Support interpretations of musical works that reflect creators’/performers’ expressive intent.
a. Develop and explain interpretations of varied works, demonstrating an understanding of the composers’ intent
by citing technical and expressive aspects as well as the style/genre of each work.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Through their use of elements and structures of music, How do we discern musical creators’ and performers’
creators and performers provide clues to their expressive expressive intent?
intent.

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Composition & Theory [ M U S I C ] Words in red are defined in the Glossary.

MU: Re9.1.C.I Apply criteria to evaluate artistic work. EVALUATE

RESPONDING HS PROFICIENT Support evaluations of musical works and performances based on analysis, interpretation, and
established criteria.
a. Describe the effectiveness of the technical and expressive aspects of selected music and performances,
demonstrating understanding of fundamentals of music theory.
b. Describe the way(s) in which critiquing others’ work and receiving feedback from others can be applied in the
personal creative process.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The personal evaluation of musical works and How do we judge the quality of musical work(s) and
performances is informed by analysis, interpretation, and performance(s)?
established criteria.

MU: Cn10.0.C.I Synthesize and relate knowledge and personal experiences to make art. CONNECT
CONNECTI NG

HS PROFICIENT Synthesize and relate knowledge and personal experiences to make music.

a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating,
performing, and responding to music.
Embedded within:
MU:Cr1.1.C.Ia Describe how sounds and short musical ideas can be used to represent personal experiences, moods, visual images, and/or
storylines.
MU:Cr3.2.C.Ia Share music through the use of notation, performance, or technology, and demonstrate how the elements of music have
been employed to realize expressive intent.
MU:Pr4.1.C.Ia Identify and select specific excerpts, passages, or sections in musical works that express a personal experience, mood,
visual image, or storyline in simple forms (such as one-part, cyclical, binary).
MU:Re8.1.C.Ia Develop and explain interpretations of varied works, demonstrating an understanding of the composers’ intent by citing
technical and expressive aspects as well as the style/genre of each work.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Musicians connect their personal interests, experiences, How do musicians make meaningful connections to
ideas, and knowledge to creating, performing and creating, performing and responding?
responding.

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Composition & Theory [ M U S I C ] Words in red are defined in the Glossary.

MU: Cn11.0.C.I Relate artistic ideas and works with societal, cultural and historical context to deepen CONNECT
CONNECTI NG HS PROFICIENT understanding.
Relate musical ideas and works with varied context to deepen understanding.
a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied
contexts, and daily life.
Embedded within:
MU:Cr2.1.C.Ia Assemble and organize sounds or short musical ideas to create initial expressions of selected experiences, moods,
images, or storylines.
MU:Pr4.2.C.Ia Analyze how the elements of music (including form) of the selected work(s) relate to the style and mood, and explain the
implications for rehearsal or performance.
MU:Pr6.1.C.Ib Identify how compositions are appropriate for an audience or context, and how this will shape future compositions.
MU:Re7.2.C.Ia Analyze aurally the elements of music (including form) of musical works, relating them to style, mood, and context, and
describe how the analysis provides models for personal growth as composer, performer, and/or listener.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Understanding connections to varied contexts and daily How do the other arts, other disciplines, contexts and daily
life enhances musicians’ creating, performing, and life inform creating, performing, and responding to music?
responding.

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Composition & Theory [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr1.1.C.II Generate and conceptualize artistic ideas and work. IMAGINE
CREATI NG HS ACCOMPLISHED Generate musical ideas for various purposes and contexts.
a. Describe and demonstrate how sounds and musical ideas can be used to represent sonic events, memories,
visual images, concepts, texts, or storylines.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The creative ideas, concepts, and feelings that influence How do musicians generate creative ideas?
musicians’ work emerge from a variety of sources.

MU: Cr2.1.C.II Organize and develop artistic ideas and work. PLAN / MAKE
HS ACCOMPLISHED Select and develop musical ideas for defined purposes and contexts.
a. Assemble and organize multiple sounds or musical ideas to create initial expressive statements of selected
sonic events, memories, images, concepts, texts, or storylines.
b. Describe and explain the development of sounds and musical ideas in drafts of music within a variety of
simple or moderately complex forms (such as binary, rondo, or ternary).
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ creative choices are influenced by their How do musicians make creative decisions?
expertise, context, and expressive intent.

MU: Cr3.1.C.II Refine and complete artistic work. EVALUATE /

HS ACCOMPLISHED Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria. REFINE
a. Identify, describe, and apply selected teacher-provided or personally-developed criteria to assess and
refine the technical and expressive aspects of evolving drafts leading to final versions.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians evaluate and refine their work through How do musicians improve the quality of their creative
openness to new ideas, persistence, and the application work?
of appropriate criteria.

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Composition & Theory [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr3.2.C.II Refine and complete artistic work. PRESENT

CREATI NG HS ACCOMPLISHED Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
a. Share music through the use of notation, solo or group performance, or technology, and demonstrate and
describe how the elements of music and compositional techniques have been employed to realize
expressive intent.
b. Describe the selected contexts and performance mediums for presenting personal works, and explain why
they successfully impact the final composition and presentation.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ presentation of creative work is the When is creative work ready to share?
culmination of a process of creation and communication.

MU: Pr4.1.C.II Select, analyze and interpret artistic work for presentation. SELECT
PERFORMI NG

HS ACCOMPLISHED Select varied musical works to present based on interest, knowledge, technical skill, and context.
a. Identify and select specific passages, sections, or movements in musical works that express personal
experiences and interests, moods, visual images, concepts, texts, or storylines in simple forms (such as
binary, ternary, rondo) or moderately complex forms.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers’ interest in and knowledge of musical works, How do performers select repertoire?
understanding of their own abilities, and the context for
a performance influence the selection of repertoire.

MU: Pr4.2.C.II Select, analyze and interpret artistic work for presentation. ANALYZE
HS ACCOMPLISHED Analyze the structure and context of varied musical works and their implications for performance.
a. Analyze how the elements of music (including form) of selected works relate to the style, function, and
context, and explain the implications for rehearsal and performance.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Analyzing creators’ context and how they manipulate How does understanding the structure and context of
elements of music provides insight into their intent and musical works inform performance?
informs performance.

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Composition & Theory [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr4.3.C.II Select, analyze and interpret artistic work for presentation. INTERPRET
PERFORMI NG HS ACCOMPLISHED Develop personal interpretations that consider creators’ intent.
a. Develop interpretations of works based on an understanding of the use of elements of music, style, mood,
function, and context, explaining and supporting how the interpretive choices reflect the creators’ intent.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers make interpretive decisions based on their How do performers interpret musical works?
understanding of context and intent.

MU: Pr5.1.C.II Develop and refine artistic techniques and work for presentation. REHEARSE /
HS ACCOMPLISHED Evaluate and refine personal and ensemble performances, individually or in collaboration with EVALUATE / REFINE
others.
a. Create rehearsal plans for works, identifying the form, repetition and variation within the form, and the style
and historical or cultural context of the work.
b. Using established criteria and feedback, identify the ways in which performances convey the formal design,
style, and historical/cultural context of the works.
c. Identify and implement strategies for improving the technical and expressive aspects of varied works.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
To express their musical ideas, musicians analyze, How do musicians improve the quality of their
evaluate, and refine their performance over time through performance?
openness to new ideas, persistence, and the application
of appropriate criteria.

MU: Pr6.1.C.II Convey meaning through the presentation of artistic work. PRESENT
HS ACCOMPLISHED Perform expressively, with appropriate interpretation and technical accuracy, and in a manner
appropriate to the audience and context.
a. Share live or recorded performances of works (both personal and others’), and explain how the elements of
music and compositional techniques are used to convey intent.
b. Explain how compositions are appropriate for both audience and context, and how this will shape future
compositions.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians judge performance based on criteria that vary When is a performance judged ready to present? How
across time, place, and cultures. The context and how a do context and the manner in which musical work is
work is presented influence the audience response. presented influence audience response?

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Composition & Theory [ M U S I C ] Words in red are defined in the Glossary.

MU: Re7.1.C.II Perceive and analyze artistic work. SELECT

RESPONDING HS ACCOMPLISHED Choose music appropriate for a specific purpose or context.
a. Apply teacher-provided or personally-developed criteria to select music that expresses personal experiences
and interests, moods, visual images, concepts, texts, or storylines in simple or moderately complex forms,
and describe and defend the choices as models for composition.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Individuals' selection of musical works is influenced by How do individuals choose music to experience?
their interests, experiences, understandings, and
purposes.

MU: Re7.2.C.II Perceive and analyze artistic work. ANALYZE

HS ACCOMPLISHED Analyze how the structure and context of varied musical works inform the response.
a. Analyze aurally and/or by reading the scores of musical works the elements of music (including form),
compositional techniques and procedures, relating them to style, mood, and context; and explain how the
analysis provides models for personal growth as composer, performer, and/or listener.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Response to music is informed by analyzing context How does understanding the structure and context of
(social, cultural, and historical) and how creators and music inform a response?
performers manipulate the elements of music.

MU: Re8.1.C.II Interpret intent and meaning in artistic work. INTERPRET

HS ACCOMPLISHED Support interpretations of musical works that reflect creators’/performers’ expressive intent.
a. Develop and support interpretations of varied works, demonstrating an understanding of the composers’
intent by citing the use of elements of music (including form), compositional techniques, and the
style/genre and context of each work.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Through their use of elements and structures of music, How do we discern musical creators’ and performers’
creators and performers provide clues to their expressive expressive intent?
intent.

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Composition & Theory [ M U S I C ] Words in red are defined in the Glossary.

MU: Re9.1.C.II Apply criteria to evaluate artistic work. EVALUATE

RESPONDING HS ACCOMPLISHED Support evaluations of musical works and performances based on analysis, interpretation, and
established criteria.
a. Explain the effectiveness of the technical and expressive aspects of selected music and performances,
demonstrating understanding of music theory as well as compositional techniques and procedures.
b. Describe ways in which critiquing others’ work and receiving feedback from others have been specifically
applied in the personal creative process.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The personal evaluation of musical works and How do we judge the quality of musical work(s) and
performances is informed by analysis, interpretation, and performance(s)?
established criteria.

