Creating (CR)

Ensemble and/or Secondary Music

Standard

Novice (N)

Intermediate (I)

Proficient (P)

Advanced (AD)

Accomplished (AC)

M.CR.1: Generate musical ideas for various purposes and contexts.

N.M.CR.1 Discover and experiment with melodic and rhythmic ideas or motives that reflect characteristics of music or texts.

I.M.CR.1 Discover and experiment with short melodic and rhythmic passages based on characteristics of music or texts studied.

P.M.CR.1 Compose and/or improvise ideas for melodies, rhythmic passages, and arrangements for specific purposes that reflect characteristic(s) of music studied.

AD.M.CR.1 Compose and improvise ideas for arrangements, sections, and short compositions for specific purposes that reflect characteristic(s) of music from a variety of cultures or historical periods studied.

AC.M.CR.1 Compose and improvise musical ideas for a variety of purposes and contexts.

M.CR.2: Select and develop musical ideas for defined purposes and contexts.

N.M.CR.2 Develop melodic and rhythmic ideas or motives that incorporate the characteristics of music or texts studied.

I.M.CR.2 With guidance, select and develop melodic and rhythmic passages that incorporate the characteristics of music or texts studied while preserving them through notation and/or audio recording.

P.M.CR.2 Select and develop melodic and rhythmic passages and arrangements that incorporate the characteristics of music or texts studied while preserving them through notation and/or audio recording.

AD.M.CR.2 Select and develop extended melodic and rhythmic compositions that demonstrate the characteristics of music from a variety of cultures and genres while preserving them through notation and/or audio recording.

AC.M.CR.2 Select and develop composed and improvised ideas to construct musical works organized for a variety of purposes and contexts while preserving them through notation and/or audio recording.

M.CR.3: Evaluate and refine selected musical ideas to create musical work that meets appropriate criteria.

N.M.CR.3 Evaluate and refine compositions and improvisations based on knowledge, skill, and teacher-provided criteria.

I.M.CR.3 Evaluate and refine compositions and improvisations based on knowledge, skill, and teacher-student developed criteria.

P.M.CR.3 Evaluate and refine melodies, rhythmic passages, arrangements, and improvisations based on established criteria.

AD.M.CR.3 Evaluate and refine arrangements, sections, short compositions, and improvisations based on personally-developed criteria.

AC.M.CR.3 Evaluate and refine varied musical works based on appropriate, context-specific criteria.

M.CR.4: Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.

N.M.CR.4 Share personally-developed melodic and rhythmic ideas or motives – individually or as an ensemble – that demonstrate characteristics of music or texts studied.

I.M.CR.4 Share personally-developed melodies and rhythmic passages – individually or as an ensemble – that demonstrate characteristics of music or texts studied.

P.M.CR.4 Share personally-developed melodies, rhythmic passages, and arrangements – individually or as an ensemble – that address identified purposes.

AD.M.CR.4 Share personally-developed arrangements, sections, and short compositions – individually or as an ensemble – that address identified purposes.

AC.M.CR.4 Share varied, personally-developed musical works – individually or as an ensemble – that address identified purposes and contexts.

Performing (P)

Standard

Novice (N)

Intermediate (I)

Proficient (P)

Advanced (AD)

Accomplished (AC)

M.PR.1: Select varied musical works to present based on interest, knowledge, technical skill, and context.

N.M.PR.1 Select varied repertoire with guidance based on interest, music reading skills (where appropriate), the structure of the music, context, and the technical skill of the individual or ensemble.

I.M.PR.1 Select varied repertoire with limited guidance based on interest, music reading skills (where appropriate), the structure of the music, context, and the technical skill of the individual or ensemble.

P.M.PR.1 Explain the criteria used to select a varied repertoire 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.

AD.M.PR.1 Develop and apply criteria to select a varied repertoire 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.

AC.M.PR.1 Develop and apply criteria to select varied programs 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.

M.PR.2: Analyze varied musical works and their implications for performance.

N.M.PR.2 Identify elements of musical works that inform prepared or improvised performances.  

I.M.PR.2 Describe how the setting and formal characteristics of musical works inform prepared or improvised performances. 

P.M.PR.2 Analyze how compositional devices of musical works inform prepared or improvised performances.  

AD.M.PR.2 Document and demonstrate how compositional devices impact and inform prepared and improvised performances using appropriate music literacy skills. 

AC.M.PR.2 Examine, evaluate, and critique how compositional devices impact and inform prepared and improvised performances using appropriate music literacy skills. 

M.PR.3: Develop and express personal interpretations that consider creators’ intent.

N.M.PR.3 Identify expressive qualities in a varied repertoire of music that can be demonstrated through prepared and improvised performances.  

I.M.PR.3 Apply expressive qualities in a varied repertoire of music through prepared and improvised performances.  

P.M.PR.3 Utilize context(s) to inform interpretation in a varied repertoire of music through prepared and improvised performances. 

AD.M.PR.3 Utilize style, genre, technical skill and context(s) of a varied repertoire of music to influence prepared and improvised performances.  

AC.M.PR.3 Utilize style, genre, technical skill and context(s) of a varied repertoire of music to Inform prepared and improvised performances that connect with the audience. 

M.PR.4: Use self-reflection and peer feedback to refine individual and ensemble performances of varied music repertoire.

N.M.PR.4 Use self-reflection and peer feedback to refine individual and ensemble performances of a varied repertoire of music.  

I.M.PR.4 Develop strategies and evaluate success using feedback from ensemble peers and other sources to address technical challenges in a varied repertoire of music.  

P.M.PR.4 Develop strategies and evaluate success using feedback from ensemble peers and other sources to address challenges in a varied repertoire of music.  

