Together we Create Respond Connect - New York State Education Department
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New York State Learning Standards for the
Present
Together we • Create • Perform • Respond • Connect
Produce
Music At-A-Glance Standards
New York State Learning Standards for the
Present
Together we • Create • Perform • Respond • Connect
Produce
Music At-A-Glance Standards
NYS Learning Standards for the Arts Music Strands Pk K 1 2 3 4 5 6 7 8 HSII HSII HSIII
Revision Committee General Music • • • • • • • • • •
MUSIC Harmonizing Instruments • • • • • • •
* Denotes Committee Chair
Traditional and Emerging Ensembles • • • • • • •
Julie Beauregard Penfield High School Composition and Theory • • •
Technology • • •
Nikki Cole Bath Central School District
Penelope Cruz White Plains City School District Table of Contents
Lynn Fusco Harrison Central School District Section 1: General Music Pk-8 + Novice-Intermediate Levels Harmonizing Instruments p. 3-18
Coding Examples 3 Anchor Standard 6 • Performing • Present 12
Denise Lutter Bronxville UFSD
Anchor Standard 1 • Creating • Imagine 4 Anchor Standard 7 • Responding • Select, Analyze 13-14
Webster Central School District (retired)
Johanna Siebert* Anchor Standard 2 • Creating • Plan, Make 5 Anchor Standard 8 • Responding • Interpret 15
National Core Arts Standards writer
Shirley Terrinoni Hannibal Central Schools Anchor Standard 3 • Creating • Evaluate, Refine, Present 6-7 Anchor Standard 9 • Responding • Evaluate 16
Anchor Standard 4 • Performing • Select, Analyze, Interpret 8-10 Anchor Standard 10 • Connecting • Relate 17
Fred Weingarten Ithaca College School of Music
Anchor Standard 5 • Performing • Rehearse, Evaluate, Refine 11 Anchor Standard 11 • Connecting • Interrelate 18
Leslie Yolen, Associate in Visual Arts Education, New York State Education Department
Section 2: Traditional and Emerging Ensembles ~ Novice–Advanced Levels p. 19-24
Jennifer Childress, Art Education Consultant (editing, document design) Coding Example 19 Anchor Standard 6 • Performing • Present 22
Anchor Standard 1 • Creating • Imagine 20 Anchor Standard 7 • Responding • Select, Analyze 23
Anchor Standard 2 • Creating • Plan, Make 20 Anchor Standard 8 • Responding • Interpret 23
Anchor Standard 3 • Creating • Evaluate, Refine, Present 20 Anchor Standard 9 • Responding • Evaluate 23
Anchor Standard 4 • Performing • Select, Analyze, Interpret 21 Anchor Standard 10 • Connecting • Relate 24
Anchor Standard 5 • Performing • Rehearse, Evaluate, Refine 22 Anchor Standard 11 • Connecting • Interrelate 24
Section 3: Composition & Theory, Harmonizing Instruments, Technology ~ Proficient – Advanced Levels p. 25-34
Coding Example 25 Anchor Standard 6 • Performing • Present 31
Anchor Standard 1 • Creating • Imagine 26 Anchor Standard 7 • Responding • 32
Anchor Standard 2 • Creating • Plan, Make 26 Anchor Standard 8 • Responding • 33
Anchor Standard 3 • Creating • Evaluate, Refine, Present 27 Anchor Standard 9 • Responding • 33
Anchor Standard 4 • Performing • Select, Analyze, Interpret 28-29 Anchor Standard 10 • Connecting • 34
Anchor Standard 5 • Performing • Rehearse, Evaluate, Refine 30 Anchor Standard 11 • Connecting • 34
Page 2 of 34, MUSIC
Copyright 2017
The New York State Education Department
NYS Arts Standards Coding System General Music
Each discipline is assigned an alphabetic abbreviation using uppercase letters
• Pk-8
SECTION 1
DA=Dance MA=Media Arts MU=Music TH=Theatre VA=Visual Arts
Each artistic process is assigned an alphabetic abbreviation using an upper and lower case letter
Harmonizing Instruments
Cr Creating • Novice (5/6)
Pr Performing/Presenting/Producing
Re Responding • Intermediate (7/8)
Cn Connecting
Each anchor standard is assigned a number
Creating Music Coding Examples for Section 1
1. Generate and conceptualize artistic ideas and work.
2. Organize and develop artistic ideas and work.
3. Refine and complete artistic ideas and work. Pk-8
MU – Music Italicized words
• First position indicates the or phrases
Performing/Presenting/Producing discipline. It is always followed by a Cr – Creating indicate
4. Analyze, interpret and select artistic work for presentation. colon ( : ). 1.1 – Anchor Standard + increased rigor
5. Develop and refine artistic techniques and work for presentation. • Second position (following the Enduring Understanding from the previous
6. Convey meaning through the presentation of artistic work. colon) indicates the Artistic Process. level in a
4 – Grade Level particular
• Third position indicates the Anchor
Responding Standard number and Enduring a – Performance cognitive or skill
Indicator area.
7. Perceive and analyze artistic work. Understanding number, which are
8. Interpret intent and meaning in artistic work. separated by a “.”
9. Apply criteria to evaluate artistic work. • Fourth position indicates the Grade
Level. Performance Indicators are coded with a Bold words indicate discipline specific vocabulary.
Connecting • Fifth position indicates the lower case alpha (a, b, c) even when there is Definitions can be found in the NYS Arts Standards
10. Synthesize and relate knowledge and personal experiences to make art. Performance Indicator. only one in a column. Glossary (separate publication).
