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Introduction
Dance
Creating
Performing
Responding
Connecting
Media Arts
Creating
Producing
Responding
Connecting
General Music
Creating
Performing
Responding
Connecting
Music Theory Composition
Creating
Performing
Responding
Connecting
Music Traditional And Emerging Ensembles
Creating
Performing
Responding
Connecting
Music Harmonizing Instruments
Creating
Performing
Responding
Connecting
Music Technology
Creating
Performing
Responding
Connecting
Theatre
Creating
Performing
Responding
Connecting
Visual Arts
Creating
Presenting
Responding
Connecting
Dance/Connecting
#DA:Cn10.1
Process Component: Synthesize
Anchor Standard: Synthesize and relate knowledge and personal experiences to make art.
Enduring Understanding: As dance is experienced, all personal experiences, knowledge, and contexts are integrated and synthesized to interpret meaning.
Essential Question: How does dance deepen our understanding of ourselves, other knowledge, and events around us?
Grade 6
DA:Cn10.1.6
a.Observe the movement characteristics or qualities observed in a specific dance genre. Describe differences and similarities about what was observed to one’s attitudes and movement preferences.

b.Conduct research using a variety of resources to find information about a social issue of great interest. Use the information to create a dance study that expresses a specific point of view on the topic. Discuss whether the experience of creating and sharing the dance reinforces personal views or offers new knowledge and perspectives.
Grade 7
DA:Cn10.1.7
a.Compare and contrast the movement characteristics or qualities found in a variety of dance genres. Discuss how the movement characteristics or qualities differ from one’s own movement characteristics or qualities and how different perspectives are communicated.

b.Research the historical development of a dance genre or style. Use knowledge gained from the research to create a dance study that evokes the essence of the style or genre. Share the study with peers as part of a lecture demonstration that tells the story of the historical journey of the chosen genre or style. Document the process of research and application.
Grade 8
DA:Cn10.1.8
a.Relate connections found between different dances and discuss the relevance of the connections to the development of one’s personal perspectives.

b.Investigate two contrasting topics using a variety of research methods. Identify and organize ideas to create representative movement phrases. Create a dance study exploring the contrasting ideas. Discuss how the research informed the choreographic process and deepens understanding of the topics.
Dance/Connecting
#DA:Cn11.1
Process Component: Relate
Anchor Standard: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
Enduring Understanding: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts.
Essential Question: How does knowing about societal, cultural, historical and community experiences expand dance literacy?
Grade 6
DA:Cn11.1.6
a.Interpret and show how the movement and qualities of a dance communicate its cultural, historical, and/or community purpose or meaning.
Grade 7
DA:Cn11.1.7
a.Compare, contrast, and discuss dances performed by people in various localities or communities. Formulate possible reasons why similarities and differences developed in relation to the ideas and perspectives important to each social group.
Grade 8
DA:Cn11.1.8
a.Analyze and discuss, how dances from a variety of cultures, societies, historical periods, or communities reveal the ideas and perspectives of the people.
Dance/Creating
#DA:Cr1.1
Process Component: Explore_Dance_Anchor1_Standards
Anchor Standard: 1. Generate and conceptualize artistic ideas and work.
Enduring Understanding: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
Essential Question: Where do choreographers get ideas for dances?
Grade 6
DA:Cr1.1.6
a.Relate similar or contrasting ideas to develop choreography using a variety of stimuli (for example, music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news or social events).

b.Explore various movement vocabularies to transfer ideas into choreography.
Grade 7
DA:Cr1.1.7
a.Compare a variety of stimuli (for example, music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news or social events) and make selections to expand movement vocabulary and artistic expression.

b.Explore various movement vocabularies to express an artistic intent in choreography. Explain and discuss the choices made using genre-specific dance terminology.
Grade 8
DA:Cr1.1.8
a.Implement movement from a variety of stimuli (for example, music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news or social events) to develop dance content for an original dance study or dance.

b. Identify and select personal preferences to create an original dance study or dance. Use genre-specific dance terminology to articulate and justify choices made in movement development to communicate intent.
Dance/Creating
#DA:Cr2.1
Process Component: Plan
Anchor Standard: Organize and develop artistic ideas and work.
Enduring Understanding: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
Essential Question: What influences choice-making in creating choreography?
Grade 6
DA:Cr2.1.6
a.Explore choreographic devices and dance structures to develop a dance study that supports an artistic intent. Explain the goal or purpose of the dance.

b.Determine artistic criteria to choreograph a dance study that communicates personal or cultural meaning. Based on the criteria, evaluate why some movements are more or less effective than others.
Grade 7
DA:Cr2.1.7
a.Use a variety of choreographic devices and dance structures to develop a dance study with a clear artistic intent. Articulate reasons for movement and structural choices.

b.Determine artistic criteria to choreograph a dance study that communicates personal or cultural meaning. Articulate how the artistic criteria serve to communicate the meaning of the dance.
Grade 8
DA:Cr2.1.8
a.Collaborate to select and apply a variety of choreographic devices and dance structures to choreograph an original dance study or dance with a clear artistic intent. Articulate the group process for making movement and structural choices.

b.Define and apply artistic criteria to choreograph a dance that communicates personal or cultural meaning. Discuss how the criteria clarify or intensify the meaning of the dance.
Dance/Creating
#DA:Cr3.1
Process Component: Revise
Anchor Standard: Refine and complete artistic work.
Enduring Understanding: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
Essential Question: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Grade 6
DA:Cr3.1.6
a.Revise dance compositions using collaboratively developed artistic criteria. Explain reasons for revisions and how choices made relate to artistic intent.

b.Explore or invent a system to record a dance sequence through writing, symbols, or a form of media technology.
Grade 7
DA:Cr3.1.7
a.Evaluate possible revisions of dance compositions and, if necessary, consider revisions of artistic criteria based on self-reflection and feedback of others. Explain reasons for choices and how they clarify artistic intent.

b.Investigate a recognized system to document a dance sequence by using words, symbols, or media technologies.
Grade 8
DA:Cr3.1.8
a.Revise choreography collaboratively or independently based on artistic criteria, self-reflection, and the feedback of others. Articulate the reasons for choices and revisions and explain how they clarify and enhance the artistic intent.

b.Experiment with aspects of a recognized system to document a section of a dance by using words, symbols, or media technologies.
Dance/Performing
#DA:Pr4.1
Process Component: Express
Anchor Standard: Select, analyze, and interpret artistic work for presentation.
Enduring Understanding: Space, time, and energy are basic elements of dance.
Essential Question: How do dancers work with space, time and energy to communicate artistic expression?
Grade 6
DA:Pr4.1.6
a.Refine partner and ensemble skills in the ability to judge distance and spatial design. Establish diverse pathways, levels, and patterns in space. Maintain focus with partner or group in near and far space.

b. Use combinations of sudden and sustained timing as it relates to both the time and the dynamics of a phrase or dance work. Accurately use accented and unaccented beats in 3/4 and 4/4 meter.

c.Use the internal body force created by varying tensions within one’s musculature for movement initiation and dynamic expression. Distinguish between bound and free-flowing movements and appropriately apply them to technique exercises and dance phrases.

Grade 7
DA:Pr4.1.7
a.Expand movement vocabulary of floor and air pattern designs. Incorporate and modify body designs from different dance genres and styles for the purpose of expanding movement vocabulary to include differently designed shapes and movements for interest and contrast.

b.Vary durational approach in dance phrasing by using timing accents and variations within a phrase to add interest kinesthetically, rhythmically, and visually.

c.Compare and contrast movement characteristics from a variety of dance genres or styles. Discuss specific characteristics and use adverbs and adjectives to describe them. Determine what dancers must do to perform them clearly.

Grade 8
DA:Pr4.1.8
a.Sculpt the body in space and design body shapes in relation to other dancers, objects, and environment. Use focus of eyes during complex floor and air patterns or direct and indirect pathways.

b. Analyze and select metric, kinetic, and breath phrasing and apply appropriately to dance phrases. Perform dance phrases of different lengths that use various timings within the same section. Use different tempi in different body parts at the same time.

c.Direct energy and dynamics in such a way that movement is textured. Incorporate energy and dynamics to technique exercises and dance performance. Use energy and dynamics to enhance and project movements.
Dance/Performing
#DA:Pr5.1
Process Component: Embody
Anchor Standard: Develop and refine artistic technique and work for presentation.
Enduring Understanding: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
Essential Question: What must a dancer do to prepare the mind and body for artistic expression?
Grade 6
DA:Pr5.1.6
a.Embody technical dance skills (for example, alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement) to accurately execute changes of direction, levels, facings, pathways, elevations and landings, extensions of limbs, and movement transitions.

b.Apply basic anatomical knowledge, proprioceptive feedback, spatial awareness, and nutrition to promote safe and healthful strategies when warming up and dancing.

c.Collaborate as an ensemble to refine dances by identifying what works and does not work in executing complex patterns, sequences, and formations. Solve movement problems to dances by testing options and finding good results. Document self- improvements over time
Grade 7
DA:Pr5.1.7
a.Apply body-use strategies to accommodate physical maturational development to technical dance skills (for example, functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, flexibility/range of motion).

b.Utilize healthful practices and sound nutrition in dance activities and everyday life. Discuss benefits of practices and how choices enhance performance.

c.Collaborate with peers to practice and refine dances. Develop group performance expectations through observation and analyses (for example, view live or recorded professional dancers and collaboratively develop group performance expectations based on information gained from observations).

Grade 8
DA:Pr5.1.8
a.Embody technical dance skills (for example, functional alignment, coordination, balance, core support, clarity of movement, weight shifts, flexibility/range of motion) to replicate, recall, and execute spatial designs and musical or rhythmical dance phrases.

b.Evaluate personal healthful practices in dance activities and everyday life including nutrition and injury prevention. Discuss choices made, the effects experienced, and methods for improvement.

c.Collaborate with peers to discover strategies for achieving performance accuracy, clarity, and expressiveness. Articulate personal performance goals and practice to reach goals. Document personal improvement over time (for example, journaling, portfolio, or timeline).

