Arts

Students learn to communicate through creating, performing and responding to music and physical works of art.

We believe each student will use creative and critical thinking skills to communicate and engage with others artistically. Music and visual arts learning involves students developing foundational skills and proficiency in applying these skills. Students learn through engagement with high quality visual and musical pieces and collaborating and conversing with each other to share ideas and gain multiple perspectives about these works of art. Students at all grade levels utilize the artistic process to create or make, perform or present, and respond or critique.

Grade-Level Arts Learning

Enduring Understandings

 En

In Spring Lake Park Schools, enduring understandings are...

Statements that clearly articulate the big ideas that promote long term understanding of the discipline or subject area that have lasting value beyond the classroom. These are the important understandings that we want students to retain after they may have forgotten the details (Brown, 2004; Wiggins & McTighe, 1998).

 

Essential Questions

 

 

In Spring Lake Park Schools, essential questions...

Focus our attention on what is important. They foster inquiry, understanding, and transfer of learning. They occur naturally and should be asked over and over (Brown, 2004; Wiggins & McTighe, 1998).

K-12 Music Essential Questions include:

  • How do musicians generate creative ideas?
  • How do musicians make creative decisions?
  • How do musicians improve the quality of their creative work?
  • When is creative work ready to share?

K-12 Art Essential Questions include:

  • What are the rules and tools of making art?
  • Why study art?
  • Does art have to have a meaning?
  • Why do people make art?
  • How is art powerful?
  • What is art?
  • Can art positively and negatively influence society?
  • Who makes art?
  • What makes a person an artist?
  • What is the value of art?
  • What is the art vocabulary, and how do we use it to explain art?
  • How do we apply media to create art?
  • What is the value of learning varied media?
  • How does technology enhance or detract from art?
  • Is the process as important as the product?
  • Is art always personal?
  • Is art truly in the eye of the beholder?
  • What makes a masterpiece? What is museum-worthy art?

 

 

K-12 Learning Targets

 

In Spring Lake Park Schools, learning targets...

Specify, in measurable terms, what all students should know and be able to do to achieve desired understandings and answer essential questions (Brown, 2004). These will be identified for each subject within each grade level.

 

Grade-specific Arts Learning Targets

Art

Grades 1-3

  • I can identify the elements and principles of visual arts including color, line, shape, texture, and space.
  • I can identify and use many kinds of tools, materials, and techniques in the appropriate way to make two and three-dimensional art.
  • I can identify the characteristics of visual artworks from a variety of cultures including the contributions of Minnesota American Indian tribes and communities.
  • I can follow directions and steps to create original artworks.
  • I can create original artworks that express ideas, experiences, or stories.
  • I can use suggestions to make improvements to my artwork.
  • I can share and describe my own artwork.
  • I can share my own opinion and feelings about my artwork.
  • I can listen to and accept feedback about my presentation.
  • I can compare and contrast the characteristics of a variety of artwork.
  • I can use art words to describe my own and others artwork.
  • I can explain how art has been important throughout time in many cultures.

Grades 4-5

  • I can describe/demonstrate the characteristics of the elements of visual art including color, line, shape, value, form, texture, and space.
  • I can describe/demonstrate how the principles of visual arts such as repetition, pattern, emphasis, contrast, and balance are use in the creation, presentation, or response to visual artwork.
  • I can compare and contrast the characteristics of Western and Non-Western styles and movements and genres in art.
  • I can demonstrate the appropriate use of tools, materials, and techniques used in a variety of two and three-dimensional media such as drawing, printmaking, ceramics, or sculpture.
  • I can describe the personal, social, cultural, or historical contexts that influence the creation of visual artworks including the contribution of Minnesota American Indian tribes and communications.
  • I can examine and explain how visual art communicates meaning.
  • I can create original visual two and three-dimensional artworks to express specific artistic ideas.
  • I can improve my artwork based on self-reflection and critique of others.
  • I can create a personal portfolio of my artwork.
  • I can improve my presentation based on self-reflection and critique of others.
  • I can share and support my personal interpretations and reactions to works of visual art.
  • I can use a variety of art vocabulary to describe and create characteristics of Western and Non-Western styles, movements, and genres in art.

