The National Core Arts Standards (VII)

[US］ National Coalition for Core Arts Standards

General Music

#Pr4.1

Artistic Process:Performing

Process Component: Select—Selectvaried musical works topresentbased on interest, knowledge, technical skill, andcontext.

Anchor Standard: Select,analyze1, andinterpretartistic work for presentation.

Enduring Understanding:Performers' interest in and knowledge of musical works, understanding of their own technical skill, and thecontextfor a performance influence the selection ofrepertoire2.

Essential Question(s):How do performersselectrepertoire?

Grade PreK

MU: Pr4.1.PKa With substantialguidance,demonstrateand state preference for varied musical selections.

Grade K

MU: Pr4.1.Ka Withguidance,demonstrateand state personal interest in varied musical selections.

Grade 1

MU: Pr4.1.1a With limitedguidance,demonstrateand discuss personal interest in, knowledge about, andpurposeof varied musical selections.

Grade 2

MU: Pr4.1.2aDemonstrateand explain personal interest in, knowledge about, andpurposeof varied musical selections.

Grade 3

MU: Pr4.1.3aDemonstrateand explain how the selection of music toperform3is influenced by personal interest, knowledge,purpose, andcontext.

Grade 4

MU: Pr4.1.4aDemonstrateand explain how the selection of music toperformis influenced by personal interest, knowledge,context, andtechnical skill4.

Grade 5

MU: Pr4.1.5aDemonstrateand explain how the selection of music toperformis influenced by personal interest, knowledge, andcontext, as well as their personal and others'technical skill.

Grade 6

MU: Pr4.1.6a Applyteacher-provided criteriafor selecting music toperformfor a specificpurposeand/orcontext, and explain why each was chosen.

Grade 7

MU: Pr4.1.7a Applycollaboratively-developed criteriafor selecting music of contrasting styles for aprogram5with a specificpurposeand/orcontextand, after discussion, identifyexpressive qualities6,technical challenges7, and reasons for choices.

Grade 8

MU: Pr4.1.8a Applypersonally-developed criteria8for selecting music of contrasting styles for aprogramwith a specificpurposeand/orcontext, and explainexpressive qualities,technical challenges, and reasons for choices.

#Pr4.2

Artistic Process:Performing

Process Component: Analyze—Analyzethestructure9andcontextof varied musical works and their implications for performance.

Anchor Standard: Select,analyze, andinterpretartistic work for presentation.

Enduring Understanding:Analyzingcreators'10contextand how they manipulateelements of musicprovides insight into theirintentand informs performance.

Essential Question(s):How does understanding thestructureandcontextof musical works inform performance?

Grade PreK

MU: Pr4.2.PKa With substantialguidance,exploreanddemonstrateawareness of musical contrasts.

Grade K

MU: Pr4.2.Ka Withguidance,exploreanddemonstrateawareness of music contrasts (such as high/low, loud/soft, same/different) in avarietyof music selected forperformance11.

Grade 1

MU: Pr4.2.1a With limitedguidance,demonstrateknowledge of musicconcepts(such asbeatandmelodic contour) in music from avarietyofcultures12selected forperformance.

MU: Pr4.2.1b When analyzing selected music, read andperformrhythmicpatternsusingiconicorstandard notation.

Grade 2

MU: Pr4.2.2aDemonstrateknowledge of musicconcepts(such astonalityandmeter) in music from avarietyofculturesselected forperformance.

MU: Pr4.2.2b When analyzing selected music, read andperform rhythmicandmelodic patternsusingiconicorstandard notation.

Grade 3

MU: Pr4.2.3aDemonstrateunderstanding of thestructurein music selected forperformance.

MU: Pr4.2.3b When analyzing selected music, read andperformrhythmic patternsand melodicphrasesusingiconicandstandard notation.

MU: Pr4.2.3c Describe howcontext(such aspersonalandsocial) can inform aperformance.

Grade 4

MU: Pr4.2.4aDemonstrateunderstanding of thestructureand theelements of music(such asrhythm,pitch13, andform) in music selected forperformance.

MU: Pr4.2.4b When analyzing selected music, read and perform usingiconicand/orstandard notation.

