Courses of Study

1) Explore and experience music concepts.

2) Generate musical ideas.

3) Demonstrate and choose favorite musical ideas.

4) Organize personal musical ideas using iconic notation and/or recording technology, with guidance.

5) Apply personal, peer, and teacher feedback in refining personal musical ideas.

6) Demonstrate a final version of personal musical ideas to peers.

7) Demonstrate and state personal interest in varied musical selections.

8) Explore and achieve awareness of music contrasts in a variety of music selected for performance.

9) Demonstrate awareness of expressive qualities that support the creators' expressive intent.

10) Apply personal, teacher, and peer feedback to refine performances.

11) Use suggested strategies in rehearsal to improve the expressive qualities of music.

12) Perform music with expression.

13) Perform appropriately for the audience.

14) List personal interests and experiences and demonstrate why they prefer some music selections over others.

15) Demonstrate how a specific music concept is used in music.

16) Demonstrate awareness of expressive qualities that reflect creators'/performers' expressive intent.

17) Apply personal and expressive preferences in the evaluation of music.

18) Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.

1) Create musical ideas for a specific purpose.

2) Generate musical ideas in multiple tonalities and meters.

3) Demonstrate and discuss personal reasons for selecting musical ideas that represent expressive intent.

4) Organize personal musical ideas using iconic notation and/or recording technology.

5) Discuss and apply personal, peer, and teacher feedback to refine personal musical ideas.

6) Convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience.

7) Demonstrate and discuss personal interest in, knowledge about, and purpose of varied musical selections.

8) Demonstrate knowledge of music concepts in music from a variety of cultures selected for performance.

9) Read and perform rhythmic patterns using iconic or standard notation.

10) Demonstrate and describe music's expressive qualities.

11) Apply personal, teacher, and peer feedback to refine performances.

12) Recall and apply suggested strategies in rehearsal.

13) Perform music for a specific purpose with expression.

14) Perform appropriately for the audience and specific occasion.

15) Identify and demonstrate how personal interests and experiences influence musical selection for specific purposes.

16) Demonstrate and identify how specific music concepts are used in various styles of music for a purpose.

17) Demonstrate and identify expressive qualities that reflect creators'/performers' expressive intent.

18) Apply personal and expressive preferences in the evaluation of music for specific purposes.

19) Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.

1) Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.

2) Generate musical patterns and ideas within the context of a given tonality and meter.

3) Demonstrate and explain personal reasons for selecting patterns and ideas for music that represent expressive intent.

4) Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas.

5) Interpret and apply personal, peer, and teacher feedback to revise personal music.

6) Convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience.

7) Demonstrate and explain personal interest in, knowledge about, and purpose of varied musical selections.

8) Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.

9) Read and perform rhythmic and melodic patterns using iconic or standard notation.

10) Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.

11) Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances.

12) Identify, rehearse, and apply strategies to address interpretive, performance, and technical challenges of music.

13) Perform music for a specific purpose with expression and technical accuracy.

14) Perform appropriately for the audience, purpose, and specific occasion.

15) Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes.

16) Demonstrate and describe how a response to music can be informed by its structure, the use of the elements of music, and context (such as personal and social).

17) Demonstrate knowledge of music concepts and how they support creators'/performers' expressive intent.

18) Apply personal and expressive preferences in the evaluation of music for specific purposes.

19) Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.

1) Improvise rhythmic and melodic ideas and describe connection to specific purpose and context.

2) Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.

3) Demonstrate selected musical ideas for a simple improvisation or composition to express intent and describe connection to a specific purpose and context.

4) Use standard and/or iconic notation and/or recording technology to document personal rhythmic and melodic musical ideas.

5) Evaluate, refine, and document revisions to personal musical ideas, applying teacher-provided and collaboratively-developed criteria and feedback.

6) Present the final version of personally created music to others and describe its expressive intent.

7) Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context.

8) Demonstrate understanding of the structure in music selected for performance.

9) Read and perform rhythmic patterns and melodic phrases using iconic and standard notation.

10) Describe how context can inform a performance.

11) Demonstrate and describe how intent is conveyed through expressive qualities (such as dynamics and tempo).

12) Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate accuracy of ensemble performances.

13) Rehearse to refine technical accuracy, expressive qualities, and identified performance challenges.

14) Perform music with expression and technical accuracy.

15) Demonstrate performance decorum and audience etiquette appropriate for the context and venue.

16) Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes.

17) Demonstrate and describe how a response to music can be informed by its structure, the use of the elements of music, and context.

