Arts Standards
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1: Generate and conceptualize artistic ideas and work
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4. Select, analyze, and interpret artistic work for presentation
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6: Convey meaning through the presentation of artistic work
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7: Perceive and analyze artistic work
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8: Interpret intent and meaning in artistic work
Results
Showing 181 - 190 of 208 Standards
Standard Identifier: Adv.MU:H.Pr4.2
Grade Range:
Advanced
Discipline:
Music
Subdiscipline:
Harmonizing Instruments
Artistic Process:
Performing
Anchor Standard:
4. Select, analyze, and interpret artistic work for presentation
Enduring Understanding: 4.2 Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.
Essential Question(s): How does understanding the structure and context of musical works inform performance?
Process Component(s): Analyze
Performance Standard(s):
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, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles.
Essential Question(s): How does understanding the structure and context of musical works inform performance?
Process Component(s): Analyze
Performance Standard(s):
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, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles.
Standard Identifier: Prof.MU:H.Pr4.1
Grade Range:
Proficient
Discipline:
Music
Subdiscipline:
Harmonizing Instruments
Artistic Process:
Performing
Anchor Standard:
4. Select, analyze, and interpret artistic work for presentation
Enduring Understanding: 4.1 Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
Essential Question(s): How do performers select repertoire?
Process Component(s): Select
Performance Standard(s):
Explain the criteria used when selecting a varied repertoire of music for individual or small group performances that include melodies, improvisations, and chordal accompaniments in a variety of patterns.
Essential Question(s): How do performers select repertoire?
Process Component(s): Select
Performance Standard(s):
Explain the criteria used when selecting a varied repertoire of music for individual or small group performances that include melodies, improvisations, and chordal accompaniments in a variety of patterns.
Standard Identifier: Acc.MU:H.Pr4.1
Grade Range:
Accomplished
Discipline:
Music
Subdiscipline:
Harmonizing Instruments
Artistic Process:
Performing
Anchor Standard:
4. Select, analyze, and interpret artistic work for presentation
Enduring Understanding: 4.1 Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
Essential Question(s): How do performers select repertoire?
Process Component(s): Select
Performance Standard(s):
Develop and apply criteria for selecting a varied repertoire of music for individual and small group performances that include melodies, improvisations, and chordal accompaniments in a variety of styles.
Essential Question(s): How do performers select repertoire?
Process Component(s): Select
Performance Standard(s):
Develop and apply criteria for selecting a varied repertoire of music for individual and small group performances that include melodies, improvisations, and chordal accompaniments in a variety of styles.
Standard Identifier: Adv.MU:H.Pr4.1
Grade Range:
Advanced
Discipline:
Music
Subdiscipline:
Harmonizing Instruments
Artistic Process:
Performing
Anchor Standard:
4. Select, analyze, and interpret artistic work for presentation
Enduring Understanding: 4.1 Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
Essential Question(s): How do performers select repertoire?
Process Component(s): Select
Performance Standard(s):
Develop and apply criteria for selecting a varied repertoire for a program of music for individual and small group performances that include melodies, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles.
Essential Question(s): How do performers select repertoire?
Process Component(s): Select
Performance Standard(s):
Develop and apply criteria for selecting a varied repertoire for a program of music for individual and small group performances that include melodies, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles.
Standard Identifier: Prof.MU:H.Cr1
Grade Range:
Proficient
Discipline:
Music
Subdiscipline:
Harmonizing Instruments
Artistic Process:
Creating
Anchor Standard:
1: Generate and conceptualize artistic ideas and work
Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.
Essential Question(s): How do musicians generate creative ideas?
Process Component(s): Imagine
Performance Standard(s):
Generate melodic, rhythmic, and harmonic ideas for improvisations, compositions and three-or-more- chord accompaniments in a variety of patterns.
Essential Question(s): How do musicians generate creative ideas?
Process Component(s): Imagine
Performance Standard(s):
Generate melodic, rhythmic, and harmonic ideas for improvisations, compositions and three-or-more- chord accompaniments in a variety of patterns.
Standard Identifier: Acc.MU:H.Cr1
Grade Range:
Accomplished
Discipline:
Music
Subdiscipline:
Harmonizing Instruments
Artistic Process:
Creating
Anchor Standard:
1: Generate and conceptualize artistic ideas and work
Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.
Essential Question(s): How do musicians generate creative ideas?
Process Component(s): Imagine
Performance Standard(s):
Generate melodic, rhythmic, and harmonic ideas for compositions, improvisations, accompaniment patterns in a variety of styles, and harmonizations for given melodies.
Essential Question(s): How do musicians generate creative ideas?
Process Component(s): Imagine
Performance Standard(s):
Generate melodic, rhythmic, and harmonic ideas for compositions, improvisations, accompaniment patterns in a variety of styles, and harmonizations for given melodies.
Standard Identifier: Adv.MU:H.Cr1
Grade Range:
Advanced
Discipline:
Music
Subdiscipline:
Harmonizing Instruments
Artistic Process:
Creating
Anchor Standard:
1: Generate and conceptualize artistic ideas and work
Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.
Essential Question(s): How do musicians generate creative ideas?
Process Component(s): Imagine
Performance Standard(s):
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.
Essential Question(s): How do musicians generate creative ideas?
Process Component(s): Imagine
Performance Standard(s):
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.
Standard Identifier: Prof.MU:E.Re7.2
Grade Range:
Proficient
Discipline:
Music
Subdiscipline:
Ensembles
Artistic Process:
Responding
Anchor Standard:
7: Perceive and analyze artistic work
Enduring Understanding: 7.2 Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
Essential Question(s): How do individuals choose music to experience?
Process Component(s): Analyze
Performance Standard(s):
Explain how the analysis of passages and understanding the way the elements of music are manipulated inform the response to music.
Essential Question(s): How do individuals choose music to experience?
Process Component(s): Analyze
Performance Standard(s):
Explain how the analysis of passages and understanding the way the elements of music are manipulated inform the response to music.
Standard Identifier: Acc.MU:E.Re7.2
Grade Range:
Accomplished
Discipline:
Music
Subdiscipline:
Ensembles
Artistic Process:
Responding
Anchor Standard:
7: Perceive and analyze artistic work
Enduring Understanding: 7.2 Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
Essential Question(s): How do individuals choose music to experience?
Process Component(s): Analyze
Performance Standard(s):
Explain how the analysis of structures and contexts inform the response to music.
Essential Question(s): How do individuals choose music to experience?
Process Component(s): Analyze
Performance Standard(s):
Explain how the analysis of structures and contexts inform the response to music.
Standard Identifier: Adv.MU:E.Re7.2
Grade Range:
Advanced
Discipline:
Music
Subdiscipline:
Ensembles
Artistic Process:
Responding
Anchor Standard:
7: Perceive and analyze artistic work
Enduring Understanding: 7.2 Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
Essential Question(s): How do individuals choose music to experience?
Process Component(s): Analyze
Performance Standard(s):
Demonstrate and justify how the analysis of structures, contexts, and performance decisions inform the response to music.
Essential Question(s): How do individuals choose music to experience?
Process Component(s): Analyze
Performance Standard(s):
Demonstrate and justify how the analysis of structures, contexts, and performance decisions inform the response to music.
Showing 181 - 190 of 208 Standards
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