MU: Pr4.2.4c Explain howcontext(such associalandcultural) informs aperformance.

Grade 5

MU: Pr4.2.5aDemonstrateunderstanding of thestructureand theelements of music(such asrhythm,pitch,form, andharmony14) in music selected forperformance.

MU: Pr4.2.5b When analyzing selected music, read andperformusingstandard notation.

MU: Pr4.2.5c Explain howcontext(such associal,cultural, andhistorical) informsperformances.

Grade 6

MU: Pr4.2.6a Explain how understanding thestructureand theelements of musicare used in music selected forperformance.

MU: Pr4.2.6b When analyzing selected music, read and identify by name orfunction15standard symbols forrhythm,pitch,articulation16, anddynamics17.

MU: Pr4.2.6c Identify howculturalandhistorical contextinformperformances.

Grade 7

MU: Pr4.2.7a Explain anddemonstratethestructureof contrastingpieces18of music selected forperformanceand howelements of musicare used.

MU: Pr4.2.7b When analyzing selected music, read and identify by name or function standard symbols forrhythm,pitch,articulation,dynamics,tempo19, andform.

MU: Pr4.2.7c Identify howculturalandhistorical contextinformperformancesand result in different musicinterpretations20.

Grade 8

MU: Pr4.2.8a Compare thestructureof contrasting pieces of music selected forperformance, explaining how theelements of musicare used in each.

MU: Pr4.2.8b When analyzing selected music,sightread21in treble or bass clef simple rhythmic, melodic, and/or harmonic notation.

MU: Pr4.2.8c Identify howculturalandhistorical contextinformperformancesand result in different musical effects.

#Pr4.3

Artistic Process:Performing

Process Component: Interpret—Develop personal interpretations that considercreators'intent.

Anchor Standard: Select,analyze, andinterpretartistic work for presentation.

Enduring Understanding:Performers make interpretive decisions based on their understanding ofcontextandexpressive intent.

Essential Question(s):How do performersinterpretmusical works?

Grade PreK

MU: Pr4.3.PKa With substantialguidance,exploremusic'sexpressive qualities(such as voice quality,dynamics, andtempo).

Grade K

MU: Pr4.3.Ka Withguidance,demonstrateawareness ofexpressive qualities(such as voice quality,dynamics, andtempo) that support thecreators'expressive intent.

Grade 1

MU: Pr4.3.1aDemonstrateand describe music'sexpressive qualities(such asdynamicsandtempo).

Grade 2

MU: Pr4.3.2aDemonstrateunderstanding ofexpressive qualities(such asdynamicsandtempo) and howcreatorsuse them to conveyexpressive intent.

Grade 3

MU: Pr4.3.3aDemonstrateand describe howintentis conveyed throughexpressive qualities(such asdynamicsandtempo).

Grade 4

MU: Pr4.3.4aDemonstrateand explain howintentis conveyed through interpretive decisions andexpressive qualities(such asdynamics,tempo, andtimbre22).

Grade 5

MU: Pr4.3.5aDemonstrateand explain howintentis conveyed through interpretive decisions andexpressive qualities(such asdynamics,tempo,timbre, andarticulation/style).

Grade 6

MU: Pr4.3.6aPerforma selectedpieceof music demonstrating how theirinterpretationsof theelements of musicandexpressive qualities(such asdynamics,tempo,timbre,articulation/style, andphrasing23) conveyintent.

Grade 7

MU: Pr4.3.7aPerformcontrasting pieces of music demonstrating how theirinterpretationsof theelements of musicandexpressive qualities(such asdynamics,tempo,timbre,articulation/style, andphrasing) conveyintent.

Grade 8

MU: Pr4.3.8aPerformcontrasting pieces of music, demonstrating as well as explaining how the music'sintentis conveyed by theirinterpretationsof theelements of musicandexpressive qualities(such asdynamics,tempo,timbre,articulation/style, andphrasing).

#Pr5.1

Artistic Process:Performing

Process Component:Rehearse, Evaluate, andRefine—Evaluate andrefinepersonal andensemble24performances, individually or in collaboration with others.

Anchor Standard:Develop andrefineartistic 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 appropriatecriteria.