11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
NOTE: The Anchor Standards (AS) are the same across all arts disciplines. However, each discipline’s standards have discipline-specific
interpretations of the AS, called Enduring Understandings (EU). EUs guide the content of the Performance Indicators. Some Anchor Standards Special Strands Strand Levels
in some of the arts disciplines have more than one EU. • First position indicates the are different than grade levels
discipline. It is always followed by a • Novice is indicated by the
To create code alignment between all standards and disciplines, AS numbers are always followed by “.1”, “.2”, like this: 1.1, 1.2. “.1” follows colon ( : ). number 5, but includes
the AS number even when there is only one Enduring Understanding. • Second position (following the Grades 5-6
colon) indicates the Artistic Process. • Intermediate is indicated
Each grade level is indicated by a letter, number, or HS+Roman numeral • Third position indicates the Anchor by the number 8, but
PK = Pre-Kindergarten K = Kindergarten 1,2,3,4,5,6,7,8 for grades 1– 8 Standard number and Enduring includes Grades 7-8
HSI = HS Proficient HSII = HS Accomplished HSIII = HS Advanced Understanding number, which are MU – Music • HSI (Proficient), HSII
separated by a “.” Cr – Creating (Accomplished), and
Each Performance Indicator (PI) is assigned a lower case letter even when there is only one. The first performance indicator is “a”, the • Fourth position indicates the 1.1 – Anchor Standard + Enduring HSIII (Advanced)
next “b”, and so on. STRAND Understanding indicate expected
• Fifth position indicates the expected performance levels as
level of performance H – Harmonizing Instruments Strand students progress through
For special Music Strands (only) there is another set of codes, indicated with an upper case letter
• Sixth position indicates the 5 – Novice level, Combined Grades 5/6 a 1-3 unit sequence or 1-5
* does not apply to General Music, Pk-8
H = Harmonizing Instruments E = Traditional and Emerging Ensembles Performance Indicator a – Performance Indicator unit sequence
C = Composition and Theory T = Technology
Page 3 of 34, MUSIC
Copyright 2017
The New York State Education DepartmentM U S I C ~ C r e a t i n g ~ Co n c e i v i n g a n d d e v e l o p i n g n e w a r t i s t i c i d e a s a n d w o r k ~ 1
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 Essential • How do musicians generate creative ideas? Artistic Process • CREATING
1.1 variety of sources. Question Process Component • IMAGINE
Pre-K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th
MU:Cr1.1.PK MU:Cr1.1.K MU:Cr1.1.1 MU:Cr1.1.2 MU:Cr1.1.3 MU:Cr1.1.4 MU:Cr1.1.5 MU:Cr1.1.6 MU:Cr1.1.7 MU:Cr1.1.8
a. With substantial a. With guidance, explore a. With limited guidance, a. Generate rhythmic and a. Generate rhythmic and a. Generate rhythmic and a. Generate rhythmic and a. Generate rhythmic and a. Generate rhythmic and a. Generate rhythmic and
guidance, explore and and experience music create musical ideas (such melodic patterns and melodic ideas, and identify melodic ideas, and describe melodic ideas and explain melodic ideas over given melodic phrases over given melodic phrases and
experience a variety of music. concepts (such as beat and as answering a musical musical ideas for a specific connection to specific connection to specific connection to specific harmonic accompaniments or generated harmonic harmonic accompaniments
melodic contour). question) for a specific purpose. purpose and/or context purpose and context (such purpose and context. within AB and ABA forms, accompaniments within AB within expanded forms
purpose. (such as personal and as social and cultural). and identify connection to and ABA forms, and (including introductions and
social). purpose and context. describe connection to codas), and explain
purpose and context. connection to purpose,
context, and/or expressive
intent.
---------- b. With guidance, b. With limited guidance, b. Generate musical ideas b. Generate musical ideas b. Generate musical ideas b. Generate musical ideas ---------- ---------- ----------
generate musical ideas generate musical ideas in and patterns within the (such as rhythms and (such as rhythms, and phrases within specific
(such as movements or multiple tonalities (such as context of a given tonality melodies) within a given melodies, and simple tonalities and meters.
motifs). major and minor) and (such as major and minor) tonality and meter. accompaniment patterns)
meters (such as duple and and meter (such as duple within tonalities (such as
triple). and triple). major and minor) and
meters.
Novice ~ MU:Cr1.1.H.5 Intermediate ~ MU:Cr1.1.H.8
a. Generate melodic, rhythmic, and harmonic ideas for a. Generate melodic and rhythmic phrases that exhibit
Ha rmo n izing melodies (such as two-phrase). cohesiveness within forms (such as AB, ABA, song form)
In str umen ts over given chord progressions.
b. Generate simple chordal accompaniments for teacher- b. Generate chordal accompaniments for teacher-provided or
provided melodies. self-composed melodies.
* Proficient, Accomplished, & Advanced Levels of Harmonizing Instruments are located in Section 3: High
School Classroom Standards.
Page 4 of 34, MUSIC
Copyright 2017
The New York State Education DepartmentM U S I C ~ C r e a t i n g ~ Co n c e i v i n g a n d d e v e l o p i n g n e w a r t i s t i c i d e a s a n d w o r k ~ 2
Anchor Standard 2 Organize and develop artistic ideas and work.
Enduring Understanding Musicians’ creative choices are influenced by their expertise, context, and Essential • How do musicians make creative decisions? Artistic Process • CREATING
2.1 expressive intent. Question Process Components • PLAN, MAKE
Pre-K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th
MU:Cr2.1.PK MU:Cr2.1.K MU:Cr2.1.1 MU:Cr2.1.2 MU:Cr2.1.3 MU:Cr2.1.4 MU:Cr2.1.5 MU:Cr2.1.6 MU:Cr2.1.7 MU:Cr2.1.8
a. With substantial a. With guidance, a. With limited guidance, a. Demonstrate and a. Demonstrate and identify a. Demonstrate selected a. Demonstrate selected a. Organize and/or a. Organize and/or a. Organize and/or
guidance, explore favorite demonstrate and select demonstrate and discuss identify personal reasons for selected musical ideas for a and organized musical and developed musical demonstrate developed demonstrate developed demonstrate developed
musical ideas (such as favorite musical ideas. personal reasons for selecting selecting patterns and ideas simple arrangement or ideas for an arrangement ideas for arrangements or musical ideas for musical ideas for musical ideas for
movements, musical ideas that represent for music that represent composition to express and composition to compositions to express arrangements or arrangements or arrangements or
vocalizations, or expressive intent. expressive intent. intent, and identify express intent, and intent, and explain compositions that express compositions that express compositions that express
instrumental connection to a specific describe connection to connection to purpose and intent and have a clear unity and variety (such as unity and variety
accompaniments). purpose and/or context. purpose and context. context. beginning, middle, and end in AB or ABA form) and (including theme and
(such as in AB or ABA form). convey expressive intent. variations), and tension
and release in expanded
forms (including
introduction and coda) and
convey expressive intent.
b. With substantial b. With guidance, organize b. With limited guidance, b. Use iconic or standard b. Use standard and/or b. Use standard notation b. Use standard notation b. Use standard notation b. Use standard notation b. Use standard notation
guidance, select and keep personal musical ideas, use iconic or standard notation and/or recording iconic notation and/or and/or recording and/or recording and/or audio/video and/or audio/video and/or audio/video
track of the order for using iconic notation notation and/or recording technology to combine, recording technology to technology to combine, technology to combine, recording to combine, recording to combine, recording to combine,
performing original musical and/or recording technology to document sequence, and document combine, sequence, and sequence, and document sequence, and document sequence, and document sequence, and document sequence, and document
ideas, using iconic technology. and organize musical musical ideas. document musical ideas. musical ideas. musical ideas. musical ideas. musical phrases. musical phrases and
notation and/or recording ideas. harmonic accompaniments.
technology.
Novice ~ MU:Cr2.1.H.5 Intermediate ~ MU:Cr2.1.H.8
a. Select, develop, and arrange harmonic ideas and chordal a. Select, develop, and arrange rhythmic, melodic, and
accompaniments for teacher-provided melodies, and harmonic ideas to generate multi-chord accompaniments
Ha rmo n izing rhythmic or melodic ideas for melodies (such as two- to melodies with simple forms (such as AB or ABA), and
In str umen ts phrase) and explain connection to purpose and context. melodic phrases over specified chord progressions to
express intent.
b. Use standard notation and/or recording technology b. Use standard notation or recording technology to
to combine, sequence, and document musical ideas. document drafts of musical ideas.
