CREATING. Imagine Generate musical ideas for various purposes and contexts. Pre K K MU:Cr1.1.4b Generate musical

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1 CREATING Imagine Generate musical ideas for various purposes and contexts. Common Anchor #1 Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians work emerge from a variety of sources. MU:Cr1.1.PKa guidance, explore and experience a variety of Essential Question: How do musicians generate creative ideas? MU:Cr1.1.Ka With MU:Cr1.1.1a With MU:Cr1.1.2a MU:Cr1.1.3a MU:Cr1.1.4a MU:Cr1.1.5a MU:Cr1.1.6a MU:Cr1.1.7a guidance, explore Improvise Improvise rhythmic Improvise rhythmic, Improvise rhythmic, Generate simple Generate rhythmic, and experience create musical rhythmic and and melodic ideas, melodic, and melodic, and rhythmic, melodic, melodic, and music concepts ideas (such as melodic patterns and describe harmonic ideas, harmonic ideas, and harmonic harmonic phrases (such as beat and answering a and musical ideas connection to and explain and explain phrases within AB and variations over melodic contour). musical question) for a specific specific purpose connection to connection to and ABA forms harmonic for a specific purpose. and context (such specific purpose specific purpose that convey accompaniments purpose. as personal and and context (such and context (such within AB, ABA, or social). as social and as social, cultural, theme and cultural). and historical). variation forms that convey MU:Cr1.1.Kb With guidance, generate musical ideas (such as movements or motives). MU:Cr1.1b With generate musical ideas in multiple tonalities (such as major and minor) and meters (such as duple and triple). MU:Cr1.1.2b Generate musical patterns and ideas within the context of a given tonality (such as major and minor) and meter (such as duple and triple). MU:Cr1.1.3b Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter. MU:Cr1.1.4b Generate musical ideas (such as rhythms, melodies, and simple accompaniment patterns) within related tonalities (such as major and minor) and meters. MU:Cr1.1.5b Generate musical ideas (such as rhythms, melodies, and accompaniment patterns) within specific related tonalities, meters, and simple chord changes. MU:Cr1.1.8a Generate rhythmic, melodic and harmonic phrases and harmonic accompaniments within expanded forms (including introductions, transitions, and codas) that convey. Plan and Make Select and develop musical ideas for defined purposes and contexts

2 Common Anchor #2 Enduring Understanding: Musicians creative choices are influenced by their expertise, context, and MU:Cr2.1.PKa - guidance, explore favorite musical ideas (such as movements, vocalizations, or instrumental accompaniments). Essential Question: How do musicians make creative decisions? MU:Cr2.1.Ka With guidance, demonstrate and choose favorite musical ideas. MU:Cr2.1.PKb guidance, select and keep track of the order for performing original musical ideas, using iconic notation and/or recording technology. MU:Cr2.1.Ka With guidance, organize personal musical ideas using iconic notation and/or recording technology. MU:Cr2.1.1a With demonstrate and discuss personal reasons for selecting musical ideas that represent MU:Cr2.1.1b With use iconic or standard notation and/or recording technology to document and organize personal musical ideas. MU:Cr2.1.2a and explain personal reasons for selecting patterns and ideas for music that represent MU:Cr2.1.2b Use iconic or standard notation and/or recording technology to combine, sequence, and musical ideas. MU:Cr2.1.3a selected musical ideas for a simple improvisation or composition to express intent, and describe connection to a specific purpose and context. MU:Cr2.1.3b Use standard and/or iconic notation and/or recording technology to rhythmic and melodic musical ideas. MU:Cr2.1.4a selected and organized musical ideas for an improvisation, arrangement, or composition to express intent, and explain connection to purpose and context. MU:Cr2.1.4b Use standard and/or iconic notation and/or recording technology to rhythmic, melodic, and simple harmonic musical ideas. MU:Cr2.1.5a selected and developed musical ideas for improvisations, arrangements, or compositions to express intent, and explain connection to purpose and context. MU:Cr2.1.5b Use standard and/or iconic notation and/or recording technology to rhythmic, melodic, and two-chord harmonic musical ideas. MU:Cr2.1.6a Select, organize, construct, and musical ideas for arrangements and compositions within AB or ABA form that demonstrate an effective beginning, middle, and ending, and convey MU:Cr2.1.6b Use standard and/or iconic notation and/or audio/ video recording to simple rhythmic phrases, melodic phrases, and twochord harmonic musical ideas. MU:Cr2.1.7a Select, organize, develop and musical ideas for arrangements, songs, and compositions within AB, ABA, or theme and variation forms that demonstrate unity and variety and convey MU:Cr2.1.7b Use standard and/or iconic notation and/or audio/ video recording to simple rhythmic phrases, melodic phrases, and harmonic sequences. 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, balance, and convey MU:Cr2.1.8b Use standard and/or iconic notation and/or audio/ video recording to rhythmic phrases, melodic phrases, and harmonic sequences.