Essential Question(s):How do musicians improve the quality of their performance?

Grade PreK

MU: Pr5.1.PKa With substantialguidance, practice anddemonstratewhat they like about their ownperformances.

MU: Pr5.1.PKb With substantialguidance, apply personal, peer, and teacher feedback torefine performances.

Grade K

MU: Pr5.1.Ka Withguidance, apply personal, teacher, and peer feedback torefine performances.

MU: Pr5.1.Kb Withguidance, use suggested strategies in rehearsal to improve theexpressive qualitiesof music.

Grade 1

MU: Pr5.1.1a With limitedguidance, apply personal, teacher, and peer feedback torefine performances.

MU: Pr5.1.1b With limitedguidance, use suggested strategies in rehearsal to address interpretive challenges of music.

Grade 2

MU: Pr5.1.2a Applyestablished criteria25to judge the accuracy, expressiveness, and effectiveness ofperformances.

MU: Pr5.1.2b Rehearse, identify,and apply strategies to address interpretive, performance, andtechnical challengesof music.

Grade 3

MU: Pr5.1.3a Applyteacher-providedandcollaborativelydeveloped criteriaand feedback to evaluate accuracy ofensemble performances.

MU: Pr5.1.3b Rehearse torefinetechnical accuracy,expressive qualities, and identified performance challenges.

Grade 4

MU: Pr5.1.4a Applyteacher-providedandcollaborativelydeveloped criteriaand feedback to evaluate accuracy and expressiveness ofensembleand personalperformances.

MU: Pr5.1.4b Rehearse torefinetechnical accuracyandexpressive qualities, and address performance challenges.

Grade 5

MU: Pr5.1.5a Applyteacher-providedandestablished criteriaand feedback to evaluate the accuracy and expressiveness ofensembleand personalperformances.

MU: Pr5.1.5b Rehearse to refinetechnical accuracyandexpressive qualitiesto address challenges, and show improvement over time.

Grade 6

MU: Pr5.1.6a Identify and applyteacher-provided criteria(such as correctinterpretationofnotation,technical accuracy, originality, and interest) to rehearse,refine, and determine when apieceis ready toperform.

Grade 7

MU: Pr5.1.7a Identify and applycollaborativelydeveloped criteria(such as demonstrating correctinterpretationofnotation,technical skillof performer, originality, emotional impact, and interest) to rehearse,refine, and determine when the music is ready toperform.

Grade 8

MU: Pr5.1.8a Identify and applypersonallydeveloped criteria(such as demonstrating correctinterpretationofnotation,technical skillof performer, originality, emotional impact,variety, and interest) to rehearse,refine, and determine when the music is ready toperform.

#Pr6.1

Artistic Process:Performing

Process Component: Present—Performexpressively, with appropriateinterpretationandtechnical accuracy, and in a manner appropriate to the audience andcontext.

Anchor Standard:Convey meaning through the presentation of artistic work.

Enduring Understanding:Musicians judge performance based oncriteriathat vary across time, place, and cultures.Thecontextand how a work is presented influence the audience response.

Essential Question(s):When is a performance judged ready topresent? How docontextand the manner in whichmusical workis presented influence audience response?

Grade PreK

MU: Pr6.1.PKa With substantialguidance,performmusic withexpression26.

Grade K

MU: Pr6.1.Ka Withguidance,performmusic withexpression.

MU: Pr6.1.KbPerformappropriately for the audience.

Grade 1

MU: Pr6.1.1a With limitedguidance,performmusic for a specificpurposewithexpression.

MU: Pr6.1.1bPerformappropriately for the audience andpurpose.

Grade 2

MU: Pr6.1.2aPerformmusic for a specificpurposewithexpressionandtechnical accuracy.

MU: Pr6.1.2bPerformappropriately for the audience andpurpose.

Grade 3

MU: Pr6.1.3aPerformmusic withexpressionandtechnical accuracy.

MU: Pr6.1.3bDemonstrateperformance decorum27andaudience etiquette28appropriate for thecontextandvenue29.

Grade 4

MU: Pr6.1.4aPerformmusic, alone or with others, withexpressionandtechnical accuracy, and appropriateinterpretation.