* Proficient, Accomplished, & Advanced Levels of Harmonizing Instruments are located in Section 3: High
School Classroom Standards.
Page 5 of 34, MUSIC
Copyright 2017
The New York State Education DepartmentM U S I C ~ C r e a t i n g ~ Co n c e i v i n g a n d d e v e l o p i n g n e w a r t i s t i c i d e a s a n d w o r k ~ 3
Anchor Standard 3 Refine and complete artistic work.
Enduring Understanding Musicians evaluate and refine their work through openness to new ideas, Essential • How do musicians improve the quality of their creative work? Artistic Process • CREATING
3.1 persistence, and the application of appropriate criteria. Question Process Components • EVALUATE, REFINE
Pre-K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th
MU:Cr3.1.PK MU:Cr3.1.K MU:Cr3.1.1 MU:Cr3.1.2 MU:Cr3.1.3 MU:Cr3.1.4 MU:Cr3.1.5 MU:Cr3.1.6 MU:Cr3.1.7 MU:Cr3.1.8
a. With substantial a. With guidance, apply a. With limited guidance, a. Interpret and apply a. Evaluate, refine, and a. Evaluate, refine, and a. Evaluate, refine, and a. Evaluate, refine, and a. Evaluate, refine, and a. Evaluate, refine, and
guidance, consider personal, peer, and teacher discuss and apply personal, personal, peer, and teacher document revisions to document revisions to music, document revisions to music, document revisions to music, document revisions to music, document revisions to music,
personal, peer, and teacher feedback in refining peer, and teacher feedback feedback to revise music. music, applying teacher- applying teacher-provided applying teacher-provided applying criteria and applying criteria and applying criteria and
feedback when musical ideas. to refine musical ideas. provided criteria and and collaboratively and collaboratively feedback (related to areas feedback (related to areas feedback (related to
demonstrating and feedback. selected criteria and developed criteria and such as elements of music), such as style and form), and appropriate application of
refining musical ideas. feedback. feedback, and describe the and explain the rationale for explain the rationale for compositional
rationale for changes. changes. changes. techniques), and explain
the rationale for changes.
Novice ~ MU:Cr3.1.H.5 Intermediate ~ MU:Cr3.1.H.8
a. Apply teacher-provided criteria to evaluate and refine a. Apply teacher-provided and collaboratively developed
drafts of simple melodies (such as two-phrase) and chordal criteria to evaluate and refine drafts of melodies (created
Ha r mo n iz in g accompaniments to short or simple melodies. over specified chord progressions or AB/ABA forms) and
In st ru men t s two to three chord accompaniments to short or simple
melodies.
b. Explain the rationale for changes. b. Explain the rationale for changes, based on evaluation
criteria.
* Proficient, Accomplished, & Advanced Levels of Harmonizing Instruments are located in Section 3: High
School Classroom Standards.
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The New York State Education DepartmentAnchor Standard 3 (cont’d)
Enduring Understanding Musicians’ presentation of creative work is the culmination of a process of Essential • How does sharing creative musical ideas demonstrate expressive intent? Artistic Process • CREATING
3.2 creation and communication. Questions • What personal purpose does sharing creative musical ideas serve? Process Component • PRESENT
Pre-K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th
MU:Cr3.2.PK MU:Cr3.2.K MU:Cr3.2.1 MU:Cr3.2.2 MU:Cr3.2.3 MU:Cr3.2.4 MU:Cr3.2.5 MU:Cr3.2.6 MU:Cr3.2.7 MU:Cr3.2.8
a. With substantial a. With guidance, a. With limited guidance, a. Present a final version of a. Present the final version a. Present the final version a. Present the final version a. Present the final version a. Present the final version a. Present the final version
guidance, share revised demonstrate a final version present a final version of musical ideas for a specific of created music to others, of created music to others, of created music to others of their documented of their documented of their documented
musical ideas with peers. of musical ideas to peers. musical ideas for a specific purpose to peers or an and describe connection to and explain connection to that demonstrates composition or composition, song, or composition, song, or
purpose to peers or an informal audience that expressive intent. expressive intent. craftsmanship, and explain arrangement, using arrangement, using arrangement, using
informal audience that conveys expressive intent connection to expressive craftsmanship and craftsmanship and craftsmanship and
conveys expressive intent for a specific purpose. intent. originality to demonstrate an originality to demonstrate originality to demonstrate
for a specific purpose. effective beginning, middle, unity and variety, and the application of
and ending, and convey convey expressive intent. compositional techniques
expressive intent. for creating unity and
variety, tension and
release, and balance to
convey expressive intent.
Novice ~ MU:Cr3.2.H.5 Intermediate ~ MU:Cr3.2.H.8
a. Share completed chordal accompaniments to short or a. Share completed multi-chord accompaniments to teacher-
simple melodies (such as two-phrase). provided or self-composed melodies and melodic phrases
Ha r mo n iz in g (created over specified chord progressions or AB/ABA
In st ru men t s forms).
b. Demonstrate and explain expressive intent, and b. Demonstrate and explain expressive intent, and
development and organization of musical ideas. development and organization of musical ideas, based on
evaluation criteria and craftsmanship.
* Proficient, Accomplished, & Advanced Levels of Harmonizing Instruments are located in Section 3: High
School Classroom Standards.
Page 7 of 34, MUSIC
Copyright 2017
The New York State Education DepartmentM U S I C ~ Pe r f o r m i n g ~ R e a l i z i n g a r t i s t i c i d e a s a n d w o r k t h r o u g h i n t e r p r e t a t i o n a n d p r e s e n t a t i o n ~ 4
Anchor Standard 4 Select, analyze, and interpret artistic work for presentation.