Grade 6

  • Identify elements of art. (6.1.1.5.1)
  • Understand how the principles of design are used to help organize the elements of art.(6.1.1.5.2)
  • Analyze an artwork to help me understand its meaning (6.1.3.5.2)
  • Compare and contrast characteristics of artworks from different time periods and cultures. (6.1.1.5.3)
  • Understand that some artists create art to express their ideas based on social, political, religious, cultural and geographical context - including the contributions of MN American Indian Tribes. (6.1.3.5.1)
  • Understand that cultures have created art throughout history and these creations have been made for various reasons. (6.1.3.5.1)
  • Use specific art vocabulary to describe an artwork. (6.1.1.5.1) (6.1.1.5.2)
  • Manipulate art materials to achieve a desired outcome. ((6.1.2.5.1)
  • Follow the process of creating a piece of art. (6.2.1.5.1)
  • Design an idea for a piece of art. (6.2.1.5.1)
  • Improve artwork based on self- reflection and the critique from others. (6.2.1.5.2)
  • Analyze and evaluate artworks to justify its intent.(6.4.1.5.1)
  • Justify the message or intent of my artwork. (6.3.1.5.3) (6.2.1.5.3)
  • Share and support a judgment about an artwork using art vocabulary. (6.4.1.5.1)
  • Prepare personal artworks for public exhibition. (6.3.1.5.1)
  • Revise artwork based on the feedback of others, self reflection and/or artistic intent (6.3.1.5.2)

Grade 7

  • Identify elements of art. (6.1.1.5.1)
  • Understand how the principles of design are used to help organize the elements of art.(6.1.1.5.2)
  • Analyze an artwork to help me understand its meaning. (6.1.3.5.2)
  • Compare and contrast characteristics of artworks from different time periods and cultures. (6.1.1.5.3)
  • Understand that some artists create art to express their ideas based on social, political, religious, cultural and geographical context - including the contributions of MN American Indian Tribes. (6.1.3.5.1)
  • Understand that cultures have created art throughout history and these creations have been made for various reasons. (6.1.3.5.1)
  • Use specific art vocabulary to describe an artwork. (6.1.1.5.1) (6.1.1.5.2)
  • Manipulate art materials to achieve a desired outcome. ((6.1.2.5.1)
  • Follow the process of creating a piece of art. (6.2.1.5.1)
  • Design an idea for a piece of art. (6.2.1.5.1)
  • Improve artwork based on self- reflection and the critique from others. (6.2.1.5.2)
  • Analyze and evaluate artworks to justify its intent.(6.4.1.5.1)
  • Justify the message or intent of my artwork. (6.3.1.5.3) (6.2.1.5.3)
  • Share and support a judgment about an artwork using art vocabulary. (6.4.1.5.1)
  • Prepare personal artworks for public exhibition. (6.3.1.5.1)
  • Revise artwork based on the feedback of others, self reflection and/or artistic intent (6.3.1.5.2)

Grade 8

  • Identify elements of art. (6.1.1.5.1)
  • Understand how the principles of design are used to help organize the elements of art.(6.1.1.5.2)
  • Analyze an artwork to help me understand its meaning. (6.1.3.5.2)
  • Compare and contrast characteristics of artworks from different time periods and cultures. (6.1.1.5.3)
  • Understand that some artists create art to express their ideas based on social, political, religious, cultural and geographical context - including the contributions of MN American Indian Tribes. (6.1.3.5.1)
  • Understand that cultures have created art throughout history and these creations have been made for various reasons. (6.1.3.5.1)
  • Use specific art vocabulary to describe an artwork. (6.1.1.5.1) (6.1.1.5.2)
  • Manipulate art materials to achieve a desired outcome. ((6.1.2.5.1)
  • Follow the process of creating a piece of art. (6.2.1.5.1)
  • Design an idea for a piece of art. (6.2.1.5.1)
  • Improve artwork based on self- reflection and the critique from others. (6.2.1.5.2)
  • Analyze and evaluate artworks to justify its intent (6.4.1.5.1)
  • Justify the message or intent of my artwork. (6.3.1.5.3) (6.2.1.5.3)
  • Share and support a judgment about an artwork using art vocabulary. (6.4.1.5.1)
  • Prepare personal artworks for public exhibition. (6.3.1.5.1)
  • Revise artwork based on the feedback of others, self reflection and/or artistic intent (6.3.1.5.2)