3 Common Anchor #3 Evaluate and Refine Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria. Enduring Understanding: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question: How do musicians improve the quality of their creative work? MU:Cr3.1.PKa MU:Cr3.1.Ka - MU:Cr3.1.1a With MU:Cr3.1.2a MU:Cr3.1.3a MU:Cr3.1.4a MU:Cr3.1.5a MU:Cr3.1.6a MU:Cr3.1.7a With guidance, Interpret and apply Evaluate, refine, Evaluate, refine, Evaluate, refine, Evaluate their own Evaluate their own guidance, consider apply personal, discuss and apply personal, peer, and and document and document and document work, applying work, applying personal, peer, and peer, and teacher personal, peer, and teacher feedback to revisions to revisions to revisions to teacher-provided selected criteria teacher feedback feedback in teacher feedback to revise personal personal musical personal music, personal music, criteria such as such as appropriate when refining personal refine personal ideas, applying applying teacherprovided applying teacher- application of application of demonstrating musical ideas. musical ideas. teacher-provided and provided and selected elements elements of music and refining and collaborativelydeveloped collaboratively- of music, and use including style, personal musical collaborativelydeveloped criteria developed criteria of sound sources. form, and use of ideas. criteria and feedback to and feedback, and sound sources. and feedback. show improvement explain rationale for over time. changes.. MU:Cr3.1.6b Describe the rationale for making revisions to the music based on evaluation criteria and feedback from their teacher. MU:Cr3.1.7b Describe the rationale for making revisions to the music based on evaluation criteria and feedback from others (teacher and peers). MU:Cr3.1.8a Evaluate their own work by selecting and applying criteria including appropriate application of compositional techniques, style, form, and use of sound sources. MU:Cr3.1.8b Describe the rationale for refining works by explaining the choices, based on evaluation criteria.

4 Present Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality. Enduring Understanding: Musicians presentation of creative work is the culmination of a process of creation and communication Essential Question: When is creative work ready to share? MU:Cr3.2.PKa guidance, share revised personal musical ideas with peers. MU:Cr3.2.Ka With guidance, demonstrate a final version of personal musical ideas to peers. MU:Cr3.2.1a With convey intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience. MU:Cr3.2.2a Convey intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience. MU:Cr3.2.3a Present the final version of personal created music to others, and describe connection to MU:Cr3.2.4a Present the final version of personal created music to others, and explain connection to MU:Cr3.2.5a Present the final version of personal created music to others that demonstrates craftsmanship, and explain connection to 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 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 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

5 PERFORMING Select Select varied musical works to present based on interest, knowledge, technical skill, and context. Common Anchor #4 Enduring Understanding: Performers interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire. MU:Pr4.1.PKa guidance, demonstrate and state preference for varied musical selections. Essential Question: How do performers select repertoire? MU:Pr4.1.Ka With guidance, demonstrate and state personal interest in varied musical selections. MU:Pr4.1.1a With demonstrate and discuss personal interest in, knowledge about, and purpose of varied musical selections. MU:Pr4.1.2a and explain personal interest in, knowledge about, and purpose of varied musical selections. MU:Pr4.1.3a and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context. MU:Pr4.1.4a and explain how the selection of music to perform is influenced by personal interest, knowledge, context, and technical skill. MU:Pr4.1.5a and explain how the selection of music to perform is influenced by personal interest, context, as well as their personal and others technical skill. 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:Pr4.1.7a Apply collaborativelydeveloped criteria for selecting music of contrasting styles for a program with a specific purpose and/or context and, after discussion, identify qualities, technical challenges, and reasons for choices. MU:Pr4.1.8a Apply personallydeveloped criteria for selecting music of contrasting styles for a program with a specific purpose and/or context, and explain qualities, technical challenges, and reasons for choices.