MU: Cn10.0.C.II Synthesize and relate knowledge and personal experiences to make art. CONNECT
CONNECTI NG

HS ACCOMPLISHED Synthesize and relate knowledge and personal experiences to make music.
a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating,
performing, and responding to music.
Embedded within:
MU:Cr1.1.C.IIa Describe and demonstrate how sounds and musical ideas can be used to represent sonic events, memories, visual
images, concepts, texts, or storylines.
MU:Cr3.2.C.IIa Share music through the use of notation, solo or group performance, or technology, and demonstrate and describe
how the elements of music and compositional techniques have been employed to realize expressive intent.
MU:Pr4.1.C.IIa Identify and select specific passages, sections, or movements in musical works that express personal experiences and
interests, moods, visual images, concepts, texts, or storylines in simple forms (such as binary, ternary, rondo) or moderately
complex forms.
MU:Re8.1.C.IIa Develop and support interpretations of varied works, demonstrating an understanding of the composers’ intent by
citing their use of elements of music (including form), compositional techniques, and the style/genre and context of each work.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Musicians connect their personal interests, How do musicians make meaningful connections to
experiences, ideas, and knowledge to creating, creating, performing and responding?
performing and responding.

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Composition & Theory [ M U S I C ] Words in red are defined in the Glossary.

MU: Cn11.0.C.II Relate artistic ideas and works with societal, cultural and historical context to deepen CONNECT
CONNECTI NG HS ACCOMPLISHED understanding.
Relate musical ideas and works with varied context to deepen understanding.
a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied
contexts, and daily life.
Embedded within:
MU:Cr2.1.C.IIa Assemble and organize multiple sounds or musical ideas to create an initial expressive statement of selected sonic
events, memories, images, concepts, texts, or storylines.
MU:Pr4.2.C.IIa Analyze how the elements of music (including form) of the selected work(s) relate to the style, function, and context,
and explain the implications for rehearsal and performance.
MU:Pr6.1.C.IIb Explain how compositions are appropriate for both audience and context, and how this will shape
future compositions.
MU:Re7.2.C.IIa Analyze aurally and/or by reading the scores of musical works, the elements of music (including form),
compositional techniques and procedures, relating them to style, mood, and context; and explain how the analysis provides models
for personal growth as composer, performer, and/or listener.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Understanding connections to varied contexts and daily How do the other arts, other disciplines, contexts and daily
life enhances musicians’ creating, performing, and life inform creating, performing, and responding to music?
responding.

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Composition & Theory [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr1.1.C.III Generate and conceptualize artistic ideas and work. IMAGINE
CREATI NG HS ADVANCED Generate musical ideas for various purposes and contexts.
a. Describe and demonstrate multiple ways in which sounds and musical ideas can be used to represent extended
sonic experiences or abstract ideas.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The creative ideas, concepts, and feelings that influence How do musicians generate creative ideas?
musicians’ work emerge from a variety of sources.

MU: Cr2.1.C.III Organize and develop artistic ideas and work. PLAN / MAKE
HS ADVANCED Select and develop musical ideas for defined purposes and contexts.
a. Assemble and organize multiple sounds or extended musical ideas to create initial expressive statements of
selected extended sonic experiences or abstract ideas.
b. Analyze and demonstrate the development of sounds and extended musical ideas in drafts of music within a
variety of moderately complex or complex forms.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ creative choices are influenced by their How do musicians make creative decisions?
expertise, context, and expressive intent.

MU: Cr3.1.C.III Refine and complete artistic work. EVALUATE /

HS ADVANCED Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria. REFINE
a. Research, identify, explain, and apply personally-developed criteria to assess and refine the technical and
expressive aspects of evolving drafts leading to final versions.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians evaluate and refine their work through How do musicians improve the quality of their creative
openness to new ideas, persistence, and the application of work?
appropriate criteria.

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Composition & Theory [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr3.2.C.III Refine and complete artistic work. PRESENT

CREATI NG HS ADVANCED Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
a. Share music through the use of notation, solo or group performance, or technology, and demonstrate and
explain how the elements of music, compositional techniques and processes have been employed to realize
expressive intent.
b. Describe a variety of possible contexts and mediums for presenting personal works, and explain and compare
how each could impact the success of the final composition and presentation.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ presentation of creative work is the When is creative work ready to share?
culmination of a process of creation and communication.

MU: Pr4.1.C.III Select, analyze and interpret artistic work for presentation. SELECT
PERFORMI NG

HS ADVANCED Select varied musical works to present based on interest, knowledge, technical skill, and context.
a. Identify and select specific sections, movements, or entire works that express personal experiences and interests,
moods, visual images, concepts, texts, or storylines in moderately complex or complex forms.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers’ interest in and knowledge of musical works, How do performers select repertoire?
understanding of their own abilities, and the context for a
performance influence the selection of repertoire.

MU: Pr4.2.C.III Select, analyze and interpret artistic work for presentation. ANALYZE
HS ADVANCED Analyze the structure and context of varied musical works and their implications for performance.
a. Analyze how the elements of music (including form), and compositional techniques of selected works relate to
the style, function, and context, and explain and support the analysis and its implications for rehearsal and
performance.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Analyzing creators’ context and how they manipulate How does understanding the structure and context of
elements of music provides insight into their intent and musical works inform performance?
informs performance.

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Composition & Theory [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr4.3.C.III Select, analyze and interpret artistic work for presentation. INTERPRET
PERFORMI NG HS ADVANCED Develop personal interpretations that consider creators’ intent.
a. Develop interpretations of works based on an understanding of the use of elements of music (including form),
compositional techniques, style, function, and context, explaining and justifying how the interpretive choices
reflect the creators’ intent.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers make interpretive decisions based on their How do performers interpret musical works?
understanding of context and intent.

MU: Pr5.1.C.III Develop and refine artistic techniques and work for presentation. REHEARSE /
HS ADVANCED Evaluate and refine personal and ensemble performances, individually or in collaboration with others. EVALUATE / REFINE
a. Create rehearsal plans for works, identifying the form, repetition and variation within the form, compositional
techniques, and the style and historical or cultural context of the work.
b. Using established criteria and feedback, identify the ways in which performances use compositional techniques
and convey the formal design, style, and historical/cultural context of the works.
c. Identify, compare, and implement strategies for improving the technical and expressive aspects of multiple
contrasting works.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
To express their musical ideas, musicians analyze, evaluate, How do musicians improve the quality of their
and refine their performance over time through openness performance?
to new ideas, persistence, and the application of
appropriate criteria.

MU: Pr6.1.C.III Convey meaning through the presentation of artistic work. PRESENT
HS ADVANCED Perform expressively, with appropriate interpretation and technical accuracy, and in a manner
appropriate to the audience and context.
a. Share live or recorded performances of works (both personal and others’), and explain and/or demonstrate
understanding of how the expressive intent of the music is conveyed.
b. Explain how compositions are appropriate for a variety of audiences and contexts, and how this will shape future
compositions.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians judge performance based on criteria that vary When is a performance judged ready to present? How do
across time, place, and cultures. The context and how a context and the manner in which musical work is presented
work is presented influence the audience response. influence audience response?

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Composition & Theory [ M U S I C ] Words in red are defined in the Glossary.

MU: Re7.1.C.III Perceive and analyze artistic work. SELECT

RESPONDING HS ADVANCED Choose music appropriate for a specific purpose or context.
a. Apply researched or personally-developed criteria to select music that expresses personal experiences and
interests, visual images, concepts, texts, or storylines in moderately complex or complex forms, and describe
and justify the choice as models for composition.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Individuals' selection of musical works is influenced by How do individuals choose music to experience?
their interests, experiences, understandings, and purposes.

MU: Re7.2.C.III Perceive and analyze artistic work. ANALYZE

HS ADVANCED Analyze how the structure and context of varied musical works inform the response.
a. Analyze aurally and/or by reading the scores of musical works the elements of music (including form),
compositional techniques and procedures, relating them to aesthetic effectiveness, style, mood, and context;
and explain how the analysis provides models for personal growth as composer, performer, and/or listener.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Response to music is informed by analyzing context (social, How does understanding the structure and context of music
cultural, and historical) and how creators and performers inform a response?
manipulate the elements of music.

MU: Re8.1.C.III Interpret intent and meaning in artistic work. INTERPRET

HS ADVANCED Support interpretations of musical works that reflect creators’/performers’ expressive intent.
a. Develop, justify and defend interpretations of varied works, demonstrating an understanding of the composers’
intent by citing the use of elements of music (including form), compositional techniques, and the style/genre
and context of each work.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Through their use of elements and structures of music, How do we discern musical creators’ and performers’
creators and performers provide clues to their expressive expressive intent?
intent.

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Composition & Theory [ M U S I C ] Words in red are defined in the Glossary.

MU: Re9.1.C.III Apply criteria to evaluate artistic work. EVALUATE

RESPONDING HS ADVANCED Support evaluations of musical works and performances based on analysis, interpretation, and
established criteria.
a. Evaluate the effectiveness of the technical and expressive aspects of selected music and performances,
demonstrating understanding of theoretical concepts and complex compositional techniques and procedures.
b. Describe and evaluate ways in which critiquing others’ work and receiving feedback from others have been
specifically applied in the personal creative process.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The personal evaluation of musical works and How do we judge the quality of musical work(s) and
performances is informed by analysis, interpretation, and performance(s)?
established criteria.

MU: Cn10.0.C.III Synthesize and relate knowledge and personal experiences to make art. CONNECT
CONNECTI NG

HS ADVANCED Synthesize and relate knowledge and personal experiences to make music.
a. Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating,
performing, and responding to music.
Embedded within:
MU:Cr1.1.C.IIIa Describe and demonstrate multiple ways in which sounds and musical ideas can be used to represent extended sonic
experiences or abstract ideas.
MU:Cr3.2.C.IIIa Share music through the use of notation, solo or group performance, or technology and demonstrate and explain how
the elements of music, compositional techniques and processes have been employed to realize expressive intent.
MU:Pr4.1.C.IIIa Identify and select specific sections, movements, or entire works that express personal experiences and interests, moods,
visual images, concepts, texts, or storylines in moderately complex or complex forms.
MU:Re8.1.C.IIIa Develop, justify, and defend interpretations of varied works, demonstrating an understanding of the composers’ musical
and expressive intent by citing their use of elements of music (including form), compositional techniques, and the style/genre and
context of each work.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Musicians connect their personal interests, experiences, How do musicians make meaningful connections to
ideas, and knowledge to creating, performing and creating, performing and responding?
responding.