Enduring Understanding Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the Essential • How do performers select repertoire? Artistic Process • PERFORM
4.1 context of a performance influence the selection of repertoire. Question Process Component • SELECT
Pre-K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th
MU:Pr4.1.PK MU:Pr4.1.K MU:Pr4.1.1 MU:Pr4.1.2 MU:Pr4.1.3 MU:Pr4.1.4 MU:Pr4.1.5 MU:Pr4.1.6 MU:Pr4.1.7 MU:Pr4.1.8
a. With substantial a. With guidance, a. With limited guidance, a. Demonstrate and a. Demonstrate and explain a. Demonstrate and a. Demonstrate and a. Apply established a. Apply established and a. Apply established,
guidance, demonstrate demonstrate and state demonstrate and discuss explain personal interest in, how the music that they explain how the music that explain how the music that criteria for selecting music collaboratively developed collaboratively, and
and state preference for personal interest in varied personal interest in, knowledge of, and purpose selected to perform (from they selected to perform they selected to perform to perform (from teacher- or criteria for selecting music personally developed
varied musical selections musical selections provided knowledge of, and purpose of varied musical selections teacher- or student-provided (from teacher- or student- (from teacher- or student- student-provided options) for of contrasting styles for a criteria for selecting music
provided by the teacher. by the teacher. of varied musical selections provided by the teacher. options) is influenced by provided options) is provided options) is a specific purpose and/or program (from teacher- or of contrasting styles for a
provided by the teacher. personal interest, knowledge, influenced by personal influenced by personal context, and explain why student-provided options) program (from teacher- or
purpose, and context. interest, knowledge, interest, knowledge, each was chosen. with a specific purpose student-provided options)
purpose, context, and purpose, context, and and/or context and discuss with a specific purpose
technical skill. their own and others’ expressive qualities. and/or context, and explain
technical skill. expressive qualities,
technical challenges, and
reasons for choices.
Novice ~ MU:Pr4.1.H.5 Intermediate ~ MU:Pr4.1.H.8
a. Apply teacher-provided criteria to explain and a. Apply teacher- and collaboratively developed criteria
Ha rmo n izing demonstrate how the music that they selected to perform to explain and demonstrate how a repertoire of music
In stru men ts (from teacher- or student-provided options) is influenced by representing contrasting styles is selected (from teacher- or
personal interest, knowledge, purpose, context, and their student-provided options), based on personal interest,
own and others’ technical skill. knowledge, personal and others’ technical skills, and the
purpose and/or context of the performance(s).
* Proficient, Accomplished, & Advanced Levels of Harmonizing Instruments are located in Section 3: High
School Classroom Standards.
Page 8 of 34, MUSIC
Copyright 2017
The New York State Education DepartmentAnchor Standard 4 (cont’d)
Enduring Understanding Analyzing creators’ context and how they manipulate elements of music provides Essential • How does understanding the structure and context of musical works Artistic Process • PERFORMING
4.2 insight into their intent and informs performance. Question inform performance? Process Component • ANALYZE
Pre-K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th
MU:Pr4.2.PK MU:Pr4.2.K MU:Pr4.2.1 MU:Pr4.2.2 MU:Pr4.2.3 MU:Pr4.2.4 MU:Pr4.2.5 MU:Pr4.2.6 MU:Pr4.2.7 MU:Pr4.2.8
a. With substantial a. With guidance, explore a. With limited guidance, a. Demonstrate knowledge a. Demonstrate knowledge a. Demonstrate knowledge a. Demonstrate knowledge a. Explain and demonstrate a. Explain and demonstrate a. Compare the structure of
guidance, explore and and demonstrate demonstrate knowledge of of music concepts (such as of the elements of music of the elements of music of the elements of music how the structure and the the structure of contrasting contrasting pieces of music
demonstrate awareness of awareness of music contrasts music concepts (such as major/minor tonality and (such as rhythm and pitch) (such as rhythm, pitch, and (such as rhythm, pitch, elements of music are pieces of music selected for selected for performance,
musical contrasts. (such as high/low, loud/soft, beat and melodic contour) meter) in music selected for in music selected for form) in music selected for form, and harmony) in used in music selected for performance and how explaining how the
same/different) in a variety of in music selected for performance. performance. performance. music selected for performance. elements of music are elements of music are
music selected for performance. performance. used. used in each.
performance.
---------- ---------- b. When analyzing selected b. When analyzing selected b. When analyzing selected b. When analyzing selected b. When analyzing selected b. When analyzing selected b. When analyzing selected b. When analyzing selected
music, read and perform music, read and perform music, read and perform music, read and perform, music, read and perform, music, use grade-level music, use grade-level music, sight-read, on the
rhythmic patterns, using rhythmic and melodic rhythmic and melodic using standard notation, using standard notation, standard notation to read standard notation to read staff, simple rhythmic,
iconic or standard patterns, using iconic or patterns, using standard as appropriate to the musical as appropriate to the musical and identify musical symbols and identify musical symbols melodic, and/or harmonic
notation, as appropriate to standard notation, as notation, as appropriate to tradition. tradition. and functions, as appropriate and functions, as appropriate notation, as appropriate to
the musical tradition. appropriate to the musical the musical tradition. to the musical tradition. to the musical tradition. the musical tradition.
tradition.
---------- ---------- ---------- ---------- c. Describe how context c. Explain how context (such c. Explain how context (such c. Explain how social, c. Explain how social, c. Explain how social,
(such as personal and as social and cultural) as social, cultural, and cultural, and historical cultural and historical cultural and historical
social) can inform a informs a performance. historical) informs context inform contexts inform contexts inform
performance. performances. performances. performances and result in performances and result in
different musical choices. different musical
interpretations.
Novice ~ MU:Pr4.2.H.5 Intermediate ~ MU:Pr4.2.H.8
a. Identify prominent elements of music (such as form a. Identify and compare prominent elements of music
and harmony) in a varied repertoire of music. (such as form and harmony) in a repertoire of music
representing contrasting styles.
Ha r mo n izing
In stru men ts b. Use aural skills and standard notation when analyzing b. Use aural skills and standard notation (rhythmic,
selected music. melodic, and harmonic) when analyzing selected music.
c. Explain how elements of music inform prepared or c. Explain how elements of music and social, cultural,
improvised performance(s). and/or historical context(s) inform prepared or
improvised performance(s).
* Proficient, Accomplished, & Advanced Levels of Harmonizing Instruments are located in the Section 3: High
School Classroom Standards.
Page 9 of 34, MUSIC
Copyright 2017
The New York State Education DepartmentAnchor Standard 4 (cont’d)
Enduring Understanding Performers make interpretive decisions based on their understanding of context and Essential • How do performers interpret musical works? Artistic Process • PERFORMING
4.3 expressive intent. Question Process Component • INTERPRET
Pre-K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th
MU:Pr4.3.PK MU:Pr4.3.K MU:Pr4.3.1 MU:Pr4.3.2 MU:Pr4.3.3 MU:Pr4.3.4 MU:Pr4.3.5 MU:Pr4.3.6 MU:Pr4.3.7 MU:Pr4.3.8
a. With substantial a. With guidance, a. Demonstrate and a. Demonstrate knowledge a. Demonstrate and a. Demonstrate and identify a. Demonstrate and a. Demonstrate a selected a. Demonstrate contrasting a. Demonstrate contrasting
guidance, explore music’s demonstrate awareness of describe music’s expressive of expressive qualities identify the context and how the context and how intent identify the context and how piece of music that shows pieces of music that show pieces of music that show
expressive qualities (such expressive qualities (such qualities (such as (such as dynamics and intent is conveyed through is conveyed through intent is conveyed through how their interpretations their interpretations of the their interpretations of the
as voice quality, dynamics, as voice quality, dynamics, dynamics and tempo). tempo) and how creators use expressive qualities (such interpretive decisions (such interpretive decisions of the elements of music elements of music and elements of music and
and tempo). and tempo) that support the them to convey expressive as dynamics and tempo). as dynamics and tempo). (such as dynamics and and the expressive expressive qualities (such expressive qualities (such
creators’ expressive intent. tempo). qualities (such as as dynamics, tempo, as dynamics, tempo,
intent. dynamics, tempo, timbre, timbre, articulation/style, timbre, articulation/style,
articulation/style, and and phrasing) that convey and phrasing), and explain
phrasing) convey intent intent and are appropriate how they convey intent and
and are appropriate to the to the context. are appropriate to the
context. context.