6 Analyze Analyze the structure and context of varied musical works and their implications for performance. Enduring Understanding: Analyzing creators context and how they manipulate elements of music provides insight into their intent and informs performance. MU:Pr4.2.PKa guidance, explore and demonstrate awareness of musical contrasts. Essential Question: How does understanding the structure and context of musical works inform performance? MU:Pr4.2.Ka With MU:Pr4.2.1a With MU:Pr4.2.2a MU:Pr4.2.3a MU:Pr4.2.4a MU:Pr4.2.5a MU:Pr4.2.6a MU:Pr4.2.7a guidance, explore Explain how Explain and and demonstrate demonstrate knowledge of music understanding of understanding of understanding of understanding the demonstrate the awareness of knowledge of music concepts (such as the structure in the structure and the structure and structure and the structure of music contrasts concepts (such as tonality and music selected for the elements of the elements of elements of music contrasting pieces (such as high/low, beat and melodic meter) in music performance. music (such as music (such as are used in music of music selected loud/soft, contour) in music from a variety of rhythm, pitch, and rhythm, pitch, selected for for performance same/different) in a from a variety of cultures selected form) in music form, and performance. and how elements variety of music cultures selected for performance. selected for harmony) in music of music are used. selected for for performance. performance. selected for performance. performance. MU:Pr4.2.8a Compare the structure of contrasting pieces of music selected for performance, explaining how the elements of music are used in each. MU:Pr4.2.1b When analyzing selected music, read and perform rhythmic patterns using iconic or standard notation. MU:Pr4.2.2b When analyzing selected music, read and perform rhythmic and melodic patterns using iconic or standard notation. MU:Pr4.2.3b When analyzing selected music, read and perform rhythmic patterns and melodic phrases using iconic and standard notation. MU:Pr4.2.4b When analyzing selected music, read and perform using iconic and/or standard notation. MU:Pr4.2.5b When analyzing selected music, read and perform using standard notation. MU:Pr4.2.6b When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch, articulation, and dynamics. MU:Pr4.2.7b When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch, articulation, dynamics, tempo, and form. MU:Pr4.2.8b When analyzing selected music, sight-read in treble or bass clef simple rhythmic, melodic, and/or harmonic notation. MU:Pr4.2.3c Describe how context (such as personal and social) can inform a performance. MU:Pr4.2.4c Explain how context (such as social and cultural) informs a performance. MU:Pr4.2.5c Explain how context (such as social, cultural, and historical) informs MU: Pr4.2.6c Identify how cultural and historical context inform MU:Pr4.2.7c Identify how cultural and historical context inform performances and result in different music interpretations. MU:Pr4.2.8c Identity how cultural and historical context inform performances and result in different musical effects.

7 Interpret Develop personal interpretations that consider creators Enduring Understanding: Performers make interpretive decisions based on their understanding of context and MU:Pr4.3.PKa guidance, explore music s qualities (such as voice quality, dynamics, and tempo). Essential Question: How do performers interpret musical works? MU:Pr4.3.Ka With MU:Pr4.3.1a MU:Pr4.3.2a MU:Pr4.3.3a MU:Pr4.3.4a MU:Pr4.3.5a MU:Pr4.3.6a MU:Pr4.3.7a guidance, and and and and Perform a selected Perform demonstrate describe music s understanding of describe how explain how intent explain how intent piece of music contrasting pieces awareness of intent is conveyed is conveyed is conveyed demonstrating how of music qualities (such as qualities (such as through through interpretive through interpretive their demonstrating their qualities (such as dynamics and dynamics and decisions and decisions and interpretations of interpretations of voice quality, tempo). tempo) and how qualities (such as the elements of the elements of dynamics, and creators use them dynamics and qualities (such as qualities (such as music and the music and tempo) that to convey tempo). dynamics, tempo, dynamics, tempo, support the and timbre). timbre, and qualities (such as qualities (such as creators articulation/style). dynamics, tempo, dynamics, tempo, timbre, timbre, articulation/style, articulation/style, and phrasing) and phrasing) convey convey 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 qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing).