Art Foundations 1 and 2

Art Foundations 1

  • Explore and demonstrate how meaning is expressed through the use of the elements and principles of art to create a unified composition. ( 9.1.1.5.1, 9.1.1.5.2)
  • Describe how the characteristics of styles, movements contribute to the meaning of the art works. (9.1.1.5.3, 9.1.3.5.2)
  • Analyze the connection between an artwork, it’s purpose and its personal, cultural, and historical contexts including the contributions of MN American Indian tribes and communities. (9.1.3.5.1, 9.1.1.5.3)
  • Research different art genres and reflect on how art products differ visually, spatially, temporally, and functionally in relationship to history and culture. (9.2.1.5.3)
  • Identify how the parts of the work fit together, and use descriptive art vocabulary to support artistic intent. (9.1.1.5.1, 9.1.1.5.2, 9.1.1.5.3)
  • Create and make an original artwork using the reasoning of the tools, and the necessary technical skills. (9.1.2.5.1, 9.2.1.5.1)
  • Integrate technical skills, and structural elements to complete a project.
  • Develop a plan and design in order to reason and collaborate to complete a well thought out project.
  • Revise artworks based on intent using multiple sources of critique feedback. (9.1.2.5.1, 9.2.1.5.1, 9.2.1.5.2)
  • Analyze interpret and evaluate artworks to justify my intent.
  • Explain the message, mood, or thematic issues related to my genre. (9.2.1.5.2, 9.3.1.5.3)
  • Respond to and critique using analysis and art vocabulary.
  • Reflect on the work’s meaning or message, explain how the work is a personal vision of my world, and justify the value / significance of the artwork.  (9.4.1.5.1, 9.4.1.5.2)
  • Present, exhibit, or demonstrate a collection of artwork for different audience and occasion.
  • Use multiple sources of critique and feedback. (9.3.1.5.1, 9.3.1.5.2)
  • Apply understanding of the health and safety issues related to creating in art. (9.1.1.5.4)

Art Foundations 2

  • Demonstrate and apply how meaning is expressed through the use of the elements and principles of art to create a unified composition. ( 9.1.1.5.1, 9.1.1.5.2)
  • Describe how the characteristics of styles, movements contribute to the meaning of the art works. (9.1.1.5.3, 9.1.3.5.2)
  • Analyze the connection between an artwork, its purpose and its personal, cultural, and historical contexts   (9.1.3.5.1, 9.1.1.5.3)
  • Research different art genres and reflect on how art products differ visually, spatially, temporally, and functionally in relationship to history and culture. (9.2.1.5.3)
  • Identify how the parts of the work fit together, and use descriptive art vocabulary to support artistic intent. (9.1.1.5.1, 9.1.1.5.2, 9.1.1.5.3)
  • Create and make an original artwork using the reasoning of the tools, and the necessary technical skills. (9.1.2.5.1, 9.2.1.5.1)
  • Integrate technical skills, and structural elements to complete the  collage.
  • Develop a plan and design in order to reason and collaborate to complete a well thought out project.   (9.1.2.5.1, 9.2.1.5.1, 9.2.1.5.2)
  • Analyze and evaluate artworks to justify in intent.  Explain the message, mood, or thematic issues related to my project. (9.2.1.5.2,    9.3.1.5.3)
  • Synthesize the use of elements and principles when presenting my own art work in class critique and analytical writing.   (9.4.1.5.1, 9.4.1.5.2)
  • Present, exhibit, or demonstrate a collection of artwork for different audience and occasion.
  • Use multiple sources of critique and feedback. (9.3.1.5.1, 9.3.1.5.2)
  • Apply understanding of the health and safety issues related to creating in art. (9.1.1.5.4)

