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BPS Music Standards Book

Site: Learnbps
Class: BPSS (MUS) Music Standards
Book: BPS Music Standards Book
Printed by: Guest user
Date: Thursday, April 25, 2024, 9:27 PM

Table of contents

Music Introduction

BPSS-Music logo

Music

The BPSS (MUS) Music Standards course in Learnbps is Bismarck Public School District's current progress on prioritizing and deconstructing standards to provide a consistent, clear understanding of what students are expected to learn. The standards are designed to provide guidance so teachers and parents know what they need to do to help students. Plus help students reflect on the knowledge and skills that they need for success.

K-8
General Music

Performing
Ensembles

Artistic
Processes

Identifier Explanation

MUS-03.Pr.04.2.3b

The Bismarck Public School District Standards-Based Progress Report displays grades at the Strand level. Therefore Bismarck Public School District has modified the North Dakota DPI Identifiers to fit into our student information system PowerSchool for Standards-Based grading. Above is a BPS-Standards MUS identifier with smaller muted text showing the addition  to the identifier that are the components that BPS adds to the State code. Note: the biggest difference is the shift of the grade level at the end of the state identifier to after MUS-0.

BPS-Standards logo

MUS-03.Pr.04.2b

Subject

Music
The North Dakota Music Standards (MUS)
Content Standards provide a rigorous and content
appropriate framework for instruction to increase
student achievement.

Grade Level

3rd Grade
The grade levels address what students should know
and be able to do in the area of music
by the end of grades K, 1, 2, 3, 4, 5,
and MS (6, 7, 8) and HS (9-10)(11-12).

Artistic Process

describe the most essential ideas (content) of the
performance standards that students will understand.
  • Cr: Creating
  • Pr: Performing
  • Re: Responding
  • Co: Connecting

Anchor Standard . Outcome

A statement of what students should know
and be able to do at specified grade levels.

click on the identifier components for more explanations

MUS-03.Pr.04.2b When analyzing selected music, read and perform rhythmic patterns and melodic phrases using iconic and standard notation. 
Note how the identifiers auto-link to the standards global glossaries.

ND DPI logo

MU:Pr4.2.3 (b)

Subject

Music
The North Dakota Music Standards (MU:)
Content Standards provide a rigorous and content
appropriate framework for instruction to increase
student achievement.

Artistic Process

describe the most essential ideas (content) of the
performance standards that students will understand.
  • Cr: Creating
  • Pr: Performing
  • Re: Responding
  • Co: Connecting

Anchor Standard . Outcome

A statement of what students should know
and be able to do at specified grade levels.

Grade Level

3rd Grade
The grade levels address what students should know
and be able to do in the area of music
by the end of grades K, 1, 2, 3, 4, 5,
and MS (6, 7, 8) and HS (9-10)(11-12).

click on the identifier components for more explanations

State individual grade-specific standards can be identified by their subject, process, then anchor standard, outcome and grade level, so that MU:Pr4.2.3 (b) for example, stands for Music Preforming Process and Anchor Standard 4 outcome 2b for grade 3.

K-8 General Music

MUS standards logoGrade Levels

The Music Education Standards are organized into three grade-span levels; elementary, middle school, and high school.

BPSS-MUS logo

K

1

2

3

4

5

6

7

8

BPS Identifier System of the Standards

The Music Standards are a process that guides educators in providing a unified quality musical education for each student in grades K-12.

BPSStandards logo

MUS-MS.PrEE.06.1a

  • MUS (Subject)
      • MS (Grade Level)
          • PrEE (Process)
              • 06 (Anchor Standard)
                  • 1a (Outcome)

ND DPI

MU:Pr6.1.8a

  • MU (Subject)
      • Pr  (Process)
          • 6 (Anchor Standard)
              • 1 (Outcome)
                  • 8a (Grade Level)

Note click on an identifier which is an auto-link to view more information about the standards. (e.g. I can...statements)

MUS-MS.PrEE.06.1a - Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music representing diverse cultures and styles.  