AD.M.PR.4 Develop and apply appropriate rehearsal strategies to refine performance(s), while addressing individual and ensemble challenges in a varied repertoire of music.  

AC.M.PR.4 Develop, apply, and refine appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music.  

M.PR.5: Perform expressively, with appropriate interpretation and technical accuracy.

N.M.PR.5 Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music.  

I.M.PR.5 Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music representing diverse cultures and styles. 

P.M.PR.5 Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music representing diverse cultures, styles, and genres.

 

AD.M.PR.5 Demonstrate developing fluency of the technical demands and expressive qualities of the music in prepared and improvised performances of a varied repertoire representing diverse cultures, styles, genres, and historical periods. 

AC.M.PR.5 Demonstrate fluency and command of the technical demands and expressive qualities of the music through prepared and improvised performances of a varied repertoire representing diverse cultures, styles, genres, and historical periods in multiple types of ensembles. 

Responding (RE)

Standard

Novice (N)

Intermediate (I)

Proficient (P)

Advanced (AD)

Accomplished (AC)

M.RE.1: Choose music appropriate for a specific purpose or context.

N.M.RE.1 Identify reasons for selecting music based on characteristics found in the music, connections to personal interest, and purpose or context.

I.M.RE.1 Discuss reasons for selecting music, citing characteristics found in the music and connections to personal interest, purpose, and context.

P.M.RE.1 Apply criteria to select music for specified purposes, supporting choices by citing characteristics found in the music and connections to personal interest, purpose, and context.

AD.M.RE.1 Develop personal criteria to select music for a variety of purposes, justifying choices citing knowledge of the music and the specified purpose and context.

AC.M.RE.1 Use research and personally-developed criteria to justify choices made when selecting music, citing knowledge of the music, and individual and ensemble purpose and context.

M.RE.2: Analyze how the structure and context of varied musical works inform the response.

N.M.RE.2 Identify how knowledge of context and the use of repetition, similarities, and contrasts affect musical response. 

I.M.RE.2 Describe how understanding context and the way the elements of music are manipulated affect musical response. 

P.M.RE.2 Explain how the analysis of passages and understanding the way the elements of music are manipulated affect musical response.  

AD.M.RE.2 Explain how the analysis of musical structures and contexts affect musical response.  

AC.M.RE.2 Analyze and evaluate the musical structures, contexts, and performance decisions for a musical work.  

M.RE.3: Support the reasons for an interpretation of musical works that reflect creators’/ performers’ expressive intent.

N.M.RE.3 Identify interpretations of the expressive intent and meaning of musical works, referring to the elements of music, contexts, and (when appropriate) the setting of the text.  

I.M.RE.3 Identify and support the reasons for the interpretations of the expressive intent and meaning of musical works, citing as evidence the treatment of the elements of music, contexts, and (when appropriate) the setting of the text.  

P.M.RE.3 Explain and support the reasons for interpretations of expressive intent and meaning of musical works, citing as evidence the treatment of the elements of music, contexts, (when appropriate) the setting of the text.  

AD.M.RE.3 Explain and support, using research, the reasons for interpretations of the expressive intent and meaning of musical works citing as evidence the treatment of the elements of music, contexts, and (when appropriate) the setting of the text.  

AC.M.RE.3 Justify interpretations of the expressive intent and meaning of musical works by comparing and synthesizing varied researched sources that can include reference to other art forms.  

M.RE.4: Evaluate musical works and performances based on analysis, interpretation, and established criteria.

N.M.RE.4 Identify and describe the effect of personal interest, experience, analysis, and context on the perceived value of a musical work or performance.  

I.M.RE.4 Explain the influence of experiences, analysis, and context on the perceived value of a musical work or performance.  

P.M.RE.4 Evaluate works and performances based on personally- or collaboratively- developed criteria, including analysis of the structure and context.  

AD.M.RE.4 Evaluate works and performances based on research as well as personally- and collaboratively-developed criteria, including analysis and interpretation of the structure and context. 

AC.M.RE.4 Evaluate music, programs of music, and performances based on standardized criteria, personal decision-making, research, and understanding of contexts.  

Connecting (CN)

Standard

Novice (N)

Intermediate (I)

Proficient (P)

Advanced (AD)

Accomplished (AC)

M.CN.1: Synthesize and relate knowledge and personal experiences in making/understanding music.

N.M.CN.1 Describe how current personal interests or concerns impact music making/musical understanding.

I.M.CN.1 Generate a collection of personal ideas reflecting current interests and concerns that could be investigated in music making/musical understanding.

P.M.CN.1 Reflect and critique musical experiences and the effects that personal interests and concerns have on the outcome for both performer(s) and the audience.

AD.M.CN.1 Analyze the effect of personal interests and concerns on musical experiences and their impact and value on both the performers and the audience.

AC.M.CN.1 Synthesize knowledge related to the effects of personal interests and concerns with musical experiences to create meaningful works of art.

M.CN.2: Relate artistic ideas and works with societal, cultural, and historical context to deepen personal understanding.

N.M.CN.2 Generate ideas about how music reflects changing times, traditions, resources, and cultural uses.  

I.M.CN.2 Identify different ways music is used to represent, establish, reinforce, and reflect group identity.  

P.M.CN.2 Describe how knowledge of culture, traditions, and history influences personal responses to music. 

AD.M.CN.2 Compare and contrast uses of music in a variety of societal, cultural, and historical contexts while making connections to uses of music in contemporary and local contexts. 

AC.M.CN.2 Analyze and evaluate the impact of a musician or a group of musicians on the beliefs, values, and behaviors of a society.