18) Demonstrate and describe how expressive qualities are used in performers' interpretations to reflect expressive intent.

19) Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

20) Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social and cultural purposes and contexts.

2) Generate musical ideas within related tonalities and meters.

3) Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent and explain the connection to purpose and context.

4) Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas.

5) Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively-developed criteria and feedback to show improvement over time.

6) Present the final version of personally created music to others and explain expressive intent.

7) Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, context, and technical skill.

8) Demonstrate understanding of the formal structure and the rudimentary elements of music in music selected for performance.

9) Read and perform with increased fluency, using iconic and/or standard notation.

10) Explain how context informs a performance.

11) Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities.

12) Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate accuracy and expressiveness of ensemble and personal performances.

13) Rehearse to refine technical accuracy and expressive qualities and address performance challenges.

14) Perform music, alone or with others, with expression and technical accuracy.

15) Demonstrate performance decorum and audience etiquette appropriate for the context, venue, and genre.

16) Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

17) Demonstrate and explain how responses to music are informed by its structure, the use of the elements of music, and context.

18) Demonstrate and explain how expressive qualities, including dynamics and tempo, are used in performers' and personal interpretations to reflect expressive intent.

19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

20) Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.

1) Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social, cultural, and historical purposes and contexts.

2) Generate musical ideas within specific related tonalities, meters, and simple chord changes.

3) Demonstrate selected and developed musical ideas for improvisations, arrangements, or compositions to express intent, and explain connection to purpose and context.

4) Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and two-chord harmonic musical ideas.

5) Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively-developed criteria and feedback, and explain rationale for changes.

6) Present to others the final version of personal created music that demonstrates craftsmanship, and explain connection to expressive intent.

7) Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, and context, as well as their own and others' technical skill.

8) Demonstrate understanding of the formal and harmonic structure created by the elements of music in music selected for performance.

9) When analyzing selected music, read and perform using standard notation.

10) Explain how context (such as social, cultural, and historical) informs performances.

11) Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities that reflect stylistic performance practices.

12) Apply teacher-provided and established criteria and feedback to evaluate the accuracy and expressiveness of ensemble and personal performances.

13) Rehearse to refine technical accuracy and expressive qualities in order to address challenges and show improvement over time.

14) Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation.

15) Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre, and style.

16) Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

17) Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context.

18) Demonstrate and explain how expressive qualities, including dynamics, tempo, and articulation, are used in performers' and personal interpretations to reflect expressive intent.

19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

20) Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.

1) Generate simple rhythmic, melodic, and harmonic phrases within AB and ABA forms that convey expressive intent.

1) Compose and improvise melodic and rhythmic ideas or motives that reflect characteristics of music or texts studied in rehearsal.

1) Compose and improvise ideas for melodies and rhythmic passages based on characteristics of music or texts studied in rehearsal.

1) Compose and improvise melodies, rhythmic passages, and arrangements for specific purposes that reflect characteristics of music from a variety of historical periods studied in rehearsal.

1) Compose and improvise ideas for arrangements, sections, and short compositions for specific purposes that reflect characteristics of music from a variety of cultures studied in rehearsal.

1) Compose and improvise musical ideas for a variety of purposes and contexts.

1) Generate melodic, rhythmic, and harmonic ideas for simple melodies (such as two-phrase) and chordal accompaniments for given melodies.

1) Generate melodic, rhythmic, and harmonic ideas for melodies (created over specified chord progressions or AB/ABA forms) and two- and three-chord accompaniments for given melodies.

1) Generate melodic, rhythmic, and harmonic ideas for compositions (using forms such as theme and variation or 12-bar blues), improvisations, and three-or-more-chord accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger picking patterns).

1) 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.

1) 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.

1) Generate melodic, rhythmic and harmonic ideas, for compositions or improvisations using digital tools.

1) Generate melodic, rhythmic, and harmonic ideas for compositions and improvisations using digital tools and resources.

1) Generate melodic, rhythmic, and harmonic ideas for compositions and improvisations that incorporate digital tools, resources, and systems.

1) Describe how sounds and short musical ideas can be used to represent personal experiences, moods, visual images, and/or storylines.

1) Describe and demonstrate how sounds and musical ideas can be used to represent sonic events, memories, visual images, concepts, texts, or storylines.

1) Describe and demonstrate multiple ways in which sounds and musical ideas can be used to represent extended sonic experiences or abstract ideas.

2) 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.

2) Select and draft melodic and rhythmic ideas or motives that demonstrate understanding of the characteristics of music or texts studied in rehearsal.