Kindergarten

BPSS-MUS-logo

Young children arrive in kindergarten with widely varying knowledge in ....

iconKindergarten Music "I can ... statements"

Creating Music image

MUS-00.Cr - Creating

  • MUS-00.Cr.01: Anchor Standard 1 - Generate and conceptualize artistic ideas and work
    • MUS-00.Cr.01.1a: With guidance, explore and experience music concepts (such as beat and melodic contour).
    • MUS-00.Cr.01.1b: With guidance, generate musical ideas (such as movements or motives).
  • MUS-00.Cr.02: Anchor Standard 2 - Organize and develop artistic ideas and work.
    • MUS-00.Cr.02.1a: With guidance, demonstrate and choose favorite musical ideas.
    • MUS-00.Cr.02.1b: With guidance, organize personal musical ideas using iconic notation and/or recording technology.
  • MUS-00.Cr.03: Anchor Standard 3 - Evaluate, refine and complete artistic work.
    • MUS-00.Cr.03.1a: With guidance, apply personal, peer, and teacher feedback in refining personal musical ideas.
    • MUS-00.Cr.03.2a: With guidance, demonstrate a final version of personal musical ideas to peers.

Performing Music image

MUS-00.Pr - Performing

  • MUS-00.Pr.04: Anchor Standard 4 - Select artistic work for presentation
    • MUS-00.Pr.04.1a: With guidance, demonstrate and state personal interest in varied musical selections.
    • MUS-00.Pr.04.2a: With guidance, explore and demonstrate awareness of music contrasts (such as high/low, loud/soft, same/different) in a variety of music selected for performance.
    • MUS-00.Pr.04.3: Interpret artistic work for presentation
    • MUS-00.Pr.04.3a: With guidance, demonstrate awareness of expressive qualities (such as voice quality, dynamics, and tempo) that support the creators' expressive intent.
  • MUS-00.Pr.05: Anchor Standard 5 - Develop and refine artistic techniques and work for presentation.
    • MUS-00.Pr.05.1a: With guidance, apply personal, teacher, and peer feedback to refine performances.
    • MUS-00.Pr.05.1b: With guidance, use suggested strategies in rehearsal to improve the expressive qualities of music.
  • MUS-00.Pr.06: Anchor Standard 6 - Convey meaning through the presentation of artistic work.?

Responding Music image

MUS-00.Re - Responding

  • MUS-00.Re.07: Anchor Standard 7 - Perceive and analyze artistic work
    • MUS-00.Re.07.1a: With guidance, list personal interests and experiences and demonstrate why they prefer some music selections over others.
    • MUS-00.Re.07.2a: With guidance, demonstrate how a specific music concept (such as beat or melodic direction) is used in music.
  • MUS-00.Re.08: Anchor Standard 8 - Interpret intent and meaning in artistic work
    • MUS-00.Re.08.1a: With guidance, demonstrate awareness of expressive qualities (such as dynamics and tempo) that reflect creators'/performers' expressive intent.
  • MUS-00.Re.09: Anchor Standard 9 - Apply criteria to evaluate artistic work.
    • MUS-00.Re.09.1a: With guidance, apply personal and expressive preferences in the evaluation of music.

Connecting Music image

MUS-00.Cn Connecting

  • MUS-00.Cn.10: Anchor Standard 10 - Synthesize and relate knowledge and personal experiences to make art.
    • MUS-00.Cn.10.1a: Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
  • MUS-00.Cn.11: Anchor Standard 11 - Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
    • MUS-00.Cn.11.1a: Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

Grade 01

BPSS-MUS-logo

Young children arrive in First Grade with widely varying knowledge in ....

icon1st Grade Music "I can ... statements"