MU: Pr6.1.4bDemonstrate performance decorumandaudience etiquetteappropriate for thecontext,venue, andgenre30.

Grade 5

MU: Pr6.1.5aPerformmusic, alone or with others, withexpression,technical accuracy, and appropriateinterpretation.

MU: Pr6.1.5bDemonstrate performance decorumandaudience etiquetteappropriate for thecontext,venue,genre, andstyle.

Grade 6

MU: Pr6.1.6aPerformthe music withtechnical accuracyto convey thecreator'sintent.

MU: Pr6.1.6bDemonstrate performance decorum(such asstage presence31, attire, and behavior) andaudience etiquetteappropriate forvenueandpurpose.

Grade 7

MU: Pr6.1.7aPerformthe music withtechnical accuracyandstylistic expression32to convey thecreator'sintent.

MU: Pr6.1.7bDemonstrate performance decorum(such asstage presence, attire, and behavior) andaudience etiquetteappropriate forvenue,purpose, andcontext.

Grade 8

MU: Pr6.1.8aPerformthe music withtechnical accuracy,stylistic expression, andculturally authentic practices33in music to convey thecreator'sintent.

MU: Pr6.1.8bDemonstrate performance decorum(such asstage presence, attire, and behavior) andaudience etiquetteappropriate forvenue,purpose,context, andstyle.

#Re7.1

Artistic Process:Responding34

Process Component: Select—Choose music appropriate for a specificpurposeorcontext.

Anchor Standard:Perceive andanalyzeartistic work.

Enduring Understanding:Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.

Essential Question(s):How do individuals choose music to experience?

Grade PreK

MU: Re7.1.PKa With substantialguidance, state personal interests anddemonstratewhy they prefer some music selections over others.

Grade K

MU: Re7.1.Ka Withguidance, list personal interests and experiences anddemonstratewhy they prefer some music selections over others.

Grade 1

MU: Re7.1.1a With limitedguidance, identify anddemonstratehow personal interests and experiences influence musical selection for specificpurposes.

Grade 2

MU: Re7.1.2a Explain anddemonstratehow personal interests and experiences influence musical selection for specificpurposes.

Grade 3

MU: Re7.1.3aDemonstrateand describe how selected music connects to and is influenced by specific interests, experiences, orpurposes.

Grade 4

MU: Re7.1.4aDemonstrateand explain how selected music connects to and is influenced by specific interests, experiences,purposes, orcontexts.

Grade 5

MU: Re7.1.5aDemonstrateand explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences,purposes, orcontexts.

Grade 6

MU: Re7.1.6aSelector choose music to listen to and explain theconnectionsto specific interests or experiences for a specificpurpose.

Grade 7

MU: Re7.1.7aSelector choose contrasting music to listen to and compare theconnectionsto specific interests or experiences for a specificpurpose.

Grade 8

MU: Re7.1.8aSelectprogramsof music (such as a CD mix or live performances) and demonstrate theconnectionsto an interest or experience for a specificpurpose.

#Re7.2

Artistic Process:Responding

Process Component: Analyze—Analyzehow thestructureandcontextof varied musical works inform the response.

Anchor Standard:Perceive andanalyzeartistic work.

Enduring Understanding:Response to music is informed by analyzingcontext(social, cultural, and historical) and how creators and performers manipulate theelements of music.

Essential Question(s):How does understanding thestructureandcontextof music inform a response?

Grade PreK

MU: Re7.2.PKa With substantialguidance,exploremusical contrasts in music.

Grade K

MU: Re7.2.Ka Withguidance,demonstratehow a specific musicconcept(such asbeatormelodic direction) is used in music.

Grade 1

MU: Re7.2.1a With limitedguidance,demonstrateand identify how specific musicconcepts(such asbeatorpitch) are used in various styles of music for apurpose.

Grade 2

MU: Re7.2.2a Describe how specific musicconceptsare used to support a specificpurposein music.

Grade 3

MU: Re7.2.3aDemonstrateand describe how a response to music can be informed by thestructure, the use of theelements of music, andcontext(such aspersonalandsocial).