Dance/Performing
#DA:Pr6.1
Process Component: Present
Anchor Standard: Convey meaning through the presentation of artistic work.
Enduring Understanding: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression.
Essential Question: How does a dancer heighten artistry in a public performance?
Grade 6
DA:Pr6.1.6
a.Recognize needs and adapt movements to performance area. Use performance etiquette and performance practices during class, rehearsal and performance. Post-performance, accept notes from choreographer and make corrections as needed and apply to future performances.

b.Compare and contrast a variety of possible production elements that would intensify and heighten the artistic intent of the work. Select choices and explain reasons for the decisions made using production terminology.
Grade 7
DA:Pr6.1.7
a.Recommend changes to and adapt movements to performance area. Use performance etiquette and performance practices during class, rehearsal and performance. Maintain journal documenting these efforts. Post-performance, accept notes from choreographer and apply corrections to future performances.

b.Explore possibilities of producing dance in a variety of venues or for different audiences and, using production terminology, explain how the production elements would be handled in different situations.
Grade 8
DA:Pr6.1.8
a.Demonstrate leadership qualities (for example commitment, dependability, responsibility, and cooperation) when preparing for performances. Use performance etiquette and performance practices during class, rehearsal and performance. Document efforts and create a plan for ongoing improvements. Post-performance, accept notes from choreographer and apply corrections to future performances.

b.Collaborate to design and execute production elements that would intensify and heighten the artistic intent of a dance performed on a stage, in a different venue, or for different audiences. Explain reasons for choices using production terminology.
Dance/Responding
#DA:Re7.1
Process Component: Analyze
Anchor Standard: Perceive and analyze artistic work.
Enduring Understanding: Dance is perceived and analyzed to comprehend its meaning.
Essential Question: How is a dance understood?
Grade 6
DA:Re7.1.6
a.Describe or demonstrate recurring patterns of movement and their relationships in dance.

b.Explain how the elements of dance are used in a variety of dance genres, styles, or cultural movement practices. Use genre-specific dance terminology.
Grade 7
DA:Re7.1.7
a.Compare, contrast, and discuss patterns of movement and their relationships in dance.

b.Compare and contrast how the elements of dance are used in a variety of genres, styles, or cultural movement practices. Use genre-specific dance terminology.
Grade 8
DA:Re7.1.8
a.Describe, demonstrate and discuss patterns of movement and their relationships in dance in context of artistic intent.

b. Explain how the elements of dance are used in a variety of genres, styles, or cultural movement practices to communicate intent. Use genre-specific dance terminology.
Dance/Responding
#DA:Re8.1
Process Component: Interpret
Anchor Standard: Interpret intent and meaning in artistic work.
Enduring Understanding: Dance is interpreted by considering intent, meaning, and artistic expression as communicated through the use of the body, elements of dance, dance technique, dance structure, and context.
Essential Question: How is dance interpreted?
Grade 6
DA:Re8.1.6
a.Explain how the artistic expression of a dance is achieved through the elements of dance, use of body, dance technique, dance structure, and context. Explain how these communicate the intent of the dance using genre specific dance terminology.
Grade 7
DA:Re8.1.7
a.Compare the meaning of different dances. Explain how the artistic expression of each dance is achieved through the elements of dance, use of body, dance technique, and context. Use genre specific dance terminology.
Grade 8
DA:Re8.1.8
a.Select a dance and explain how artistic expression is achieved through relationships among the elements of dance, use of body, dance technique and context. Cite evidence in the dance to support your interpretation using genre specific dance terminology.
Dance/Responding
#DA:Re9.1
Process Component: Critique
Anchor Standard: Apply criteria to evaluate artistic work.
Enduring Understanding: Criteria for evaluating dance vary across genres, styles, and cultures.
Essential Question: What criteria are used to evaluate dance?
Grade 6
DA:Re9.1.6
a.Discuss the characteristics and artistic intent of a dance from a genre, style, or cultural movement practice and develop artistic criteria to critique the dance using genre-specific dance terminology.
Grade 7
DA:Re9.1.7
a.Compare artistic intent, content and context from dances to examine the characteristics of genre, style, or cultural movement practice. Based on the comparison, refine artistic criteria using genre-specific dance terminology.
Grade 8
DA:Re9.1.8
a.Use artistic criteria to determine what makes an effective performance. Consider content, context, genre, style, or cultural movement practice to comprehend artistic expression. Use genre-specific dance terminology.
Media Arts/Connecting
#MA:Cn10.1
Process Component: Synthesize
Anchor Standard: Synthesize and relate knowledge and personal experiences to make art.
Enduring Understanding: Media artworks synthesize meaning and form cultural experience.
Essential Question: How do we relate knowledge and experiences to understanding and making media artworks? How do we learn about and create meaning through producing media artworks?
Grade 6
MA:Cn10.1.6
a.Access, evaluate, and use internal and external resources to create media artworks, such as knowledge, experiences, interests, and research.

b.Explain and show how media artworks form new meanings, situations, and cultural experiences, such as historical events.

Grade 7
MA:Cn10.1.7
a.Access, evaluate and use internal and external resources to inform the creation of media artworks, such as experiences, interests, research, and exemplary works.

b.Explain and show how media artworks form new meanings and knowledge, situations, and cultural experiences, such as learning, and new information.

Grade 8
MA:Cn10.1.8
a.Access, evaluate, and use internal and external resources to inform the creation of media artworks, such as cultural and societal knowledge, research, and exemplary works.

b.Explain and demonstrate how media artworks expand meaning and knowledge, and create cultural experiences, such as local and global events.

Media Arts/Connecting
#MA:Cn11.1
Process Component: Relate
Anchor Standard: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Enduring Understanding: Media artworks and ideas are better understood and produced by relating them to their purposes, values, and various contexts.
Essential Question: How does media arts relate to its various contexts, purposes, and values? How does investigating these relationships inform and deepen the media artist's understanding and work?
Grade 6
MA:Cn11.1.6
a.Research and show how media artworks and ideas relate to personal life, and social, community, and cultural situations, such as personal identity, history, and entertainment.

b.Analyze and interact appropriately with media arts tools and environments, considering fair use and copyright, ethics, and media literacy.
Grade 7
MA:Cn11.1.7
a.Research and demonstrate how media artworks and ideas relate to various situations, purposes and values, such as community, vocations, and social media.

b.Analyze and responsibly interact with media arts tools and environments, considering copyright, ethics, media literacy, and social media.
Grade 8
MA:Cn11.1.8
a.Demonstrate and explain how media artworks and ideas relate to various contexts, purposes, and values, such as democracy, environment, and connecting people and places.

b.Analyze and responsibly interact with media arts tools, environments, legal, and technological contexts, considering ethics, media literacy, social media, and virtual worlds.
Media Arts/Creating
#MA:Cr1.1.1
Process Component: Conceive
Anchor Standard: Generate and conceptualize artistic ideas and work.
Enduring Understanding: Media arts ideas, works, and processes are shaped by the imagination, creative processes, and by expriences, both within and outside of the arts.
Essential Question: How do media artists generate ideas? How can ideas for media arts productions be formed and developed to be effective and original?
Grade 6
MA:Cr1.1.1.6
a.Formulate variations of goals and solutions for media artworks by practicing chosen creative processes, such as sketching, improvising and brainstorming.
Grade 7
MA:Cr1.1.1.7
a.Produce a variety of ideas and solutions for media artworks throughProduce a variety of ideas and solutions for media artworks through application of chosen inventive processes, such as concept modeling and prototyping.
Grade 8
MA:Cr1.1.1.8
a.Generate ideas, goals, and solutions for original media artworks through application of focused creative processes, such as divergent thinking and experimenting.
Media Arts/Creating
#MA:Cr2.1.1
Process Component: Develop
Anchor Standard: Organize and develop artistic ideas and work.
Enduring Understanding: Media artists plan, organize, and develop creative ideas, plans, and models into process structures that can effectively realize the artistic idea.
Essential Question: How do media artists organize and develop ideas and models into process structures to achieve the desired end product?
Grade 6
MA:Cr2.1.1.6
a.Organize, propose, and evaluate artistic ideas, plans, prototypes, and production processes for media arts productions, considering purposeful intent.
Grade 7
MA:Cr2.1.1.7
a.Design, propose, and evaluate artistic ideas, plans, prototypes, and production processes for media arts productions, considering expressive intent and resources.
Grade 8
MA:Cr2.1.1.8
a.Structure and critique ideas, plans, prototypes, and production processes for media arts productions, considering intent, resources, and the presentation context.
Media Arts/Creating
#MA:Cr3.1
Process Component: Construct
Anchor Standard: Refine and complete artistic work.
Enduring Understanding: The forming, integration, and refinement of aesthetic components, principles, and processes creates purpose, meaning, and artistic quality in media artworks.
Essential Question: What is required to produce a media artwork that conveys purpose, meaning, and artistic quality? How do media artists improve/refine their work?
Grade 6
MA:Cr3.1.6
a.Experiment with multiple approaches to produce content and components for determined purpose and meaning in media arts productions, utilizing a range of associated principles, such as point of view and perspective.

b.Appraise how elements and components can be altered for intentional effects and audience, and refine media artworks to reflect purpose and audience.
Grade 7
MA:Cr3.1.7
a.Coordinate production processes to integrate content and components for determined purpose and meaning in media arts productions, demonstrating understanding of associated principles, such as narrative structures and composition.

b.Improve and refine media artworks by intentionally emphasizing particular expressive elements to reflect an understanding of purpose, audience, or place.
Grade 8
MA:Cr3.1.8
a.Implement production processes to integrate content and stylistic conventions for determined meaning in media arts productions, demonstrating understanding of associated principles, such as theme and unity.

b.Refine and modify media artworks, improving technical quality and intentionally accentuating selected expressive and stylistic elements, to reflect an understanding of purpose, audience, and place.
Media Arts/Producing
#MA:Pr4.1
Process Component: Integrate
Anchor Standard: Select, analyze, and interpret artistic work for presentation.
Enduring Understanding: Media artists integrate various forms and contents to develop complex, unified artworks.
Essential Question: How are complex media arts experiences constructed?
Grade 6
MA:Pr4.1.6
a.Validate how integrating multiple contents and forms can support a central idea in a media artwork, such as media, narratives, and performance.
Grade 7
MA:Pr4.1.7
a.Integrate multiple contents and forms into unified media arts productions that convey consistent perspectives and narratives, such as an interactive video game.
Grade 8
MA:Pr4.1.8
a.Integrate multiple contents and forms into unified media arts productions that convey specific themes or ideas, such as interdisciplinary projects, or multimedia theatre.
Media Arts/Producing
#MA:Pr5.1
Process Component: Practice
Anchor Standard: Develop and refine artistic techniques and work for presentation.
Enduring Understanding: Media artists require a range of skills and abilities to creatively solve problems within and through media arts productions.
Essential Question: What skills are required for creating effective media artworks and how are they improved? How are creativity and innovation developed within and through media arts productions? How do media artists use various tools and techniques?
Grade 6
MA:Pr5.1.6
a.Develop a variety of artistic, design, technical, and soft skills through performing various assigned roles in producing media artworks, such as invention, formal technique, production, self-initiative, and problem-solving.

b.Develop a variety of creative and adaptive innovation abilities, such as testing constraints, in developing solutions within and through media arts productions.

c.Demonstrate adaptability using tools and techniques in standard and experimental ways in constructing media artworks.
Grade 7
MA:Pr5.1.7
a.Exhibit an increasing set of artistic, design, technical, and soft skills through performing various roles in producing media artworks, such as creative problem-solving and organizing.

b.Exhibit an increasing set of creative and adaptive innovation abilities, such as exploratory processes, in developing solutions within and through media arts productions.

c.Demonstrate adaptability using tools and techniques in standard and experimental ways to achieve an assigned purpose in constructing media artworks.
Grade 8
MA:Pr5.1.8
a.Demonstrate a defined range of artistic, design, technical, and soft skills, through performing specified roles in producing media artworks, such as strategizing and collaborative communication.

b.Demonstrate a defined range of creative and adaptive innovation abilities, such as divergent solutions and bending conventions, in developing new solutions for identified problems within and through media arts productions.

c.Demonstrate adaptability using tools, techniques and content in standard and experimental ways to communicate intent in the production of media artworks.
Media Arts/Producing
#MA:Pr6.1
Process Component: Present

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

Enduring Understanding: Media artists purposefully present, share, and distribute media artworks for various contexts.
Essential Question: How does time, place, audience, and context affect presenting or performing choices for media artworks? How can presenting or sharing media artworks in a public format help a media artist learn and grow?
Grade 6
MA:Pr6.1.6
a.Analyze various presentation formats and fulfill various tasks and defined processes in the presentation and/or distribution of media artworks.