Creating Music image

MUS-01.Cr - Creating

  • MUS-01.Cr.01: Anchor Standard 1 - Generate and conceptualize artistic ideas and work
    • MUS-01.Cr.01.1a: With limited guidance, create musical ideas (such as answering a musical question) for a specific purpose .
    • MUS-01.Cr.01.1b: With limited guidance, generate musical ideas in multiple tonalities (such as major and minor) and meters (such as duple and triple).
  • MUS-01.Cr.02: Anchor Standard 2 - Organize and develop artistic ideas and work.
    • MUS-01.Cr.02.1a: With limited guidance, demonstrate and discuss personal reasons for selecting musical ideas that represent expressive intent .
    • MUS-01.Cr.02.1b: With limited guidance, use iconic or standard notation and/or recording technology to document and organize personal musical ideas.
  • MUS-01.Cr.03: Anchor Standard 3 - Evaluate, refine and complete artistic work.
    • MUS-01.Cr.03.1a: With limited guidance, discuss and apply personal, peer, and teacher feedback to refine personal musical ideas.
    • MUS-01.Cr.03.2a: With limited guidance, convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience.

Performing Music image

MUS-01.Pr - Performing

  • MUS-01.Pr.04: Anchor Standard 4 - Select artistic work for presentation
    • MUS-01.Pr.04.1a: With limited guidance, demonstrate and discuss personal interest in, knowledge about, and purpose of varied musical selections.
    • MUS-01.Pr.04.2: Analyze artistic work for presentation
    • MUS-01.Pr.04.2a: With limited guidance, demonstrate knowledge of music concepts (such as beat and melodic contour) in music from a variety of cultures selected for performance.
    • MUS-01.Pr.04.2b: When analyzing selected music, read and perform rhythmic patterns using iconic or standard notation.
    • MUS-01.Pr.04.3: Interpret artistic work for presentation
    • MUS-01.Pr.04.3a: Demonstrate and describe music's expressive qualities (such as dynamics and tempo).
  • MUS-01.Pr.05: Anchor Standard 5 - Develop and refine artistic techniques and work for presentation.
    • MUS-01.Pr.05.1a: With limited guidance, apply personal, teacher, and peer feedback to refine performances.
    • MUS-01.Pr.05.1b: With limited guidance, use suggested strategies in rehearsal to address interpretive challenges of music.
  • MUS-01.Pr.06: Anchor Standard 6 - Convey meaning through the presentation of artistic work.
    • MUS-01.Pr.06.1a: With limited guidance, perform music for a specific purpose with expression.
    • MUS-01.Pr.06.1b: Perform appropriately for the audience and purpose.

Responding Music image

MUS-01.Re - Responding

  • MUS-01.Re.07: Anchor Standard 7 - Perceive and analyze artistic work
    • MUS-01.Re.07.1a: With limited guidance, identify and demonstrate how personal interests and experiences influence musical selection for specific purposes.
    • MUS-01.Re.07.2a: With limited guidance, demonstrate and identify how specific music concepts (such as beat or pitch) are used in various styles of music for a purpose.
  • MUS-01.Re.08: Anchor Standard 8 - Interpret intent and meaning in artistic work
    • MUS-01.Re.08.1a: With limited guidance, demonstrate and identify expressive qualities (such as dynamics and tempo) that reflect creators'/ performers' expressive intent.
  • MUS-01.Re.09: Anchor Standard 9 - Apply criteria to evaluate artistic work.
    • MUS-01.Re.09.1a: With limited guidance, apply personal and expressive preferences in the evaluation of music for specific purposes.