Grade 4

MU: Re7.2.4aDemonstrateand explain how responses to music are informed by thestructure, the use of theelements of music, andcontext(such associalandcultural).

Grade 5

MU: Re7.2.5aDemonstrateand explain, citing evidence, how responses to music are informed by thestructure, the use of theelements of music, andcontext(such associal,cultural, andhistorical).

Grade 6

MU: Re7.2.6a Describe how theelements of musicandexpressive qualitiesrelate to thestructureof the pieces.

MU: Re7.2.6b Identify thecontextof music from a variety ofgenres,cultures, andhistorical periods35.

Grade 7

MU: Re7.2.7a Classify and explain how theelements of musicandexpressive qualitiesrelate to thestructureof contrasting pieces.

MU: Re7.2.7b Identify and compare thecontextof music from a variety ofgenres,cultures, andhistorical periods.

Grade 8

MU: Re7.2.8a Compare how theelements of musicandexpressive qualitiesrelate to thestructurewithinprogramsof music.

MU: Re7.2.8b Identify and compare thecontextofprogramsof music from a variety ofgenres,cultures, andhistorical periods.

#Re8.1

Artistic Process:Responding

Process Component: Interpret—Support interpretations of musical works that reflect creators'/performers'expressive intent.

Anchor Standard: Interpret intentand meaning in artistic work.

Enduring Understanding:Through their use of elements and structures of music, creators and performers provide clues to theirexpressive intent.

Essential Question(s):How do we discern the musical creators' and performers'expressive intent?

Grade PreK

MU: Re8.1.PKa With substantialguidance,exploremusic'sexpressive qualities(such asdynamicsandtempo).

Grade K

MU: Re8.1.Ka Withguidance,demonstrateawareness ofexpressive qualities(such asdynamicsandtempo) that reflect creators'/performers'expressive intent.

Grade 1

MU: Re8.1.1a With limitedguidance,demonstrateand identifyexpressive qualities(such asdynamicsandtempo) that reflect creators'/performers'expressive intent.

Grade 2

MU: Re8.1.2aDemonstrateknowledge of musicconceptsand how they support creators'/performers'expressive intent.

Grade 3

MU: Re8.1.3aDemonstrateand describe how theexpressive qualities(such asdynamicsandtempo) are used in performers'interpretationsto reflectexpressive intent.

Grade 4

MU: Re8.1.4aDemonstrateand explain how theexpressive qualities(such asdynamics,tempo, andtimbre) are used in performers' and personalinterpretationsto reflectexpressive intent.

Grade 5

MU: Re8.1.5aDemonstrateand explain how theexpressive qualities(such asdynamics,tempo,timbre, andarticulation) are used in performers' and personalinterpretationsto reflectexpressive intent.

Grade 6

MU: Re8.1.6a Describe a personalinterpretationof how creators' and performers' application of theelements of musicandexpressive qualities, withingenresandculturalandhistorical context, conveyexpressive intent.

Grade 7

MU: Re8.1.7a Describe a personalinterpretationof contrasting works and explain how creators' and performers' application of theelements of musicandexpressive qualities, withingenres,cultures, andhistorical periods, conveyexpressive intent.

Grade 8

MU: Re8.1.8a Support personalinterpretationof contrastingprogramsof music and explain how creators' or performers' apply theelements of musicandexpressive qualities, withingenres,cultures, andhistorical periodsto conveyexpressive intent.

#Re9.1

Artistic Process:Responding

Process Component:Evaluate—Support evaluations of musical works and performances based onanalysis36,interpretation, and establishedcriteria.

Anchor Standard:Applycriteriato evaluate artistic work.

Enduring Understanding:The personal evaluation ofmusical work(s) and performance(s) is informed byanalysis,interpretation, and establishedcriteria.

Essential Question(s):How do we judge the quality ofmusical work(s) and performance(s)?

Grade PreK

MU: Re9.1.PKa With substantialguidance, talk about personal and expressive preferences in music.

Grade K

MU: Re9.1.Ka Withguidance, apply personal and expressive preferences in the evaluation of music.

Grade 1

MU: Re9.1.1a With limitedguidance, apply personal and expressive preferences in the evaluation of music for specificpurposes.