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Composition & Theory [ M U S I C ] Words in red are defined in the Glossary.

MU: Cn11.0.C.III Relate artistic ideas and works with societal, cultural and historical context to deepen CONNECT
CONNECTI NG HS ADVANCED understanding.
Relate musical ideas and works with varied context to deepen understanding.
MU:Cr2.1.C.IIIa Assemble and organize multiple sounds or extended musical ideas to create initial expressive statements of selected
extended sonic experiences or abstract ideas.
MU:Pr4.2.C.IIIa Analyze how the elements of music (including form) and compositional techniques of the selected work(s) relate to
the style, function, and context, and explain and support the analysis and its implications for rehearsal and performance.
MU:Pr6.1.C.IIIb Explain how compositions are appropriate for a variety of audiences and contexts, and how this will shape
future compositions.
MU:Re7.2.C.IIIa Analyze aurally and/or by reading the scores of musical works the elements of music (including form),
compositional techniques and procedures, relating them to aesthetic effectiveness, style, mood, and context; and explain how the
analysis provides models for personal growth as composer, performer, and/or listener.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Understanding connections to varied contexts and daily How do the other arts, other disciplines, contexts and daily
life enhances musicians’ creating, performing, and life inform creating, performing, and responding to music?
responding.

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Performing
Ensembles
[MUSIC]

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Performing Ensembles [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr1.1.E.5 Generate and conceptualize artistic ideas and work. IMAGINE
CREATI NG NOVICE Generate musical ideas for various purposes and contexts.
a. Compose and improvise melodic and rhythmic ideas or motives that reflect characteristic(s) of music or text(s)
studied in rehearsal.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The creative ideas, concepts, and feelings that influence How do musicians generate creative ideas?
musicians’ work emerge from a variety of sources.

MU: Cr2.1.E.5 Organize and develop artistic ideas and work. PLAN / MAKE
NOVICE Select and develop musical ideas for defined purposes and contexts.
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.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ creative choices are influenced by their How do musicians make creative decisions?
expertise, context, and expressive intent.

MU: Cr3.1.E.5 Refine and complete artistic work. EVALUATE /

NOVICE Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria. REFINE
a. Evaluate and refine draft compositions and improvisations based on knowledge, skill, and teacher-provided
criteria.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians evaluate and refine their work through openness How do musicians improve the quality of their creative
to new ideas, persistence, and the application of work?
appropriate criteria.

MU: Cr3.2.E.5 Refine and complete artistic work. PRESENT

NOVICE Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
a. Share personally-developed melodic and rhythmic ideas or motives – individually or as an ensemble – that
demonstrate understanding of characteristics of music or texts studied in rehearsal.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ presentation of creative work is the culmination When is creative work ready to share?
of a process of creation and communication.

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Performing Ensembles [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr4.1.E.5 Select, analyze and interpret artistic work for presentation. SELECT
PERFORMI NG NOVICE Select varied musical works to present based on interest, knowledge, technical skill, and context.
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.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers’ interest in and knowledge of musical works, How do performers select repertoire?
understanding of their own abilities, and the context for a
performance influence the selection of repertoire.

MU: Pr4.2.E.5 Select, analyze and interpret artistic work for presentation. ANALYZE
NOVICE Analyze the structure and context of varied musical works and their implications for performance.
a. Demonstrate, using music reading skills where appropriate, how knowledge of formal aspects in musical works
inform prepared or improvised performances.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Analyzing creators’ context and how they manipulate How does understanding the structure and context of
elements of music provides insight into their intent and musical works inform performance?
informs performance.

MU: Pr4.3.E.5 Select, analyze and interpret artistic work for presentation. INTERPRET
NOVICE Develop personal interpretations that consider creators’ intent.
a. Identify expressive qualities in a varied repertoire of music that can be demonstrated through prepared and
improvised performances.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers make interpretive decisions based on their How do performers interpret musical works?
understanding of context and intent.

MU: Pr5.1.E.5 Develop and refine artistic techniques and work for presentation. REHEARSE /
NOVICE Evaluate and refine personal and ensemble performances, individually or in collaboration with others. EVALUATE / REFINE
a. Use self-reflection and peer feedback to refine individual and ensemble performances of a varied repertoire of music.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
To express their musical ideas, musicians analyze, evaluate, How do musicians improve the quality of their
and refine their performance over time through openness performance?
to new ideas, persistence, and the application of
appropriate criteria.

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Performing Ensembles [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr6.1.E.5 Convey meaning through the presentation of artistic work. PRESENT
PERFORMI NG NOVICE Perform expressively, with appropriate interpretation and technical accuracy, and in a manner
appropriate to the audience and context.
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.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians judge performance based on criteria that vary When is a performance judged ready to present? How do
across time, place, and cultures. The context and how a work context and the manner in which musical work is
is presented influence the audience response. presented influence audience response?

MU: Re7.1.E.5 Perceive and analyze artistic work. SELECT

RESPONDING

NOVICE Choose music appropriate for a specific purpose or context.

a. Identify reasons for selecting music based on characteristics found in the music, connection to interest, and
purpose or context.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Individuals' selection of musical works is influenced by their How do individuals choose music to experience?
interests, experiences, understandings, and purposes.

MU: Re7.2.E.5 Perceive and analyze artistic work. ANALYZE

NOVICE Analyze how the structure and context of varied musical works inform the response.
a. Identify how knowledge of context and the use of repetition, similarities, and contrasts inform the response to
music.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Response to music is informed by analyzing context (social, How does understanding the structure and context of
cultural, and historical) and how creators and performers music inform a response?
manipulate the elements of music.

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Performing Ensembles [ M U S I C ] Words in red are defined in the Glossary.

MU: Re8.1.E.5 Interpret intent and meaning in artistic work. INTERPRET

RESPONDING NOVICE Support interpretations of musical works that reflect creators’/performers’ expressive intent.
a. 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.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Through their use of elements and structures of music, How do we discern musical creators’ and performers’
creators and performers provide clues to their expressive expressive intent?
intent.

MU: Re9.1.E.5 Apply criteria to evaluate artistic work. EVALUATE

NOVICE Support evaluations of musical works and performances based on analysis, interpretation, and
established criteria.
a. Identify and describe the effect of interest, experience, analysis, and context on the evaluation of music.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The personal evaluation of musical works and performances How do we judge the quality of musical work(s) and
is informed by analysis, interpretation, and established performance(s)?
criteria.

MU: Cn10.0.E.5 Synthesize and relate knowledge and personal experiences to make art. CONNECT
CONNECTI NG

NOVICE Synthesize and relate knowledge and personal experiences to make music.
a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing,
and responding to music.
Embedded within:
MU:Cr3.2.E.5a 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.
MU:Pr4.1.E.5a 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 skills of the individual or ensemble.
MU:Pr4.3.E.5a Identify expressive qualities in a varied repertoire of music that can be demonstrated through prepared and
improvised performances.
MU:Re7.1E.5a Identify reasons for selecting music based on characteristics found in the music, connection to interest, and purpose or
context.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Musicians connect their personal interests, experiences, How do musicians make meaningful connections to
ideas, and knowledge to creating, performing and creating, performing and responding?
responding.

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Performing Ensembles [ M U S I C ] Words in red are defined in the Glossary.

MU: Cn11.0.E.5 Relate artistic ideas and works with societal, cultural and historical context to deepen CONNECT
CONNECTI NG NOVICE understanding.
Relate musical ideas and works with varied context to deepen understanding.
a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts,
and daily life.
Embedded within:
MU:Cr1.1.E.5a Compose and improvise melodic and rhythmic ideas or motives that reflect characteristic(s) of music or text(s) studied
in rehearsal.
MU:Cr3.2.E.5a 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.
MU:Pr6.1.E.5b Demonstrate an awareness of the context of the music through prepared and improvised performances.
MU:Re9.1.E.5a Identify and describe the effect of interest, experience, analysis, and context on the evaluation of music.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Understanding connections to varied contexts and daily life How do the other arts, other disciplines, contexts and daily
enhances musicians’ creating, performing, and responding. life inform creating, performing, and responding to music?

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Performing Ensembles [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr1.1.E.8 Generate and conceptualize artistic ideas and work. IMAGINE
CREATI NG INTERMEDIATE Generate musical ideas for various purposes and contexts.
a. Compose and improvise ideas for melodies and rhythmic passages based on characteristic(s) of music or
text(s) studied in rehearsal.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The creative ideas, concepts, and feelings that influence How do musicians generate creative ideas?
musicians’ work emerge from a variety of sources.

MU: Cr2.1.E.8 Organize and develop artistic ideas and work. PLAN / MAKE
INTERMEDIATE Select and develop musical ideas for defined purposes and contexts.
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.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ creative choices are influenced by their How do musicians make creative decisions?
expertise, context, and expressive intent.

MU: Cr3.1.E.8 Refine and complete artistic work. EVALUATE /

INTERMEDIATE Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria. REFINE
a. Evaluate and refine draft compositions and improvisations based on knowledge, skill, and collaboratively-
developed criteria.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians evaluate and refine their work through How do musicians improve the quality of their creative
openness to new ideas, persistence, and the application work?
of appropriate criteria.

MU: Cr3.2.E.8 Refine and complete artistic work. PRESENT

INTERMEDIATE Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
a. Share personally-developed melodies and rhythmic passages – individually or as an ensemble – that
demonstrate understanding of characteristics of music or texts studied in rehearsal.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ presentation of creative work is the When is creative work ready to share?
culmination of a process of creation and communication.