b.Analyze results of and improvements for presenting media artworks.
Grade 7
MA:Pr6.1.7
a.Evaluate various presentation formats in order to fulfill various tasks and defined processes in the presentation and/or distribution of media artworks.

b.Evaluate the results of and improvements for presenting media artworks, considering impacts on personal growth.
Grade 8
MA:Pr6.1.8
a.Design the presentation and distribution of media artworks through multiple formats and/or contexts.

b.Evaluate the results of and implement improvements for presenting media artworks, considering impacts on personal growth and external effects.
Media Arts/Responding
#MA:Re7.1
Process Component: Perceive
Anchor Standard: Perceive and analyze artistic work.
Enduring Understanding: Identifying the qualities and characteristics of media artworks improves one's artistic appreciation and production.
Essential Question: How do we 'read' media artworks and discern their relational components? How do media artworks function to convey meaning and manage audience experience?
Grade 6
MA:Re7.1.6
a.Identify, describe, and analyze how message and meaning are created by components in media artworks.

b.Identify, describe, and analyze how various forms, methods, and styles in media artworks manage audience experience.
Grade 7
MA:Re7.1.7
a.Describe, compare, and analyze the qualities of and relationships between the components in media artworks.

b.Describe, compare, and analyze how various forms, methods, and styles in media artworks interact with personal preferences in influencing audience experience.
Grade 8
MA:Re7.1.8
a.Compare, contrast, and analyze the qualities of and relationships between the components and style in media artworks.

b.Compare, contrast, and analyze how various forms, methods, and styles in media artworks manage audience experience and create intention.
Media Arts/Responding
#MA:Re8.1
Process Component: Interpret
Anchor Standard: Interpret intent and meaning in artistic work.
Enduring Understanding: Interpretation and appreciation require consideration of the intent, form, and context of the media and artwork.
Essential Question: How do people relate to and interpret media artworks?
Grade 6
MA:Re8.1.6
a.Analyze the intent of a variety of media artworks, using given criteria.
Grade 7
MA:Re8.1.7
a.Analyze the intent and meaning of a variety of media artworks, using self-developed criteria.
Grade 8
MA:Re8.1.8
a.Analyze the intent and meanings of a variety of media artworks, focusing on intentions, forms, and various contexts.
Media Arts/Responding
#MA:Re9.1
Process Component: Evaluate
Anchor Standard: Apply criteria to evaluate artistic work.
Enduring Understanding: Skillful evaluation and critique are critical components of experiencing, appreciating, and producing media artworks.
Essential Question: How and why do media artists value and judge media artworks? When and how should we evaluate and critique media artworks to improve them?
Grade 6
MA:Re9.1.6
a.Determine and apply specific criteria to evaluate various media artworks and production processes, considering context and practicing constructive feedback.
Grade 7
MA:Re9.1.7
a.Develop and apply criteria to evaluate various media artworks and production processes, considering context, and practicing constructive feedback.
Grade 8
MA:Re9.1.8
a.Evaluate media art works and production processes with developed criteria, considering context and artistic goals.
General Music/Connecting
#MU:Cn10.0
Process Component: GMS-Connect #10- 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: How do musicians make meaningful connections to creating, performing, and responding?
Grade 6
MU:Cn10.0.6
Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
Grade 7
MU:Cn10.0.7
Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music
Grade 8
MU:Cn10.0.8
Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
Music Theory Composition/Connecting
#MU:Cn10.0.C
Process Component: MTC - Connect #10 - 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: How do musicians make meaningful connections to creating, performing, and responding?
Music Traditional And Emerging Ensembles/Connecting
#MU:Cn10.0.E
Process Component: MTC - Connect #10 - 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: How do musicians make meaningful connections to creating, performing, and responding?
Music Harmonizing Instruments/Connecting
#MU:Cn10.0.H
Process Component: MHI-Connect #10- 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: How do musicians make meaningful connections to creating, performing, and responding?
Grade Hs novice
MU:Cn10.0.H.Hs novice
Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating, performing, and responding to music.
Grade Hs intermediate
MU:Cn10.0.H.Hs intermediate
Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating, performing, and responding to music.
Music Technology/Connecting
#MU:Cn10.0.T
Process Component: MTS – Connect #10 - 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: How do musicians make meaningful connections to creating, performing and responding?
Grade 6
MU:Cn10.0.T.6
Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating, performing, and responding to music.
Grade 7
MU:Cn10.0.T.7
Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating, performing, and responding to music.
Grade 8
MU:Cn10.0.T.8
Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating, performing, and responding to music.
General Music/Connecting
#MU:Cn11.0
Process Component: GMS-Connect #11- Relate musical ideas and works with varied context to deepen understanding.
Anchor Standard: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
Enduring Understanding: Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and responding.
Essential Question: How do the other arts, other disciplines, contexts, and daily life inform creating, performing, and responding to music?
Grade 6
MU:Cn11.0.6
Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
Grade 7
MU:Cn11.0.7
Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
Grade 8
MU:Cn11.0.8
Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
Music Theory Composition/Connecting
#MU:Cn11.0.C
Process Component: MTC - Connect #11- Relate musical ideas and works to varied contexts and daily life to deepen understanding.
Anchor Standard: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
Enduring Understanding: Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and responding.
Essential Question: How do the other arts, other disciplines, contexts and daily life inform creating, performing, and responding to music?
Music Traditional And Emerging Ensembles/Connecting
#MU:Cn11.0.E
Process Component: MTE – Connect #11 - Relate musical ideas and works to varied contexts and daily life to deepen understanding.
Anchor Standard: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
Enduring Understanding: Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and responding.
Essential Question: How do the other arts, other disciplines, contexts and daily life inform creating, performing, and responding to music?
Grade Hs novice
MU:Cn11.0.E.Hs novice
Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
Grade Hs intermediate
MU:Cn11.0.E.Hs intermediate
Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
Music Harmonizing Instruments/Connecting
#MU:Cn11.0.H
Process Component: MHI-Connect #11- Relate musical ideas and works to varied contexts and daily life to deepen understanding.
Anchor Standard: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
Enduring Understanding: Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and responding.
Essential Question: How do the other arts, other disciplines, contexts and daily life inform creating, performing, and responding to music?
Grade Hs novice
MU:Cn11.0.H.Hs novice
Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts and daily life.
Grade Hs intermediate
MU:Cn11.0.H.Hs intermediate
Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts and daily life.
Music Technology/Connecting
#MU:Cn11.0.T
Process Component: MTS - Connect #11- Relate musical ideas and works to varied contexts and daily life to deepen understanding.
Anchor Standard: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
Enduring Understanding: Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and responding.
Essential Question: How do the other arts, other disciplines, contexts and daily life inform creating, performing, and responding to music?
General Music/Creating
#MU:Cr1.1
Process Component: GMS-Imagine - Generate musical ideas for various purposes and contexts.
Anchor Standard: Generate and conceptualize artistic ideas and work.
Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.
Essential Question: How do musicians generate creative ideas?
Grade 6
MU:Cr1.1.6
Generate simple rhythmic, melodic, and harmonic phrases within AB and ABA forms that convey expressive intent.

Grade 7
MU:Cr1.1.7
Generate rhythmic, melodic, and harmonic phrases and variations over harmonic accompaniments within AB, ABA, or theme and variation forms that convey expressive intent.

Grade 8
MU:Cr1.1.8
Generate rhythmic, melodic and harmonic phrases and harmonic accompaniments within expanded forms (including introductions, transitions, and codas) that convey expressive intent
Music Theory Composition/Creating
#MU:Cr1.1.C
Process Component: MTC - Imagine - Generate musical ideas for various purposes and contexts.
Anchor Standard: Generate and conceptualize artistic ideas and work.
Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.
Essential Question: How do musicians generate creative ideas?
Music Traditional And Emerging Ensembles/Creating
#MU:Cr1.1.E
Process Component: MTE - Imagine - Generate musical ideas for various purposes and contexts.
Anchor Standard: Generate and conceptualize artistic ideas and work.
Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.
Essential Question: How do musicians generate creative ideas?
Grade Hs novice
MU:Cr1.1.E.Hs novice
Compose and improvise melodic and rhythmic ideas or motives that reflect characteristic(s) of music or text(s) studied in rehearsal.
Grade Hs intermediate
MU:Cr1.1.E.Hs intermediate
Compose and improvise ideas for melodies and rhythmic passages based on characteristic(s) of music or text(s) studied in rehearsal.
Music Harmonizing Instruments/Creating
#MU:Cr1.1.H
Process Component: MHI-Imagine- Generate musical ideas for various purposes and contexts.
Anchor Standard: Generate and conceptualize artistic ideas and work.
Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.
Essential Question: How do musicians generate creative ideas?
Grade Hs novice
MU:Cr1.1.H.Hs novice
Generate melodic, rhythmic, and harmonic ideas for simple melodies (such as two-phrase) and chordal accompaniments for given melodies.
Grade Hs intermediate
MU:Cr1.1.H.Hs intermediate
Generate melodic, rhythmic, and harmonic ideas for melodies (created over specified chord progressions or AB/ABA forms) and two-to-three-chord accompaniments for given melodies.
Music Technology/Creating
#MU:Cr1.1.T
Process Component: MTS-Imagine - Generate musical ideas for various purposes and contexts.
Anchor Standard: Generate and conceptualize artistic ideas and works.
Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.
Essential Question: How do musicians generate creative ideas?
General Music/Creating
#MU:Cr2.1
Process Component: GMS-Plan and Make - Select and develop musical ideas for defined purposes and contexts.
Anchor Standard: Organize and develop artistic ideas and work.
Enduring Understanding: Musicians’ creative choices are influenced by their expertise, context, and expressive intent.
Essential Question: How do musicians make creative decisions?
Grade 6
MU:Cr2.1.6
a.Select, organize, construct, and document personal musical ideas for arrangements and compositions within AB or ABA form that demonstrate an effective beginning, middle, and ending, and convey expressive intent.

b.Use standard and/or iconic notation and/or audio/ video recording to document personal simple rhythmic phrases, melodic phrases, and two-chord harmonic musical ideas.
Grade 7
MU:Cr2.1.7
a.Select, organize, develop and document personal musical ideas for arrangements, songs, and compositions within AB, ABA, or theme and variation forms that demonstrate unity and variety and convey expressive intent.

b.Use standard and/or iconic notation and/or audio/ video recording to document personal simple rhythmic phrases, melodic phrases, and harmonic sequences.
Grade 8
MU:Cr2.1.8
a. Select, organize, and document musical ideas for arrangements, songs, and compositions within expanded forms that demonstrate tension and release, unity and variety, balance, and convey expressive intent.

b.Use standard and/or iconic notation and/or audio/ video recording to document personal rhythmic phrases, melodic phrases, and harmonic sequences.
Music Theory Composition/Creating
#MU:Cr2.1.C
Process Component: MTC - Plan and Make - Select and develop musical ideas for defined purposes and contexts.
Anchor Standard: Organize and develop artistic ideas and work.
Enduring Understanding: Musicians’ creative choices are influenced by their expertise, context, and expressive intent.
Essential Question: How do musicians make creative decisions?
Music Traditional And Emerging Ensembles/Creating
#MU:Cr2.1.E
Process Component: MTE - Plan and Make - Select and develop musical ideas for defined purposes and contexts.
Anchor Standard: Organize and develop artistic ideas and work.
Enduring Understanding: Musicians’ creative choices are influenced by their expertise, context, and expressive intent.
Essential Question: How do musicians make creative decisions?
Grade Hs novice
MU:Cr2.1.E.Hs novice
a. Select and develop draft melodic and rhythmic ideas or motives that demonstrate understanding of characteristic(s) of music or text(s) studied in rehearsal.

b. Preserve draft compositions and improvisations through standard notation and audio recording.

