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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11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
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Showing 271 - 280 of 312 Standards
Standard Identifier: Prof.MU:E.Pr4.2
Grade Range:
Proficient
Discipline:
Music
Subdiscipline:
Ensembles
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):
Demonstrate, using music reading skills where appropriate, how compositional devices employed and theoretical and structural aspects of musical works impact and inform prepared or improvised performances.
Essential Question(s): How does understanding the structure and context of musical works inform performance?
Process Component(s): Analyze
Performance Standard(s):
Demonstrate, using music reading skills where appropriate, how compositional devices employed and theoretical and structural aspects of musical works impact and inform prepared or improvised performances.
Standard Identifier: Acc.MU:E.Pr4.2
Grade Range:
Accomplished
Discipline:
Music
Subdiscipline:
Ensembles
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):
Document and demonstrate, using music reading skills where appropriate, how compositional devices employed and theoretical and structural aspects of musical works may impact and inform prepared and improvised performances.
Essential Question(s): How does understanding the structure and context of musical works inform performance?
Process Component(s): Analyze
Performance Standard(s):
Document and demonstrate, using music reading skills where appropriate, how compositional devices employed and theoretical and structural aspects of musical works may impact and inform prepared and improvised performances.
Standard Identifier: Adv.MU:E.Pr4.2
Grade Range:
Advanced
Discipline:
Music
Subdiscipline:
Ensembles
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):
Examine, evaluate, and critique, using music reading skills where appropriate, how the structure and context impact and inform prepared and improvised performances.
Essential Question(s): How does understanding the structure and context of musical works inform performance?
Process Component(s): Analyze
Performance Standard(s):
Examine, evaluate, and critique, using music reading skills where appropriate, how the structure and context impact and inform prepared and improvised performances.
Standard Identifier: Prof.MU:E.Pr4.1
Grade Range:
Proficient
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):
Explain the criteria used to select a varied repertoire to study based on an understanding of theoretical and structural characteristics of the music, the technical skill of the individual or ensemble, and the purpose or context of the performance.
Essential Question(s): How do performers select repertoire?
Process Component(s): Select
Performance Standard(s):
Explain the criteria used to select a varied repertoire to study based on an understanding of theoretical and structural characteristics of the music, the technical skill of the individual or ensemble, and the purpose or context of the performance.
Standard Identifier: Acc.MU:E.Pr4.1
Grade Range:
Accomplished
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):
Develop and apply criteria to select a varied repertoire to study and perform based on an understanding of theoretical and structural characteristics and expressive challenges in the music, the technical skill of the individual or ensemble, and the purpose and context of the performance.
Essential Question(s): How do performers select repertoire?
Process Component(s): Select
Performance Standard(s):
Develop and apply criteria to select a varied repertoire to study and perform based on an understanding of theoretical and structural characteristics and expressive challenges in the music, the technical skill of the individual or ensemble, and the purpose and context of the performance.
Standard Identifier: Adv.MU:E.Pr4.1
Grade Range:
Advanced
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):
Develop and apply criteria to select varied programs to study and perform based on an understanding of theoretical and structural characteristics and expressive challenges in the music, the technical skill of the individual or ensemble, and the purpose and context of the performance.
Essential Question(s): How do performers select repertoire?
Process Component(s): Select
Performance Standard(s):
Develop and apply criteria to select varied programs to study and perform based on an understanding of theoretical and structural characteristics and expressive challenges in the music, the technical skill of the individual or ensemble, and the purpose and context of the performance.
Standard Identifier: Prof.MU:E.Cr1
Grade Range:
Proficient
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, rhythmic passages, and arrangements for specific purposes that reflect characteristic(s) of music from a variety of historical periods 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, rhythmic passages, and arrangements for specific purposes that reflect characteristic(s) of music from a variety of historical periods studied in rehearsal.
Standard Identifier: Acc.MU:E.Cr1
Grade Range:
Accomplished
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 arrangements, sections, and short compositions for specific purposes that reflect characteristic(s) of music from a variety of cultures studied in rehearsal.
Essential Question(s): How do musicians generate creative ideas?
Process Component(s): Imagine
Performance Standard(s):
Compose and improvise ideas for arrangements, sections, and short compositions for specific purposes that reflect characteristic(s) of music from a variety of cultures studied in rehearsal.
Standard Identifier: Adv.MU:E.Cr1
Grade Range:
Advanced
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 musical ideas for a variety of purposes and contexts.
Essential Question(s): How do musicians generate creative ideas?
Process Component(s): Imagine
Performance Standard(s):
Compose and improvise musical ideas for a variety of purposes and contexts.
Standard Identifier: Prof.MU:H.Cn11
Grade Range:
Proficient
Discipline:
Music
Subdiscipline:
Harmonizing Instruments
Artistic Process:
Connecting
Anchor Standard:
11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
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): Relate
Performance Standard(s):
Connect and demonstrate the relationships between music and societal, cultural and historical contexts when creating, performing and responding.
Essential Question(s): How do musicians make meaningful connections to creating, performing, and responding?
Process Component(s): Relate
Performance Standard(s):
Connect and demonstrate the relationships between music and societal, cultural and historical contexts when creating, performing and responding.
Showing 271 - 280 of 312 Standards
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