The Ensemble and/or Secondary Standards encompass five proficiency levels and apply to ensembles such as choir, band, orchestra, and secondary music classes such as 8th grade general music, high school music theory, class piano, etc. In Secondary and/or Ensemble music classes, students work within the four artistic processes of music: Creating, Performing, Responding, and Connecting. According to their ability level, students create simple musical ideas or compositions, self-select music based on their interest, knowledge, etc., respond to music works by interpreting the creators'/performers' intent, and connect music with societal, cultural, and historical context.
The order of the standards at any level is not meant to imply a sequence of topics and should be considered flexible for the organization of any course.
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The music standards emerge from the artistic processes of creating, performing, responding, and connecting. Each artistic process branches into multiple anchor standards. The anchor standards further divide into objectives, which describe student learning in music. |
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Analysis for each content standard and learning objective is provided in a manner to support deep understanding of goals and expectations for the teacher and student. The analysis is broken down into choral music, instrumental music, and music appreciation, history, and theory. Following each Analysis are links to Instructional Resources providing recommendations for lesson ideas and resources. Recommendations are not intended to be an exhaustive listing of instructional possibilities. |
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Assessment reveals what a student knows and is able to do through data collected before, during, and after instruction. This section includes assessment scenarios for various formative and summative assessment models. The assessment scenarios are for optional use and are not required. |

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Universal Design for Learning (UDL) is a research-based framework for improving student learning experiences and outcomes through careful instructional planning focused on the varied needs of all students, including students with visible and non-visible disabilities, advanced and gifted learners, and English learners. More information on UDL principles and guidelines, as well as practical suggestions for classroom teaching and learning, can be found at the National Center for UDL. |
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