Grade Hs intermediate
MU:Cr2.1.E.Hs intermediate
a. Select and develop draft melodies and rhythmic passages that demonstrate understanding of characteristic(s) of music or text(s) studied in rehearsal.

b. Preserve draft compositions and improvisations through standard notation and audio recording.

Music Harmonizing Instruments/Creating
#MU:Cr2.1.H
Process Component: MHI-Plan and Make - Select and develop musical ideas for defined purposes and contexts.
Anchor Standard: Organize and develop artistic ideas and work.
Enduring Understanding: Musicians’ creative choices are influenced by their expertise, context, and expressive intent.
Essential Question: How do musicians make creative decisions?
Grade Hs novice
MU:Cr2.1.H.Hs novice
a. Select, develop, and use standard notation or audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of simple melodies (such as two-phrase) and chordal accompaniments for given melodies.
Grade Hs intermediate
MU:Cr2.1.H.Hs intermediate
Select, develop, and use standard notation and audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of melodies (created over specified chord progressions or AB/ABA forms) and two-to-three-chord accompaniments for given melodies.
Music Technology/Creating
#MU:Cr2.1.T
Process Component: MTS-Plan and Make - Select and develop musical ideas for defined purposes and contexts.
Anchor Standard: Organize and develop artistic ideas and work.
Enduring Understanding: Musicians’ creative choices are influenced by their expertise, context, and expressive intent.
Essential Question: How do musicians make creative decisions?
General Music/Creating
#MU:Cr3.1
Process Component: GMS-Evaluate and Refine -Evaluate and refine selected musical ideas to create musical work that meets appropriate criteria.
Anchor Standard: Refine and complete artistic work.
Enduring Understanding: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
Essential Question: How do musicians improve the quality of their creative work?
Grade 6
MU:Cr3.1.6
a.Evaluate their own work, applying teacher-provided criteria such as application of selected elements of music, and use of sound sources.

b.Describe the rationale for making revisions to the music based on evaluation criteria and feedback from their teacher.
Grade 7
MU:Cr3.1.7
a.Evaluate their own work, applying selected criteria such as appropriate application of elements of music including style, form, and use of sound sources.

b.Describe the rationale for making revisions to the music based on evaluation criteria and feedback from others (teacher and peers).
Grade 8
MU:Cr3.1.8
a.Evaluate their own work by selecting and applying criteria including appropriate application of compositional techniques, style, form, and use of sound sources.

b.Describe the rationale for refining works by explaining the choices, based on evaluation criteria.
Music Theory Composition/Creating
#MU:Cr3.1.C
Process Component: MTC - Evaluate and Refine - Evaluate and refine selected musical ideas to create musical work that meets appropriate criteria.
Anchor Standard: Refine and complete artistic work.
Enduring Understanding: Musicians evaluate and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
Essential Question: How do musicians improve the quality of their creative work?
Music Traditional And Emerging Ensembles/Creating
#MU:Cr3.1.E
Process Component: MTE – Evaluate and Refine - Evaluate and refine selected musical ideas to create musical work that meets appropriate criteria.
Anchor Standard: Refine and complete artistic work.
Enduring Understanding: Musicians evaluate and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
Essential Question: How do musicians improve the quality of their creative work?
Grade Hs novice
MU:Cr3.1.E.Hs novice
a. Evaluate and refine draft compositions and improvisations based on knowledge, skill, and teacher-provided criteria.
Grade Hs intermediate
MU:Cr3.1.E.Hs intermediate
a. Evaluate and refine draft compositions and improvisations based on knowledge, skill, and collaboratively-developed criteria.
Music Harmonizing Instruments/Creating
#MU:Cr3.1.H
Process Component: MHI-Evaluate and Refine - Evaluate and refine selected musical ideas to create musical work that meets appropriate criteria.
Anchor Standard: Refine and complete artistic work.
Enduring Understanding: Musicians evaluate and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
Essential Question: How do musicians improve the quality of their creative work?
Grade Hs novice
MU:Cr3.1.H.Hs novice
Apply teacher-provided criteria to critique, improve, and refine drafts of simple melodies (such as two-phrase) and chordal accompaniments for given melodies.
Grade Hs intermediate
MU:Cr3.1.H.Hs intermediate
Apply teacher-provided criteria to critique, improve, and refine drafts of melodies (created over specified chord progressions or AB/ABA forms) and two-to-three-chord accompaniments for given melodies.
Music Technology/Creating
#MU:Cr3.1.T
Process Component: MTS-Evaluate and Refine - Evaluate and refine selected musical ideas to create musical work that meets appropriate criteria.
Anchor Standard: Refine and complete artistic work.
Enduring Understanding: Musicians evaluate and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
Essential Question: How do musicians improve the quality of their creative work?
General Music/Creating
#MU:Cr3.2
Process Component: GMS-Present - Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
Anchor Standard: Refine and complete artistic work.
Enduring Understanding: Musicians’ presentation of creative work is the culmination of a process of creation and communication.
Essential Question: When is creative work ready to share?
Grade 6
MU:Cr3.2.6
Present the final version of their documented personal composition or arrangement, using craftsmanship and originality to demonstrate an effective beginning, middle, and ending, and convey expressive intent.
Grade 7
MU:Cr3.2.7
Present the final version of their personal documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate unity and variety, and convey expressive intent.
Grade 8
MU:Cr3.2.8
Present the final version of their documented composition, song, or arrangement, using craftsmanship and originality to demonstrate the application of compositional techniques for creating unity and variety, tension and release, and balance to convey expressive intent.
Music Theory Composition/Creating
#MU:Cr3.2.C
Process Component: MTC - Present - Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
Anchor Standard: Refine and complete artistic work.
Enduring Understanding: Musicians’ presentation of creative work is the culmination of a process of creation and communication.
Essential Question: When is creative work ready to share?
Music Traditional And Emerging Ensembles/Creating
#MU:Cr3.2.E
Process Component: MTE – Present - Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
Anchor Standard: Refine and complete artistic work.
Enduring Understanding: Musicians’ presentation of creative work is the culmination of a process of creation and communication.
Essential Question: When is creative work ready to share?
Grade Hs novice
MU:Cr3.2.E.Hs novice
a. Share personally-developed melodic and rhythmic ideas or motives – individually or as an ensemble – that demonstrate understanding of characteristics of music or texts studied in rehearsal.
Grade Hs intermediate
MU:Cr3.2.E.Hs intermediate
a. Share personally-developed melodies and rhythmic passages – individually or as an ensemble – that demonstrate understanding of characteristics of music or texts studied in rehearsal.
Music Harmonizing Instruments/Creating
#MU:Cr3.2.H
Process Component: MHI-Present - Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context.
Anchor Standard: Refine and complete artistic work.
Enduring Understanding: Musicians’ presentation of creative work is the culmination of a process of creation and communication.
Essential Question: When is creative work ready to share?
Grade Hs novice
MU:Cr3.2.H.Hs novice
a. Perform with expression and technical accuracy in individual performances of a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments, demonstrating understanding of the audience and the context.

Grade Hs intermediate
MU:Cr3.2.H.Hs intermediate
a. Perform with expression and technical accuracy in individual performances of a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments, demonstrating sensitivity to the audience and an understanding of the context (social, cultural, or historical).
Music Technology/Creating
#MU:Cr3.2.T
Process Component: MTS-Present - Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.
Anchor Standard: Refine and complete artistic work.
Enduring Understanding: Musicians’ presentation of creative work is the culmination of a process of creation and communication.
Essential Question: When is creative work ready to share?
General Music/Performing
#MU:Pr4.1
Process Component: GMS-Select - Select varied musical works to present based on interest, knowledge, technical skill, and context.
Anchor Standard: 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 context for a performance influence the selection of repertoire.
Essential Question: How do performers select repertoire?
Grade 6
MU:Pr4.1.6
Apply teacher-provided criteria for selecting music to perform for a specific purpose and/or context, and explain why each was chosen
Grade 7
MU:Pr4.1.7
Apply collaboratively-developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context and, after discussion, identify expressive qualities, technical challenges, and reasons for choices.
Grade 8
MU:Pr4.1.8
Apply personally-developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context, and explain expressive qualities, technical challenges, and reasons for choices.
Music Theory Composition/Performing
#MU:Pr4.1.C
Process Component: MTC - Select - Select varied musical works to present based on interest, knowledge, technical skill, and context.
Anchor Standard: Select, analyze and interpret artistic work for presentation.
Enduring Understanding: Performers’ interest in and knowledge of musical work(s), understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
Essential Question: How do performers select repertoire?
Music Traditional And Emerging Ensembles/Performing
#MU:Pr4.1.E
Process Component: MTE – Select - Select varied musical works to present based on interest, knowledge, technical skill, and context.
Anchor Standard: 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 context for a performance influence the selection of repertoire.
Essential Question: How do performers select repertoire?
Grade Hs novice
MU:Pr4.1.E.Hs novice
a. Select varied repertoire to study based on interest, music reading skills (where appropriate), an understanding of the structure of the music, context, and the technical skill of the individual or ensemble.
Grade Hs intermediate
MU:Pr4.1.E.Hs intermediate
a. Select a varied repertoire to study based on music reading skills (where appropriate), an understanding of formal design in the music, context, and the technical skill of the individual and ensemble.
Music Harmonizing Instruments/Performing
#MU:Pr4.1.H
Process Component: MHI-Select- Select varied musical works to present based on interest, knowledge, technical skill, and context.
Anchor Standard: Select, analyze and interpret artistic work for presentation.
Enduring Understanding: Performers’ interest in and knowledge of musical work(s), understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
Essential Question: How do performers select repertoire?
Grade Hs novice
MU:Pr4.1.H.Hs novice
a.Describe and demonstrate how a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments is selected, based on personal interest, music reading skills, and technical skill, as well as the context of the performances.
Grade Hs intermediate
MU:Pr4.1.H.Hs intermediate
a. Describe and demonstrate how a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments is selected, based on personal interest, music reading skills, and technical skill (citing technical challenges that need to be addressed), as well as the context of the performances.
Music Technology/Performing
#MU:Pr4.1.T
Process Component: MTS-Select - Select varied musical works to present based on interest, knowledge, technical skill, and context.
Anchor Standard: Select, analyze and interpret artistic work for presentation.
Enduring Understanding: Performers’ interest in and knowledge of musical works, understanding of their own abilities, and the context for a performance influence the selection of repertoire.
Essential Question: How do performers select repertoire?
Music Theory Composition/Performing
#MU:Pr4.2
Process Component: MTC - Analyze - Analyze the structure and context of varied musical works and their implications for performance.
Anchor Standard: Select, analyze and interpret artistic work for presentation.
Enduring Understanding: Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.
Essential Question: How does understanding the structure and context of musical works inform performance?
General Music/Performing
#MU:Pr4.2
Process Component: GMS-Analyze - Analyze the structure and context of varied musical works and their implications for performance
Anchor Standard: Select, analyze and interpret artistic work for presentation.
Enduring Understanding: Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.
Essential Question: How does understanding the structure and context of musical works inform performance?
Grade 6
MU:Pr4.2.6
a.Explain how understanding the structure and the elements of music are used in music selected for performance.

