Arts Standards
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4. Select, analyze, and interpret artistic work for presentation
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9: Apply criteria to evaluate artistic work
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10: Synthesize and relate knowledge and personal experiences to make art
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Showing 61 - 70 of 130 Standards
Standard Identifier: 7.MU:Pr4.1
Grade:
7
Discipline:
Music
Subdiscipline:
TK-8
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):
Apply collaboratively developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context and, after discussion, identify expressive qualities, technical challenges, and reasons for choices.
Essential Question(s): How do performers select repertoire?
Process Component(s): Select
Performance Standard(s):
Apply collaboratively developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context and, after discussion, identify expressive qualities, technical challenges, and reasons for choices.
Standard Identifier: 7.MU:Pr4.2
Grade:
7
Discipline:
Music
Subdiscipline:
TK-8
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):
a. Explain and demonstrate the structure of contrasting pieces of music selected for performance and how elements of music are used. b. When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch articulation, dynamics, tempo, and form. c. Identify how personal, social, cultural and historical context inform performances and result in different musical effects.
Essential Question(s): How does understanding the structure and context of musical works inform performance?
Process Component(s): Analyze
Performance Standard(s):
a. Explain and demonstrate the structure of contrasting pieces of music selected for performance and how elements of music are used. b. When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch articulation, dynamics, tempo, and form. c. Identify how personal, social, cultural and historical context inform performances and result in different musical effects.
Standard Identifier: 7.MU:Pr4.3
Grade:
7
Discipline:
Music
Subdiscipline:
TK-8
Artistic Process:
Performing
Anchor Standard:
4. Select, analyze, and interpret artistic work for presentation
Enduring Understanding: 4.3 Performers make interpretive decisions based on their understanding of context and expressive intent.
Essential Question(s): How do performers interpret musical works?
Process Component(s): Interpret
Performance Standard(s):
Perform contrasting pieces of music demonstrating interpretations of the elements of music and expressive qualities (such as articulation/style, and phrasing) convey intent.
Essential Question(s): How do performers interpret musical works?
Process Component(s): Interpret
Performance Standard(s):
Perform contrasting pieces of music demonstrating interpretations of the elements of music and expressive qualities (such as articulation/style, and phrasing) convey intent.
Standard Identifier: 7.MU:Re9
Grade:
7
Discipline:
Music
Subdiscipline:
TK-8
Artistic Process:
Responding
Anchor Standard:
9: Apply criteria to evaluate artistic work
Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria.
Essential Question(s): How do we judge the quality of musical work(s) and performance(s)?
Process Component(s): Evaluate
Performance Standard(s):
Apply collaboratively developed criteria to evaluate musical works or performances.
Essential Question(s): How do we judge the quality of musical work(s) and performance(s)?
Process Component(s): Evaluate
Performance Standard(s):
Apply collaboratively developed criteria to evaluate musical works or performances.
Standard Identifier: 7.MU:Cn10
Grade:
7
Discipline:
Music
Subdiscipline:
TK-8
Artistic Process:
Connecting
Anchor Standard:
10: Synthesize and relate knowledge and personal experiences to make art
Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding.
Essential Question(s): How do musicians make meaningful connections to creating, performing, and responding?
Process Component(s): Synthesize
Performance Standard(s):
Relate and demonstrate how personal interests, knowledge and ideas connect to choices and intent when creating, performing, and responding to music.
Essential Question(s): How do musicians make meaningful connections to creating, performing, and responding?
Process Component(s): Synthesize
Performance Standard(s):
Relate and demonstrate how personal interests, knowledge and ideas connect to choices and intent when creating, performing, and responding to music.
Standard Identifier: 8.MU:Cn10
Grade:
8
Discipline:
Music
Subdiscipline:
TK-8
Artistic Process:
Connecting
Anchor Standard:
10: Synthesize and relate knowledge and personal experiences to make art
Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding.
Essential Question(s): How do musicians make meaningful connections to creating, performing, and responding?
Process Component(s): Synthesize
Performance Standard(s):
Examine and demonstrate how personal interests, knowledge, and ideas relate to choices and intent when creating, performing, and responding to music.
Essential Question(s): How do musicians make meaningful connections to creating, performing, and responding?
Process Component(s): Synthesize
Performance Standard(s):
Examine and demonstrate how personal interests, knowledge, and ideas relate to choices and intent when creating, performing, and responding to music.
Standard Identifier: 8.MU:Re9
Grade:
8
Discipline:
Music
Subdiscipline:
TK-8
Artistic Process:
Responding
Anchor Standard:
9: Apply criteria to evaluate artistic work
Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria.
Essential Question(s): How do we judge the quality of musical work(s) and performance(s)?
Process Component(s): Evaluate
Performance Standard(s):
Apply appropriate personally developed criteria to evaluate musical works or performances.
Essential Question(s): How do we judge the quality of musical work(s) and performance(s)?
Process Component(s): Evaluate
Performance Standard(s):
Apply appropriate personally developed criteria to evaluate musical works or performances.
Standard Identifier: 8.MU:Pr4.3
Grade:
8
Discipline:
Music
Subdiscipline:
TK-8
Artistic Process:
Performing
Anchor Standard:
4. Select, analyze, and interpret artistic work for presentation
Enduring Understanding: 4.3 Performers make interpretive decisions based on their understanding of context and expressive intent.
Essential Question(s): How do performers interpret musical works?
Process Component(s): Interpret
Performance Standard(s):
Perform contrasting pieces of music, demonstrating and explaining how the music’s intent is conveyed by interpretations of the elements of music and expressive qualities (such as articulation/style, and phrasing).
Essential Question(s): How do performers interpret musical works?
Process Component(s): Interpret
Performance Standard(s):
Perform contrasting pieces of music, demonstrating and explaining how the music’s intent is conveyed by interpretations of the elements of music and expressive qualities (such as articulation/style, and phrasing).
Standard Identifier: 8.MU:Pr4.2
Grade:
8
Discipline:
Music
Subdiscipline:
TK-8
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):
a. Compare the structure of contrasting pieces of music selected for performance, explaining how the elements of music are used in each. b. When analyzing selected music, sight-read in treble, alto, or bass clef simple rhythmic, melodic, and/or harmonic notation. c. Identity how personal, social, cultural and historical context inform performances and result in different music interpretations.
Essential Question(s): How does understanding the structure and context of musical works inform performance?
Process Component(s): Analyze
Performance Standard(s):
a. Compare the structure of contrasting pieces of music selected for performance, explaining how the elements of music are used in each. b. When analyzing selected music, sight-read in treble, alto, or bass clef simple rhythmic, melodic, and/or harmonic notation. c. Identity how personal, social, cultural and historical context inform performances and result in different music interpretations.
Standard Identifier: 8.MU:Pr4.1
Grade:
8
Discipline:
Music
Subdiscipline:
TK-8
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):
Apply personally developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context, and explain expressive qualities, technical challenges, and reasons for choices.
Essential Question(s): How do performers select repertoire?
Process Component(s): Select
Performance Standard(s):
Apply personally developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context, and explain expressive qualities, technical challenges, and reasons for choices.
Showing 61 - 70 of 130 Standards
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