Novice ~ MU:Pr4.3.H.5 Intermediate ~ MU:Pr4.3.H.8
a. Demonstrate and explain how intent and consideration a. Demonstrate and explain how intent and consideration
Ha rmo n izing
of performance context(s) are conveyed through of the social, cultural, and/or historical performance
In stru men ts interpretive decisions and elements of music (such as context(s) are conveyed through interpretive decisions
form and harmony) in a varied repertoire of music. and elements of music (such as form and harmony) in a
repertoire of music representing contrasting styles.
* Proficient, Accomplished, & Advanced Levels of Harmonizing Instruments are located in the Section 3: High
School Classroom Standards.
Page 10 of 34, MUSIC
Copyright 2017
The New York State Education DepartmentM U S I C ~ Pe r f o r m i n g ~ R e a l i z i n g a r t i s t i c i d e a s a n d w o r k t h r o u g h i n t e r p r e t a t i o n a n d p r e s e n t a t i o n ~ 5
Anchor Standard 5 Develop and refine artistic techniques and work for presentation.
Enduring Understanding To express their musical ideas, musicians analyze, evaluate, and refine their performance over Essential • When is a performance judged ready to present? Artistic Process • PERFORMING
5.1 time through openness to new ideas, persistence, and the application of appropriate criteria. Questions • How do musicians improve the quality of their performance? Process Components • REHEARSE, EVALUATE, REFINE
Pre-K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th
MU:Pr5.1.PK MU:Pr5.1.K MU:Pr5.1.1 MU:Pr5.1.2 MU:Pr5.1.3 MU:Pr5.1.4 MU:Pr5.1.5 MU:Pr5.1.6 MU:Pr5.1.7 MU:Pr5.1.8
a. With substantial a. With guidance, apply a. With limited guidance, a. Apply established a. Apply established a. Apply established or a. Apply established and a. Discuss and apply a. Discuss and apply a. Discuss and apply
guidance, practice and personal, teacher, and peer apply personal, teacher, and criteria to judge the criteria and feedback to collaboratively selected collaboratively developed established and established and established,
demonstrate what they like feedback to refine peer feedback to refine accuracy, expressiveness, evaluate accuracy of criteria and feedback to criteria and feedback to collaboratively collaboratively collaboratively
about their own performances. performances. and effectiveness of performances. evaluate accuracy and evaluate the accuracy and developed criteria and developed criteria and developed, and
performances. performances. expressiveness of expressiveness of feedback to evaluate the feedback to evaluate the personally developed
performances. performances. accuracy and accuracy and criteria and feedback to
expressiveness of expressiveness of evaluate the accuracy and
performances. performances. expressiveness of
performances.
b. With substantial b. With guidance, use b. With limited guidance, b. Rehearse, identify and b. Identify and apply b. Identify and apply b. Identify and apply b. Identify and apply b. Identify and apply b. Identify and apply
guidance, apply personal, suggested strategies in use suggested strategies in apply strategies to address appropriate rehearsal appropriate rehearsal appropriate rehearsal appropriate rehearsal appropriate rehearsal appropriate rehearsal
peer, and teacher feedback rehearsal to improve the rehearsal to address interpretive, strategies and show strategies and show strategies and show strategies and show strategies and show strategies and show
to refine performances. expressive qualities of interpretive challenges of performance, and readiness to present. readiness to present. readiness to present. readiness to present. readiness to present. readiness to present.
music. music. technical challenges of
music.
c. Respond appropriately to c. Respond appropriately to c. Respond appropriately to c. Respond appropriately to c. Respond appropriately to c. Respond appropriately to c. Respond appropriately to c. Respond appropriately to c. Respond appropriately to c. Respond appropriately to
aural and visual cues. aural and visual cues. aural and visual cues. aural and visual cues. aural and visual cues. aural and visual cues. aural and visual cues. aural and visual cues. aural and visual cues. aural and visual cues.
Novice ~ MU:Pr5.1.H.5 Intermediate ~ MU:Pr5.1.H.8
a. Apply self-reflection and teacher-provided criteria to a. Apply self-reflection and teacher-provided and
evaluate prepared or improvised ensemble and personal collaboratively developed criteria to evaluate prepared
performances. or improvised ensemble and personal performances.
Ha rmo n izing
In stru men ts b. Implement rehearsal strategies to address challenges, b. Implement rehearsal strategies to address challenges,
refine technical accuracy and elements of music (such refine technical accuracy and elements of music (such
as form and harmony), and show improvement over time. as form and harmony), show improvement over time, and
determine when the music is ready to perform.
c. Respond appropriately to teacher-provided cues. c. Respond appropriately to aural and visual cues.
* Proficient, Accomplished, & Advanced Levels of Harmonizing Instruments are located in Section 3: High
School Classroom Standards.
Page 11 of 34, MUSIC
Copyright 2017
The New York State Education DepartmentM U S I C ~ Pe r f o r m i n g ~ R e a l i z i n g a r t i s t i c i d e a s a n d w o r k t h r o u g h i n t e r p r e t a t i o n a n d p r e s e n t a t i o n ~ 6
Anchor Standard 6 Convey meaning through the presentation of artistic work.
Enduring Understanding Musicians judge expression and technique in prepared performances by using criteria Essential • How are expressive intent and technical accuracy demonstrated through the Artistic Process • PERFORMING
6.1 that vary across time, place, and culture. The context and how a work is presented Questions sharing of prepared musical work? Process Component • PRESENT
influence the audience response. • How do context and the manner in which musical work is presented
influence audience response?