b.When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch, articulation, and dynamics.

c.Identify how cultural and historical context inform performances.
Grade 7
MU:Pr4.2.7
a.Explain and demonstrate the structure of contrasting pieces of music selected for performance and how elements of music are used.

b. When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch articulation, dynamics, tempo, and form.

c.Identify how cultural and historical context inform performances and result in different music interpretations.
Grade 8
MU:Pr4.2.8
a.Compare the structure of contrasting pieces of music selected for performance, explaining how the elements of music are used in each.

b. When analyzing selected music, sight-read in treble or bass clef simple rhythmic, melodic, and/or harmonic notation.

c. Identity how cultural and historical context inform performances and result in different musical effects.
Music Traditional And Emerging Ensembles/Performing
#MU:Pr4.2.E
Process Component: MTE – Analyze - Analyze the structure and context of varied musical works and their implications for performance.
Anchor Standard: Select, analyze and interpret artistic work for presentation.
Enduring Understanding: Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.
Essential Question: How does understanding the structure and context of musical works inform performance?
Grade Hs novice
MU:Pr4.2.E.Hs novice
a. Demonstrate, using music reading skills where appropriate, how knowledge of formal aspects in musical works inform prepared or improvised performances.
Grade Hs intermediate
MU:Pr4.2.E.Hs intermediate
a. Demonstrate, using music reading skills where appropriate, how the setting and formal characteristics of musical works contribute to understanding the context of the music in prepared or improvised performances.
Music Harmonizing Instruments/Performing
#MU:Pr4.2.H
Process Component: GMS-Analyze - Analyze the structure and context of varied musical works and their implications for performance
Anchor Standard: Select, analyze and interpret artistic work for presentation.
Enduring Understanding: Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.
Essential Question: How does understanding the structure and context of musical works inform performance?
Grade 6
MU:Pr4.2.H.6
a.Explain how understanding the structure and the elements of music are used in music selected for performance.

b.When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch, articulation, and dynamics.

c.Identify how cultural and historical context inform performances.
Grade 7
MU:Pr4.2.H.7
a.Explain and demonstrate the structure of contrasting pieces of music selected for performance and how elements of music are used.

b. When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch articulation, dynamics, tempo, and form.

c.Identify how cultural and historical context inform performances and result in different music interpretations.
Grade 8
MU:Pr4.2.H.8
a.Compare the structure of contrasting pieces of music selected for performance, explaining how the elements of music are used in each.

b. When analyzing selected music, sight-read in treble or bass clef simple rhythmic, melodic, and/or harmonic notation.

c. Identity how cultural and historical context inform performances and result in different musical effects.
Music Technology/Performing
#MU:Pr4.2.T
Process Component: MTS-Analyze - Analyze the structure and context of varied musical works and their implications for performance.
Anchor Standard: Select, analyze and interpret artistic work for presentation.
Enduring Understanding: Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.
Essential Question: How does understanding the structure and context of musical works inform performance?
General Music/Performing
#MU:Pr4.3
Process Component: GMS-Interpret - Develop personal interpretations that consider creators’ intent.
Anchor Standard: Select, analyze and interpret artistic work for presentation.
Enduring Understanding: Performers make interpretive decisions based on their understanding of context and expressive intent.
Essential Question: How do performers interpret musical works?
Grade 6
MU:Pr4.3.6
Perform a selected piece of music demonstrating how their interpretations of the elements of music and the expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing) convey intent.
Grade 7
MU:Pr4.3.7
Perform contrasting pieces of music demonstrating their interpretations of the elements of music and expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing) convey intent.
Grade 8
MU:Pr4.3.8
Perform contrasting pieces of music, demonstrating as well as explaining how the music’s intent is conveyed by their interpretations of the elements of music and expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing).
Music Traditional And Emerging Ensembles/Performing
#MU:Pr4.3.E
Process Component: MTE – Interpret - Develop personal interpretations that consider creators’ intent.
Anchor Standard: Select, analyze and interpret artistic work for presentation.
Enduring Understanding: Performers make interpretive decisions based on their understanding of context and expressive intent.
Essential Question: How do performers interpret musical works?
Grade Hs novice
MU:Pr4.3.E.Hs novice
a. Identify expressive qualities in a varied repertoire of music that can be demonstrated through prepared and improvised performances.
Grade Hs intermediate
MU:Pr4.3.E.Hs intermediate
a. Demonstrate understanding and application of expressive qualities in a varied repertoire of music through prepared and improvised performances.
Music Harmonizing Instruments/Performing
#MU:Pr4.3.H
Process Component: MHI-Interpret - Develop personal interpretations that consider creators’ intent.
Anchor Standard: Select, analyze and interpret work for presentation.
Enduring Understanding: Performers make interpretive decisions based on their understanding of context and expressive intent.
Essential Question: How do performers interpret musical works?
Grade Hs novice
MU:Pr4.3.H.Hs novice
Identify prominent melodic and harmonic characteristics in a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments selected for performance, including at least some based on reading standard notation.
Grade Hs intermediate
MU:Pr4.3.H.Hs intermediate
Identify prominent melodic, harmonic, and structural characteristics and context (social, cultural, or historical) in a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments selected for performance, including at least some based on reading standard notation.
Music Technology/Performing
#MU:Pr4.3.T
Process Component: MTS-Interpret - Develop personal interpretations that consider creators’ intent.
Anchor Standard: Select, analyze and interpret artistic work for presentation.
Enduring Understanding: Performers make interpretive decisions based on their understanding of context and intent.
Essential Question: How do performers interpret musical works?
General Music/Performing
#MU:Pr5.1
Process Component: GMS-Rehearse, Evaluate and Refine - Evaluate and refine personal and ensemble performances, individually or in collaboration with others.
Anchor Standard: Develop and refine artistic 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 appropriate criteria.
Essential Question: How do musicians improve the quality of their performance?
Grade 6
MU:Pr5.1.6
a. Identify and apply teacher-provided criteria (such as correct interpretation of notation, technical accuracy, originality, and interest) to rehearse, refine, and determine when a piece is ready to perform.
Grade 7
MU:Pr5.1.7
a.Identify and apply collaboratively-developed criteria (such as demonstrating correct interpretation of notation, technical skill of performer, originality, emotional impact, and interest) to rehearse, refine, and determine when the music is ready to perform.
Grade 8
MU:Pr5.1.8
a.Identify and apply personally-developed criteria (such as demonstrating correct interpretation of notation, technical skill of performer, originality, emotional impact, variety, and interest) to rehearse, refine, and determine when the music is ready to perform.
Music Theory Composition/Performing
#MU:Pr5.1.C
Process Component: MTC - Rehearse, Evaluate and Refine - Evaluate and refine personal and ensemble performances, individually or in collaboration with others.
Anchor Standard: Develop and refine artistic 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 appropriate criteria.
Essential Question: How do musicians improve the quality of their performance?
Music Traditional And Emerging Ensembles/Performing
#MU:Pr5.1.E
Process Component: MTE – Evaluate and Refine - Evaluate and refine selected musical ideas to create musical work that meets appropriate criteria.
Anchor Standard: Develop and refine artistic 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 appropriate criteria.
Essential Question: How do musicians improve the quality of their performance?
Grade Hs novice
MU:Pr5.1.E.Hs novice
a. Evaluate and refine draft compositions and improvisations based on knowledge, skill, and teacher-provided criteria.
Grade Hs intermediate
MU:Pr5.1.E.Hs intermediate
a. Evaluate and refine draft compositions and improvisations based on knowledge, skill, and collaboratively-developed criteria.
Music Harmonizing Instruments/Performing
#MU:Pr5.1.H
Process Component: MHI-Rehearse, Evaluate and Refine - Evaluate and refine personal and ensemble performances, individually or in collaboration with others.
Anchor Standard: Develop and refine artistic 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 appropriate criteria.
Essential Question: How do musicians improve the quality of their performance?
Grade Hs novice
MU:Pr5.1.H.Hs novice
a.Apply teacher-provided criteria to critique individual performances of a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments selected for performance, and apply practice strategies to address performance challenges and refine the performances.
Grade Hs intermediate
MU:Pr5.1.H.Hs intermediate
a.Apply teacher-provided criteria to critique individual performances of a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments selected for performance, and identify practice strategies to address performance challenges and refine the performances.
Music Technology/Performing
#MU:Pr5.1.T
Process Component: MTS-Evaluate and Refine - Evaluate and refine personal and ensemble performances, individually or in collaboration with others.
Anchor Standard: Develop and refine artistic techniques and work for presentation.
Enduring Understanding: Musicians’ creative choices are influenced by their context, expressive intent, and established criteria.
Essential Question: How do musicians make creative decisions?
General Music/Performing
#MU:Pr6.1
Process Component: GMS-Present - Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context.
Anchor Standard: Convey meaning through the presentation of artistic work.
Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
Essential Question: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?
Grade 6
MU:Pr6.1.6
a.Perform the music with technical accuracy to convey the creator’s intent.

b.Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue and purpose.
Grade 7
MU:Pr6.1.7
a.Perform the music with technical accuracy and stylistic expression to convey the creator’s intent.

b.Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, and context.
Grade 8
MU:Pr6.1.8
a.Perform the music with technical accuracy, stylistic expression, and culturally authentic practices in music to convey the creator’s intent.

b.Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, context, and style.
Music Theory Composition/Performing
#MU:Pr6.1.C
Process Component: MTC - Present - Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context.
Anchor Standard: Convey meaning through the presentation of artistic work.
Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
Essential Question: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?
Music Traditional And Emerging Ensembles/Performing
#MU:Pr6.1.E
Process Component: MTE – Present - Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context.
Anchor Standard: Convey meaning through the presentation of artistic work.
Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
Essential Question: When is a performance judged ready to present? How do context and the manner in which the musical work is presented influence audience response?
Grade Hs novice
MU:Pr6.1.E.Hs novice
a. Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music.

b. Demonstrate an awareness of the context of the music through prepared and improvised performances.

Grade Hs intermediate
MU:Pr6.1.E.Hs intermediate
a. Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music representing diverse cultures and styles.

b. Demonstrate an understanding of the context of the music through prepared and improvised performances.

Music Harmonizing Instruments/Performing
#MU:Pr6.1.H
Process Component: MHI-Present - Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context.
Anchor Standard: Convey meaning through the presentation of artistic work.
Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
Essential Question: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?
Grade Hs novice
MU:Pr6.1.H.Hs novice
a. Perform with expression and technical accuracy in individual performances of a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments, demonstrating understanding of the audience and the context.