Ceramics 1 and 2

Ceramics 1

  • Explore and demonstrate how meaning is expressed through the use of the elements and principles of art to create a unified composition. ( 9.1.1.5.1,  9.1.1.5.2)
  • Describe how the characteristics of styles and movements contribute to the meaning of works of art. (9.1.1.5.3, 9.1.3.5.2)
  • Analyze the connection between an artwork, its purpose, and its personal, cultural, and historical contexts, including the contributions of MN American Indian tribes and communities. (9.1.3.5.1, 9.1.1.5.3)
  • Research different art genres and reflect on how art products differ visually, spatially, temporally, and functionally in relationship to history and culture. (9.2.1.5.3)
  • Identify how the parts of a work fit together, and use descriptive art vocabulary to support artistic intent. (9.1.1.5.1, 9.1.1.5.2, 9.1.1.5.3)
  • Create and make an original artwork by reasoning to select appropriate tools, and applying  necessary technical skills. (9.1.2.5.1, 9.2.1.5.1)
  • Integrate technical skills and structural elements to complete a project.
  • Develop a plan and design in order to reason and collaborate to complete a well thought out project.
  • Revise artworks based on intent using multiple sources of critique feedback. (9.1.2.5.1, 9.2.1.5.1, 9.2.1.5.2)
  • Analyze interpret and evaluate artworks to justify my intent.
  • Explain the message, mood, or thematic issues related to a genre. (9.2.1.5.2, 9.3.1.5.3)
  • Respond to and critique using analysis and art vocabulary.
  • Reflect on the work’s meaning or message;  explain how the work is a personal vision of my world, and justify the value/significant of the artwork.  (9.4.1.5.1, 9.4.1.5.2)
  • Present, exhibit, or demonstrate a collection of artwork for different audience and occasion.
  • Use multiple sources of critique and feedback. (9.3.1.5.1, 9.3.1.5.2)
  • Apply understanding of the health and safety issues related to creating in art. (9.1.1.5.4)

Ceramics 2

  • Explore and demonstrate how meaning is expressed through the use of the elements and principles of art to create a unified composition. ( 9.1.1.5.1,  9.1.1.5.2)
  • Describe how the characteristics of styles and movements contribute to the meaning of works of art. (9.1.1.5.3, 9.1.3.5.2)
  • Analyze the connection between an artwork, its purpose, and its personal, cultural, and historical contexts, including the contributions of MN American Indian tribes and communities. (9.1.3.5.1, 9.1.1.5.3)
  • Research different art genres and reflect on how art products differ visually, spatially, temporally, and functionally in relationship to history and culture. (9.2.1.5.3)
  • Identify how the parts of a work fit together, and use descriptive art vocabulary to support artistic intent. (9.1.1.5.1, 9.1.1.5.2, 9.1.1.5.3)
  • Create and make an original artwork by reasoning to select appropriate tools, and applying  necessary technical skills. (9.1.2.5.1, 9.2.1.5.1)
  • Integrate technical skills and structural elements to complete a project.
  • Develop a plan and design in order to reason and collaborate to complete a well thought out project.
  • Revise artworks based on intent using multiple sources of critique feedback. (9.1.2.5.1, 9.2.1.5.1, 9.2.1.5.2)
  • Analyze interpret and evaluate artworks to justify my intent.
  • Explain the message, mood, or thematic issues related to a genre. (9.2.1.5.2, 9.3.1.5.3)
  • Respond to and critique using analysis and art vocabulary.
  • Reflect on the work’s meaning or message;  explain how the work is a personal vision of my world, and justify the value/significant of the artwork.  (9.4.1.5.1, 9.4.1.5.2)
  • Present, exhibit, or demonstrate a collection of artwork for different audience and occasion.
  • Use multiple sources of critique and feedback. (9.3.1.5.1, 9.3.1.5.2)
  • Apply understanding of the health and safety issues related to creating in art. (9.1.1.5.4)

