Standards
Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
Generate resourceDemonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
Generate resourceImprovise rhythmic and melodic patterns and musical ideas for a specific purpose.
Generate resourceGenerate musical patterns and ideas within the context of a given tonality (such as major and minor) and meter (such as duple and triple).
Generate resourceDemonstrate and explain personal reasons for selecting patterns and ideas for music that represent expressive intent.
Generate resourceUse iconic or standard notation and/or recording technology to combine,sequence, and document personal musical ideas.
Generate resourceInterpret and apply personal, peer and teacher feedback to revise personal music.
Generate resourceConvey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience.
Generate resourceDemonstrate and explain personal interest in, knowledge about, and purpose of varied musical selections.
Generate resourceDemonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.
Generate resourceWhen analyzing selected music, read and perform rhythmic and melodic patterns using iconic or standard notation.
Generate resourceDemonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.
Generate resourceApply established criteria to judge the accuracy, expressiveness and effectiveness of performances.
Generate resourceRehearse, identify and apply strategies to address interpretive, performance, and technical challenges of music.
Generate resourcePerform music for a specific purpose with expression and technical accuracy.
Generate resourceExplain and demonstrate how personal interests and experiences influence musical selection for specific purposes.
Generate resourceDescribe how specific music concepts are used to support a specific purpose in music.
Generate resourceDemonstrate knowledge of music concepts and how they support creators’/ performers’ expressive intent.
Generate resourceApply personal and expressive preferences in the evaluation of music for specific purposes.
Generate resourceRelate artistic ideas and works with societal, cultural, and historical context to deepen understanding
Generate resourceMusicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding.
Generate resourceMusicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
Generate resourceUnderstanding connections to varied contexts and daily life enhances musicians’ creating, performing, and responding.
Generate resourceMusicians’ presentation of creative work is the culmination of a process of creation and communication.
Generate resourceThe creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.
Generate resourceThrough their use of elements and structures of music, creators and performers provide clues to their expressive intent.
Generate resourcePerformers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
Generate resourcePerformers make interpretive decisions based on their understanding of context and expressive intent.
Generate resourceResponse to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
Generate resourceTo express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.
Generate resourceThe personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria.
Generate resourceMusicians’ creative choices are influenced by their expertise, context, and expressive intent.
Generate resourceIndividuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
Generate resourceMusicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
Generate resourceAnalyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.
Generate resourceRelate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Generate resourcePropose potential new details to plot and story in a guided drama experience (e.g., process drama, story drama, creative drama).
Generate resourceCollaborate with peers to conceptualize scenery in a guided drama experience (e.g., process drama, story drama, creative drama).
Generate resourceIdentify ways in which voice and sounds may be used to create or retell a story in guided drama experiences (e.g., process drama, story drama, creative drama).
Generate resourceCollaborate with peers to devise meaningful dialogue in a guided drama experience (e.g., process drama, story drama, creative drama).
Generate resourceContribute ideas and make decisions as a group to advance a story in a guided drama experience (e.g., process drama, story drama, creative drama).
Generate resourceContribute to the adaptation of dialogue in a guided drama experience (e.g., process drama, story drama, creative drama).
Generate resourceUse and adapt sounds and movements in a guided drama experience (e.g., process drama, story drama, creative drama).
Generate resourceGenerate independently multiple representations of a single object in a guided drama experience (e.g., process drama, story drama, creative drama.
Generate resourceRelate character experiencesto personal experiencesin a guided drama experience (e.g., process drama, story drama, creative drama)
Generate resourceDetermine appropriate skills and knowledge from different art forms and content areas to apply in a guided drama experience (e.g., process drama, story drama, creative drama).
Generate resourceIdentify similarities and differences in stories from multiple cultures in a guided drama experience (e.g., process drama, story drama, creative drama).
Generate resourceCollaborate on the creation of a shortscene based on a non-fiction literary source in a guided drama experience (e.g., process drama,story drama, creative drama)
Generate resourceRecognize when artistic choices are made in a guided drama experience (e.g., process drama,story drama, creative drama).
Generate resourceExplain how personal preferences and emotions affect an observer’s response in a guided drama experience (e.g., process drama, story drama, creative drama), or ageappropriate theatre performance.
Generate resourceIdentify causes and consequences of character actions in a guided drama experience (e.g., process drama, story drama, or creative drama).
Generate resourceExplain or use text and pictures to describe how others’ emotions and choices may compare to the emotions and choices of characters in a guided drama experience (e.g., process drama, story drama, creative drama).
Generate resourceCollaborate on a scene in a guided drama experience (e.g., process drama, story drama, creative drama).
Generate resourceUse a prop or costume in a guided drama experience (e.g., process drama, story drama, creative drama) to describe characters, settings, or events.
Generate resourceDescribe how characters respond to challenges in a guided drama experience (e.g., process drama,story drama, creative drama).
Generate resourceInterpret story elements in a guided drama experience (e.g., process drama, story drama, creative drama).
Generate resourceAlter voice and body to expand and articulate nuances of a character in a guided drama experience (e.g., (e.g., process drama, story drama, creative drama).
Generate resourceDemonstrate the relationship between and among body, voice, and mind in a guided drama experience (e.g., process drama, story drama, creative drama).
Generate resourceExplore technical elements in a guided drama experience (e.g., process drama, story drama, creative drama).
Generate resourceWith prompting and support, demonstrate appropriate audience ettiquette for the venue and purpose.
Generate resourceContribute to group guided drama experiences (e.g., process drama,story drama, creative drama) and informally share with peers.
Generate resourceIdentify times, places and reasons by which students make art outside of school.
Generate resourceRelate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Generate resourceCompare and contrast cultural uses of artwork from different times and places.
Generate resourceBrainstorm, collaboratively, multiple approaches to an art or design problem.
Generate resourceMake art or design with various materials and tools to explore personal interests, questions, and curiosity.
Generate resourceExperiment with various materials and tools to explore personal interests in a work of art or design
Generate resourceDemonstrate safe procedures for using and cleaning art tools, equipment, and studio spaces.
Generate resourceAsk and answer questions such as where, when, why and how artwork should be prepared for presentation or preservation.
Generate resourceAnalyze how art exhibited inside and outside of schools (such as in museums, galleries, virtual spaces, and other venues) contributes to communities.
Generate resourcePerceive and describe aesthetic characteristic s of one’s natural world and constructed environments
Generate resourceInterpret art by identifying the mood suggested by a work of art and describing relevant subject matter and characteristic s of form.
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