Pre-K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th
MU:Pr6.1.PK MU:Pr6.1.K MU:Pr6.1.1 MU:Pr6.1.2 MU:Pr6.1.3 MU:Pr6.1.4 MU:Pr6.1.5 MU:Pr6.1.6 MU:Pr6.1.7 MU:Pr6.1.8
a. With substantial a. With guidance, perform a. With limited guidance, a. Perform music for a a. Perform music with a. Perform music with a. Perform music with a. Perform music with a. Perform music with a. Perform music with
guidance, perform music music with expression. perform music for a specific specific purpose with expression and technical expression and technical expression, technical stylistic expression, stylistic expression, stylistic expression,
with expression. purpose with expression. expression and technical accuracy. accuracy. accuracy, and technical accuracy, and technical accuracy, technical accuracy,
accuracy. interpretation. interpretation. interpretation, and/or interpretation, and
culturally authentic culturally authentic
practices. practices.
b. Respond appropriately to b. Perform appropriately for b. Perform appropriately for b. Perform appropriately for b. Perform appropriately for b. Perform appropriately for b. Perform appropriately for b. Perform appropriately for b. Perform appropriately for b. Perform appropriately for
aural and visual cues. the audience. the audience and purpose. the audience and purpose. the audience, venue, and the audience, venue, the audience, venue, the audience, venue, the audience, venue, the audience, venue,
context, demonstrating context, and genre, context, genre, and style, context, genre, and style, context, genre, and style, context, genre, and style,
performance decorum. demonstrating demonstrating demonstrating demonstrating demonstrating
performance decorum. performance decorum. performance decorum. performance decorum. performance decorum.
---------- c. Respond appropriately to c. Respond appropriately to c. Respond appropriately to c. Respond appropriately to c. Respond appropriately to c. Respond appropriately to c. Respond appropriately to c. Respond appropriately to c. Respond appropriately to
aural and visual cues. aural and visual cues. aural and visual cues. aural and visual cues. aural and visual cues. aural and visual cues. aural and visual cues. aural and visual cues. aural and visual cues.
Novice ~ MU:Pr6.1.H.5 Intermediate ~ MU:Pr6.1.H.8
a. Perform a varied repertoire of prepared or improvised a. Perform a repertoire of prepared or improvised music
music, alone or with others, with technical accuracy and representing contrasting styles, alone or with others, with
appropriate interpretation. expression, technical accuracy, and appropriate
Ha rmo n izing interpretation.
In stru men ts
b. Demonstrate performance decorum and audience b. Demonstrate performance decorum (such as stage
etiquette appropriate for the context, venue, genre, and presence and behavior) and audience etiquette
style. appropriate for the context, venue, genre, and style.
c. Respond appropriately to teacher-provided cues. c. Respond appropriately to aural and visual cues.
* Proficient, Accomplished, & Advanced Levels of Harmonizing Instruments are located in Section 3: High
School Classroom Standards.
Page 12 of 34, MUSIC
Copyright 2017
The New York State Education DepartmentMUSIC ~ Responding ~ Understanding and evaluating how the arts convey meaning ~ 7
Anchor Standard 7 Perceive and analyze artistic work.
Enduring Understanding Individuals' selection of musical works is influenced by their interests, experiences, Essential • How do individuals choose music to experience? Artistic Process • RESPONDING
7.1 understandings, and purposes. Question Process Component • SELECT
Pre-K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th
MU:Re7.1.PK MU:Re7.1.K MU:Re7.1.1 MU:Re7.1.2 MU:Re7.1.3 MU:Re7.1.4 MU:Re7.1.5 MU:Re7.1.6 MU:Re7.1.7 MU:Re7.1.8
a. With substantial a. With guidance, list a. With limited guidance, a. Explain and demonstrate a. Demonstrate and a. Demonstrate and a. Demonstrate and explain a. Select and explain how a. Select and compare how a. Select and compare how a
guidance, state personal personal interests and identify and demonstrate how personal interests and identify how selected music describe how selected music how selected music (from contrasting musical works contrasting musical works set of contrasting musical
interests and demonstrate experiences and how personal interests and experiences influence (from teacher or student- (from teacher or student- teacher- or student-provided (from teacher- or student- (from teacher- or student- works (from teacher- or
why they prefer some demonstrate why they experiences influence selection of teacher-provided provided options) connects to provided options) connects to options) connects to and is provided options) connect to provided options) connect to student-provided options)
teacher-provided music prefer some teacher-provided selection of teacher-provided music for specific purposes. and is influenced by specific and is influenced by specific influenced by specific and are influenced by and are influenced by connect to and are
selections over others. music selections over others. music for specific purposes. interests, experiences, or interests, experiences, interests, experiences, specific interests, specific interests, influenced by specific
purposes. purposes, or contexts. purposes, or contexts. experiences, purposes, or experiences, purposes, or interests, experiences,
contexts. contexts. purposes, or contexts.
Novice ~ MU:Re7.1.H.5 Intermediate ~ MU:Re7.1.H.8
Harmonizing a. Demonstrate and describe how selected music (from a. Demonstrate and compare, using teacher-developed
Instruments teacher- or student-provided options), based on characteristics criteria, how selected music (from teacher- or student-
found in the music, connects to and is influenced by interest, provided options) connects to and is influenced by interest,
purpose, or personal experience. purpose, or personal experience.
* Proficient, Accomplished, & Advanced Levels of Harmonizing Instruments are located in Section 3: High
School Classroom Standards.
Page 13 of 34, MUSIC
Copyright 2017
The New York State Education DepartmentAnchor Standard 7 (cont’d)
Enduring Understanding Response to music is informed by analyzing context (social, cultural, and historical) and Essential • How does understanding the structure and context of music inform Artistic Process • RESPONDING
7.2 how creators and performers manipulate the elements of music. Question a response? Process Component • ANALYZE
Pre-K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th
MU:Re7.2.PK MU:Re7.2.K MU:Re7.2.1 MU:Re7.2.2 MU:Re7.2.3 MU:Re7.2.4 MU:Re7.2.5 MU:Re7.2.6 MU:Re7.2.7 MU:Re7.2.8
a. With substantial a. With guidance, a. With limited guidance, a. Describe and a. Demonstrate and identify a. Demonstrate and a. Demonstrate and explain a. Describe how the a. Compare how the a. Compare how the
guidance, explore musical demonstrate how a specific demonstrate and identify demonstrate how specific how a response to music can describe how responses to how responses to music are elements of music and elements of music and elements of music and
contrasts in music. music concept (such as beat how specific music concepts music concepts are used to be informed by the use of the music are informed by the informed by the use of the expressive qualities relate expressive qualities relate expressive qualities relate
or melodic direction) is (such as beat or pitch) are support a specific purpose in elements of music and by use of the elements of elements of music and by to the structure of pieces. to the structure of to the structure of
used in music. used in various styles of music. context (such as personal music and by context (such context (such as cultural contrasting pieces. contrasting pieces in a set of
music for a purpose. and social). as social and cultural). and historical). musical works.
---------- ---------- ---------- ---------- ---------- ---------- ---------- b. Identify the context of b. Identify and compare the b. Identify and compare the
music from a variety of context of music from a contexts of sets of musical
genres, cultures, and variety of genres, cultures, works from a variety of
historical periods. and historical periods. genres, cultures, and
historical periods.
Novice ~ MU:Re7.2.H.5 Intermediate ~ MU:Re7.2.H.8
a. Identify and demonstrate, giving examples, the use of a. Demonstrate and describe, giving examples, how the
Ha rmo n izing
repetition, similarities, and contrasts in musical selections. elements of music are manipulated in musical selections.