Grade Hs intermediate
MU:Pr6.1.H.Hs intermediate
a. Perform with expression and technical accuracy in individual performances of a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments, demonstrating sensitivity to the audience and an understanding of the context (social, cultural, or historical).
Music Technology/Performing
#MU:Pr6.1.T
Process Component: MTS-Present - Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context.
Anchor Standard: Convey meaning through the presentation of artistic work.
Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
Essential Question: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?
General Music/Responding
#MU:Re7.1
Process Component: GMS-Select - Choose music appropriate for a specific purpose or context.
Anchor Standard: Perceive and analyze artistic work.
Enduring Understanding: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
Essential Question: How do individuals choose music to experience?
Grade 6
MU:Re7.1.6
Select or choose music to listen to and explain the connections to specific interests or experiences for a specific purpose.
Grade 7
MU:Re7.1.7
Select or choose contrasting music to listen to and compare the connections to specific interests or experiences for a specific purpose.
Grade 8
MU:Re7.1.8
Select programs of music (such as a CD mix or live performances) and demonstrate the connections to an interest or experience for a specific purpose.
Music Theory Composition/Responding
#MU:Re7.1.C
Process Component: MTC - Select - Choose music appropriate for a specific purpose or context.
Anchor Standard: Perceive and analyze artistic work.
Enduring Understanding: Individuals’ selection of musical works is influenced by their interests, experiences, understandings, and purposes.
Essential Question: How do individuals choose music to experience?
Music Traditional And Emerging Ensembles/Responding
#MU:Re7.1.E
Process Component: MTE – Select - Choose music appropriate for a specific purpose or context.
Anchor Standard: Perceive and analyze artistic work.
Enduring Understanding: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
Essential Question: How do individuals choose music to experience?
Grade Hs novice
MU:Re7.1.E.Hs novice
Identify reasons for selecting music based on characteristics found in the music, connection to interest, and purpose or context.
Grade Hs intermediate
MU:Re7.1.E.Hs intermediate
Explain reasons for selecting music citing characteristics found in the music and connections to interest, purpose, and context.
Music Harmonizing Instruments/Responding
#MU:Re7.1.H
Process Component: MHI-Select- Choose music appropriate for a specific purpose or context.
Anchor Standard: Perceive and analyze artistic work.
Enduring Understanding: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
Essential Question: How do individuals choose music to experience?
Grade Hs novice
MU:Re7.1.H.Hs novice
a.Demonstrate and describe reasons for selecting music, based on characteristics found in the music and connections to interest, purpose, or personal experience.
Grade Hs intermediate
MU:Re7.1.H.Hs intermediate
a.Explain reasons for selecting music citing characteristics found in the music and connections to interest, purpose, and context.
General Music/Responding
#MU:Re7.2
Process Component: GMS-Analyze - Analyze how the structure and context of varied musical works inform the response.
Anchor Standard: Perceive and analyze artistic work.
Enduring Understanding: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
Essential Question: How does understanding the structure and context of music inform a response?
Grade 6
MU:Re7.2.6
a.Describe how the elements of music and expressive qualities relate to the structure of the pieces

b.Identify the context of music from a variety of genres, cultures, and historical periods.
Grade 7
MU:Re7.2.7
a.Classify and explain how the elements of music and expressive qualities relate to the structure of contrasting pieces.

b. Identify and compare the context of music from a variety of genres, cultures, and historical periods.
Grade 8
MU:Re7.2.8
a. Compare how the elements of music and expressive qualities relate to the structure within programs of music.

b.Identify and compare the context of programs of music from a variety of genres, cultures, and historical periods.
Music Theory Composition/Responding
#MU:Re7.2.C
Process Component: GMS-Analyze - Analyze how the structure and context of varied musical works inform the response.
Anchor Standard: Perceive and analyze artistic work.
Enduring Understanding: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
Essential Question: How does understanding the structure and context of music inform a response?
Grade 6
MU:Re7.2.C.6
a.Describe how the elements of music and expressive qualities relate to the structure of the pieces

b.Identify the context of music from a variety of genres, cultures, and historical periods.
Grade 7
MU:Re7.2.C.7
a.Classify and explain how the elements of music and expressive qualities relate to the structure of contrasting pieces.

b. Identify and compare the context of music from a variety of genres, cultures, and historical periods.
Grade 8
MU:Re7.2.C.8
a. Compare how the elements of music and expressive qualities relate to the structure within programs of music.

b.Identify and compare the context of programs of music from a variety of genres, cultures, and historical periods.
Music Traditional And Emerging Ensembles/Responding
#MU:Re7.2.E
Process Component: MTE – Analyze - Analyze how the structure and context of varied musical works inform the response.
Anchor Standard: Perceive and analyze artistic work.
Enduring Understanding: Response to music is informed by analyzing context (social cultural, and historical) and how creators and performers manipulate the elements of music.
Essential Question: How does understanding the structure and context of the music influence a response?
Grade Hs novice
MU:Re7.2.E.Hs novice
Identify how knowledge of context and the use of repetition, similarities, and contrasts inform the response to music.
Grade Hs intermediate
MU:Re7.2.E.Hs intermediate
Describe how understanding context and the way the elements of music are manipulated inform the response to music.
Music Harmonizing Instruments/Responding
#MU:Re7.2.H
Process Component: MHI-Analyze - Analyze how the structure and context of varied musical works inform the response.
Anchor Standard: Perceive and analyze artistic work.
Enduring Understanding: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
Essential Question: How does understanding the structure and context of music inform a response?
Grade Hs novice
MU:Re7.2.H.Hs novice
a.Demonstrate and explain, citing evidence, the use of repetition, similarities and contrasts in musical selections and how these and knowledge of the context (social or cultural) inform the response.
Grade Hs intermediate
MU:Re7.2.H.Hs intermediate
a.Describe how the way that the elements of music are manipulated and knowledge of the context (social and cultural) inform the response.
Music Technology/Responding
#MU:Re7.2.T
Process Component: MTS – Analyze - Analyze how the structure and context of varied musical works inform the response.
Anchor Standard: Perceive and analyze artistic work.
Enduring Understanding: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
Essential Question: How does understanding the structure and context of music inform a response?
Music Technology/Responding
#MU:Re7.I.T
Process Component: MTS – Select - Choose music appropriate for a specific purpose or context.
Anchor Standard: Perceive and analyze artistic work.
Enduring Understanding: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
Essential Question: How do individuals choose music to experience?
General Music/Responding
#MU:Re8.1
Process Component: GMS-Interpret - Support interpretations of musical works that reflect creators’/performers’ expressive intent.
Anchor Standard: Interpret intent and meaning in artistic work.
Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
Essential Question: How do we discern the musical creators’ and performers’ expressive intent?
Grade 6
MU:Re8.1.6
Describe a personal interpretation of how creators’ and performers’ application of the elements of music and expressive qualities, within genres and cultural and historical context, convey expressive intent.
Grade 7
MU:Re8.1.7
Describe a personal interpretation of contrasting works and explain how creators’ and performers’ application of the elements of music and expressive qualities, within genres, cultures, and historical periods, convey expressive intent
Grade 8
MU:Re8.1.8
Support personal interpretation of contrasting programs of music and explain how creators’ or performers’ apply the elements of music and expressive qualities, within genres, cultures, and historical periods to convey expressive intent.
Music Theory Composition/Responding
#MU:Re8.1.C
Process Component: MTC - Interpret - Support interpretations of musical works that reflect creators’/performers’ expressive intent.
Anchor Standard: Interpret intent and meaning in artistic work.
Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
Essential Question: How do we discern musical creators’ and performers’ expressive intent?
Music Traditional And Emerging Ensembles/Responding
#MU:Re8.1.E
Process Component: MTE – Interpret - Support an interpretation of musical works that reflect creators’/performers’ expressive intent.
Anchor Standard: Interpret intent and meaning in artistic work.
Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
Essential Question: How do we discern the musical creators’ and performers’ expressive intent?
Grade Hs novice
MU:Re8.1.E.Hs novice
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.
Grade Hs intermediate
MU:Re8.1.E.Hs intermediate
Identify and support 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.
Music Harmonizing Instruments/Responding
#MU:Re8.1.H
Process Component: MHI-Interpret - Support interpretations of musical works that reflect creators’/performers’ expressive intent.
Anchor Standard: Interpret intent and meaning in artistic work.
Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
Essential Question: How do we discern the musical creators’ and performers’ expressive intent?
Grade Hs novice
MU:Re8.1.H.Hs novice
a.Identify interpretations of the expressive intent and meaning of musical selections, referring to the elements of music, context (personal or social), and (when appropriate) the setting of the text.
Grade Hs intermediate
MU:Re8.1.H.Hs intermediate
a.Identify and support interpretations of the expressive intent and meaning of musical selections, citing as evidence the treatment of the elements of music, context, and (when appropriate) the setting of the text.
Music Technology/Responding
#MU:Re8.1.T
Process Component: MTS – Interpret - Support interpretations of musical works that reflect creators’/performers’ expressive intent.
Anchor Standard: Interpret intent and meaning in artistic work.
Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
Essential Question: How do we discern musical creators’ and performers’ expressive intent?
General Music/Responding
#MU:Re9.1
Process Component: GMS-Evaluate - Support evaluations of musical works and performances based on analysis, interpretation, and established criteria.
Anchor Standard: Apply criteria to evaluate artistic work.
Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria.
Essential Question: How do we judge the quality of musical work(s) and performance(s)?
Grade 6
MU:Re9.1.6
Apply teacher-provided criteria to evaluate musical works or performances.
Grade 7
MU:Re9.1.7
Select from teacher-provided criteria to evaluate musical works or performances.
Grade 8
MU:Re9.1.8
Apply appropriate personally-developed criteria to evaluate musical works or performances.
Music Theory Composition/Responding
#MU:Re9.1.C
Process Component: MTC - Evaluate - Support evaluations of musical works and performances based on analysis, interpretation, and established criteria.
Anchor Standard: Evaluate - Support evaluations of musical works and performances based on analysis, interpretation, and established criteria.
Enduring Understanding: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.
Essential Question: How do we judge the quality of musical work(s) and performance(s)?
Music Traditional And Emerging Ensembles/Responding
#MU:Re9.1.E
Process Component: MTE – Evaluate - Support personal evaluation of musical works and performance(s) based on analysis, interpretation, and established criteria.
Anchor Standard: Apply criteria to evaluate artistic work.
Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria.
Essential Question: How do we judge the quality of musical work(s) and performance(s)?
Grade Hs novice
MU:Re9.1.E.Hs novice
Identify and describe the effect of interest, experience, analysis, and context on the evaluation of music.
Grade Hs intermediate
MU:Re9.1.E.Hs intermediate
Explain the influence of experiences, analysis, and context on interest in and evaluation of music.
Music Harmonizing Instruments/Responding
#MU:Re9.1.H
Process Component: MHI-Evaluate - Support their personal evaluations of musical work(s) and performance(s) based on analysis, interpretation, and established criteria.
Anchor Standard: Apply criteria to evaluate artistic work.
Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria.
Essential Question: How do we judge the quality of musical work(s) and performance(s)?
Grade Hs novice
MU:Re9.1.H.Hs novice
a.Identify and describe how interest, experiences, and contexts (personal or social) effect the evaluation of music.
Grade Hs intermediate
MU:Re9.1.H.Hs intermediate
a.Explain the influence of experiences and contexts (personal, social, or cultural) on interest in and the evaluation of a varied repertoire of music.
Music Technology/Responding
#MU:Re9.1.T
Process Component: MTS – Evaluate - Support evaluations of musical works and performances based on analysis, interpretation, and established criteria.
Anchor Standard: Apply criteria to evaluate artistic work.
Enduring Understanding: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.
Essential Question: How do we judge the quality of musical work(s) and performance(s)?
Theatre/Connecting
#TH:Cn10.1
Process Component: Empathize
Anchor Standard: Synthesize and relate knowledge and personal experiences to make art.
Enduring Understanding: Theatre artists allow awareness of interrelationships between self and others to influence and inform their work.
Essential Question: What happens when theatre artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy?
Grade 6
TH:Cn10.1.6
a. Explain how the actions and motivations of characters in a drama/theatre work impact perspectives of a community or culture.

Grade 7
TH:Cn10.1.7
a. Incorporate multiple perspectives and diverse community ideas in a drama/theatre work.