8 Common Anchor #5 Rehearse, Evaluate and Refine Evaluate and refine personal and ensemble performances, individually or in collaboration with others. Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. MU:Pr5.1.PKa guidance, practice and demonstrate what they like about their own Essential Question: How do musicians improve the quality of their performance? MU:Pr5.1.Ka With MU:Pr5.1.1a With MU:Pr5.1.2a - guidance, apply Apply established personal, teacher, apply personal, criteria to judge and peer feedback teacher, and peer the accuracy, to refine feedback to refine ness, and effectiveness of MU:Pr5.1.PKb guidance, apply personal, peer, and teacher feedback to refine MU:Pr5.1.Kb With guidance, use suggested strategies in rehearsal to improve the qualities of MU:Pr5.1.1b With use suggested strategies in rehearsal to address interpretive challenges of MU:Pr5.1.2b Rehearse, identify and apply strategies to address interpretive, performance, and technical challenges of MU:Pr5.1.3a - Apply teacherprovided and collaborativelydeveloped criteria and feedback to evaluate accuracy of ensemble MU:Pr5.1.3b Rehearse to refine technical accuracy, qualities, and identified performance challenges. MU:Pr5.1.4a Apply teacher-provided and collaborativelydeveloped criteria and feedback to evaluate accuracy and ness of ensemble and personal MU:Pr5.1.4b Rehearse to refine technical accuracy and qualities, and address performance challenges. MU:Pr5.1.5a Apply teacher-provided and established criteria and feedback to evaluate the accuracy and ness of ensemble and personal MU:Pr5.1.5b Rehearse to refine technical accuracy and qualities to address challenges, and show improvement over time. MU:Pr5.1.6a 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. MU:Pr5.1.7a Identify and apply collaborativelydeveloped 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. MU:Pr5.1.8a Identify and apply personallydeveloped 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.

9 Common Anchor #6 Present Perform ly, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context. Essential Question: When is a performance judged ready to present? Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. How do context and the manner in which musical work is presented The context and how a work is presented influence the audience response. influence audience response? MU:Pr6.1.PKa With substantial guidance, perform music with expression. MU:Pr6.1.Ka With guidance, perform music with expression. MU:Pr6.1.Kb Perform appropriately for the audience. MU:Pr6.1.1a With perform music for a specific purpose with expression. MU:Pr6.1.1b Perform appropriately for the audience and purpose. MU:Pr6.1.2a Perform music for a specific purpose with expression and technical accuracy. MU:Pr6.1.2b Perform appropriately for the audience and purpose. MU:Pr6.1.3a Perform music with expression and technical accuracy. MU:Pr6.1.3b performance decorum and audience etiquette appropriate for the context and venue. MU:Pr6.1.4a Perform music, alone or with others, with expression and technical accuracy, and appropriate interpretation. MU:Pr6.1.4b performance decorum and audience etiquette appropriate for the context, venue, and genre. MU:Pr6.1.5a Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation. MU:Pr6.1.5b performance decorum and audience etiquette appropriate for the context, venue, genre, and style. MU:Pr6.1.6a Perform the music with technical accuracy to convey the creator s MU:Pr6.1.6b performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue and purpose. MU:Pr6.1.7a Perform the music with technical accuracy and stylistic expression to convey the creator s MU:Pr6.1.7b performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, and context. MU:Pr6.1.8a Perform the music with technical accuracy, stylistic expression, and culturally authentic practices in music to convey the creator s MU:Pr6.1.8b performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, context, and style.

10 RESPONDING Select Choose music appropriate for a specific purpose or context. Common Anchor #7 Enduring Understanding: Individuals' selection of musical works is influenced by their experiences, understandings, and purposes. MU:Re7.1.PKa With substantial guidance, state personal interests and demonstrate why they prefer some music selections over others. Essential Question: How do individuals choose music to experience? MU:Re7.1.Ka MU:Re7.1.1a With MU:Re7.1.2a MU:Re7.1.3a MU:Re7.1.4a MU:Re7.1.5a MU:Re7.1.6a MU:Re7.1.7a With guidance, Explain and and and and Select or choose Select or choose list personal identify and demonstrate how describe how explain how explain, citing music to listen to contrasting music interests and demonstrate how personal interests selected music selected music evidence, how and explain the to listen to and experiences and personal interests and experiences connects to and is connects to and is selected music connections to compare the demonstrate why and experiences influence musical influenced by influenced by connects to and is specific interests or connections to they prefer some influence musical selection for specific specific influenced by experiences for a specific interests or music selections selection for specific purposes. experiences, or experiences, specific specific purpose. experiences for a over others. specific purposes. purposes. purposes, or experiences, specific purpose. contexts. purposes, or contexts. 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.