Introduction to Photography

  • Explore and demonstrate how meaning is expressed through the use of the elements and principles of art to create a unified composition. ( 9.1.1.5.1, 9.1.1.5.2)
  • Describe how the characteristics of styles, movements contribute to the meaning of the art works. (9.1.1.5.3, 9.1.3.5.2)
  • Analyze the connection between an artwork, it’s purpose and its personal, cultural, and historical contexts (9.1.3.5.1, 9.1.1.5.3)
  • Research different art genres and reflect on how art products differ visually, spatially, temporally, and functionally in relationship to history and culture. (9.2.1.5.3)
  • Identify how the parts of the work fit together, and use descriptive art vocabulary to support artistic intent. (9.1.1.5.1, 9.1.1.5.2, 9.1.1.5.3)
  • Create and make an original artwork using the reasoning of the tools, and the necessary technical skills. (9.1.2.5.1, 9.2.1.5.1)
  • Integrate technical skills, and structural elements to complete a project.
  • Develop a plan and design in order to reason and collaborate to complete a well thought out project.
  • Revise artworks based on intent using multiple sources of critique feedback. (9.1.2.5.1, 9.2.1.5.1, 9.2.1.5.2)
  • Analyze interpret and evaluate artworks to justify my intent.
  • Explain the message, mood, or thematic issues related to my genre. (9.2.1.5.2, 9.3.1.5.3)
  • Respond to and critique using analysis and art vocabulary.
  • Reflect on the work’s meaning or message, explain how the work is a personal vision of my world, and justify the value / significance of the artwork.  (9.4.1.5.1, 9.4.1.5.2)
  • Present, exhibit, or demonstrate a collection of artwork for different audience and occasion.
  • Use multiple sources of critique and feedback. (9.3.1.5.1, 9.3.1.5.2)
  • Apply understanding of the health and safety issues related to creating in art. (9.1.1.5.4)

Digital Darkroom

  • Explore and demonstrate how meaning is expressed through the use of the elements and principles in media arts. (9.1.1.2.1 and 9.1.1.2.2)
  • Analyze the characteristics of a variety of styles and genres such as photo journalism, narrative or abstract. (9.1.1.2.3)
  • Integrate tools, materials, and techniques to create original products for artistic purposes. (9.1.2.2.1)
  • Analyze how a work in media arts influences and is influenced by the personal, social, cultural and historical contexts. (9.1.3.2.1)
  • Create a single, complex work or multiple works in media arts.  (9.2.1.2.1)
  • Revise creative work or presentation based on artistic intent and using multiple sources of critique and feedback. (9.2.1.2.2) (9.3.1.2.2)
  • Present, exhibit, publish or demonstrate collections of media artworks for different audiences and occasions. (9.3.1.2.1)
  • Justify artistic intent, including how audience and occasion influence creative or presentation choices. (9.2.1.2.3) (9.3.1.2.3)
  • Analyze, interpret and evaluate digital artwork by applying self-selected criteria. (9.4.1.2.1)
  • Apply understanding of the health and safety issues related to creating in media arts. (9.1.1.2.4)

Music

First Grade

  • Improvise rhythmic, ideas, and explain connections to specific purpose and context
  • Generate musical ideas (such as rhythms, melodies and accompaniment patters) within specific related tonalities, meters, and simple chord change
  • Use standard notation and/or technology to document personal rhythmic musical ideas
  • Evaluate, refine and apply personal and teacher feedback to refine personal musical ideas.
  • Convey expressive intent for a specific purpose by presenting a final version of personal musical intent to peers or informal audience.
  • Utilize appropriate rehearsal skills, conventions and etiquette to prepare for and carry out a performance.
  • Apply teacher and personal feedback to refine performances.
  • Use suggested strategies in rehearsal to address interpretive challenges of music
  • Perform music for a specific purpose with expression
  • Perform appropriately for the audience and purpose. 
  • Demonstrate and identify how specific music concepts are used in various styles of music for purpose.
  • Demonstrate and identify expressive qualities that reflect creator’s expressive intent.
  • Apply personal and expressive performances in the evaluation of music for a specific purpose.
  • Demonstrate understanding of relationships between music and the other arts, other disciplines, varied context and daily life.

Second Grade

  • Improvise rhythmic ideas, and explain connections to specific purpose and context
  • Generate musical ideas (such as rhythms, melodies and accompaniment patters) within specific related tonalities, meters, and simple chord change
  • Use standard notation and/or technology to document personal rhythmic musical ideas
  • Interpret and apply personal, peer and teacher feedback to revise personal music
  • Convey expressive intent for a specific purpose by presenting a final version of a personal music idea to peers or informal audience.
  • Utilize appropriate rehearsal skills, conventions and etiquette to prepare for and carry out a performance.
  • Apply established criteria to evaluate the accuracy, effectiveness and expressiveness of performances.
  • Rehearse to identify and apply strategies to address interpretive, performance and technical challenges of music.
  • Perform music for a specific purpose with expression and technical accuracy
  • Perform appropriately for the audience and purpose. 
  • Describe how specific music concepts are used to support a specific purpose in music.
  • Demonstrate knowledge of music concepts and how they support creator’s expressive content.
  • Evaluate musical works and performances, applying established criteria and explain appropriateness to the context, citing evidence from the elements of music.
  • Demonstrate understandings of relationships between music and the other arts, other disciplines, varied context and daily life.