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Performing Ensembles [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr4.1.E.8 Select, analyze and interpret artistic work for presentation. SELECT
PERFORMI NG INTERMEDIATE Select varied musical works to present based on interest, knowledge, technical skill, and context.
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.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers’ interest in and knowledge of musical works, How do performers select repertoire?
understanding of their own abilities, and the context for a
performance influence the selection of repertoire.

MU: Pr4.2.E.8 Select, analyze and interpret artistic work for presentation. ANALYZE
INTERMEDIATE Analyze the structure and context of varied musical works and their implications for performance.
a. Demonstrate, using music reading skills where appropriate, how the setting and formal characteristics of
musical works contribute to understanding the context of the music in prepared or improvised performances.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Analyzing creators’ context and how they manipulate How does understanding the structure and context of
elements of music provides insight into their intent and musical works inform performance?
informs performance.

MU: Pr4.3.E.8 Select, analyze and interpret artistic work for presentation. INTERPRET
INTERMEDIATE Develop personal interpretations that consider creators’ intent.
a. Demonstrate understanding and application of expressive qualities in a varied repertoire of music
through prepared and improvised performances.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers make interpretive decisions based on their How do performers interpret musical works?
understanding of context and intent.

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Performing Ensembles [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr5.1.E.8 Develop and refine artistic techniques and work for presentation. REHEARSE /
PERFORMI NG INTERMEDIATE Evaluate and refine personal and ensemble performances, individually or in collaboration with
others.
EVALUATE / REFINE

a. Develop strategies to address technical challenges in a varied repertoire of music and evaluate their success
using feedback from ensemble peers and other sources to refine performances.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
To express their musical ideas, musicians analyze, How do musicians improve the quality of their
evaluate, and refine their performance over time through performance?
openness to new ideas, persistence, and the application
of appropriate criteria.

MU: Pr6.1.E.8 Convey meaning through the presentation of artistic work. PRESENT
INTERMEDIATE Perform expressively, with appropriate interpretation and technical accuracy, and in a manner
appropriate to the audience and context.
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.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians judge performance based on criteria that vary When is a performance judged ready to present? How do
across time, place, and cultures. The context and how a context and the manner in which musical work is
work is presented influence the audience response. presented influence audience response?

MU: Re7.1.E.8 Perceive and analyze artistic work. SELECT

RESPONDING

INTERMEDIATE Choose music appropriate for a specific purpose or context.

a. Explain reasons for selecting music citing characteristics found in the music and connections to interest,
purpose, and context.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Individuals' selection of musical works is influenced by How do individuals choose music to experience?
their interests, experiences, understandings, and
purposes.

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Performing Ensembles [ M U S I C ] Words in red are defined in the Glossary.

MU: Re7.2.E.8 Perceive and analyze artistic work. ANALYZE

RESPONDING INTERMEDIATE Analyze how the structure and context of varied musical works inform the response.
a. Describe how understanding context and the way the elements of music are manipulated inform the response
to music.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Response to music is informed by analyzing context How does understanding the structure and context of
(social, cultural, and historical) and how creators and music inform a response?
performers manipulate the elements of music.

MU: Re8.1.E.8 Interpret intent and meaning in artistic work. INTERPRET

INTERMEDIATE Support interpretations of musical works that reflect creators’/performers’ expressive intent.
a. 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.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Through their use of elements and structures of music, How do we discern musical creators’ and performers’
creators and performers provide clues to their expressive expressive intent?
intent.

MU: Re9.1.E.8 Apply criteria to evaluate artistic work. EVALUATE

INTERMEDIATE Support evaluations of musical works and performances based on analysis, interpretation, and
established criteria.
a. Explain the influence of experiences, analysis, and context on interest in and evaluation of music.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The personal evaluation of musical works and How do we judge the quality of musical work(s) and
performances is informed by analysis, interpretation, and performance(s)?
established criteria.

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MU: Cn10.0.E.8 Synthesize and relate knowledge and personal experiences to make art. CONNECT
CONNECTI NG INTERMEDIATE Synthesize and relate knowledge and personal experiences to make music.
a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating,
performing, and responding to music.
Embedded within:
MU:Cr3.2.E.8a Share personally-developed melodies and rhythmic passages – individually or as an ensemble – that demonstrate
understanding of characteristics of music or texts studied in rehearsal.
MU:Pr4.1.E.5a 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 skills of the individual and ensemble.
MU:Pr4.3.E.5c Demonstrate understanding and application of expressive qualities in a varied repertoire of music through prepared
and improvised performances.
MU:Re7.1.E.8a Explain reasons for selecting music citing characteristics found in the music and connections to interest, purpose,
and context.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Musicians connect their personal interests, experiences, How do musicians make meaningful connections to
ideas, and knowledge to creating, performing and creating, performing and responding?
responding.

MU: Cn11.0.E.8 Relate artistic ideas and works with societal, cultural and historical context to deepen CONNECT
INTERMEDIATE understanding.
Relate musical ideas and works with varied context to deepen understanding.
a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied
contexts, and daily life.
Embedded within:
MU:Cr1.1.E.8a Compose and improvise ideas for melodies and rhythmic passages based on characteristic(s) of music or text(s)
studied in rehearsal.
MU:Cr3.2.E.8a Share personally-developed melodies and rhythmic passages – individually or as an ensemble – that demonstrate
understanding of characteristics of music or texts studied in rehearsal.
MU:Pr6.1.E.5b Demonstrate an understanding of the context of the music through prepared and improvised performances.
MU:Re9.1.E.8a Explain the influence of experiences, analysis, and context on interest in and evaluation of music.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Understanding connections to varied contexts and daily How do the other arts, other disciplines, contexts and
life enhances musicians’ creating, performing, and daily life inform creating, performing, and responding to
responding. music?

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MU: Cr1.1.E.I Generate and conceptualize artistic ideas and work. IMAGINE
CREATI NG HS PROFICIENT Generate musical ideas for various purposes and contexts.
a. 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.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The creative ideas, concepts, and feelings that influence How do musicians generate creative ideas?
musicians’ work emerge from a variety of sources.

MU: Cr2.1.E.I Organize and develop artistic ideas and work. PLAN / MAKE
HS PROFICIENT Select and develop musical ideas for defined purposes and contexts.
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.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ creative choices are influenced by their How do musicians make creative decisions?
expertise, context, and expressive intent.

MU: Cr3.1.E.I Refine and complete artistic work. EVALUATE /

HS PROFICIENT Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria. REFINE
a. Evaluate and refine draft melodies, rhythmic passages, arrangements, and improvisations based on
established criteria, including the extent to which they address identified purposes.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians evaluate and refine their work through How do musicians improve the quality of their creative
openness to new ideas, persistence, and the application of work?
appropriate criteria.

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Performing Ensembles [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr3.2.E.I Refine and complete artistic work. PRESENT

CREATI NG HS PROFICIENT Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
a. Share personally-developed melodies, rhythmic passages, and arrangements – individually or as an ensemble –
that address identified purposes.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Musicians’ presentation of creative work is the When is creative work ready to share?
culmination of a process of creation and communication.

MU: Pr4.1.E.I Select, analyze and interpret artistic work for presentation. SELECT
PERFORMI NG

HS PROFICIENT Select varied musical works to present based on interest, knowledge, technical skill, and context.
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.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers’ interest in and knowledge of musical works, How do performers select repertoire?
understanding of their own abilities, and the context for a
performance influence the selection of repertoire.

MU: Pr4.2.E.I Select, analyze and interpret artistic work for presentation. ANALYZE
HS PROFICIENT Analyze the structure and context of varied musical works and their implications for performance.
a. Demonstrate, using music reading skills where appropriate, how compositional devices employed and
theoretical and structural aspects of musical works impact and inform prepared or improvised performances.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Analyzing creators’ context and how they manipulate How does understanding the structure and context of
elements of music provides insight into their intent and musical works inform performance?
informs performance.

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Performing Ensembles [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr4.3.E.I Select, analyze and interpret artistic work for presentation. INTERPRET
PERFORMI NG HS PROFICIENT Develop personal interpretations that consider creators’ intent.
a. Demonstrate an understanding of context in a varied repertoire of music through prepared and improvised
performances.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers make interpretive decisions based on their How do performers interpret musical works?
understanding of context and intent.

MU: Pr5.1.E.I Develop and refine artistic techniques and work for presentation. REHEARSE /
HS PROFICIENT Evaluate and refine personal and ensemble performances, individually or in collaboration with others. EVALUATE / REFINE
a. Develop strategies to address expressive challenges in a varied repertoire of music, and evaluate their success
using feedback from ensemble peers and other sources to refine performances.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
To express their musical ideas, musicians analyze, How do musicians improve the quality of their
evaluate, and refine their performance over time through performance?
openness to new ideas, persistence, and the application of
appropriate criteria.

MU: Pr6.1.E.I Convey meaning through the presentation of artistic work. PRESENT
HS PROFICIENT Perform expressively, with appropriate interpretation and technical accuracy, and in a manner
appropriate to the audience and context.
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.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians judge performance based on criteria that vary When is a performance judged ready to present? How do
across time, place, and cultures. The context and how a context and the manner in which musical work is presented
work is presented influence the audience response. influence audience response?

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MU: Re7.1.E.I Perceive and analyze artistic work. SELECT

RESPONDING HS PROFICIENT Choose music appropriate for a specific purpose or context.
a. Apply criteria to select music for specified purposes, supporting choices by citing characteristics found in the
music and connections to interest, purpose, and context.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Individuals' selection of musical works is influenced by their How do individuals choose music to experience?
interests, experiences, understandings, and purposes.

MU: Re7.2.E.I Perceive and analyze artistic work. ANALYZE

HS PROFICIENT Analyze how the structure and context of varied musical works inform the response.
a. Explain how the analysis of passages and understanding the way the elements of music are manipulated inform
the response to music.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Response to music is informed by analyzing context (social, How does understanding the structure and context of
cultural, and historical) and how creators and performers music inform a response?
manipulate the elements of music.

MU: Re8.1.E.I Interpret intent and meaning in artistic work. INTERPRET

HS PROFICIENT Support interpretations of musical works that reflect creators’/performers’ expressive intent.
a. 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.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Through their use of elements and structures of music, How do we discern musical creators’ and performers’
creators and performers provide clues to their expressive expressive intent?
intent.