Connecting Music image

MUS-01.Cn Connecting

  • MUS-01.Cn.10: Anchor Standard 10 - Synthesize and relate knowledge and personal experiences to make art.
    • MUS-01.Cn.10.1a: Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
  • MUS-01.Cn.11: Anchor Standard 11 - Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
    • MUS-01.Cn.11.1a: Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

Grade 02

BPSS-MUS-logo

Young children arrive in Second Grade with widely varying knowledge in ....

icon2nd Grade Music "I can ... statements"

Creating Music image

MUS-02.Cr - Creating

  • MUS-02.Cr.01: Anchor Standard 1 - Generate and conceptualize artistic ideas and work
    • MUS-02.Cr.01.1a: Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.
    • MUS-02.Cr.01.1b: Generate musical patterns and ideas within the context of a given tonality (such as major and minor) and meter (such as duple and triple).
  • MUS-02.Cr.02: Anchor Standard 2 - Organize and develop artistic ideas and work.
    • MUS-02.Cr.02.1a: Demonstrate and explain personal reasons for selecting patterns and ideas for music that represent expressive intent.
    • MUS-02.Cr.02.1b: Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas.
  • MUS-02.Cr.03: Anchor Standard 3 - Evaluate, refine and complete artistic work.
    • MUS-02.Cr.03.1a: Interpret and apply personal, peer, and teacher feedback to revise personal music.
    • MUS-02.Cr.03.2a: Convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience.

Performing Music image

MUS-02.Pr - Performing

  • MUS-02.Pr.04: Anchor Standard 4 - Select artistic work for presentation
    • MUS-02.Pr.04.1a: Demonstrate and explain personal interest in, knowledge about, and purpose of varied musical selections.
    • MUS-02.Pr.04.2a: Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.
    • MUS-02.Pr.04.2b: When analyzing selected music, read and perform rhythmic and melodic patterns using iconic or standard notation.
    • MUS-02.Pr.04.3a: Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.
  • MUS-02.Pr.05: Anchor Standard 5 - Develop and refine artistic techniques and work for presentation.
    • MUS-02.Pr.05.1a: Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances.
    • MUS-02.Pr.05.1b: Rehearse, identify and apply strategies to address interpretive, performance, and technical challenges of music.
  • MUS-02.Pr.06: Anchor Standard 6 - Convey meaning through the presentation of artistic work.?
    • MUS-02.Pr.06.1a: Perform music for a specific purpose with expression and technical accuracy.
    • MUS-02.Pr.06.1b: Perform appropriately for the audience and purpose.

Responding Music image

MUS-02.Re - Responding

  • MUS-02.Re.07: Anchor Standard 7 - Perceive and analyze artistic work
    • MUS-02.Re.07.1a: Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes.
    • MUS-02.Re.07.2a: Describe how specific music concepts are used to support a specific purpose in music.
  • MUS-02.Re.08: Anchor Standard 8 - Interpret intent and meaning in artistic work
    • MUS-02.Re.08.1a: Demonstrate knowledge of music concepts and how they support creators'/ performers' expressive intent.
  • MUS-02.Re.09: Anchor Standard 9 - Apply criteria to evaluate artistic work.
    • MUS-02.Re.09.1a: Apply personal and expressive preferences in the evaluation of music for specific purposes.

Connecting Music image

MUS-02.Cn Connecting

  • MUS-02.Cn.10: Anchor Standard 10 - Synthesize and relate knowledge and personal experiences to make art.
    • MUS-02.Cn.10.1a: Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
  • MUS-02.Cn.11: Anchor Standard 11 - Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
    • MUS-02.Cn.11.1a: Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

Grade 03

BPSS-MUS-logo

Young children arrive in Third Grade with widely varying knowledge in ....

icon3rd Grade Music "I can ... statements"

Creating Music image

MUS-03.Cr - Creating

  • MUS-03.Cr.01: Anchor Standard 1 - Generate and conceptualize artistic ideas and work
    • MUS-03.Cr.01.1a: Improvise rhythmic and melodic ideas, and describe connection to specific purpose and context (such as personal and social ).
    • MUS-03.Cr.01.1b: Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.
  • MUS-03.Cr.02: Anchor Standard 2 - Organize and develop artistic ideas and work.
    • MUS-03.Cr.02.1a: Demonstrate selected musical ideas for a simple improvisation or composition to express intent , and describe connection to a specific purpose and context .
    • MUS-03.Cr.02.1b: Use standard and/or iconic notation and/or recording technology to document personal rhythmic and melodic musical ideas.
  • MUS-03.Cr.03: Anchor Standard 3 - Evaluate, refine and complete artistic work.
    • MUS-03.Cr.03.1a: Evaluate, refine, and document revisions to personal musical ideas, applying teacher-provided and collaboratively-developed criteria and feedback.
    • MUS-03.Cr.03.2a: Present the final version of personal created music to others, and describe connection to expressive intent.