Third Grade

  • Improvise rhythmic and melodic, and harmonic ideas, and explain connections to specific purpose and context
  • Generate musical ideas (such as rhythms, melodies and accompaniment patters) within specific related tonalities, meters, and simple chord change
  • Use standard notation and/or technology to document personal rhythmic and melodic musical ideas
  • Evaluate, refine and document revisions to personal musical ideas applying teacher-provided and collaboratively-developed criteria and feedback.
  • Present the final version of personal created music to others and describe connection to expressive intent.
  • Utilize appropriate rehearsal skills, conventions and etiquette to prepare for and carry out a performance.
  • Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate accuracy of ensemble and/or personal performances.
  • Rehearse to refine technical accuracy, expressive qualities and identified performance challenges
  • Perform with expression and technical accuracy
  • Demonstrate performance decorum and audience etiquette appropriate for the context and venue
  • Demonstrate and explain how responses to music can be informed by the structure, the use of the elements of music and context (such as social and personal).
  • Demonstrate and describe how the expressive qualities are used in performers’ interpretations to reflect expressive intent.
  • Evaluate musical works and performances, applying established criteria and explain appropriateness to the context, citing evidence from the elements of music.
  • Demonstrate understanding of relationships between music and the other arts, other disciplines, varied context and daily life.

Fourth Grade

  • Improvise rhythmic, melodic, and harmonic ideas, and explain connections to specific purpose and context
  • Generate musical ideas (such as rhythms, melodies and simple accompaniment patters) within related tonalities (such as major and minors and meters
  • Use standard notation and/or technology to document personal rhythmic, melodic, and simple harmonic musical ideas
  • Evaluate, refine and document revisions to personal music, applying teacher-provided and collaboratively-developed criteria and feedback to show improvement over time.
  • Present the final version of personal created music to others and explain connection to expressed intent.
  • Utilize appropriate rehearsal skills, conventions and etiquette to prepare for and carry out a performance.
  • Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate accuracy and expressiveness of ensemble and/or personal performances.
  • Rehearse to refine technical accuracy and expressive qualities and address performance challenges
  • Perform music alone, or with others, with expression, technical accuracy and appropriate interpretation.
  • Demonstrate performance decorum and audience etiquette appropriate for the context, venue, and genre
  • Demonstrate and explain how responses to music are informed by the structure, the use of the elements of music and context (such as social and cultural).
  • Demonstrate and explain how expressive qualities are used in performers’ and personal interpretations to reflect expressive intent.
  • Evaluate musical works and performances, applying established criteria and explain appropriateness to the context, citing evidence from the elements of music.
  • Demonstrate understanding of relationships between music and the other arts, other disciplines, varied context and daily life.

Fifth Grade

  • Improvise rhythmic, melodic, and harmonic ideas, and explain connections to specific purpose and context
  • Generate musical ideas (such as rhythms, melodies and accompaniment patterns) within specific related tonalities, meters, and simple chord change
  • Use standard notation and/or technology to document personal rhythmic, melodic, and two-chord harmonic musical ideas
  • Evaluate, refine and document revisions to personal music, applying teacher-provided and collaboratively-developed criteria and feedback to show improvement over time.
  • Present the final version of personal created music to others that demonstrates craftsmanship, and explain connection to expressed intent.
  • Utilize appropriate rehearsal skills, conventions and etiquette to prepare for and carry out a performance.
  • Apply teacher-provided and collaboratively -developed criteria and feedback to evaluate the accuracy and expressiveness of the ensemble and/or personal performances.
  • Rehearse to refine technical accuracy and expressive qualities to address challenges and show improvement over time
  • Perform music alone, or with others, with expression, technical accuracy and appropriate interpretation.
  • Demonstrate performance and audience etiquette appropriate for the context, venue, genre and style. 
  • Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music and context (such as social and cultural).
  • Demonstrate and explain how expressive qualities are used in performers’ and personal interpretations to reflect expressive intent.
  • Evaluate musical works and performances, applying established criteria and explain appropriateness to the context, citing evidence from the elements of music.
  • Demonstrate understanding of relationships between music and the other arts, other disciplines, varied context and daily life.