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Performing Ensembles [ M U S I C ] Words in red are defined in the Glossary.

MU: Re9.1.E.I Apply criteria to evaluate artistic work. EVALUATE

RESPONDING HS PROFICIENT Support evaluations of musical works and performances based on analysis, interpretation, and
established criteria.
a. Evaluate works and performances based on personally- or collaboratively-developed criteria, including analysis
of the structure and context.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

The personal evaluation of musical works and How do we judge the quality of musical work(s) and
performances is informed by analysis, interpretation, and performance(s)?
established criteria.

MU: Cn10.0.E.I Synthesize and relate knowledge and personal experiences to make art. CONNECT
CONNECTI NG

HS PROFICIENT Synthesize and relate knowledge and personal experiences to make music.
a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating,
performing, and responding to music.
Embedded within:
MU:Cr3.2.E.Ia Share personally-developed melodies, rhythmic passages, and arrangements – individually or as an ensemble – that
address identified purposes.
MU:Pr4.1.E.Ia 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 skills of the individual or ensemble, and the purpose or context of the performance.
MU:Pr4.3.E.Ia Demonstrate an understanding of context in a varied repertoire of music through prepared and improvised performances.
MU:Re7.1.E.Ia Apply criteria to select music for specified purposes, supporting choices by citing characteristics found in the music and
connections to interest, purpose, and context.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Musicians connect their personal interests, experiences, How do musicians make meaningful connections to
ideas, and knowledge to creating, performing and creating, performing and responding?
responding.

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Performing Ensembles [ M U S I C ] Words in red are defined in the Glossary.

MU: Cn11.0.E.I Relate artistic ideas and works with societal, cultural and historical context to deepen CONNECT
CONNECTI NG HS PROFICIENT understanding.
Relate musical ideas and works with varied context to deepen understanding.
a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts,
and daily life.
Embedded within:
MU:Cr1.1.E.Ia 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.
MU:Cr3.2.E.Ia Share personally-developed melodies, rhythmic passages, and arrangements – individually or as an ensemble – that
address identified purposes.
MU:Pr6.1.E.Ib Demonstrate an understanding of expressive intent by connecting with an audience through prepared and improvised
performances.
MU:Re9.1.E.Ia Evaluate works and performances based on personally- or collaboratively-developed criteria, including analysis of the
structure and context.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Understanding connections to varied contexts and daily life How do the other arts, other disciplines, contexts and daily
enhances musicians’ creating, performing, and responding. life inform creating, performing, and responding to music?

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Performing Ensembles [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr1.1.E.II Generate and conceptualize artistic ideas and work. IMAGINE
CREATI NG HS ACCOMPLISHED Generate musical ideas for various purposes and contexts.
a. 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.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The creative ideas, concepts, and feelings that How do musicians generate creative ideas?
influence musicians’ work emerge from a variety of
sources.

MU: Cr2.1.E.II Organize and develop artistic ideas and work. PLAN / MAKE
HS ACCOMPLISHED Select and develop musical ideas for defined purposes and contexts.
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.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ creative choices are influenced by their How do musicians make creative decisions?
expertise, context, and expressive intent.

MU: Cr3.1.E.II Refine and complete artistic work. EVALUATE /

HS ACCOMPLISHED Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria. REFINE
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.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians evaluate and refine their work through How do musicians improve the quality of their creative
openness to new ideas, persistence, and the work?
application of appropriate criteria.

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MU: Cr3.2.E.II Refine and complete artistic work. PRESENT

CREATI NG HS ACCOMPLISHED Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
a. Share personally-developed arrangements, sections, and short compositions – individually or as an
ensemble – that address identified purposes.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ presentation of creative work is the When is creative work ready to share?
culmination of a process of creation and communication.

MU: Pr4.1.E.II Select, analyze and interpret artistic work for presentation. SELECT
PERFORMI NG

HS ACCOMPLISHED Select varied musical works to present based on interest, knowledge, technical skill, and context.
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.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers’ interest in and knowledge of musical works, How do performers select repertoire?
understanding of their own abilities, and the context for
a performance influence the selection of repertoire.

MU: Pr4.2.E.II Select, analyze and interpret artistic work for presentation. ANALYZE
HS ACCOMPLISHED Analyze the structure and context of varied musical works and their implications for performance.
a. Document and demonstrate, using music reading skills where appropriate, how compositional devices
employed and theoretical and structural aspects of musical works may impact and inform prepared and
improvised performances.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Analyzing creators’ context and how they manipulate How does understanding the structure and context of
elements of music provides insight into their intent and musical works inform performance?
informs performance.

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Performing Ensembles [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr4.3.E.II Select, analyze and interpret artistic work for presentation. INTERPRET
PERFORMI NG HS ACCOMPLISHED Develop personal interpretations that consider creators’ intent.
a. Demonstrate how understanding the style, genre, and context of a varied repertoire of music influences
prepared and improvised performances as well as performers’ technical skill to connect with the audience.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers make interpretive decisions based on their How do performers interpret musical works?
understanding of context and intent.

MU: Pr5.1.E.II Develop and refine artistic techniques and work for presentation. REHEARSE /
HS ACCOMPLISHED Evaluate and refine personal and ensemble performances, individually or in collaboration with others. EVALUATE / REFINE
a. Develop and apply appropriate rehearsal strategies to address individual and ensemble challenges in a varied
repertoire of music, and evaluate their success.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
To express their musical ideas, musicians analyze, How do musicians improve the quality of their
evaluate, and refine their performance over time performance?
through openness to new ideas, persistence, and the
application of appropriate criteria.

MU: Pr6.1.E.II Convey meaning through the presentation of artistic work. PRESENT
HS ACCOMPLISHED Perform expressively, with appropriate interpretation and technical accuracy, and in a manner
appropriate to the audience and context.
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.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians judge performance based on criteria that vary When is a performance judged ready to present? How do
across time, place, and cultures. The context and how a context and the manner in which musical work is
work is presented influence the audience response. presented influence audience response?

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Performing Ensembles [ M U S I C ] Words in red are defined in the Glossary.

MU: Re7.1.E.II Perceive and analyze artistic work. SELECT

RESPONDING HS ACCOMPLISHED Choose music appropriate for a specific purpose or context.
a. Apply criteria to select music for a variety of purposes, justifying choices citing knowledge of the music and
the specified purpose and context.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Individuals' selection of musical works is influenced by How do individuals choose music to experience?
their interests, experiences, understandings, and
purposes.

MU: Re7.2.E.II Perceive and analyze artistic work. ANALYZE

HS ACCOMPLISHED Analyze how the structure and context of varied musical works inform the response.
a. Explain how the analysis of structures and contexts inform the response to music.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Response to music is informed by analyzing context How does understanding the structure and context of
(social, cultural, and historical) and how creators and music inform a response?
performers manipulate the elements of music.

MU: Re8.1.E.II Interpret intent and meaning in artistic work. INTERPRET

HS ACCOMPLISHED Support interpretations of musical works that reflect creators’/performers’ expressive intent.
a. 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.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Through their use of elements and structures of music, How do we discern musical creators’ and performers’
creators and performers provide clues to their expressive expressive intent?
intent.

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Performing Ensembles [ M U S I C ] Words in red are defined in the Glossary.

MU: Re9.1.E.II Apply criteria to evaluate artistic work. EVALUATE

RESPONDING HS ACCOMPLISHED Support evaluations of musical works and performances based on analysis, interpretation, and
established criteria.
a. Evaluate works and performances based on research as well as personally- and collaboratively-developed
criteria, including analysis and interpretation of the structure and context.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The personal evaluation of musical works and How do we judge the quality of musical work(s) and
performances is informed by analysis, interpretation, performance(s)?
and established criteria.

MU: Cn10.0.E.II Synthesize and relate knowledge and personal experiences to make art. CONNECT
CONNECTI NG

HS ACCOMPLISHED Synthesize and relate knowledge and personal experiences to make music.
a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating,
performing, and responding to music.
Embedded within:
MU:Cr3.2.E.IIa Share personally-developed arrangements, sections, and short compositions – individually or as an ensemble – that
address identified purposes.
MU:Pr4.1.E.IIa 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 skills of the individual or ensemble,
and the purpose and context of the performance.
MU:Pr4.3.E.IIa Demonstrate how understanding the style, genre, and context of a varied repertoire of music influences prepared and
improvised performances as well as performers’ technical skill to connect with the audience.
MU:Re7.1.E.IIa Apply criteria to select music for a variety of purposes, justifying choices citing knowledge of the music and the
specified purpose and context.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Musicians connect their personal interests, How do musicians make meaningful connections to
experiences, ideas, and knowledge to creating, creating, performing and responding?
performing and responding.

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MU: Cn11.0.E.II Relate artistic ideas and works with societal, cultural and historical context to deepen CONNECT
CONNECTI NG HS ACCOMPLISHED understanding.
Relate musical ideas and works with varied context to deepen understanding.
a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied
contexts, and daily life.
Embedded within:
MU:Cr1.1.E.IIa 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.
MU:Cr3.2.E.IIa Share personally-developed arrangements, sections, and short compositions – individually or as an ensemble – that
address identified purposes.
MU:Pr6.1.E.IIb Demonstrate an understanding of intent as a means for connecting with an audience through prepared and
improvised performances.
MU:Re9.1.E.IIa Evaluate works and performances based on research as well as personally- and collaboratively-developed criteria,
including analysis and interpretation of the structure and context.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Understanding connections to varied contexts and daily How do the other arts, other disciplines, contexts and daily
life enhances musicians’ creating, performing, and life inform creating, performing, and responding to music?
responding.

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Performing Ensembles [ M U S I C ] Words in red are defined in the Glossary.

MU: Cr1.1.E.III Generate and conceptualize artistic ideas and work. IMAGINE
CREATI NG HS ADVANCED Generate musical ideas for various purposes and contexts.
a. Compose and improvise musical ideas for a variety of purposes and contexts.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The creative ideas, concepts, and feelings that influence How do musicians generate creative ideas?
musicians’ work emerge from a variety of sources.