11 Analyze Analyze how the structure and context of varied musical works inform the response. Enduring Understanding: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of Essential Question: How does understanding the structure and context of music inform a response? MU:Re7.2.PKa With substantial guidance, explore musical contrasts in MU:Re7.2.Ka With guidance, demonstrate how a specific music concept (such as beat or melodic direction) is used in MU:Re7.2.1a With demonstrate and identify how specific music concepts (such as beat or pitch) are used in various styles of music for a purpose. MU:Re7.2.2a Describe how specific music concepts are used to support a specific purpose in MU:Re7.2.3a 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:Re7.2.4a 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:Re7.2.5a 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:Re7.2.6a Describe how the elements of music and qualities relate to the structure of the pieces. MU:Re7.2.7a Classify and explain how the elements of music and qualities relate to the structure of contrasting pieces. MU:Re7.2.8a Compare how the elements of music and qualities relate to the structure within programs of MU:Re7.2.6b Identify the context of music from a variety of genres, cultures, and historical periods. MU:Re7.2.7b Identify and compare the context of music from a variety of genres, cultures, and historical periods. MU:Re7.2.8b Identify and compare the context of programs of music from a variety of genres, cultures, and historical periods.

12 Common Anchor #8 Interpret Support interpretations of musical works that reflect creators /performers Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their Essential Question: How do we discern the musical creators and performers intent? MU:Re8.1.PKa With MU:Re8.1.Ka MU:Re8.1.1a With MU:Re8.1.2a MU:Re8.1.3a MU:Re8.1.4a MU:Re8.1.5a MU:Re8.1.6a MU:Re8.1.7a MU:Re8.1.7a substantial With guidance, and and and Describe a Describe a personal Support personal guidance, explore demonstrate demonstrate and knowledge of describe how the explain how the explain how the personal interpretation of interpretation of music s awareness of identify music concepts interpretation of contrasting works contrasting qualities (such as qualities (such as and how they qualities (such as qualities (such as qualities (such as how creators and and explain how programs of music dynamics and qualities (such dynamics and support creators / dynamics and dynamics, tempo, dynamics, tempo, performers creators and and explain how tempo). as dynamics and tempo) that reflect performers tempo) are used in and timbre) are timbre, and application of the performers creators or tempo) that creators / performers used in performers articulation) are elements of application of the performers apply reflect performers interpretations to and personal used in performers music and elements of music the elements of creators /perform reflect interpretations to and personal and music and ers reflect interpretations to qualities, within qualities, within reflect genres and genres, cultures, qualities, within cultural and and historical genres, cultures, historical periods, convey and historical context, convey periods to convey Evaluate Support evaluations of musical works and performances based on analysis, interpretation, and established criteria. Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria. Common Anchor #9 MU:Re9.1.PKa With substantial guidance, talk about personal and preferences in Essential Question: How do we judge the quality of musical work(s) and performance(s)? MU:Re9.1.Ka MU:Re9.1.1a With MU:Re9.1.2a MU:Re9.1.3a MU:Re9.1.4a MU:Re9.1.5a MU:Re9.1.6a Apply MU:Re9.1.7a With guidance, Apply personal and Evaluate musical Evaluate musical Evaluate musical teacher-provided Select from apply personal apply personal and works and works and works and criteria to evaluate teacher-provided and preferences in the performances, performances, performances, musical works or criteria to evaluate preferences in preferences in the evaluation of music applying applying applying musical works or the evaluation of evaluation of music for specific established established established for specific purposes. criteria, and criteria, and criteria, and explain purposes. describe explain appropriateness to appropriateness to appropriateness to the context, citing the context. the context. evidence from the elements of MU:Re9.1.8a Apply appropriate personallydeveloped criteria to evaluate musical works or