2) Select and draft melodies and rhythmic passages that demonstrate understanding of characteristics of music or texts studied in rehearsal.

2) Select and draft melodies, rhythmic passages, and arrangements for specific purposes that demonstrate understanding of characteristics of music from a variety of historical periods studied in rehearsal.

2) Select and develop arrangements, sections, and short compositions for specific purposes that demonstrate understanding of characteristics of music from a variety of cultures studied in rehearsal.

2) Select and develop composed and improvised ideas into draft musical works organized for a variety of purposes and contexts.

2) 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.

2) Select, develop, and use standard notation or audio/video recording to document melodic, rhythmic, and harmonic ideas to draft simple melodies (created over specified chord progressions or AB/ABA forms) and two- and three-chord accompaniments for given melodies.

2) Select, develop, and use standard notation or audio/video recording to document melodic, rhythmic, and harmonic ideas to draft simple melodies (using forms such as theme and variation or 12-bar blues), improvisations, and three-or-more-chord accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger picking patterns).

2) 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.

2) 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.

2) Select melodic, rhythmic and harmonic ideas, using digital tools and resources.

2) Select melodic, rhythmic, and harmonic ideas to develop into a larger work that exhibits unity and variety using digital and analog tools.

2) 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.

2) Assemble and organize sounds or short musical ideas to create initial expressions of selected experiences, moods, images, or storylines.

2) Assemble and organize multiple sounds or musical ideas to create initial expressive statements of selected sonic events, memories, images, concepts, texts, or storylines.

2) Assemble and organize multiple sounds or extended musical ideas to create initial expressive statements of selected extended sonic experiences or abstract ideas.

3) 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.

3) Preserve draft compositions and improvisations through standard notation and audio recording with guidance.

3) Preserve draft compositions and improvisations through standard notation and audio recording with limited guidance.

3) Preserve draft compositions and improvisations through standard notation and audio recording.

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

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

3) Apply teacher-provided criteria to critique, improve, and refine drafts of simple melodies (such as two-phrase) and chordal accompaniments for given melodies.

3) Apply teacher-provided criteria to critique, improve, and refine drafts of melodies (created over specified chord progressions or AB/ABA forms) and two- and three-chord accompaniments for given melodies.

3) Develop and apply criteria to critique, improve, and refine drafts of compositions (using forms such as theme and variation or 12-bar blues), improvisations, and three-or-more-chord accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger picking patterns).

3) 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.

3) 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.

3) Identify and implement rehearsal strategies to improve the technical and expressive aspects of prepared and improvised performances in a varied repertoire of music.

3) Develop and implement varied strategies to improve and refine the technical and expressive aspects of draft compositions and improvisational skills.

3) Develop and implement varied strategies and apply appropriate criteria to improve and refine the technical and expressive aspects of draft compositions and improvisations.

3) 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).

3) 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).

3) Analyze and demonstrate the development of sounds and extended musical ideas in drafts of music within a variety of moderately complex or complex forms.

4) Evaluate their own work, applying teacher-provided criteria, such as application of selected elements of music and use of sound sources.

4) Evaluate and refine draft compositions and improvisational skills based on knowledge and teacher-provided criteria.

4) Evaluate and refine draft compositions and improvisational skills based on knowledge, skill, and collaboratively-developed criteria.

4) Evaluate and refine draft melodies, rhythmic passages, arrangements, and improvisational skills based on established criteria.

4) Evaluate and refine draft arrangements, sections, short compositions, and improvisations based on personally-developed criteria, including the extent to which they address identified purposes.

4) Evaluate and refine varied draft musical works based on appropriate criteria.

4) 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.

4) Share final versions of melodies (created over specified chord progressions or AB/ABA forms) and and two- to three-chord accompaniments for given melodies, demonstrating an understanding of how to develop and organize personal musical ideas.

4) Perform final versions of compositions (using forms such as theme and variation or 12-bar blues), improvisations, 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.

4) 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.

4) 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.

4) 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 the development and organization of musical ideas in developing and organizing musical ideas.

4) 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.

4) 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.

4) Identify, describe, and apply teacher-provided criteria to assess and refine the technical and expressive aspects of evolving drafts leading to final versions.

4) 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.

4) Research, identify, explain, and apply personally-developed criteria to assess and refine the technical and expressive aspects of evolving drafts leading to final versions.

5) Describe the rationale for making revisions to music based on evaluation criteria and feedback from their teacher.

5) 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.