Sixth Grade

  • Compose and improvise melodic and rhythmic ideas or motives that reflect characteristic(s) of music or text(s) studied, presented and/or performed in rehearsal.
  • Select and develop draft melodic and rhythmic ideas or motives that demonstrate understanding of characteristic(s) of music or text(s) studied, presented and/or performed in rehearsal.
  • Preserve draft compositions and improvisations through standard notation and audio recording.
  • Evaluate and refine draft compositions and improvisations based on knowledge, skill, and teacher-provided criteria.
  • Share personally-developed melodic and rhythmic ideas or motives – individually or as an ensemble – that demonstrate understanding of characteristics of music or texts studied, presented and/or performed in rehearsal.
  • Demonstrate how knowledge of formal aspects in musical works inform prepared or improvised performances.
  • Identify expressive qualities in a varied repertoire of music and how they can be demonstrated through prepared and improvised performances.
  • Use self-reflection and peer feedback to refine individual and ensemble performances of a varied repertoire of music representing diverse cultures.
  • Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music.
  • Demonstrate an awareness of the context of the music through prepared and improvised performances.
  • Demonstrate performance etiquette (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, and context.
  • Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music.
  • Demonstrate an awareness of the context of the music through prepared and improvised performances.
  • Demonstrate performance etiquette (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, and context.
  • Identify how knowledge of context, expressive intent and the use of repetition, similarities and contrast inform the music.
  • Identify and describe the effect of interest, experience, analysis, and context on the evaluation of music.
  • Compare and contrast 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.
  • Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
  • Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

Seventh Grade

  • Compose and improvise melodic and rhythmic ideas or motives that reflect characteristic(s) of music or text(s) studied, presented and/or performed in rehearsal.
  • Select and develop draft melodic and rhythmic ideas or motives that demonstrate understanding of characteristic(s) of music or text(s) studied, presented and/or performed in rehearsal.
  • Preserve draft compositions and improvisations through standard notation and audio recording.
  • Evaluate and refine draft compositions and improvisations based on knowledge, skill, and teacher-provided criteria.
  • Share personally-developed melodic and rhythmic ideas or motives – individually or as an ensemble – that demonstrate understanding of characteristics of music or texts studied, presented and/or performed in rehearsal.
  • Demonstrate how knowledge of formal aspects in musical works inform prepared or improvised performances.
  • Identify expressive qualities in a varied repertoire of music and how they can be demonstrated through prepared and improvised performances.
  • Use self-reflection and peer feedback to refine individual and ensemble performances of a varied repertoire of music representing diverse cultures.
  • Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music.
  • Demonstrate an awareness of the context of the music through prepared and improvised performances.
  • Demonstrate performance etiquette (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, and context.
  • Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music.
  • Demonstrate an awareness of the context of the music through prepared and improvised performances.
  • Demonstrate performance etiquette (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, and context.
  • Identify how knowledge of context, expressive intent and the use of repetition, similarities and contrast inform the music.
  • Identify and describe the effect of interest, experience, analysis, and context on the evaluation of music.
  • Compare and contrast 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.
  • Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
  • Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