13 CONNECTING Connect #10 Synthesize and relate knowledge and personal experiences to make Enduring Understanding: Musicians connect their personal experiences, ideas, and knowledge to performing, and responding. Common Anchor #10 MU:Cn10.0.PKa how 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 qualities (such as voice quality, dynamics, and tempo). Essential Question: How do musicians make meaningful connections to responding? MU:Cn10.0.Ka how 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 qualities (such as voice quality, dynamics, and tempo) that support the creators MU:Cn10.0.1a how MU:Cr2.1.1a With demonstrate and discuss personal reasons for selecting musical ideas that represent MU:Cr3.2.1a With convey intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience. MU:Pr4.3.1a and describe music s qualities (such as dynamics and tempo). MU:Re7.1.1a With identify and demonstrate how personal interests and experiences influence musical selection for specific purposes. MU:Cn10.0.2a how MU:Cr2.1.2a and explain personal reasons for selecting patterns and ideas for their music that represent MU:Cr3.2.2a Convey intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience. MU:Pr4.3.2a understanding of qualities (such as dynamics and tempo) and how creators use them to convey MU:Re7.1.2a Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes. MU:Cn10.0.3a how MU:Cr2.1.3a 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 MU:Pr4.1.3a and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context. MU:Pr4.3.3a and describe how intent is conveyed through qualities (such as dynamics and tempo). MU:Re7.1.3a and describe how selected music connects to and is MU:Cn10.0.4a how MU:Cr2.1.4a 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 MU:Pr4.1.4a and explain how the selection of music to perform is influenced by personal interest, knowledge, context, and technical skill. MU:Pr4.3.4a and explain how intent is conveyed through interpretive decisions and qualities (such as dynamics, tempo, and timbre). MU:Re7.1.4a MU:Cn10.0.5a how MU:Cr2.1.5a 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 MU:Pr4.1.5a 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 and explain how intent is conveyed through interpretive decisions and qualities (such as MU:Cn10.0.6a how MU:Cr2.1.6a Select, organize, construct, and musical ideas for arrangements and compositions within AB or ABA form that demonstrate an effective beginning, middle, and ending, and convey 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 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 MU:Cn10.0.7a how MU:Cr2.1.7a Select, organize, develop and musical ideas for arrangements, songs, and compositions within AB, ABA, or theme and variation forms that demonstrate unity and variety and convey 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 MU:Pr4.1.7a Apply collaborativelydeveloped criteria for selecting music of contrasting styles for a program with a specific purpose and/or context and, after discussion, identify qualities, technical challenges, and reasons MU:Cn10.0.8a how 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 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 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

14 influenced by specific experiences, or purposes. and explain how selected music connects to and is influenced by specific experiences, purposes, or contexts. dynamics, tempo, timbre, and articulation/style). MU:Re7.1.5a and explain, citing evidence, how selected music connects to, and is influenced by specific experiences, purposes, or contexts. demonstrating how their interpretations of the elements of music and the qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing) convey MU:Re7.1.6a Select or choose music to listen to and explain the connections to specific interests or experiences for a specific purpose. for choices. MU:Pr4.3.7a Perform contrasting pieces of music demonstrating their personal interpretations of the elements of music and qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing) convey 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. 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 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.