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

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

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

5) Share varied, personally-developed musical works, individually or as an ensemble, that address identified purposes and contexts.

5) Describe and demonstrate how a varied repertoire of music that includes melodies, chordal accompaniments, and repertoire pieces is selected, based on personal interest, music reading skills, and technical skill, as well as the context of the performances.

5) Describe and demonstrate how a varied repertoire of music 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.

5) Explain the criteria used when selecting a varied repertoire of music for individual or small group performances that includes melodies, improvisations, repertoire pieces, and chordal accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger picking patterns).

5) Develop and apply criteria for selecting a varied repertoire of music for individual and small group performances that includes melodies, improvisations, repertoire pieces, and chordal accompaniments in a variety of styles.

5) 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.

5) 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.

5) 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.

5) 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.

5) Share music through the use of notation, performance, or technology, and demonstrate how the elements of music have been employed to realize expressive intent.

5) 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.

5) 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.

6) 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.

6) 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.

6) 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.

6) Explain the criteria used to select a varied repertoire of music 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.

6) 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.

6) 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.

6) Identify prominent melodic and harmonic characteristics in a varied repertoire of music selected for performance, including some based on reading standard notation.

6) Identify prominent melodic, harmonic, and structural characteristics and context (social, cultural, or historical) in a varied repertoire of music that includes melodies, chordal accompaniments, and repertoire pieces selected for performance, including some based on reading standard notation.

6) Identify and describe important theoretical and structural characteristics and context (social, cultural, or historical) in a varied repertoire of music that includes melodies, improvisations, repertoire pieces, and chordal accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger picking patterns).

6) 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.

6) 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.

6) Describe how context, structural aspects of the music, and digital media/tools inform prepared and improvised performances.

6) Describe and demonstrate how context, theoretical and structural aspects of the music, and digital media/tools inform and influence prepared and improvised performances.

6) Examine, evaluate, and critique how context, theoretical and structural aspects of the music, and digital media/tools inform and influence prepared and improvised performances.

6) Describe the given context and performance medium for presenting personal works, and how they impact the final composition and presentation.

6) Describe the selected contexts and performance mediums for presenting personal works, and explain why they successfully impact the final composition and presentation.

6) 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.

7) Apply teacher-provided criteria for selecting music to perform for a specific purpose and/or context and explain why each selection was chosen.

7) Demonstrate how knowledge of formal aspects in musical works informs prepared or improvised performances.

7) Demonstrate how the setting and formal characteristics of musical works contribute to understanding the context of the music in prepared or improvised performances.

7) Demonstrate understanding of characteristics of music from a variety of cultures studied in rehearsal.

7) 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.

7) Examine, evaluate, and critique how the structure and context impact and inform prepared and improvised performances.

7) Demonstrate and describe in interpretations an understanding of the context and expressive intent in a varied repertoire of music selected for performance.

7) Demonstrate and describe interpretations and understandings of the context (social, cultural, or historical) and expressive intent in a varied repertoire of music selected for performance that includes melodies, chordal accompaniments, and repertoire pieces.

7) Describe in interpretations the context (social, cultural, or historical) and expressive intent in a varied repertoire of music selected for performance that includes melodies, improvisations, repertoire pieces, and chordal accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger picking patterns).

7) 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.

7) 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.

7) Demonstrate how understanding the context, expressive challenges, and use of digital tools in a varied repertoire of music influences prepared or improvised performances.

7) 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.

7) 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 performers' ability to connect with audiences.

7) 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).

7) 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.

7) 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.

8) Explain how the structure and the elements of music are used in music selected for performance.

8) Identify expressive qualities in a varied repertoire of music that can be demonstrated through prepared and improvised performances.

8) Demonstrate understanding and application of expressive qualities in a varied repertoire of music through prepared and improvised performances.

8) Demonstrate an understanding of context in a varied repertoire of music through prepared and improvised performances.

8) 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.

8) 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.

8) Apply teacher-provided criteria to critique individual performances of a varied repertoire of music that includes melodies, chordal accompaniments, and repertoire pieces selected for performance, and apply practice strategies to address performance challenges and refine the performances.

8) Apply teacher-provided criteria to critique individual performances of a varied repertoire of music that includes melodies, chordal accompaniments, and repertoire pieces selected for performance, and identify practice strategies to address performance challenges and refine the performances.

8) Develop and apply criteria to critique individual and small group performances of a varied repertoire of music that includes melodies, improvisations, repertoire pieces, 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.