Grade 8
TH:Cn10.1.8
a. Examine a community issue through multiple perspectives in a drama/theatre work.

Theatre/Connecting
#TH:Cn11.1
Process Component: Interrelate
Anchor Standard: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Enduring Understanding: Theatre artists understand and can communicate their creative process as they analyze the way the world may be understood.
Essential Question: What happens when theatre artists allow an understanding of themselves and the world to inform perceptions about theatre and the purpose of their work?
Grade 6
TH:Cn11.1.6
a. Identify universal themes or common social issues and express them through a drama/theatre work.

Grade 7
TH:Cn11.1.7
a. Incorporate music, dance, art, and/or media to strengthen the meaning and conflict in a drama/theatre work with a particular cultural, global, or historic context.

Grade 8
TH:Cn11.1.8
a. Use different forms of drama/theatre work to examine contemporary social, cultural, or global issues.

Theatre/Connecting
#TH:Cn11.2
Process Component: Research
Anchor Standard: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Enduring Understanding: Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work.
Essential Question: In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood?
Grade 6
TH:Cn11.2.6
a. Research and analyze two different versions of the same drama/theatre story to determine differences and similarities in the visual and aural world of each story.

b. Investigate the time period and place of a drama/theatre work to better understand performance and design choices.

Grade 7
TH:Cn11.2.7
a. Research and discuss how a playwright might have intended a drama/theatre work to be produced.

b. Examine artifacts from a time period and geographic location to better understand performance and design choices in a drama/theatre work.

Grade 8
TH:Cn11.2.8
a. Research the story elements of a staged drama/theatre work and compare them to another production of the same work.

b. Identify and use artifacts from a time period and place to develop performance and design choices in a drama/theatre work.

Theatre/Creating
#TH:Cr1.1
Process Component: Envision, Conceptualize
Anchor Standard: Generate and conceptualize artistic ideas and work.
Enduring Understanding: Theatre artists rely on intuition, curiosity, and critical inquiry.
Essential Question: What happens when theatre artists use their imaginations and/or learned theatre skills while engaging in creative exploration and inquiry?
Grade 6
TH:Cr1.1.6
a. Identify possible solutions to staging challenges in a drama/theatre work.

b. Identify solutions to design challenges in a drama/theatre work.

c. Explore a scripted or improvised character by imagining the given circumstances in a drama/theatre work.
Grade 7
TH:Cr1.1.7
a. Investigate multiple perspectives and solutions to staging challenges in a drama/theatre work.

b. Explain and present solutions to design challenges in a drama/ theatre work.

c. Envision and describe a scripted or improvised character’s inner thoughts and objectives in a drama/theatre work.
Grade 8
TH:Cr1.1.8
a. Imagine and explore multiple perspectives and solutions to staging problems in a drama/ theatre work.

b. Imagine and explore solutions to design challenges of a performance space in a drama/theatre work.

c. Develop a scripted or improvised character by articulating the character’s inner thoughts, objectives, and motivations in a drama/theatre work.
Theatre/Creating
#TH:Cr2.1
Process Component: Develop
Anchor Standard: Organize and develop artistic ideas and work.
Enduring Understanding: Theatre artists work to discover different ways of communicating meaning
Essential Question: How, when, and why do theatre artists' choices change?
Grade 6
TH:Cr2.1.6
a. Use critical analysis to improve, refine, and evolve original ideas and artistic choices in a devised or scripted drama/theatre work.

b. Contribute ideas and accept and incorporate the ideas of others in preparing or devising drama/theatre work.
Grade 7
TH:Cr2.1.7
a. Examine and justify original ideas and artistic choices in a drama/theatre work based on critical analysis, background knowledge, and historical and cultural context.

b. Demonstrate mutual respect for self and others and their roles in preparing or devising drama/theatre work.
Grade 8
TH:Cr2.1.8
a. Articulate and apply critical analysis, background knowledge, research, and historical and cultural context to the development of original ideas for a drama/theatre work.

b. Share leadership and responsibilities to develop collaborative goals when preparing or devising drama/theatre work.

Theatre/Creating
#TH:Cr3.1
Process Component: Rehearse
Anchor Standard: Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation.
Enduring Understanding: Theatre artists refine their work and practice their craft through rehearsal.
Essential Question: How do theatre artists transform and edit their initial ideas?
Grade 6
TH:Cr3.1.6
a. Articulate and examine choices to refine a devised or scripted drama/theatre work.

b. Identify effective physical and vocal traits of characters in an improvised or scripted drama/theatre work.

c. Explore a planned technical design during the rehearsal process for a devised or scripted drama/theatre work.

Grade 7
TH:Cr3.1.7
a. Demonstrate focus and concentration in the rehearsal process to analyze and refine choices in a devised or scripted drama/theatre work.

b. Develop effective physical and vocal traits of characters in an improvised or scripted drama/theatre work

c. Consider multiple planned technical design elements during the rehearsal process for a devised or scripted drama/theatre work.

Grade 8
TH:Cr3.1.8
a. Use repetition and analysis in order to revise devised or scripted drama/theatre work.

b. Refine effective physical, vocal, and physiological traits of characters in an improvised or scripted drama/ theatre work.

c. Implement and refine a planned technical design using simple technology during the rehearsal process for devised or scripted drama/ theatre work.

Theatre/Performing
#TH:Pr4.1
Process Component: Select
Anchor Standard: Select, analyze, and interpret artistic work for presentation.
Enduring Understanding: Theatre artists make strong choices to effectively convey meaning.
Essential Question: Why are strong choices essential to interpreting a drama or theatre piece?
Grade 6
TH:Pr4.1.6
a. Identify the essential events in a story or script that make up the dramatic structure in a drama/theatre work.

b. Experiment with various physical choices to communicate character in a drama/theatre work.

Grade 7
TH:Pr4.1.7
a. Consider various staging choices to enhance the story in a drama/theatre work.

b. Use various character objectives in a drama/theatre work.

Grade 8
TH:Pr4.1.8
a. Explore different pacing to better communicate the story in a drama/theatre work.

b. Use various character objectives and tactics in a drama/theatre work to overcome an obstacle.

Theatre/Performing
#TH:Pr5.1
Process Component: Prepare
Anchor Standard: Develop and refine artistic techniques and work for presentation.
Enduring Understanding: Theatre artists develop personal processes and skills for a performance or design.
Essential Question: What can I do to fully prepare a performance or technical design?
Grade 6
TH:Pr5.1.6
a. Recognize how acting exercises and techniques can be applied to a drama/theatre work.

b. Articulate how technical elements are integrated into a drama/ theatre work.

Grade 7
TH:Pr5.1.7
a. Participate in a variety of acting exercises and techniques that can be applied in a rehearsal or drama/theatre performance.

b. Choose a variety of technical elements that can be applied to a design in a drama/theatre work.

Grade 8
TH:Pr5.1.8
a. Use a variety of acting techniques to increase skills in a rehearsal or drama/theatre performance.

b. Use a variety of technical elements to create a design for a rehearsal or drama/theatre production.

Theatre/Performing
#TH:Pr6.1
Process Component: Share, Present
Anchor Standard: Convey meaning through the presentation of artistic work.
Enduring Understanding: Theatre artists share and present stories, ideas, and envisioned worlds to explore the human experience.
Essential Question: What happens when theatre artists and audiences share a creative experience?
Grade 6
TH:Pr6.1.6
a. Adapt a drama/theatre work and present it informally for an audience.

Grade 7
TH:Pr6.1.7
a. Participate in rehearsals for a drama/theatre work that will be shared with an audience.

Grade 8
TH:Pr6.1.8
a. Perform a rehearsed drama/theatre work for an audience.

Theatre/Responding
#TH:Re7.1
Process Component: Reflect
Anchor Standard: Perceive and analyze artistic work.
Enduring Understanding: Theatre artists reflect to understand the impact of drama processes and theatre experiences.
Essential Question: How do theatre artists comprehend the essence of drama processes and theatre experiences?
Grade 6
TH:Re7.1.6
a. Describe and record personal reactions to artistic choices in a drama/theatre work.

Grade 7
TH:Re7.1.7
a. Compare recorded personal and peer reactions to artistic choices in a drama/ theatre work.

Grade 8
TH:Re7.1.8
a. Apply criteria to the evaluation of artistic choices in a drama/theatre work.

Theatre/Responding
#TH:Re8.1
Process Component: Interpret
Anchor Standard: Interpret intent and meaning in artistic work.
Enduring Understanding: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics.
Essential Question: How can the same work of art communicate different messages to different people?
Grade 6
TH:Re8.1.6
a. Explain how artists make choices based on personal experience in a drama/theatre work.

b. Identify cultural perspectives that may influence the evaluation of a drama/theatre work.

c. Identify personal aesthetics, preferences, and beliefs through participation in or observation of drama/ theatre work.
Grade 7
TH:Re8.1.7
a. Identify the artistic choices made based on personal experience in a drama/theatre work.

b. Describe how cultural perspectives can influence the evaluation of drama/theatre work.

c. Interpret how the use of personal aesthetics, preferences, and beliefs can be used to discuss drama/theatre work.
Grade 8
TH:Re8.1.8
a. Recognize and share artistic choices when participating in or observing a drama/theatre work.

b. Analyze how cultural perspectives influence the evaluation of a drama/theatre work.

c. Apply personal aesthetics, preferences, and beliefs to evaluate a drama/theatre work.
Theatre/Responding
#TH:Re9.1
Process Component: Evaluate
Anchor Standard: Apply criteria to evaluate artistic work.
Enduring Understanding: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
Essential Question: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?
Grade 6
TH:Re9.1.6
a. Use supporting evidence and criteria to evaluate

b. Apply the production elements used in a drama/theatre work to assess aesthetic choices.

c. Identify a specific audience or purpose for a drama/theatre work.

Grade 7
TH:Re9.1.7
a. Explain preferences, using supporting evidence and criteria to evaluate drama/theatre work.

b. Consider the aesthetics of the production elements in a drama/theatre work.

c. Identify how the intended purpose of a drama/theatre work appeals to a specific audience.

Grade 8
TH:Re9.1.8
a. Respond to a drama/ theatre work using supporting evidence, personal aesthetics, and artistic criteria.

b. Apply the production elements used in a drama/theatre work to assess aesthetic choices.

c. Assess the impact of a drama/theatre work on a specific audience.