In str umen ts
b. Identify how social or cultural context informs a b. Identify how social, cultural, and/or historical context
response. informs a response.
* Proficient, Accomplished, & Advanced Levels of Harmonizing Instruments are located in Section 3: High
School Classroom Standards.
Page 14 of 34, MUSIC
Copyright 2017
The New York State Education DepartmentMUSIC ~ Responding ~ Understanding and evaluating how the arts convey meaning ~ 8
Anchor Standard 8 Interpret meaning in artistic work.
Enduring Understanding Through their use of elements and structures of music, creators and performers Essential • How do we discern the musical creators’ and performers’ Artistic Process • RESPONDING
8.1 provide clues to their expressive intent. Question expressive intent? Process Component • INTERPRET
Pre-K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th
MU:Re8.1.PK MU:Re8.1.K MU:Re8.1.1 MU:Re8.1.2 MU:Re8.1.3 MU:Re8.1.4 MU:Re8.1.5 MU:Re8.1.6 MU:Re8.1.7 MU:Re8.1.8
a. With substantial a. With guidance, a. With limited guidance, a. Demonstrate knowledge a. Demonstrate and identify a. Demonstrate and a. Demonstrate and explain a. Describe a personal a. Describe a personal a. Support a personal
guidance, explore music’s demonstrate awareness of demonstrate and identify of music concepts and how how the expressive describe how the how the expressive interpretation of how interpretation of interpretation of
expressive qualities (such expressive qualities (such expressive qualities (such they support creators’/ qualities (such as expressive qualities (such qualities (such as creators and performers’ contrasting works and contrasting sets of musical
as dynamics and tempo). as dynamics and tempo) as dynamics and tempo) performers’ expressive dynamics and tempo) are as dynamics, tempo, and dynamics, tempo, timbre, application of the elements explain how creators and works and explain how
that reflect creators’/ that reflect creators’/ intent. used in performers’ timbre) are used in and articulation) are used in of music and expressive performers’ application of the creators or performers apply
performers’ expressive performers’ expressive interpretations to reflect performers’ interpretations performers’ interpretations qualities, within genres elements of music and the elements of music and
intent. intent. expressive intent. to reflect expressive to reflect expressive and cultural and historical expressive qualities, expressive qualities,
intent. intent. context, conveys within genres, cultures, within genres, cultures,
expressive intent. and historical periods, and historical periods, to
conveys expressive intent. convey expressive intent.
Novice ~ MU:Re8.1.H.5 Intermediate ~ MU:Re8.1.H.8
Harmonizing a. Identify and demonstrate how the expressive qualities a. Identify and explain how the expressive qualities;
Instruments and social or cultural context influence performers’ elements of music; and social, cultural, and/or historical
interpretations to reflect expressive intent. context influence performers’ interpretations to reflect
expressive intent.
* Proficient, Accomplished, & Advanced Levels of Harmonizing Instruments are located in Section 3: High
School Classroom Standards.
Page 15 of 34, MUSIC
Copyright 2017
The New York State Education DepartmentMUSIC ~ Responding ~ Understanding and evaluating how the arts convey meaning ~ 9
Anchor Standard 9 Apply criteria to evaluate artistic work.
Enduring Understanding The personal evaluation of musical work(s) and performance(s) is informed by analysis, Essential • How do we judge the quality of musical work(s) and Artistic Process • RESPONDING
9.1 interpretation, and established criteria. Question performance(s)? Process Component • EVALUATE
Pre-K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th
MU:Re9.1.PK MU:Re9.1.K MU:Re9.1.1 MU:Re9.1.2 MU:Re9.1.3 MU:Re9.1.4 MU:Re9.1.5 MU:Re9.1.6 MU:Re9.1.7 MU:Re9.1.8
a. With substantial a. With guidance, apply a. With limited guidance, a. Apply personal and a. Apply established criteria a. Apply established a. Apply established a. Apply established a. Apply established and a. Apply established,
guidance, talk about personal and expressive apply personal and expressive preferences in to evaluate musical works criteria to evaluate musical criteria to evaluate musical criteria to evaluate musical collaboratively developed collaboratively, and
personal and expressive preferences in the evaluation expressive preferences in the evaluation of music for and performances, works and performances, works and performances, works and performances, criteria to evaluate musical personally developed
preferences in music. of music. the evaluation of music for specific purposes. identifying appropriateness to describing appropriateness explaining appropriateness citing evidence, explaining works and performances, criteria to evaluate musical
specific purposes. the context. to the context. to the context. appropriateness to the citing evidence, explaining works and performances,
context. appropriateness to the citing evidence, explaining
context. appropriateness to the
context.
Novice ~ MU:Re9.1.H.5 Intermediate ~ MU:Re9.1.H.8
Ha r mo niz in g
a. Identify and describe how interest, experiences, and a. Explain how interest, experiences, and personal, social,
In st ru me n t s personal or social contexts affect evaluation, and apply and/or historical contexts affect evaluation, and apply
these in interpreting music. these in interpreting a varied repertoire of music.
* Proficient, Accomplished, & Advanced Levels of Harmonizing Instruments are located in Section 3: High
School Classroom Standards.
Page 16 of 34, MUSIC
Copyright 2017
The New York State Education DepartmentMUSIC ~ Connecting ~ Relating artistic ideas and work with personal meaning and external context ~10
Anchor Standard 10 Relate and synthesize knowledge and personal experiences to inspire and inform artistic work.
Enduring Understanding The multidimensional system of music allows us to uniquely express and reflect upon ideas, opinions, Essential • How does music deepen our understanding of ourselves, promote Artistic Process • CONNECTING
10.1 aesthetic values, and human sentience. Musicians draw upon universal themes, disciplinary and Questions creative expression, and encourage productive collaboration? Process Component • RELATE
interdisciplinary understandings, and life experiences to inform their creative expressions. • What inspires and informs the creative work of musicians?