8) 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.

8) 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.

8) Identify and implement rehearsal strategies that improve the technical and expressive aspects of prepared and improvised performances in a varied repertoire of music.

8) 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.

8) 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 performance.

8) Analyze how the elements of music (including form) of selected works relate to style and mood, and explain the implications for rehearsal or performance.

8) 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.

8) 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.

9) Read and identify by name or function standard symbols for rhythm, pitch, articulation, and dynamics.

9) Use self-reflection and peer feedback to refine individual and ensemble performances of a varied repertoire of music.

9) Develop strategies to address technical challenges in music and evaluate their success using feedback from ensemble peers and other sources to refine performances.

9) 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.

9) Develop and apply appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music, and evaluate their success.

9) Develop, apply, and refine appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music.

9) Perform with expression and technical accuracy in individual performances of a varied repertoire of music that includes melodies, chordal accompaniments, and repertoire pieces, demonstrating understanding of the audience and the context.

9) Perform with expression and technical accuracy in individual performances of a varied repertoire of music that includes melodies, chordal accompaniments, and repertoire pieces, demonstrating sensitivity to the audience and an understanding of the context (social, cultural, or historical).

9) Perform with expression and technical accuracy, in individual and small group performances, a varied repertoire of music that includes melodies, improvisations, repertoire pieces, 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).

9) 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).

9) 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).

9) Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music.

9) Using digital tools and resources, demonstrate technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music.

9) 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.

9) 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.

9) 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.

9) 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.

10) Identify how cultural and historical contexts inform performances.

10) Demonstrate technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music.

10) Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of music representing diverse cultures and styles.

10) Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music.

10) 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.

10) Demonstrate an understanding and mastery of the technical demands and expressive qualities of the music through prepared and improvised performances of a varied repertoire in multiple types of ensembles.

10) Demonstrate and describe reasons for selecting music, based on characteristics found in the music and connections to interest, purpose, or personal experience.

10) Explain reasons for selecting music, citing characteristics found in the music and connections to interest, purpose, and context.

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

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

10) Select, describe, and compare a variety of individual and small group musical programs from varied cultures, genres, and historical periods.

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

10) Demonstrate an understanding of the expressive intent.

10) Demonstrate an ability to connect with audience members before a performance and respond to them during prepared and improvised performances.

10) Create rehearsal plans for works, identifying repetition and variation within the form.

10) 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.

10) 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.

11) Perform a selected piece of music demonstrating how their interpretations of the elements of music and the expressive qualities convey intent.

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

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

11) Demonstrate an understanding of expressive intent by connecting with an audience through prepared and improvised performances.

11) Demonstrate an understanding of intent as a means for connecting with an audience through prepared and improvised performances.

11) Demonstrate an ability to connect with audience members through prepared and improvised performances.

11) Demonstrate and explain, citing evidence, similarities and contrasts in musical selections and how these and knowledge of the context (social or cultural) inform the response.

11) Describe how the ways that elements of music are manipulated and knowledge of the context (social and cultural) inform the response.

11) Compare passages in musical selections and explain how the elements of music and context (social, cultural, or historical) inform the response.

11) Explain how the analysis of the structures and context (social, cultural, and historical) of contrasting musical selections informs the response.

11) 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.

11) Cite reasons for choosing music based on the use of the elements of music, digital and electronic aspects, and connections to interest or purpose.

11) 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.

11) 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.

11) Using established criteria and feedback, identify the way(s) in which performances convey the elements of music, style, and mood.

11) Identify the ways in which performances convey the formal design, style, and historical/cultural context of the works.

11) 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.

12) Identify and apply teacher-provided criteria to rehearse and refine music, and to determine when a piece is ready to perform.

12) Identify reasons for selecting music based on characteristics found in the music, connection to interest, and purpose or context.

12) Explain reasons for selecting music, citing characteristics found in the music and connections to interest, purpose, and context.

12) Apply criteria to select music for specified purposes, supporting choices by citing characteristics found in the music and connections to interest, purpose, and context.

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

12) 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.

12) 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.

12) 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.

12) 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), the setting of the text (when appropriate), and outside sources.

12) 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.

12) 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.

12) Explain how knowledge of the structure (similarities and contrasts), technological aspects, and purpose of the music informs the audience's or performer's response.

12) Explain how an analysis of the structure, context, and technological aspects of the music informs the audience's or performer's response.

12) Demonstrate and justify how an analysis of the structural characteristics, context, and technological and creative decisions informs audience or performer's interest in and response to the music.