Grade 2

MU: Re9.1.2a Apply personal and expressive preferences in the evaluation of music for specificpurposes.

Grade 3

MU: Re9.1.3a Evaluatemusical worksandperformances, applyingestablished criteria, and describe appropriateness to thecontext.

Grade 4

MU: Re9.1.4a Evaluatemusical worksandperformances, applyingestablished criteria, and explain appropriateness to thecontext.

Grade 5

MU: Re9.1.5a Evaluatemusical worksandperformances, applyingestablished criteria, and explain appropriateness to thecontext, citing evidence from theelementsofmusic.

Grade 6

MU: Re9.1.6a Applyteacher-provided criteriato evaluatemusical worksorperformances.

Grade 7

MU: Re9.1.7aSelectfromteacher-provided criteriato evaluatemusical worksorperformances.

Grade 8

MU: Re9.1.8a Apply appropriatepersonally-developed criteriato evaluatemusical worksorperformances.

#Cn10.0

Artistic Process:Connecting

Process Component:Synthesize and relate knowledge and personal experiences to make music.

Anchor Standard: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?

Grade PreK

MU: Cn10.0.PKaDemonstratehow interests, knowledge, and skills relate to personal choices andintentwhen creating, performing, and responding to music.(MU: Cr3.2.PKa, MU: Pr4.1.PKa, MU: Pr4.3.PKa)

Grade K

MU: Cn10.0.KaDemonstratehow interests, knowledge, and skills relate to personal choices andintentwhen creating, performing, and responding to music.(MU: Cr3.2.Ka, MU: Pr4.1.Ka, MU: Pr4.3.Ka)

Grade 1

MU: Cn10.0.1aDemonstratehow interests, knowledge, and skills relate to personal choices andintentwhen creating, performing, and responding to music.(MU: Cr2.1.1a, MU: Cr3.2.1a, MU: Pr4.3.1a, MU: Re7.1.1a)

Grade 2

MU: Cn10.0.2aDemonstratehow interests, knowledge, and skills relate to personal choices andintentwhen creating, performing, and responding to music.(MU: Cr2.1.2a, MU: Cr3.2.2a, MU: Pr4.3.2a, MU: Re7.1.2a)

Grade 3

MU: Cn10.0.3aDemonstratehow interests, knowledge, and skills relate to personal choices andintentwhen creating, performing, and responding to music.(MU: Cr2.1.3a, MU: Cr3.2.3a, MU: Pr4.1.3a, MU: Pr4.3.3a, MU: Re7.1.3a)

Grade 4

MU: Cn10.0.4aDemonstratehow interests, knowledge, and skills relate to personal choices andintentwhen creating, performing, and responding to music.(MU: Cr2.1.4a, MU: Cr3.2.4a, MU: Pr4.1.4a, MU: Pr4.3.4a, MU: Re7.1.4a)

Grade 5

MU: Cn10.0.5aDemonstratehow interests, knowledge, and skills relate to personal choices andintentwhen creating, performing, and responding to music.(MU: Cr2.1.5a, MU: Cr3.2.5a, MU: Pr4.1.5a, MU: Pr4.3.5a, MU: Re7.1.5a)

Grade 6

MU: Cn10.0.6aDemonstratehow interests, knowledge, and skills relate to personal choices andintentwhen creating, performing, and responding to music.(MU: Cr2.1.6a, MU: Cr3.2.6a, MU: Pr4.1.6a, MU: Pr4.3.6a, MU: Re7.1.6a)

Grade 7

MU: Cn10.0.7aDemonstratehow interests, knowledge, and skills relate to personal choices andintentwhen creating, performing, and responding to music.(MU: Cr2.1.7a, MU: Cr3.2.7a, MU: Pr4.1.7a, MU: Pr4.3.7a, MU: Re7.1.7a)

Grade 8

MU: Cn10.0.8aDemonstratehow interests, knowledge, and skills relate to personal choices andintentwhen creating, performing, and responding to music.(MU: Cr2.1.8a, MU: Cr3.2.8a, MU: Pr4.1.8a, MU: Pr4.3.8a, MU: Re7.1.8a)

#Cn11.0

Artistic Process:Connecting

Process Component: Relate musical ideas and works with variedcontextto deepen understanding.