15 Connect #11 Relate musical ideas and works with varied context to deepen understanding. Enduring Understanding: Understanding connections to varied contexts and daily life enhances musicians responding. Common Anchor #11 MU:Cn11.0.PKa understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily 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 MU:Re9.1.PKa With substantial guidance, talk about their personal and preferences in Essential Question: How do the other arts, other disciplines, contexts, and daily life inform music? MU:Cn11.0.Ka MU:Cn11.0.1a MU:Cn11.0.2a MU:Cn11.0.3a MU:Cn11.0.4a MU:Cn11.0.5a MU:Cn11.0.6a MU:Cn11.0.7a understanding of understanding of understanding of understanding of understanding of understanding of understanding of understanding of relationships relationships relationships relationships relationships relationships relationships relationships between music and between music and between music and between music and between music and between music and between music and between music and the other arts, other the other arts, other the other arts, other the other arts, other the other arts, other the other arts, other the other arts, other the other arts, other disciplines, varied disciplines, varied disciplines, varied disciplines, varied disciplines, varied disciplines, varied disciplines, varied disciplines, varied contexts, and daily contexts, and daily contexts, and daily contexts, and daily contexts, and daily contexts, and daily contexts, and daily contexts, and daily MU:Pr4.2.Ka With MU:Cr1.1.1a With MU:Cr1.1.2a MU:Cr1.1.3a MU:Cr1.1.4a MU:Cr1.1.5a MU:Cr1.1.6a Generate MU:Cr1.1.7a Generate guidance, explore and create Improvise rhythmic and Improvise rhythmic and Improvise rhythmic, Improvise rhythmic, simple rhythmic, melodic, rhythmic, melodic, and demonstrate awareness of musical ideas (such as melodic patterns and melodic ideas, and melodic, and harmonic melodic, and harmonic and harmonic phrases harmonic phrases and music contrasts (such as answering a musical musical ideas for a describe connection to ideas, and explain ideas, and explain within AB and ABA forms variations over harmonic high/low, loud/soft, question) for a specific specific purpose. specific purpose and connection to specific connection to specific that convey accompaniments within same/different) in a variety purpose. MU:Pr4.2.2a context (such as personal purpose and context purpose and context AB, ABA, or theme and of music selected for MU:Pr4.2.1a With knowledge and social). (such as social and (such as social, cultural, variation forms that performance. of music concepts (such MU:Pr4.2.3c Describe cultural). and historical). MU:Pr4.2.6c convey Identify how cultural and MU:Re7.2.Ka With demonstrate knowledge of as tonality and meter) in how context (such as MU:Pr4.2.4c MU:Pr4.2.5c historical context inform MU:Pr4.2.7c Identify guidance, demonstrate music concepts (such as music from a variety of personal and social) can Explain how context (such Explain how context (such the how cultural and how a specific music beat and melodic cultures selected for inform a performance. as social and cultural) as social, cultural, and historical context inform concept (such as beat or contour) in music from a performance. MU:Pr6.1.3b informs a performance. historical) informs MU:Pr6.1.6b performance and results melodic direction) is variety of cultures selected MU:Pr6.1.2a Perform MU:Pr6.1.4b in different music used in for performance. performance decorum music for a specific performance decorum MU:Pr6.1.5b interpretations. (such as stage presence, MU:Re9.1.Ka With MU:Pr6.1.1a With purpose with expression and audience etiquette performance decorum attire, and behavior) and MU:Pr6.1.7b guidance, apply personal perform and technical accuracy. appropriate for the context and audience etiquette performance decorum audience etiquette and music for a specific MU:Re7.2. Describe and venue. appropriate for the and audience etiquette appropriate for venue and performance decorum preferences in the purpose with expression. how specific music MU:Re7.2.3a context, venue, and appropriate for the purpose. (such as stage presence, evaluation of MU:Re7.2.1a With concepts are used to and describe genre. context, venue, genre, attire, and behavior) and support a specific purpose how a response to music MU:Re7.2.4a and style. MU:Re7.2.6b Identify audience etiquette the context of music from demonstrate and identify in can be informed by the and explain MU:Re7.2.5a appropriate for venue, a variety of genres, how specific music MU:Re9.1.2a Apply structure, the use of the how responses to music and explain, purpose, and context. cultures, and historical concepts (such as beat or personal and elements of music, and are informed by the citing evidence, how periods. MU:Re7.2.7b pitch) is used in various preferences in the context (such as personal structure, the use of the responses to music are Identify and compare the styles of music for a evaluation of music for and social). elements of music, and informed by the structure, MU:Re9.1.6a Apply context of music from a purpose. specific purposes. MU:Re9.1.3a Evaluate context (such as social the use of the elements of teacher-provided criteria variety of genres, MU:Re9.1.1a With musical works and and cultural). music, and context (such to evaluate musical cultures, and historical apply performances, applying MU:Re9.1.4a as social, cultural, and works or periods. personal and established criteria, and Evaluate musical works historical). MU:Re9.1.7a Select preferences in the describe appropriateness and performances, MU:Re9.1.5a Evaluate from teacher-provided evaluation of music for to the context. applying established musical works and criteria to evaluate specific purposes. criteria, and explain performances, applying musical works or appropriateness to the established criteria, and context. explain appropriateness to the context, citing evidence from the elements of MU:Cn11.0.8a understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily MU:Cr1.1.8a Generate rhythmic, melodic and harmonic phrases and harmonic accompaniments within expanded forms (including introductions, transitions, and codas) that convey MU:Pr4.2.8c Identity how cultural and historical context inform performance and results in different musical effects. 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