Arts Standards
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1: Generate and conceptualize artistic ideas and work
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3: Refine and complete artistic work
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4. Select, analyze, and interpret artistic work for presentation
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11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
Results
Showing 1 - 10 of 56 Standards
Standard Identifier: Nov.MU:E.Cr1
Grade Range:
Novice
Discipline:
Music
Subdiscipline:
Ensembles
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):
Compose and improvise melodic and rhythmic ideas or motives that reflect characteristic(s) of music or text(s) studied in rehearsal.
Essential Question(s): How do musicians generate creative ideas?
Process Component(s): Imagine
Performance Standard(s):
Compose and improvise melodic and rhythmic ideas or motives that reflect characteristic(s) of music or text(s) studied in rehearsal.
Standard Identifier: Int.MU:E.Cr1
Grade Range:
Intermediate
Discipline:
Music
Subdiscipline:
Ensembles
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):
Compose and improvise ideas for melodies and rhythmic passages based on characteristic(s) of music or text(s) studied in rehearsal.
Essential Question(s): How do musicians generate creative ideas?
Process Component(s): Imagine
Performance Standard(s):
Compose and improvise ideas for melodies and rhythmic passages based on characteristic(s) of music or text(s) studied in rehearsal.
Standard Identifier: Nov.MU:E.Cr3.1
Grade Range:
Novice
Discipline:
Music
Subdiscipline:
Ensembles
Artistic Process:
Creating
Anchor Standard:
3: Refine and complete artistic work
Enduring Understanding: 3.1 Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
Essential Question(s): How do musicians improve the quality of their creative work?
Process Component(s): Evaluate and Refine
Performance Standard(s):
Evaluate and refine draft compositions and improvisations based on knowledge, skill, and teacher-provided criteria.
Essential Question(s): How do musicians improve the quality of their creative work?
Process Component(s): Evaluate and Refine
Performance Standard(s):
Evaluate and refine draft compositions and improvisations based on knowledge, skill, and teacher-provided criteria.
Standard Identifier: Int.MU:E.Cr3.1
Grade Range:
Intermediate
Discipline:
Music
Subdiscipline:
Ensembles
Artistic Process:
Creating
Anchor Standard:
3: Refine and complete artistic work
Enduring Understanding: 3.1 Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
Essential Question(s): How do musicians improve the quality of their creative work?
Process Component(s): Evaluate and Refine
Performance Standard(s):
Evaluate and refine draft compositions and improvisations based on knowledge, skill, and collaboratively-developed criteria.
Essential Question(s): How do musicians improve the quality of their creative work?
Process Component(s): Evaluate and Refine
Performance Standard(s):
Evaluate and refine draft compositions and improvisations based on knowledge, skill, and collaboratively-developed criteria.
Standard Identifier: Nov.MU:E.Cr3.2
Grade Range:
Novice
Discipline:
Music
Subdiscipline:
Ensembles
Artistic Process:
Creating
Anchor Standard:
3: Refine and complete artistic work
Enduring Understanding: 3.2 Musicians’ presentation of creative work is the culmination of a process of creation and communication.
Essential Question(s): When is creative work ready to share?
Process Component(s): Present
Performance Standard(s):
Share personally-developed melodic and rhythmic ideas or motives— individually or as an ensemble—that demonstrate understanding of characteristics of music or texts studied in rehearsal.
Essential Question(s): When is creative work ready to share?
Process Component(s): Present
Performance Standard(s):
Share personally-developed melodic and rhythmic ideas or motives— individually or as an ensemble—that demonstrate understanding of characteristics of music or texts studied in rehearsal.
Standard Identifier: Int.MU:E.Cr3.2
Grade Range:
Intermediate
Discipline:
Music
Subdiscipline:
Ensembles
Artistic Process:
Creating
Anchor Standard:
3: Refine and complete artistic work
Enduring Understanding: 3.2 Musicians’ presentation of creative work is the culmination of a process of creation and communication.
Essential Question(s): When is creative work ready to share?
Process Component(s): Present
Performance Standard(s):
Share personally-developed melodies and rhythmic passages— individually or as an ensemble—that demonstrate understanding of characteristics of music or texts studied in rehearsal.
Essential Question(s): When is creative work ready to share?
Process Component(s): Present
Performance Standard(s):
Share personally-developed melodies and rhythmic passages— individually or as an ensemble—that demonstrate understanding of characteristics of music or texts studied in rehearsal.
Standard Identifier: Nov.MU:E.Pr4.1
Grade Range:
Novice
Discipline:
Music
Subdiscipline:
Ensembles
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):
Select varied repertoire to study based on interest, music reading skills (where appropriate), an understanding of the structure of the music, context, and the technical skill of the individual or ensemble.
Essential Question(s): How do performers select repertoire?
Process Component(s): Select
Performance Standard(s):
Select varied repertoire to study based on interest, music reading skills (where appropriate), an understanding of the structure of the music, context, and the technical skill of the individual or ensemble.
Standard Identifier: Int.MU:E.Pr4.1
Grade Range:
Intermediate
Discipline:
Music
Subdiscipline:
Ensembles
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):
Select a varied repertoire to study based on music reading skills (where appropriate), an understanding of formal design in the music, context, and the technical skill of the individual and ensemble.
Essential Question(s): How do performers select repertoire?
Process Component(s): Select
Performance Standard(s):
Select a varied repertoire to study based on music reading skills (where appropriate), an understanding of formal design in the music, context, and the technical skill of the individual and ensemble.
Standard Identifier: Nov.MU:E.Cn11
Grade Range:
Novice
Discipline:
Music
Subdiscipline:
Ensembles
Artistic Process:
Connecting
Anchor Standard:
11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
Enduring Understanding: Musicians connect societal, cultural, and historical contexts when creating, performing, and responding.
Essential Question(s): How do musicians make meaningful connections to societal, cultural, and historical contexts when creating, performing, and responding?
Process Component(s): Relate
Performance Standard(s):
Relate music to societal, cultural, and historical contexts when creating, performing, and responding.
Essential Question(s): How do musicians make meaningful connections to societal, cultural, and historical contexts when creating, performing, and responding?
Process Component(s): Relate
Performance Standard(s):
Relate music to societal, cultural, and historical contexts when creating, performing, and responding.
Standard Identifier: Int.MU:E.Cn11
Grade Range:
Intermediate
Discipline:
Music
Subdiscipline:
Ensembles
Artistic Process:
Connecting
Anchor Standard:
11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
Enduring Understanding: Musicians connect societal, cultural, and historical contexts when creating, performing, and responding.
Essential Question(s): How do musicians make meaningful connections to societal, cultural, and historical contexts when creating, performing, and responding?
Process Component(s): Relate
Performance Standard(s):
Explain the influence of societal, cultural, and historical contexts when creating, performing, and responding to music.
Essential Question(s): How do musicians make meaningful connections to societal, cultural, and historical contexts when creating, performing, and responding?
Process Component(s): Relate
Performance Standard(s):
Explain the influence of societal, cultural, and historical contexts when creating, performing, and responding to music.
Showing 1 - 10 of 56 Standards
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