Arts Standards
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4. Select, analyze, and interpret artistic work for presentation
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5: Develop and refine artistic techniques and work for presentation
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8: Interpret intent and meaning in artistic work
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9: Apply criteria to evaluate artistic work
Results
Showing 21 - 30 of 151 Standards
Standard Identifier: 2.MU:Pr5
Grade:
2
Discipline:
Music
Subdiscipline:
TK-8
Artistic Process:
Performing
Anchor Standard:
5: Develop and refine artistic techniques and work for presentation
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.
Essential Question(s): How do musicians improve the quality of their performance?
Process Component(s): Rehearse, Evaluate, and Refine
Performance Standard(s):
a. Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances. b. Apply rehearsal strategies to address identified interpretive, performance, and technical challenges of music.
Essential Question(s): How do musicians improve the quality of their performance?
Process Component(s): Rehearse, Evaluate, and Refine
Performance Standard(s):
a. Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances. b. Apply rehearsal strategies to address identified interpretive, performance, and technical challenges of music.
Standard Identifier: 2.MU:Pr4.3
Grade:
2
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):
Demonstrate understanding of expressive qualities (such as voice quality, dynamics and tempo) and how creators use them to convey expressive intent.
Essential Question(s): How do performers interpret musical works?
Process Component(s): Interpret
Performance Standard(s):
Demonstrate understanding of expressive qualities (such as voice quality, dynamics and tempo) and how creators use them to convey expressive intent.
Standard Identifier: 2.MU:Pr4.2
Grade:
2
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. Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance. b. When analyzing selected music, read and perform rhythmic and melodic patterns using iconic or standard notation.
Essential Question(s): How does understanding the structure and context of musical works inform performance?
Process Component(s): Analyze
Performance Standard(s):
a. Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance. b. When analyzing selected music, read and perform rhythmic and melodic patterns using iconic or standard notation.
Standard Identifier: 2.MU:Pr4.1
Grade:
2
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):
Demonstrate and explain personal interest in, knowledge about, and purpose of varied musical selections.
Essential Question(s): How do performers select repertoire?
Process Component(s): Select
Performance Standard(s):
Demonstrate and explain personal interest in, knowledge about, and purpose of varied musical selections.
Standard Identifier: 3.MU:Pr4.1
Grade:
3
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):
Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context.
Essential Question(s): How do performers select repertoire?
Process Component(s): Select
Performance Standard(s):
Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context.
Standard Identifier: 3.MU:Pr4.2
Grade:
3
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. Demonstrate understanding of the structure in music selected from a variety of cultures for performance. b. When analyzing selected music, read and perform rhythmic patterns and melodic phrases using iconic and standard notation. c. Describe how context (such as personal and social) can inform a performance.
Essential Question(s): How does understanding the structure and context of musical works inform performance?
Process Component(s): Analyze
Performance Standard(s):
a. Demonstrate understanding of the structure in music selected from a variety of cultures for performance. b. When analyzing selected music, read and perform rhythmic patterns and melodic phrases using iconic and standard notation. c. Describe how context (such as personal and social) can inform a performance.
Standard Identifier: 3.MU:Pr4.3
Grade:
3
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):
Demonstrate and describe how intent is conveyed through expressive qualities (such as voice quality, dynamics and tempo).
Essential Question(s): How do performers interpret musical works?
Process Component(s): Interpret
Performance Standard(s):
Demonstrate and describe how intent is conveyed through expressive qualities (such as voice quality, dynamics and tempo).
Standard Identifier: 3.MU:Pr5
Grade:
3
Discipline:
Music
Subdiscipline:
TK-8
Artistic Process:
Performing
Anchor Standard:
5: Develop and refine artistic techniques and work for presentation
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.
Essential Question(s): How do musicians improve the quality of their performance?
Process Component(s): Rehearse, Evaluate, and Refine
Performance Standard(s):
a. Apply teacher provided and collaboratively developed criteria and feedback to evaluate accuracy of ensemble performances. b. Rehearse to refine technical accuracy, expressive qualities, and identified performance challenges.
Essential Question(s): How do musicians improve the quality of their performance?
Process Component(s): Rehearse, Evaluate, and Refine
Performance Standard(s):
a. Apply teacher provided and collaboratively developed criteria and feedback to evaluate accuracy of ensemble performances. b. Rehearse to refine technical accuracy, expressive qualities, and identified performance challenges.
Standard Identifier: 3.MU:Re8
Grade:
3
Discipline:
Music
Subdiscipline:
TK-8
Artistic Process:
Responding
Anchor Standard:
8: Interpret intent and meaning in artistic work
Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
Essential Question(s): How do we discern the musical creators’ and performers’ expressive intent?
Process Component(s): Interpret
Performance Standard(s):
Demonstrate and describe how expressive qualities (such as dynamics, tempo, and timbre) are used in performers’ personal interpretations to reflect creators’ expressive intent.
Essential Question(s): How do we discern the musical creators’ and performers’ expressive intent?
Process Component(s): Interpret
Performance Standard(s):
Demonstrate and describe how expressive qualities (such as dynamics, tempo, and timbre) are used in performers’ personal interpretations to reflect creators’ expressive intent.
Standard Identifier: 3.MU:Re9
Grade:
3
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):
Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.
Essential Question(s): How do we judge the quality of musical work(s) and performance(s)?
Process Component(s): Evaluate
Performance Standard(s):
Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.
Showing 21 - 30 of 151 Standards
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