MU: Cr2.1.E.III Organize and develop artistic ideas and work. PLAN / MAKE
HS ADVANCED Select and develop musical ideas for defined purposes and contexts.
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.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ creative choices are influenced by their How do musicians make creative decisions?
expertise, context, and expressive intent.

MU: Cr3.1.E.III Refine and complete artistic work. EVALUATE /

HS ADVANCED Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria. REFINE
a. Evaluate and refine varied draft musical works based on appropriate criteria, including the extent to which they
address identified purposes and contexts.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians evaluate and refine their work through How do musicians improve the quality of their creative
openness to new ideas, persistence, and the application of work?
appropriate criteria.

MU: Cr3.2.E.III Refine and complete artistic work. PRESENT

HS ADVANCED Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
a. Share varied, personally-developed musical works – individually or as an ensemble – that address identified
purposes and contexts.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians’ presentation of creative work is the When is creative work ready to share?
culmination of a process of creation and communication.

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Performing Ensembles [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr4.1.E.III Select, analyze and interpret artistic work for presentation. SELECT
PERFORMI NG HS ADVANCED Select varied musical works to present based on interest, knowledge, technical skill, and context.
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.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers’ interest in and knowledge of musical works, How do performers select repertoire?
understanding of their own abilities, and the context for a
performance influence the selection of repertoire.

MU: Pr4.2.E.III Select, analyze and interpret artistic work for presentation. ANALYZE
HS ADVANCED Analyze the structure and context of varied musical works and their implications for performance.
a. Examine, evaluate, and critique, using music reading skills where appropriate, how the structure and context
impact and inform prepared and improvised performances.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Analyzing creators’ context and how they manipulate How does understanding the structure and context of
elements of music provides insight into their intent and musical works inform performance?
informs performance.

MU: Pr4.3.E.III Select, analyze and interpret artistic work for presentation. INTERPRET
HS ADVANCED Develop personal interpretations that consider creators’ intent.
a. Demonstrate how understanding the style, genre, and context of a varied repertoire of music informs prepared
and improvised performances as well as performers’ technical skill to connect with the audience.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Performers make interpretive decisions based on their How do performers interpret musical works?
understanding of context and intent.

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Performing Ensembles [ M U S I C ] Words in red are defined in the Glossary.

MU: Pr5.1.E.III Develop and refine artistic techniques and work for presentation. REHEARSE /
PERFORMI NG HS ADVANCED Evaluate and refine personal and ensemble performances, individually or in collaboration with others. EVALUATE / REFINE
a. Develop, apply, and refine appropriate rehearsal strategies to address individual and ensemble challenges in a
varied repertoire of music.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
To express their musical ideas, musicians analyze, How do musicians improve the quality of their
evaluate, and refine their performance over time through performance?
openness to new ideas, persistence, and the application of
appropriate criteria.

MU: Pr6.1.E.III Convey meaning through the presentation of artistic work.

HS ADVANCED Perform expressively, with appropriate interpretation and technical accuracy, and in a manner PRESENT
appropriate to the audience and context.
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.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Musicians judge performance based on criteria that vary When is a performance judged ready to present? How do
across time, place, and cultures. The context and how a context and the manner in which musical work is presented
work is presented influence the audience response. influence audience response?

MU: Re7.1.E.III Perceive and analyze artistic work. SELECT

RESPONDING

HS ADVANCED Choose music appropriate for a specific purpose or context.

a. 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.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Individuals' selection of musical works is influenced by How do individuals choose music to experience?
their interests, experiences, understandings, and purposes.

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Performing Ensembles [ M U S I C ] Words in red are defined in the Glossary.

MU: Re7.2.E.III Perceive and analyze artistic work. ANALYZE

RESPONDING HS ADVANCED Analyze how the structure and context of varied musical works inform the response.
a. Demonstrate and justify how the analysis of structures, contexts, and performance decisions inform the
response to music.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Response to music is informed by analyzing context How does understanding the structure and context of music
(social, cultural, and historical) and how creators and inform a response?
performers manipulate the elements of music.

MU: Re8.1.E.III Interpret intent and meaning in artistic work. INTERPRET

HS ADVANCED Support interpretations of musical works that reflect creators’/performers’ expressive intent.
a. Justify interpretations of the expressive intent and meaning of musical works by comparing and synthesizing
varied researched sources, including reference to other art forms.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
Through their use of elements and structures of music, How do we discern musical creators’ and performers’
creators and performers provide clues to their expressive expressive intent?
intent.

MU: Re9.1.E.III Apply criteria to evaluate artistic work. EVALUATE

HS ADVANCED Support evaluations of musical works and performances based on analysis, interpretation, and
established criteria.
a. Develop and justify evaluations of music, programs of music, and performances based on criteria, personal
decision-making, research, and understanding of contexts.
ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)
The personal evaluation of musical works and How do we judge the quality of musical work(s) and
performances is informed by analysis, interpretation, and performance(s)?
established criteria.

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Performing Ensembles [ M U S I C ] Words in red are defined in the Glossary.

MU: Cn10.0.E.III Synthesize and relate knowledge and personal experiences to make art. CONNECT
CONNECTI NG HS ADVANCED Synthesize and relate knowledge and personal experiences to make music.
a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating,
performing, and responding to music.
Embedded within:
MU:Cr3.2.E.IIIa Share varied, personally-developed musical works – individually or as an ensemble – that address identified purposes
and contexts.
MU:Pr4.1.E.IIIa 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 skills of the individual or ensemble, and the purpose and
context of the performance.
MU:Pr4.3.E.IIIa Demonstrate how understanding the style, genre, and context of a varied repertoire of music informs prepared and
improvised performances as well as performers’ technical skill to connect with the audience.
MU:Re7.1.E.IIIa 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.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Musicians connect their personal interests, experiences, How do musicians make meaningful connections to
ideas, and knowledge to creating, performing and creating, performing and responding?
responding.

MU: Cn11.0.E.III Relate artistic ideas and works with societal, cultural and historical context to deepen CONNECT
HS ADVANCED understanding.
Relate musical ideas and works with varied context to deepen understanding.
a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied
contexts, and daily life.
Embedded within:
MU:Cr1.1.E.IIIa Compose and improvise musical ideas for a variety of purposes and contexts.
MU:Cr3.2.E.IIIb Share varied, personally-developed musical works – individually or as an ensemble – that address identified purposes
and contexts.
MU:Pr6.1.E.IIIb 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.
MU:Re9.1.E.IIIa Develop and justify evaluations of music, programs of music, and performances based on criteria, personal decision-making,
research, and understanding of contexts.

ENDURING UNDERSTANDING ESSENTIAL QUESTION(S)

Understanding connections to varied contexts and daily How do the other arts, other disciplines, contexts and daily
life enhances musicians’ creating, performing, and life inform creating, performing, and responding to music?
responding.

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GLOSSARY

AB
Musical form consisting of two sections, A and ARTISTIC LITERACY
B, which contrast with each other (binary form). Knowledge and understanding required to
participate authentically in the Arts.
ABA
Musical form consisting of three sections, A, B, ATONALITY
and A; two are the same, and the middle one is Music in which no tonic or key center is
different (ternary form). apparent.

ABILITY AUDIATE
Natural aptitude in specific skills and processes; Hear and comprehend sounds in one’s head
what the student is apt to do, without formal (inner hearing), even when no sound is present.
instruction.
AUDIENCE ETIQUETTE
ACADEMIC VOCABULARY Social behavior observed by those attending
Words that traditionally are used in academic musical performances and which can vary
dialogue and text. depending upon the type of music performed.

ANALOG TOOLS BEAT

Category of musical instruments and tools that Underlying steady pulse present in most music.
are non-digital (i.e., do not transfer sound in or
convert sound into binary code), such as BENCHMARK
acoustic instruments, microphones, monitors, Pre-established definition of an achievement
and speakers. level, designed to help measure student progress
toward a goal or standard, expressed either in
ANALYSIS writing or as an example of cored student work
(See A N A L Y Z E ). (aka, anchor set).

ANALYZE BINARY FORM

Examine in detail the structure and context of (See A B ).
the music.
BODY PERCUSSION
ARRANGEMENT Use of the human body as an instrument to
Setting or adaptation of an existing musical create percussive/rhythmic sounds such as
composition. stomping, patsching (patting thighs), clapping,
clicking, snapping.
ARRANGER
Person who creates alternative settings or BORDUN
adaptations of existing music. Accompaniment created by sounding two tones,
five notes apart, continuously throughout a
ARTICULATION composition; can be performed in varying ways,
Characteristic way in which musical tones are such as simultaneously or alternating.
connected, separated, or accented; types of
articulation include legato (smooth, connected
tones) and staccato (short, detached tones).

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CHANT COMPOSITIONAL PROCEDURES
Most commonly, the rhythmic recitation of Techniques that a composer initiates and
rhymes, or poems without a sung melody; a type continues in pieces to develop musical ideas,
of singing, with a simple, unaccompanied such as fragmentation, imitation, sequencing,
melody line and free rhythm. variation, aggregate completion, registral
saturation, contour inversion of gestures, and
CHART rhythmic phrasing.
Jazz or popular music score, often abbreviated,
with a melody (including key and time COMPOSITIONAL TECHNIQUES
signature) and a set of chord changes. Approaches a composer uses to manipulate and
refine the elements to convey meaning and
CHORD PROGRESSION intent in a composition, such as tension-release,
Series of chords sounding in succession; certain augmentation-diminution, sound-silence,
progressions are typical in particular motion-stasis, in addition to compositional
styles/genres of music. devices.

COLLABORATIVELY CONCEPTS, MUSIC

Working together on a common (musical) task Understandings or generalized ideas about
or goal. music that are formed after learners make
connections and determine relationships among
COLLABORATIVELY-DEVELOPED ideas.
CRITERIA
Qualities or traits for assessing achievement CONNECTION
level that have been through a process of Relationship among artistic ideas, personal
collective decision-making. meaning, and/or external context.