Anchor Standard:Relate artistic ideas and works with societal, cultural, and historicalcontextto deepen understanding.

Enduring Understanding:Understanding connections to varied contexts and daily life enhances musicians' creating, performing, and responding.

Essential Question(s):How do the other arts, other disciplines, contexts, and daily life inform creating, performing, and responding to music?

Grade PreK

MU: Cn11.0.PKaDemonstrateunderstanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.(MU: Pr4.2.PKa, MU: Re7.2.PKa, MU: Re9.1.PKa)

Grade K

MU: Cn11.0.KaDemonstrateunderstanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.(MU: Pr4.2.Ka, MU: Re7.2.Ka, MU: Re9.1.Ka)

Grade 1

MU: Cn11.0.1aDemonstrateunderstanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.(MU: Cr1.1.1a, MU: Pr4.2.1a, MU: Pr6.1.1a, MU: Re7.2.1a, MU: Re9.1.1a)

Grade 2

MU: Cn11.0.2aDemonstrateunderstanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.(MU: Cr1.1.2a, MU: Pr4.2.2a, MU: Pr6.1.2a, MU: Re7.2.2a, MU: Re9.1.2a)

Grade 3

MU: Cn11.0.3aDemonstrateunderstanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.(MU: Cr1.1.3a, MU: Pr4.2.3c, MU: Pr6.1.3b, MU: Re7.2.3a, MU: Re9.1.3a)

Grade 4

MU: Cn11.0.4aDemonstrateunderstanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.(MU: Cr1.1.4a, MU: Pr4.2.4c, MU: Pr6.1.4b, MU: Re7.2.4a, MU: Re9.1.4a)

Grade 5

MU: Cn11.0.5aDemonstrateunderstanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.(MU: Cr1.1.5a, MU: Pr4.2.5c, MU: Pr6.1.5b, MU: Re7.2.5a, MU: Re9.1.5a)

Grade 6

MU: Cn11.0.6aDemonstrateunderstanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.(MU: Cr1.1.6a, MU: Pr4.2.6c, MU: Pr6.1.6b, MU: Re7.2.6b, MU: Re9.1.6a)

Grade 7

MU: Cn11.0.7aDemonstrateunderstanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.(MU: Cr1.1.7a, MU: Pr4.2.7c, MU: Pr6.1.7b, MU: Re7.2.7b, MU: Re9.1.7a)

Grade 8

MU: Cn11.0.8aDemonstrateunderstanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.(MU: Cr1.1.8a, MU: Pr4.2.8c, MU: Pr6.1.8b, MU: Re7.2.8b, MU: Re9.1.8a)

Notes

1 Analyze: examine in detail the structure and context of the music.

2 Repertoire: body or set (set: sequence of songs or pieces performed together by a singer, band, or disc jockey and constituting or forming part of a live show or recording) of musical works that can be performed.

3 Perform: process of realizing artistic ideas and work through interpretation and presentation.

4 Technical accuracy, technical skill: Ability to perform with appropriate timbre, intonation (intonation: singing or playing the correct pitch in tune), and diction as well as to play or sing the correct pitches and rhythms at a tempo appropriate to the musical work.

5 Program: presentation of a sequence of musical works that can be performed by individual musicians or groups in a concert, recital, or other setting.

6 Expressive qualities: qualities such as dynamics, tempo, articulation which—when combined with other elements of music—give a composition its musical identity.

7 Technical challenges: requirements of a particular piece of music that stretch or exceed a performer's current level of proficiency in technical areas such as timbre, intonation, diction, range, or speed of execution.

8 Personally-developed criteria: qualities or traits for assessing achievement level developed by students individually.

9 Structure: totality of a musical work.

10 Creator: one who originates a music composition, arrangement, or improvisation.

11 Performing, performance: experience of engaging in the act of presenting music in a classroom or private or public venue (See also Artistic Process of Performing).

12 Culture: values and beliefs of a particular group of people, from a specific place or time, expressed through characteristics such as tradition, social structure, religion, art, and food.