Pre-K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th
MU:Cn10.1.PK MU:Cn10.1.K MU:Cn10.1.1 MU:Cn10.1.2 MU:Cn10.1.3 MU:Cn10.1.4 MU:Cn10.1.5 MU:Cn10.1.6 MU:Cn10.1.7 MU:Cn10.1.8
a. Explore and imitate a. Explore and imitate a. Explore and imitate a. Generate musical a. Generate musical a. Create musical ostinati a. Create musical ostinati a. Create musical ostinati a. Design, implement, and a. Design, implement, and
sounds found in the sounds found in the sounds found in the soundscapes to portray soundscapes to portray and/or sounds to accompany and/or motifs to accompany and motifs to accompany or reflect on a strategy for reflect on a strategy for
environment. environment. environment. stories, characters, emotions, stories, characters, emotions, or portray events, a story, or or portray events, a story, or portray events, a story, or to expanding one’s knowledge expanding one’s knowledge
and/or ideas. and/or ideas. to illustrate an abstract idea. to illustrate an abstract idea. illustrate an abstract idea. of unfamiliar music. of unfamiliar music.
b. Imagine and describe b. Imagine and describe b. Imagine and describe b. Identify places, times, and b. Describe places, times, and b. Describe places, times, b. Describe places, times, b. Relate music to personal b. Relate music to personal b. With teacher guidance,
places, times, and reasons for places, times, and reasons for places, times, and reasons for reasons for making and reasons for making and and reasons for making and and reasons for making and accomplishments and accomplishments and identify the musical
making and listening to making and listening to making and listening to listening to music. listening to music. listening to music. listening to music. experiences. experiences. qualities that give
music. music. music. persuasive music (such as
soundtracks, commercials,
protest songs) its effect on
the perspectives and beliefs
of the listener.
c. Illustrate musical ideas c. Illustrate musical ideas c. Illustrate musical ideas c. Illustrate musical ideas c. Perform folk dances from c. Perform folk dances from c. Perform folk dances from c. Express and/or share a c. Express and/or share an c. Express and share an
through movements (such through movements (such through movements (such through movements (such a variety of cultures. a variety of time periods a variety of time periods and musical idea or emotion by original musical idea or original musical idea or
as dramatizations of books or as dramatizations of books or as dramatizations of books or as dramatizations of books or and/or cultures. cultures. using technological emotion by using emotion using
stories). stories). stories). stories). resources. technological resources. technological resources.
d. Manipulate music d. Manipulate music d. Manipulate music d. Manipulate music d. Manipulate music d. Manipulate music d. Identify how sound is d. Identify how sound is d. Describe how sound is d. Explain how sound is
concepts (such as tempo concepts (such as tempo concepts (such as tempo, concepts in order to concepts in order to concepts in order to created on a variety of created on a variety of created on a variety of created on a variety of
and dynamics) in order to and dynamics) in order to dynamics, and express ideas. express ideas. express ideas. instruments and other sound instruments and other sound instruments and other sound instruments and other sound
express ideas. express ideas. articulations) in order to sources. sources. sources. sources.
express ideas.
* Proficient, Accomplished, & Advanced Levels of Harmonizing Instruments
Novice ~ MU:Cn10.1.H.5 Intermediate ~ MU:Cn10.1.H.8
are located in Section 3: High School Classroom Standards.
a. Improvise musical ostinati and/or motifs to accompany or a. Design, implement, and reflect on a strategy for expanding
portray events, a story, or to illustrate an abstract idea. one’s knowledge of unfamiliar music.
b. Discuss places, times, and reasons for making and listening b. With teacher guidance, identify the musical qualities that
to music. give persuasive music (such as soundtracks, commercials,
Ha rmo n izing
protest songs) its effect on the perspectives and beliefs of the
In stru men ts listener.
c. Consider personal accomplishments and experiences in c. Describe effective strategies for reaching a musical goal
shaping new musical goals. that is of importance to you.
d. Identify how sound is created on a familiar instrument and d. Express and share an original musical idea or emotion
other sound sources. using instrumental resources.
Page 17 of 34, MUSIC
Copyright 2017
The New York State Education DepartmentMUSIC ~ Connecting ~ Relating artistic ideas and work with personal meaning and external context ~11
Anchor Standard 11 Investigate ways that artistic work is influenced by societal, cultural, and historical context and, in turn, how artistic ideas shape cultures past, present, and future.
Enduring Understanding Creating, performing, and analyzing music deepens our knowledge of ideas, Essential • How does music help us understand the lives of people of different times, places, and cultures? Artistic Process • CONNECTING
11.1 informs our understanding of cultures, and helps us envision the future. Questions • How does music help preserve personal and cultural insights and values? Process Component • INTERRELATE
Pre-K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th
MU:Cn11.1.PK MU:Cn11.1.K MU:Cn11.1.1 MU:Cn11.1.2 MU:Cn11.1.3 MU:Cn11.1.4 MU:Cn11.1.5 MU:Cn11.1.6 MU:Cn11.1.7 MU:Cn11.1.8
a. Perform/Explore folk a. Explore folk music from a a. Perform folk music from a. Perform folk music from a. Perform folk music from a. Perform folk music from a. Perform folk music from a. Perform folk music from a. Perform folk music from a. Perform folk music from
music from a variety of variety of cultures and a variety of cultures and a variety of cultures and a variety of cultures and a variety of cultures and a variety of cultures, a variety of cultures, a variety of cultures, a variety of cultures,
cultures. discuss the music’s culture discuss the music’s culture identify the music’s culture identify the music’s role(s) or identify the music’s role(s) including some in foreign including some in foreign including some in foreign including some in foreign
of origin. of origin. of origin. meaning in its culture of and meaning in its culture languages, and identify the languages, and describe the languages, and explain the languages, and explain the
origin. of origin. music’s role(s) and meaning music’s role(s) and meaning music’s role(s) and meaning music’s role(s) and meaning
in its culture of origin. in its culture of origin. in its culture of origin. in its culture of origin,
citing sources.
b. With substantial b. With guidance, discuss b. With limited guidance, b. Describe and document b. Document and preserve b. Document and preserve b. Document and preserve b. Use technological b. Identify the cultural, b. Identify ways in which
guidance, explore preferences for varied state preferences for varied preferences for varied musical ideas or insights musical ideas or insights musical ideas or insights resources to preserve social, and political uses for music is used to inform or
personal preferences for musical styles and musical styles and musical styles and from varied musical styles from varied musical styles from varied musical styles musical ideas from varied music. change the beliefs, values,
varied musical styles and repertoire. repertoire. repertoire. and repertoire, using and repertoire, using and repertoire, using musical styles and or behaviors of an individual
repertoire. standard notation, as standard notation as standard notation as repertoire as appropriate to or of a society.
appropriate to the musical appropriate to the musical appropriate to the musical the musical tradition.
tradition. tradition. tradition.
---------- ---------- ---------- ---------- ---------- ---------- ---------- ---------- c. Explore the skills and c. Explore career
knowledge necessary to opportunities in the field of
pursue a musical role in the music.
community.
Novice ~ MU:Cn11.1.H.5 Intermediate ~ MU:Cn11.1.H.8
a. Perform and listen to music from various times and a. Explore the skills and knowledge necessary to pursue
cultures and describe how that music reflects those times vocational and avocational opportunities in the musical
and cultures. community.
Ha rmo n izing
In stru men ts b. Identify the cultural and social uses for music. b. Identify the cultural, social, and political uses for music.
c. Identify ways in which music is used to represent and c. Explain ways in which music is used to inform or change
reflect group identity. the beliefs, values, or behaviors of an individual or of a
society.
* Proficient, Accomplished, & Advanced Levels of Harmonizing Instruments are located in Section 3: High
School Classroom Standards.
Page 18 of 34, THEATER
Copyright 2017
The New York State Education DepartmentYou can also read