COMPLEX FORMAL STRUCTURE CONTEXT

Musical form in which rhythmic, melodic, Environment that surrounds music, influences
harmonic, and/or other musical materials understanding, provides meaning, and connects
undergo significant expansion and development, to an event or occurrence.
and may be more distantly related across
sections while remaining coherent in some way, CONTEXT, CULTURAL
such as sonata or other novel design with three Values, beliefs, and traditions of a group of
or more sections. people that influence musical meaning and
inform culturally authentic musical practice.
COMPOSER
One who creates music compositions. CONTEXT, HISTORICAL
Conditions of the time and place in which music
COMPOSITION was created or performed that provide meaning
Original piece of music that can be repeated, and influence the musical experience.
typically developed over time, and preserved
either in notation or in a sound recording. CONTEXT, PERSONAL
Unique experiences and relationships that
COMPOSITIONAL DEVICES surround a single person and are influenced by
Tools used by a composer or arranger to create personal life, family, habits, interest, and
or organize a composition or arrangement, such preferences.
as tonality, sequence, repetition,
instrumentation, orchestration,
harmonic/melodic structure, style, and form.

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CONTEXT, SOCIAL ENVIRONMENT DEMONSTRATE
Surrounding something or someone’s creation Show musical understanding through observable
or intended audience that reflects and influences behavior such as moving, chanting, singing, or
how people use and interpret the musical playing instruments.
experience.
DIATONIC
CRAFTSMANSHIP Seven-tone scale consisting of five whole steps
Degree of skill and ability exhibited by a creator and two half steps.
or performer to manipulate the elements of
music in a composition or performance. DIGITAL ENVIRONMENT
Simulated place made or created through the use
CREATE of one or more computers, sensors, or
Conceive and develop new artistic ideas, such as equipment.
an improvisation, composition, or arrangement,
into a work. DIGITAL NOTATION
A visual image of musical sound created by using
CREATIVE INTENT computer software applications, intended either
Shaping of the elements of music to express and as a record of sound heard or imagined, or as a
convey emotions, thoughts, and ideas. set of visual instructions for performers.

CREATOR DIGITAL RESOURCES

One who originates a music composition, Anything published in a format capable of being
arrangement, or improvisation. read by a computer, a web-enabled device, a
digital tablet, or smartphone.
CRITERIA
Guidelines used to judge the quality of a DIGITAL SYSTEMS
student’s performance (See R U B R I C ). Platforms that allow interaction and the
conversion between and through the audio and
CULTURAL CONTEXT digital domains.
Values, beliefs, and traditions of a group of
people that influence musical meaning and DIGITAL TOOLS
inform culturally authentic musical practice. Category of musical instruments and tools that
manipulate sound using binary code, such as
CULTURALLY AUTHENTIC PERFORMANCE electronic keyboards, digital audio interfaces,
Presentation that reflects practices and MIDI, and computer software.
interpretation representative of the style and
traditions of a culture. DYNAMICS
Level or range of loudness of a sound or sounds.
CULTURE
Values and beliefs of a particular group of ELEMENTS OF MUSIC
people, from a specific place or time, expressed Basic characteristics of sound (pitch, rhythm,
through characteristics such as tradition, social harmony, dynamics, timbre, texture, form, and
structure, religion, art, and food. style/articulation) that are manipulated to create
music.
CYCLICAL STRUCTURE
Musical form characterized by the return or ENDURING UNDERSTANDING
“cycling around” of significantly recognizable Overarching (aka, “big”) ideas that are central to
themes, motives, and/or patterns across the core of the music discipline and may be
movements. transferred to new situations.

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ENSEMBLE FORM
Group of individuals organized to perform Element of music describing the overall
artistic work: traditional, large groups such as organization of a piece of music, such as AB,
bands, orchestras, and choirs; chamber, smaller ABA, rondo, theme and variations, and strophic
groups, such as duets, trios, and quartets; form.
emerging, such as guitar, iPad, mariachi, steel
drum or pan, and Taiko drumming. FORMAL DESIGN
Large-scale framework for a piece of music in
ESSENTIAL QUESTION which the constituent parts cohere into a
Question that is central to the core of a discipline meaningful whole; encompasses both structural
– in this case, music – and promotes and tonal aspects of the piece.
investigation to uncover corresponding enduring
understanding(s). FRET
Thin strip of material placed across the
ESTABLISHED CRITERIA fingerboard of some stringed Instruments, such
Traits or dimensions for making quality as guitar, banjo, and mandolin; the fingers press
judgments in music of a particular style, genre, the strings against the frets to determine pitch.
cultural context, or historical period that have
gained general acceptance and application over FUNCTION
time. Use for which music is created, performed, or
experienced, such as dance, social, recreation,
EXPANDED FORM music therapy, video games, and advertising.
Basic form (such as AB, ABA, rondo or theme
and variation) expanded by the addition of an FUNDAMENTALS OF MUSIC THEORY
introduction, transition, and/or coda. Basic elements of music, their subsets, and how
they interact: rhythm and meter; pitch and clefs;
EXPLORE intervals; scales, keys and key signatures; triads
Discover, investigate, and create musical ideas and seventh chords.
through singing, chanting, playing instruments,
or moving to music. FUSION
Type of music created by combining contrasting
EXPRESSION styles into a new style.
Feeling conveyed through music.
GENRE
EXPRESSIVE ASPECTS Category of music characterized by a distinctive
Characteristics that convey feeling in the style, form, and/or content, such as jazz, march,
presentation of musical ideas. and country.

EXPRESSIVE INTENT GUIDANCE

The emotions, thoughts, and ideas that a Assistance provided temporarily to enable a
performer or composer seeks to convey by student to perform a musical task that would be
manipulating the elements of music. difficult to perform unaided, best implemented
in a manner that helps develop that student’s
EXPRESSIVE QUALITIES capacity to eventually perform the task
Qualities such as dynamics, tempo, articulation independently.
which when combined with other elements of
music give a composition its musical identity. HARMONIC SEQUENCES
Series of two or more chords commonly used to
support melody(ies).

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HARMONIZING INSTRUMENTS IMAGINATION
Musical instruments, such as guitars, ukuleles, Ability to generate in the mind ideas, concepts,
and keyboards, capable of producing harmonies sounds, and images that are not physically
as well as melodies, often used to provide present and may not have been previously
chordal accompaniments for melodies and experienced (See A U D I A T E ).
songs.
IMPROVISATION
HARMONIZATION Music created and performed spontaneously or
Process of applying stylistically appropriate “in-the-moment,” often within a framework
harmony, such as chords, countermelodies, and determined by the musical style.
ostinato, to melodic material.
IMPROVISER
HARMONY One who creates music spontaneously or “in-
Chordal structure of a music composition in the-moment”.
which the simultaneous sounding of pitches
produces chords and their successive use INDEPENDENTLY
produces chord progressions. Working with virtually no assistance, initiating
appropriate requests for consultation,
HETEROPHONIC performing in a self-directed ensemble offering
Musical texture in which slightly different ideas/solutions that make such consulting
versions of the same melody sound collaborative rather than teacher-directed.
simultaneously.
INTENT
HISTORICAL CONTEXT Meaning or feeling of the music planned and
Conditions of the time and place in which music conveyed by a creator or performer.
was created or performed and that provide
meaning and influence the musical experience. INTERPRET
Determine and demonstrate music’s expressive
HISTORICAL PERIODS intent and meaning when responding and
Period of years during which music that was performing.
created and/or performed shared common
characteristics; historians of Western art music INTERPRETATION
typically refer to the following: Medieval (ca. Intent and meaning that a performer realizes in
500-ca. 1420), Renaissance (ca. 1420-ca. 1600), studying and performing a piece of music.
Baroque (ca. 1600-ca. 1750), Classic (ca. 1750-
ca. 1820), Romantic (ca. 1820-ca. 1900), and INTERVALS
Contemporary (ca. 1900-). Distance between two tones, named by counting
all pitch names involved; harmonic interval
HOMOPHONIC occurs when two pitches are sounded
Musical texture in which all parts move in the simultaneously, and melodic interval when two
same rhythm but use different pitches, as in pitches are sounded successively.
hymns; also, a melody supported by chords.
INTONATION
ICONIC NOTATION Singing or playing the correct pitch in tune.
Representation of sound and its treatment using
lines, drawings, pictures. KEY SIGNATURE
Set of sharps or flats at the beginning of the staff,
IMAGINE following the clef sign, that indicates the primary
Generate musical ideas for various purposes and pitch set or scale used in the music and provide
contexts. clues to the resting tone and mode.

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LEAD-SHEET NOTATION MODES
System symbol used to identify chords in jazz, Seven-tone scales that include five whole steps
popular, and folk music; uppercase letters are and two half steps; the seven possible modes —
written above the staff, specifying which chords Ionian, Dorian, Phrygian, Lydian, Mixolydian,
should be used and when they should be played. Aeolian, and Locrian — were used in the
Medieval and Renaissance periods and served as
LYRICS the basis from which major (Ionian) and minor
Words of a song. (Aeolian) scales emerged.

MAJOR SCALE MODEL CORNERSTONE ASSESSMENT

Scale in which the ascending pattern of whole Suggested assessment process, embedded within
and half steps is whole, whole, half, whole, a unit of study, that includes a series of focused
whole, whole, half. tasks to measure student achievement within
multiple process components.
MELODIC CONTOUR
Shape of a melody created by the way its pitches MODERATELY COMPLEX FORMAL
repeat and move up and down in steps and STRUCTURE
skips. Musical form with three or more sections (such
as rounded binary, rondo, or other novel
MELODIC PASSAGE design), in which section closure is somewhat
Short section or series of notes within a larger nuanced or ambiguous, and the rhythmic,
work that constitutes a single coherent melodic melodic, harmonic, and/or other musical
idea. materials across sections may be more distantly
related while remaining coherent in some way.
MELODIC PATTERN
Grouping, generally brief, of tones or pitches. MOOD
Over-all feeling that a section or piece of music
MELODY conveys.
Linear succession of sounds (pitches) and
silences moving through time; the horizontal MONOPHONIC
structure of music. Musical texture consisting of a single,
unaccompanied melodic line.
METER
Grouping of beats and divisions of beats in MOTIF/MOTIVE
music, often in sets of twos (duple meter) or Brief rhythmic/melodic figure or pattern that
threes (triple meter). recurs throughout a composition as a unifying
element.
MINOR SCALE
Scale in which one characteristic feature is a MOVEMENT
half-step between the second and third tones; Act of moving in nonlocomotor (such as
the three forms of the minor scale are natural, clapping and finger snapping) and locomotor
harmonic, and melodic. (such as walking and running) patterns to
represent and interpret musical sounds.
MODAL
Music based on a mode other than major or MUSIC LITERACY
minor. Knowledge and understanding required to
participate authentically in the discipline of
music by independently carrying out the artistic
processes of creating, performing, and
responding.