13 Pitch: identification of a tone or note with respect to highness or lowness (i.e., frequency).

14 Harmony: chordal structure of a music composition in which the simultaneous sounding of pitches produces chords and their successive use produces chord progressions.

15 Function: use for which music is created, performed, or experienced, such as dance, social, recreation, music therapy, video games, and advertising.

16 Articulation: characteristic way in which musical tones are connected, separated, or accented; types of articulation include legato (smooth, connected tones) and staccato (short, detached tones).

17 Dynamics: level or range of loudness of a sound or sounds.

18 Piece: general, non-technical term referring to a composition or musical work.

19 Tempo: rate or speed of the beat in a musical work or performance.

20 Interpretation: intent and meaning that a performer realizes in studying and performing a piece of music.

21 Sight-reading: first attempt to perform a notated musical work.

22 Timbre: tone color or tone quality that distinguishes one sound source, instrument, or voice from another.

23 Phrasing: performance of a musical phrase that uses expressive qualities such as dynamics, tempo, articulation, and timbre to convey a thought, mood, or feeling.

24 Ensemble: group of individuals organized to perform artistic work: traditional, large groups such as bands, orchestras, and choirs; chamber, smaller groups, such as duets, trios, and quartets; emerging, such as guitar, iPad, mariachi, steel drum or pan, and Taiko drumming.

25 Established criteria: traits or dimensions for making quality judgments in music of a particular style, genre, cultural context, or historical period that have gained general acceptance and application over time.

26 Expression: feeling conveyed through music.

27 Performance decorum: aspects of contextually appropriate propriety and proper behavior, conduct, and appearance for a musical performance, such as stage presence, etiquette, and appropriate attire.

28 Audience etiquette: social behavior observed by those attending musical performances and which can vary depending upon the type of music performed.

29 Venue: physical setting in which a musical event takes place.

30 Genre: category of music characterized by a distinctive style, form, and/or content, such as jazz, march, and country.

31 Stage presence: performer's ability to convey music content to a live audience through traits such as personal knowledge of the repertoire, exhibited confidence, decorum, eye contact and facial expression.

32 Stylistic expression: interpretation of expressive qualities in a manner that is authentic and appropriate to the genre, historical period, and cultural context of origin.

33 Culturally authentic performance: presentation that reflects practices and interpretation representative of the style and traditions of a culture.

34 Respond: understand and evaluate how the arts convey meaning.

35 Historical periods: period of years during which music that was created and/or performed shared common characteristics; historians of Western art music typically refer to the following: Medieval (ca.500 — ca.1420), Renaissance (ca.1420 — ca.1600), Baroque (ca.1600 — ca.1750), Classic (ca.1750 — ca.1820), Romantic (ca.1820 — ca.1900), and Contemporary (ca.1900 — ).

36 Analysis: see Analyze.

【注释】

① 分析（动词）：详细研究音乐的结构和背景。

② 曲目：可以表演的音乐作品的主体或集合（集合：由歌手、乐队或DJ一起表演的一系列歌曲或作品，构成现场表演或录音的一部分）。

③ 表演（动词）：通过解读和呈现实现艺术想法和作品的过程。

④ 技术准确性、技术技能：以恰当的音色、音准（音准：演唱或演奏正确的音高音调）和发音进行表演，并以适合音乐作品的速度演奏或演唱正确音高和节奏的能力。

⑤ 节目：音乐家个人或团体在音乐会、独奏会或其他场合演出的一系列音乐作品。

⑥ 表现特征：力度、节奏、运音法等品质；与其他音乐元素相结合，赋予作曲作品音乐身份。

⑦ 技术挑战：某特定音乐作品对表演者超过其技术领域（如音色、音准、发音、音域或执行速度）目前熟练程度的要求。

⑧ 个人制定的标准：学生个人制定的评估成绩水平的品质或特征。

⑨ 结构：一个音乐作品的整体。

⑩ 创作者：创作音乐作品、改编或即兴的人。

【翻译说明】 此《标准》中，Grade PreK译为“早教”；Grade K译为“幼儿园”；Grade 1-Grade 5分别译为“一年级”至“五年级”；Grade 6-Grade 8分别译为“初中一年级”至“初中三年级”。