Eighth Grade

  • Compose and improvise ideas for melodies and rhythmic passages based on characteristic(s) of music or text(s) studied, presented and/or performed in rehearsal.
  • Select and develop draft melodies and rhythmic passages that demonstrate understanding of characteristic(s) of music or text(s) studied, presented and/or performed in rehearsal.
  • Preserve draft compositions and improvisations through standard notation and/or audio recording.
  • Creating: Evaluate and refine
  • Evaluate and refine draft compositions and improvisations based on knowledge, skill, and collaboratively-developed criteria.
  • Share personally-developed melodies and rhythmic passages – individually or as an ensemble – that demonstrate understanding of characteristics of music or texts studied, presented and/or performed in rehearsal.
  • Demonstrate how compositional devices and theoretical and structural aspects of musical works impact and inform prepared or improvised performances.
  • Demonstrate understanding and application of expressive qualities in a varied repertoire of music through prepared and improvised performances.
  • Develop strategies to address technical challenges in a varied repertoire of music and evaluate their success using feedback from ensemble peers and other sources to refine performances.
  • Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music representing diverse cultures and styles.
  • Demonstrate an understanding of the context of the music through prepared and improvised performances.
  • Demonstrate performance etiquette (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, and context.
  • Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music representing diverse cultures and styles.
  • Demonstrate an understanding of the context of the music through prepared and improvised performances.
  • Demonstrate performance etiquette (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, and context.
  • Describe how understanding context, expressive intent and the way the elements of music are manipulated to inform the music.
  • 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.
  • Explain the influence of experiences, analysis, and context on interest in and evaluation of music.
  • Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
  • Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

Ninth Grade

  • Compose and improvise ideas for melodies, rhythmic passages, and arrangements for specific purposes that reflect characteristic(s) of a variety of music studied, presented and/or performed in rehearsal.
  • Select and develop draft melodies, rhythmic passages, and arrangements for specific purposes that demonstrate understanding of characteristic(s) of music studied, presented and/or performed in rehearsal.
  • Preserve draft compositions and improvisations through standard notation and audio recording.
  • Evaluate and refine draft melodies, rhythmic passages, arrangements, and improvisations based on established criteria, including the extent to which they address identified purposes.
  • Share personally-developed melodies, rhythmic passages, and arrangements – individually or as an ensemble – that address identified purposes.
  • Demonstrate how compositional devices and theoretical and structural aspects of musical works impact and inform prepared or improvised performances.
  • Demonstrate an understanding of genre in a varied repertoire of music through prepared and improvised performances.
  • Develop strategies to address expressive challenges in a varied repertoire of music, and evaluate their success using feedback from ensemble peers and other sources to refine performances.
  • Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music representing diverse cultures, styles, and genres.
  • Demonstrate an understanding of expressive intent by connecting with an audience through prepared and improvised performances.
  • Demonstrate performance etiquette (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, and context.
  • Explain how the analysis of passages, expressive intent and understanding the way the elements of music are manipulated inform the music.
  • Explain and support interpretations of the expressive intent and meaning of musical works, citing as evidence the treatment of the elements of music, context and when appropriate, the setting of the text and personal research.
  • Evaluate works and performances based on personally- or collaboratively-developed criteria, including analysis of the structure and context.
  • Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
  • Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

10-12th Grade

  • Compose and improvise ideas for arrangements, sections, and short compositions for specific purposes that reflect characteristic(s) of music from a variety of cultures studied and from a variety of historical periods and styles presented and/or performed in rehearsal. 
  • Select and develop composed and improvised ideas into draft musical works organized for a variety of purposes and contexts
  • Preserve draft musical works through standard notation, audio, or video recording.
  • Evaluate and refine varied draft musical works based on appropriate criteria, including the extent to which they address identified purposes and contexts.
  • Share varied, personally-developed musical works – individually or as an ensemble – that address identified purposes and contexts.
  • Examine, evaluate, and/or critique, how the structure and context impact and inform prepared and improvised performances.
  • Demonstrate how understanding the style, genre, and context of a varied repertoire of music influences prepared and improvised performances as well as performers’ technical skill to connect with the audience.
  • Develop, apply, and refine appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music and evaluate their success.
  • Demonstrate an understanding of overall intent as a means for connecting with an audience through prepared and improvised performances.
  • Demonstrate an understanding and mastery of the technical demands and expressive qualities of the music through prepared and improvised performances of a varied repertoire representing diverse cultures, styles, genres, and historical periods in multiple types of ensembles.
  • Demonstrate an ability to connect with audience members before and during prepared and improvised performances.
  • Demonstrate performance etiquette (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, and context.
  • Demonstrate and justify how the analysis of structure, context and performance decisions inform the music.
  • Support interpretations of the expressive intent and meaning of musical works citing as evidence the treatment of the elements of music, context, and when appropriate the setting of the text and varied researched sources. 
  • Evaluate works and performances based on personally- or collaboratively-developed criteria, including analysis of the structure and context.
  • Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
  • Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.