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MUSIC THEORY PENTATONIC SCALE
Study of how music is composed and performed; Five-tone scale often identified with the pattern
analysis of the elements of music and the of the black keys of a keyboard, although other
framework for understanding musical works. five-tone arrangements are possible.

MUSIC VOCABULARY PERFORM

Domain-specific words traditionally used in Process of realizing artistic ideas and work
performing, studying, or describing music (See through interpretation and presentation.
Academic vocabulary).
PERFORMING, PERFORMANCE
MUSICAL CRITERIA Experience of engaging in the act of presenting
Traits relevant to assessing music attributes of a music in a classroom or private or public venue
work or performance. (See also Artistic Process of Performing).

MUSICAL IDEA PERFORMANCE DECORUM

Idea expressed in music, which can range in Aspects of contextually appropriate propriety
length from the smallest meaningful level and proper behavior, conduct, and appearance
(motive or short pattern) through a phrase, a for a musical performance, such as stage
section, or an entire piece. presence, etiquette, and appropriate attire.

MUSICAL RANGE PERFORMANCE PRACTICE

Span between the highest and lowest pitches of a Performance and presentation of a work that
melody, instrument, or voice. reflect established norms for the style and social,
cultural, and historical contexts of that work.
MUSICAL WORK
Piece of music preserved as a notated copy or PERFORMANCE TECHNIQUE
sound recording or passed through oral Personal technical skills developed and used by a
tradition. performer.

NON-PITCHED INSTRUMENTS PERSONAL CONTEXT

Instruments, such as woodblocks, whistles, Unique experiences and relationships that
electronic sounds, that do not have definite surround a single person and are influenced by
pitches or tones. personal life, family, habits, interest, and
preferences.
NOTATION
Visual representation of musical sounds. PERSONALLY-DEVELOPED CRITERIA
Qualities or traits for assessing achievement
ONE-PART FORMAL STRUCTURE level developed by students individually.
Continuous form, with or without an
interruption, in which a singular instance of PHRASE
formal closure is achieved only at or near the Musical segment with a clear beginning and
end of the piece; also known as through- ending, comparable to a simple sentence or
composed. clause in written text.

OPEN-ENDED ASSESSMENT PHRASING

Assessment that allows students to demonstrate Performance of a musical phrase that uses
the learning of a particular outcome in a variety expressive qualities such as dynamics, tempo,
of ways, such as demonstrating understanding of articulation, and timbre to convey a thought,
rhythmic notation by moving, singing, or mood, or feeling.
chanting.

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PIECE RHYTHM
General, non-technical term referring to a Duration or length of sounds and silences that
composition or musical work. occur in music; organization of sounds and
silences in time.
PITCH
Identification of a tone or note with respect to RHYTHMIC PASSAGE
highness or lowness (i.e., frequency). Short section or series of notes within a larger
work that constitutes a single coherent rhythmic
PLAN idea.
Select and develop musical ideas for creating a
musical work. RHYTHMIC PATTERN
Grouping, generally brief, of long and short
POLYPHONIC sounds and silences.
Musical texture in which two or more melodies
sound simultaneously. RONDO
Musical form consisting of three or more
POLYTONAL contrasting sections in which one section recurs,
Music in which two or more tonalities (keys) such as ABACA.
sound simultaneously.
RUBRIC
PRESENT Established, ordered set of criteria for judging
Share artistic work (e.g., a composition) with student performance; includes descriptors of
others. student work at various levels of achievement.

PROGRAM SCALE
Presentation of a sequence of musical works that Pattern of pitches arranged in ascending or
can be performed by individual musicians or descending order and identified by their specific
groups in a concert, recital, or other setting. arrangement of whole and half steps.

PURPOSE SCORE
Reason for which music is created, such as, Written notation of an entire music composition.
ceremonial, recreational/social, commercial, or
generalized artistic expression. SECTION
One of a number of distinct segments that
REFINE together comprise a composition; a section
Make changes in musical works or performances consists of several phrases.
to more effectively realize intent through
technical quality or expression. SELECT
Choose music for performing, rehearsing, or
REPERTOIRE responding based on interest, knowledge, ability,
Body or set of musical works that can be and context.
performed.
SENSITIVITY
RESPOND Skill of a creator, performer, or listener in
Understand and evaluate how the arts convey responding to and conveying the nuances of
meaning. sound or expression.

SET
Sequence of songs or pieces performed together
by a singer, band, or disc jockey and constituting
or forming part of a live show or recording.

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SETTING STANDARD NOTATION
Specified or implied instrumentation, voicing, or System for visually representing musical sound
orchestration of a musical work. that is in widespread use; such systems include
traditional music staff notation, tablature
SETTING OF THE TEXT notation (primarily for fretted stringed
Musical treatment of text as presented in the instruments), and lead-sheet notation.
music.
STORYLINE
SHARE Extra-musical narrative that inspires or explains
Present artistic work (e.g., a composition) to the structure of a piece of music.
others.
STROPHIC FORM
SIGHT-READING Vocal music in which the music repeats with a
First attempt to perform a notated musical work. new set of text each time.

SIMPLE FORMAL STRUCTURE STRUCTURAL

Musical form with a small number of distinct or (See S T R U C T U R E ).
clearly delineated sections, (such as simple
binary, ternary, or other novel design), using STRUCTURE
closely related rhythmic, melodic, and harmonic Totality of a musical work.
materials across the sections.
STYLE
SOCIAL CONTEXT Label for a type of music possessing
Environment surrounding something or distinguishing characteristics and often
someone’s creation or intended audience that performance practices associated with its
reflects and influences how people use and historical period, cultural context, and/or genre.
interpret the musical experience.
STYLISTIC EXPRESSION
SONIC EVENTS Interpretation of expressive qualities in a
Individual sounds (or sound masses) and manner that is authentic and appropriate to the
silences whose succession forms patterns and genre, historical period, and cultural context of
contrasting units that are perceived as musical. origin.

SONIC EXPERIENCE TABLATURE

Perception and understanding of the sounds and System of graphic standard notation, commonly
silences of a musical work and their inter- used for fretted stringed instruments, in which a
relationship. diagram visually represents both the fret board
and finger placement on the fret board.
STAGE PRESENCE
Performer’s ability to convey music content to a TEACHER-PROVIDED CRITERIA
live audience through traits such as personal Qualities or traits for assessing achievement
knowledge of the repertoire, exhibited level that are provided to students by the
confidence, decorum, eye contact and facial teacher.
expression.
TECHNICAL ASPECTS
STAGING Characteristics enabling the accurate
Environmental considerations, such as lighting, representation/presentation of musical ideas.
sound, seating arrangement, and visual
enhancements, that contribute to the impact of a
musical performance.

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TECHNICAL CHALLENGES TIMBRE
Requirements of a particular piece of music that Tone color or tone quality that distinguishes one
stretch or exceed a performer’s current level of sound source, instrument, or voice from
proficiency in technical areas such as timbre, another.
intonation, diction, range, or speed of execution.
TONAL PATTERN
TECHNICAL ACCURACY, TECHNICAL Grouping, generally brief, of tones or pitches.
SKILL
Ability to perform with appropriate timbre, TONALITY
intonation, and diction as well as to play or sing Tonic or key tone around which a piece of music
the correct pitches and rhythms at a tempo is centered.
appropriate to the musical work.
TRANSFER
TEMPO Use music knowledge and skills appropriately in
Rate or speed of the beat in a musical work or a new context.
performance.
UNITY
TENSION/RELEASE Presence of structural coherence within a work,
Musical device (musical stress, instability, or generally achieved through the repetition of
intensity, followed by musical relaxation, various elements of music (See V A R I E T Y ).
stability, or resolution) used to create a flow of
feeling. VARIETY
Presence of structural contrast within a work for
TERNARY FORM the purpose of creating and sustaining interest,
(See A B A ). generally achieved through utilizing variations in
the treatment of the elements of music (See
TEXTURE U N I T Y ).
Manner in which the harmonic (vertical) and
melodic (horizontal) elements are combined to VENUE
create layers of sound. Physical setting in which a musical event takes
place.
THEME AND VARIATIONS
Musical form in which a melody is presented VOCABLES
and then followed by two or more sections Audible sounds and/or nonsense syllables used
presenting variations of that melody. by vocalists to convey musical ideas or intent.

THEORETICAL VOCALIZATIONS
(See F U N D A M E N T A L S O F M U S I C Vocal exercises that include no text and are sung
T H E O R Y ). to one or more vowels.

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REFERENCES

Americans for the Arts

www.americansforthearts.org

Graphic: Playlist by Mike Rowe from the Noun Project

www.thenounproject.com

The Kennedy Center

education.kennedy-center.org//education/ceta/arts_integration_definition.pdf

Media Arts
www.mediaartseducation.org

National Association for Music Education

www.nafme.org

National Coalition for Core Arts Standards

www.nationalartsstandards.org

State Education Agency Directors of Arts Education

seadae.org

The John F. Kennedy Center for the Performing Arts

www.kennedy-center.org/

Wiggins, Grant and McTighe, Jay (2005). Understanding by Design Association for Supervision &
Curriculum Development (2nd ed.).
ecosensing.org/wp-content/uploads/2015/11/Understanding-by-Design-Expanded-2nd-Edition.pdf

Source: Miss. Code Ann. §37-1-3

Mississippi College- and Career-Readiness ARTS LEARNING STANDARDS for M U S I C | 174