Performing Music image

MUS-03.Pr - Performing

  • MUS-03.Pr.04: Anchor Standard 4 - Select artistic work for presentation
    • MUS-03.Pr.04.1a: Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context.
    • MUS-03.Pr.04.2a: Demonstrate understanding of the structure in music selected for performance.
    • MUS-03.Pr.04.2b: When analyzing selected music, read and perform rhythmic patterns and melodic phrases using iconic and standard notation.
    • MUS-03.Pr.04.2c: Describe how context (such as personal and social) can inform a performance.
    • MUS-03.Pr.04.3: Interpret artistic work for presentation
    • MUS-03.Pr.04.3a: Demonstrate and describe how intent is conveyed through expressive qualities (such as dynamics and tempo).
  • MUS-03.Pr.05: Anchor Standard 5 - Develop and refine artistic techniques and work for presentation.
    • MUS-03.Pr.05.1a: Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate accuracy of ensemble performances.
    • MUS-03.Pr.05.1b: Rehearse to refine technical accuracy, expressive qualities, and identified performance challenges.
  • MUS-03.Pr.06: Anchor Standard 6 - Convey meaning through the presentation of artistic work.?
    • MUS-03.Pr.06.1a: Perform music with expression and technical accuracy.
    • MUS-03.Pr.06.1b: Demonstrate performance decorum and audience etiquette appropriate for the context and venue.

Responding Music image

MUS-03.Re - Responding

  • MUS-03.Re.07: Anchor Standard 7 - Perceive and analyze artistic work
    • MUS-03.Re.07.1a: Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes.
    • MUS-03.Re.07.2a: Demonstrate and describe how a response to music can be informed by the structure, the use of the elements of music, and context (such as personal and social).
  • MUS-03.Re.08: Anchor Standard 8 - Interpret intent and meaning in artistic work
    • MUS-03.Re.08.1a: Demonstrate and describe how the expressive qualities (such as dynamics and tempo) are used in performers' interpretations to reflect expressive intent.
  • MUS-03.Re.09: Anchor Standard 9 - Apply criteria to evaluate artistic work.
    • MUS-03.Re.09.1a: Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

Connecting Music image

MUS-03.Cn Connecting

  • MUS-03.Cn.10: Anchor Standard 10 - Synthesize and relate knowledge and personal experiences to make art.
    • MUS-03.Cn.10.1a: Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
  • MUS-03.Cn.11: Anchor Standard 11 - Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
    • MUS-03.Cn.11.1a: Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

Grade 04

BPSS-MUS-logo

Young children arrive in Fourth Grade with widely varying knowledge in ....

icon4th Grade Music "I can ... statements"

Creating Music image

MUS-04.Cr - Creating

  • MUS-04.Cr.01: Anchor Standard 1 - Generate and conceptualize artistic ideas and work
    • MUS-04.Cr.01.1a: Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social and cultural ).
    • MUS-04.Cr.01.1b: Generate musical ideas (such as rhythms, melodies, and simple accompaniment patterns) within related tonalities (such as major and minor) and meters.
  • MUS-04.Cr.02: Anchor Standard 2 - Organize and develop artistic ideas and work.
    • MUS-04.Cr.02.1a: Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent, and explain connection to purpose and context.
    • MUS-04.Cr.02.1b: Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas.
  • MUS-04.Cr.03: Anchor Standard 3 - Evaluate, refine and complete artistic work.
    • MUS-04.Cr.03.1a: Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively-developed criteria and feedback to show improvement over time.
    • MUS-04.Cr.03.2a: Present the final version of personal created music to others, and explain connection to expressive intent.