Visual Arts/Connecting
#VA:Cn10.1
Process Component: Interpret
Anchor Standard: Synthesize and relate knowledge and personal experiences to make art.
Enduring Understanding: Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
Essential Question: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through art-making?
Grade 6
VA:Cn10.1.6
Generate a collection of ideas reflecting current interests and concerns that could be investigated in art-making.
Grade 7
VA:Cn10.1.7
Individually or collaboratively create visual documentation of places and times in which people gather to make and experience art or design in the community.
Grade 8
VA:Cn10.1.8
Make art collaboratively to reflect on and reinforce positive aspects of group identity.
Visual Arts/Connecting
#VA:Cn11.1
Process Component: Synthesize
Anchor Standard: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Enduring Understanding: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.
Essential Question: How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life?
Grade 6
VA:Cn11.1.6
Analyze how art reflects changing times, traditions, resources, and cultural uses.
Grade 7
VA:Cn11.1.7
Analyze how response to art is influenced by understanding the time and place in which it was created, the available resources, and cultural uses.
Grade 8
VA:Cn11.1.8
Distinguish different ways art is used to represent, establish, reinforce, and reflect group identity.
Visual Arts/Creating
#VA:Cr1.1
Process Component: Investigate, Plan, Make
Anchor Standard: Generate and conceptualize artistic ideas and work.
Enduring Understanding: Creativity and innovative thinking are essential life skills that can be developed.
Essential Question: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?
Grade 6
VA:Cr1.1.6
Combine concepts collaboratively to generate innovative ideas for creating art.
Grade 7
VA:Cr1.1.7
Apply methods to overcome creative blocks.
Grade 8
VA:Cr1.1.8
Document early stages of the creative process visually and/or verbally in traditional or new media.
Visual Arts/Creating
#VA:Cr1.2
Process Component: Investigate, Plan, Make
Anchor Standard: Generate and conceptualize artistic ideas and work.
Enduring Understanding: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
Essential Question: How does knowing the contexts histories, & traditions of art forms help us create works of art & design? Why do artists follow or break from established traditions? How do artists determine what resources are needed to formulate artistic investigations.
Grade 6
VA:Cr1.2.6
Formulate an artistic investigation of personally relevant content for creating art.
Grade 7
VA:Cr1.2.7
Develop criteria to guide making a work of art or design to meet an identified goal.
Grade 8
VA:Cr1.2.8
Collaboratively shape an artistic investigation of an aspect of present-day life using a contemporary practice of art and design.
Visual Arts/Creating
#VA:Cr2.1
Process Component: Investigate
Anchor Standard: Organize and develop artistic ideas and work.
Enduring Understanding: Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches.
Essential Question: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?
Grade 6
VA:Cr2.1.6
Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design.
Grade 7
VA:Cr2.1.7
Demonstrate persistence in developing skills with various materials, methods, and approaches in creating works of art or design.
Grade 8
VA:Cr2.1.8
Demonstrate willingness to experiment, innovate, and take risks to pursue ideas, forms, and meanings that emerge in the process of art-making or designing.
Visual Arts/Creating
#VA:Cr2.2
Process Component: Investigate
Anchor Standard: Organize and develop artistic ideas and work.
Enduring Understanding: Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.
Essential Question: How do artists and designers care for & maintain materials, tools, & equipment? Why is it important for safety & health to understand & follow correct procedures in handling materials & tools? What responsibilities come with the freedom to create?
Grade 6
VA:Cr2.2.6
Explain environmental implications of conservation, care, and clean-up of art materials, tools, and equipment.
Grade 7
VA:Cr2.2.7
Demonstrate awareness of ethical responsibility to oneself and others when posting and sharing images and other materials through the Internet, social media, and other communication formats.
Grade 8
VA:Cr2.2.8
Demonstrate awareness of practices, issues, and ethics of appropriation, fair use, copyright, open source, and creative commons as they apply to creating works of art and design.
Visual Arts/Creating
#VA:Cr2.3
Process Component: Investigate
Anchor Standard: Organize and develop artistic ideas and work.
Enduring Understanding: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
Essential Question: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate?
Grade 6
VA:Cr2.3.6
Design or redesign objects, places, or systems that meet the identified needs of diverse users.
Grade 7
VA:Cr2.3.7
Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas.
Grade 8
VA:Cr2.3.8
Select, organize, and design images and words to make visually clear and compelling presentations.
Visual Arts/Creating
#VA:Cr3.1
Process Component: Reflect, Refine, Continue
Anchor Standard: Refine and complete artistic work.
Enduring Understanding: Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
Essential Question: What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely?
Grade 6
VA:Cr3.1.6
Reflect on whether personal artwork conveys the intended meaning and revise accordingly.
Grade 7
VA:Cr3.1.7
Reflect on and explain important information about personal artwork in an artist statement or another format.
Grade 8
VA:Cr3.1.8
Apply relevant criteria to examine, reflect on, and plan revisions for a work of art or design in progress.
Visual Arts/Presenting
#VA:Pr.4.1
Process Component: Relate
Anchor Standard: Select, analyze and interpret artistic work for presentation.
Enduring Understanding: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects artifacts, and artworks for preservation and presentation.
Essential Question: How are artworks cared for and by whom? What criteria, methods, and processes are used to select work for preservation or presentation? Why do people value objects, artifacts, and artworks, and select them for presentation?
Grade 6
VA:Pr.4.1.6
Analyze similarities and differences associated with preserving and presenting two-dimensional, three- dimensional, and digital artwork.
Grade 7
VA:Pr.4.1.7
Compare and contrast how technologies have changed the way artwork is preserved, presented, and experienced.
Grade 8
VA:Pr.4.1.8
Develop and apply criteria for evaluating a collection of artwork for presentation.
Visual Arts/Presenting
#VA:Pr5.1
Process Component: Select
Anchor Standard: Develop and refine artistic techniques and work for presentation.
Enduring Understanding: Artists, curators and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it.
Essential Question: What methods and processes are considered when preparing artwork for presentation or preservation? How does refining artwork affect its meaning to the viewer? What criteria are considered when selecting work for presentation, a portfolio, or a collection?
Grade 6
VA:Pr5.1.6
Individually or collaboratively, develop a visual plan for displaying works of art, analyzing exhibit space, the needs of the viewer, and the layout of the exhibit.
Grade 7
VA:Pr5.1.7
Based on criteria, analyze and evaluate methods for preparing and presenting art.
Grade 8
VA:Pr5.1.8
Collaboratively prepare and present selected theme-based artwork for display, and formulate exhibition narratives for the viewer.
Visual Arts/Presenting
#VA:Pr6.1
Process Component: Analyze
Anchor Standard: Convey meaning through the presentation of artistic work.
Enduring Understanding: Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding.
Essential Question: What is an art museum? How does the presenting & sharing of objects, artifacts, & artworks influence & shape ideas, beliefs, & experiences? How do objects, artifacts, & artworks collected, preserved, or presented, cultivate appreciation & understanding?
Grade 6
VA:Pr6.1.6
Assess, explain, and provide evidence of how museums or other venues reflect history and values of a community.
Grade 7
VA:Pr6.1.7
Compare and contrast viewing and experiencing collections and exhibitions in different venues.
Grade 8
VA:Pr6.1.8
Analyze why and how an exhibition or collection may influence ideas, beliefs, and experiences.
Visual Arts/Responding
#VA:Re7.1
Process Component: Share
Anchor Standard: Perceive and analyze artistic work.
Enduring Understanding: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.
Essential Question: How do life experiences influence the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art?
Grade 6
VA:Re7.1.6
Identify and interpret works of art or design that reveal how people live around the world and what they value.

Grade 7
VA:Re7.1.7
Explain how the method of display, the location, and the experience of an artwork influence how it is perceived and valued.
Grade 8
VA:Re7.1.8
Explain how a person’s aesthetic choices are influenced by culture and environment and impact the visual image that one conveys to others.
Visual Arts/Responding
#VA:Re7.2
Process Component: Perceive
Anchor Standard: Perceive and analyze artistic work.
Enduring Understanding: Visual imagery influences understanding of and responses to the world.
Essential Question: What is an image? Where and how do we encounter images in our world? How do images influence our views of the world?
Grade 6
VA:Re7.2.6
Analyze ways that visual components and cultural associations suggested by images influence ideas, emotions, and actions.
Grade 7
VA:Re7.2.7
Analyze multiple ways that images influence specific audiences.
Grade 8
VA:Re7.2.8
Compare and contrast contexts and media in which viewers encounter images that influence ideas, emotions, and actions.
Visual Arts/Responding
#VA:Re8.1
Process Component: Perceive
Anchor Standard: Interpret intent and meaning in artistic work.
Enduring Understanding: People gain insights into meanings of artworks by engaging in the process of art criticism.
Essential Question: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual art vocabularies help us understand and interpret works of art?
Grade 6
VA:Re8.1.6
Interpret art by distinguishing between relevant and non-relevant contextual information and analyzing subject matter, characteristics of form and structure, and use of media to identify ideas and mood conveyed.
Grade 7
VA:Re8.1.7
Interpret art by analyzing art-making approaches, the characteristics of form and structure, relevant contextual information, subject matter, and use of media to identify ideas and mood conveyed.
Grade 8
VA:Re8.1.8
Interpret art by analyzing how the interaction of subject matter, characteristics of form and structure, use of media, art-making approaches, and relevant contextual information contributes to understanding messages or ideas and mood conveyed.
Visual Arts/Responding
#VA:Re9.1
Process Component: Analyze
Anchor Standard: Apply criteria to evaluate artistic work.
Enduring Understanding: People evaluate art based on various criteria.
Essential Question: How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation?
Grade 6
VA:Re9.1.6
Develop and apply relevant criteria to evaluate a work of art.
Grade 7
VA:Re9.1.7
Compare and explain the difference between an evaluation of an artwork based on personal criteria and an evaluation of an artwork based on a set of established criteria.
Grade 8
VA:Re9.1.8
Create a convincing and logical argument to support an evaluation of art.

Understanding and Using the National Core Arts Standards

The arts have always served as the distinctive vehicle for discovering who we are. Providing ways of thinking as disciplined as science or math and as disparate as philosophy or literature, the arts are used by and have shaped every culture and individual on earth. They continue to infuse our lives on nearly all levels—generating a significant part of the creative and intellectual capital that drives our economy. The arts inform our lives with meaning every time we experience the joy of a well-remembered song, experience the flash of inspiration that comes with immersing ourselves in an artist’s sculpture, enjoying a sublime dance, learning from an exciting animation, or being moved by a captivating play.

The central purposes of education standards are to identify the learning that we want for all of our students and to drive improvement in the system that delivers that learning. Standards, therefore, should embody the key concepts, processes and traditions of study in each subject area, and articulate the aspirations of those invested in our schools—students, teachers, administrators, and the community at large. To realize that end goal, these new, voluntary National Core Arts Standards are framed by artistic literacy, as outlined in philosophical foundations, lifelong goals, and artistic processes; articulated as anchor and performance standards that students should attain; and supported by instructional resources, including model cornerstone assessments that illustrate how literacy might be measured. The connective threads of this conceptual framework are designed to be understood by all stakeholders and, ultimately, to ensure success for both educators and students.

While broad in concept, the standards are also focused in a framework that delivers the educational nuance of standards in only four artistic processes, bringing together what artists do and what we want for our students. Within this simple and elegant structure, decision-makers from teachers, to superintendents, to parents will be able to move forward in the rich variety of approaches that have become part of the American educational landscape.

The National Core Arts Standards are designed to guide the delivery of arts education in the classroom with new ways of thinking, learning, and creating. The standards also inform policy-makers about implementation of arts programs for the traditional and emerging models and structures of education. As with other subject areas, a commitment to quality education, equitable opportunities, and comprehensive expectations is embedded within the new arts standards.

Inclusion Guidelines

Cr
Creating
Pr
Performing/
Presenting/
Producing
Re
Responding
Cn
Connecting
Theatre
Visual Arts
Dance
Media Arts
Music

National Core Arts Standards are written for five arts disciplines; Dance, Media Arts, Music, Theatre and Visual Arts.

National Core Arts Standards are written grade by grade Pre K – 8th grade and at three proficiency levels in high school (proficient, accomplished and advanced).

Choose instructional support materials.

Artistic Processes are the cognitive and physical actions by which arts learning and making are realized. National Core Arts Standards are based on the artistic processes of Creating; Performing/ Producing/Presenting; Responding; and Connecting.