Standards - Arts Education

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

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).

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

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.

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

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

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

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

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

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.

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.

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.

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

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

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

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

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).

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.

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.

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

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.

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.

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.

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.

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

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

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.

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

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.

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.

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.

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.

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

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

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