Performing Music image

MUS-04.Pr - Performing

  • MUS-04.Pr.04: Anchor Standard 4 - Select artistic work for presentation
    • MUS-04.Pr.04.1a: Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, context, and technical skill.
    • MUS-04.Pr.04.2a: Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, and form) in music selected for performance.
    • MUS-04.Pr.04.2b: When analyzing selected music, read and perform using iconic and/or standard notation.
    • MUS-04.Pr.04.2c: Explain how context (such as social and cultural) informs a performance.
    • MUS-04.Pr.04.3a: Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, and timbre).
  • MUS-04.Pr.05: Anchor Standard 5 - Develop and refine artistic techniques and work for presentation.
    • MUS-04.Pr.05.1a: Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate accuracy and expressiveness of ensemble and personal performances.
    • MUS-04.Pr.05.1b: Rehearse to refine technical accuracy and expressive qualities, and address performance challenges.
  • MUS-04.Pr.06: Anchor Standard 6 - Convey meaning through the presentation of artistic work.?
    • MUS-04.Pr.06.1a: Perform music, alone or with others, with expression and technical accuracy, and appropriate interpretation.
    • MUS-04.Pr.06.1b: Demonstrate performance decorum and audience etiquette appropriate for the context, venue, and genre.

Responding Music image

MUS-04.Re - Responding

  • MUS-04.Re.07: Anchor Standard 7 - Perceive and analyze artistic work
    • MUS-04.Re.07.1a: Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.
    • MUS-04.Re.07.2a: 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).
  • MUS-04.Re.08: Anchor Standard 8 - Interpret intent and meaning in artistic work
    • MUS-04.Re.08.1a: Demonstrate and explain how the expressive qualities (such as dynamics, tempo, and timbre) are used in performers' and personal interpretations to reflect expressive intent.
  • MUS-04.Re.09: Anchor Standard 9 - Apply criteria to evaluate artistic work.
    • MUS-04.Re.09.1a: Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Connecting Music image

MUS-04.Cn Connecting

  • MUS-04.Cn.10: Anchor Standard 10 - Synthesize and relate knowledge and personal experiences to make art.
    • MUS-04.Cn.10.1a: Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
  • MUS-04.Cn.11: Anchor Standard 11 - Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
    • MUS-04.Cn.11.1a: Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

Grade 05

BPSS-MUS-logo

Young children arrive in Fifth Grade with widely varying knowledge in ....

icon5th Grade Music "I can ... statements"

Creating Music image

MUS-05.Cr - Creating

  • MUS-05.Cr.01: Anchor Standard 1 - Generate and conceptualize artistic ideas and work
    • MUS-05.Cr.01.1a: Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social, cultural, and historical ).
    • MUS-05.Cr.01.1b: Generate musical ideas (such as rhythms, melodies, and accompaniment patterns) within specific related tonalities, meters, and simple chord changes.
  • MUS-05.Cr.02: Anchor Standard 2 - Organize and develop artistic ideas and work.
    • MUS-05.Cr.02.1a: Demonstrate selected and develop ed musical ideas for improvisations, arrangements, or compositions to express intent, and explain connection to purpose and context.
    • MUS-05.Cr.02.1b: Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and two-chord harmonic musical ideas.
  • MUS-05.Cr.03: Anchor Standard 3 - Evaluate, refine and complete artistic work.
    • MUS-05.Cr.03.1a: Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively-developed criteria and feedback, and explain rationale for changes.
    • MUS-05.Cr.03.2a: Present the final version of personal created music to others that demonstrates craftsmanship, and explain connection to expressive intent.