12) Identify and implement strategies for improving the technical and expressive aspects of multiple works.

12) Identify and implement strategies for improving the technical and expressive aspects of varied works.

12) Identify, compare, and implement strategies for improving the technical and expressive aspects of multiple contrasting works.

13) Perform music with technical accuracy to convey the creator's intent.

13) Identify how knowledge of context and the use of similarities and contrasts impact responses to music.

13) Describe how understanding context and the way the elements of music are manipulated inform responses to music.

13) Explain how the analysis of passages and understanding the way elements of music are manipulated inform responses to music.

13) Explain how the analysis of structures and contexts inform the response to music.

13) Demonstrate and justify how the analysis of structures, contexts, and performance decisions informs responses to music.

13) Identify and describe how interest, experiences, and contexts (personal or social) affect the evaluation of music.

13) Explain the influence of experiences and contexts (personal, social, or cultural) on interest in and the evaluation of a varied repertoire of music.

13) Develop and apply teacher-provided criteria based on personal preference, analysis, and context (personal, social, and cultural) to evaluate individual and small group musical selections for listening.

13) 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.

13) 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.

13) 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.

13) 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.

13) Examine, cite research and use 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.

13) Share live or recorded performances of works (both personal and others') and explain how the elements of music are used to convey intent.

13) 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.

13) 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.

14) Demonstrate performance decorum and audience etiquette appropriate for context, venue, genre, style, and purpose.

14) 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.

14) 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.

14) Explain and support interpretations of the expressive intent and meaning of musical works citing as evidence the treatment of the elements of music, contexts, the setting of the text (when appropriate), and varied researched sources.

14) 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 research sources.

14) Justify interpretations of the expressive intent and meaning of musical works by comparing and synthesizing varied researched sources, including reference to other art forms.

14) Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.

14) Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.

14) Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.

14) Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.

14) Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.

14) Evaluate music using criteria based on analysis, interpretation, digital and electronic features, and personal interests.

14) Apply criteria to evaluate music based on analysis, interpretation, artistic intent, digital, electronic, and analog features, and musical qualities.

14) 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.

14) Identify how compositions are appropriate for an audience or context, and how this will shape future compositions.

14) Explain how compositions are appropriate for both audience and context, and how this will shape future compositions.

14) Explain how compositions are appropriate for a variety of audiences and contexts, and how this will shape future compositions.

15) Select music to listen to and explain the connections to interests or experiences for a specific purpose.

15) Identify and describe the effect of interest, experience, analysis, and context on the evaluation of music.

15) Explain the influence of experiences, analysis, and context on interest in and evaluation of music.

15) Evaluate works and performances based on personally-developed or collaboratively-developed criteria, including analysis of the structure and context.

15) Evaluate works and performances based on research as well as personally-developed and collaboratively-developed criteria, including analysis and interpretation of the structure and context.

15) Develop and justify evaluations of music, concert programming, and performances based on criteria, personal decision-making, research, and understanding of contexts.

15) Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.

15) Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.

15) Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.

15) 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.

15) 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.

15) Apply researched or personally-developed criteria to select music that expresses personal experience experiences and interests, visual images, concepts, texts, or storylines in moderately complex or complex forms, and describe and justify the choices as models for composition.

16) Describe how the elements of music and expressive qualities relate to the structure of musical pieces.

16) Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.

16) Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.

16) Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.

16) Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.

16) Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.

16) 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.

16) 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.

16) 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 a composer, performer, and/or listener.

17) Identify the context of music from a variety of genres, cultures, and historical periods.

17) 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.

17) Develop and support interpretations of varied works, demonstrating an understanding of the composer's' intent by citing the use of elements of music (including form), compositional techniques, and the style/genre and context of each work.

17) 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.

18) 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.

18) Describe the effectiveness of the technical and expressive aspects of selected music and performances, demonstrating understanding of fundamentals of music theory.

18) 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.

18) 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.

19) Apply teacher-provided criteria to evaluate musical works or performances.

19) Describe the way(s) in which critiquing others' work and receiving feedback from others can be applied in the personal creative process.

19) Describe ways in which critiquing others' work and receiving feedback from others have been specifically applied in the personal creative process.

19) Describe and evaluate ways in which critiquing others' work and receiving feedback from others have been specifically applied in the personal creative process.

20) Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.

20) Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.

20) Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.

20) Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.

1) Generate rhythmic, melodic, and harmonic phrases and variations over harmonic accompaniments within AB, ABA, or theme and variation forms that convey expressive intent.