Performing Music image

MUS-05.Pr - Performing

  • MUS-05.Pr.04: Anchor Standard 4 - Select artistic work for presentation
    • MUS-05.Pr.04.1a: Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, and context, as well as their personal and others' technical skill.
    • MUS-05.Pr.04.2a: Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, form, and harmony) in music selected for performance.
    • MUS-05.Pr.04.2b: When analyzing selected music, read and perform using standard notation.
    • MUS-05.Pr.04.2c: Explain how context (such as social, cultural, and historical) informs performances.
    • MUS-05.Pr.04.3a: Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, timbre, and articulation/style).
  • MUS-05.Pr.05: Anchor Standard 5 - Develop and refine artistic techniques and work for presentation.
    • MUS-05.Pr.05.1a: Apply teacher-provided and established criteria and feedback to evaluate the accuracy and expressiveness of ensemble and personal performances.
    • MUS-05.Pr.05.1b: Rehearse to refine technical accuracy and expressive qualities to address challenges, and show improvement over time.
  • MUS-05.Pr.06: Anchor Standard 6 - Convey meaning through the presentation of artistic work.?
    • MUS-05.Pr.06.1a: Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation.
    • MUS-05.Pr.06.1b: Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre, and style.

Responding Music image

MUS-05.Re - Responding

  • MUS-05.Re.07: Anchor Standard 7 - Perceive and analyze artistic work
    • MUS-05.Re.07.1a: Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.
    • MUS-05.Re.07.2a: 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, cultural, and historical).
  • MUS-05.Re.08: Anchor Standard 8 - Interpret intent and meaning in artistic work
    • MUS-05.Re.08.1a: Demonstrate and explain how the expressive qualities (such as dynamics, tempo, timbre, and articulation) are used in performers' and personal interpretations to reflect expressive intent.
  • MUS-05.Re.09: Anchor Standard 9 - Apply criteria to evaluate artistic work.
    • MUS-05.Re.09.1a: Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Connecting Music image

MUS-05.Cn Connecting

  • MUS-05.Cn.10: Anchor Standard 10 - Synthesize and relate knowledge and personal experiences to make art.
    • MUS-05.Cn.10.1a: Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
  • MUS-05.Cn.11: Anchor Standard 11 - Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
    • MUS-05.Cn.11.1a: Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

Grade 06

BPSS-MUS-logo

Young children arrive in Sixth Grade General Music with widely varying knowledge in ....

icon6th Grade General Music "I can ... statements"

Creating Music image

MUS-06.Cr - Creating

  • MUS-06.Cr.01: Anchor Standard 1 Generate and conceptualize artistic ideas and work
    • MUS-06.Cr.01.1a: Generate simple rhythmic, melodic, and harmonic phrases within AB and ABA forms that convey expressive intent.
  • MUS-06.Cr.02: Anchor Standard 2 Organize and develop artistic ideas and work.
    • MUS-06.Cr.02.1a: 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.
    • MUS-06.Cr.02.1b: 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.
  • MUS-06.Cr.03: Anchor Standard 3 Evaluate, refine and complete artistic work.
    • MUS-06.Cr.03.1a: Evaluate their own work, applying teacher-provided criteria such as application of selected elements of music, and use of sound sources.
    • MUS-06.Cr.03.1b: Describe the rationale for making revisions to the music based on evaluation criteria and feedback from their teacher.
    • MUS-06.Cr.03.2a: 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.

Performing Music image

MUS-06.Pr - Performing

  • MUS-06.Pr.04: Anchor Standard 4 Select artistic work for presentation
    • MUS-06.Pr.04.1a: Apply teacher-provided criteria for selecting music to perform for a specific purpose and/or context, and explain why each was chosen.
    • MUS-06.Pr.04.2a: Explain how understanding the structure and the elements of music are used in music selected for performance.
    • MUS-06.Pr.04.2b: When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch, articulation, and dynamics.
    • MUS-06.Pr.04.2c: Identify how cultural and historical context inform performances.
    • MUS-06.Pr.04.3a: 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.
  • MUS-06.Pr.05: Anchor Standard 5 Develop and refine artistic techniques and work for presentation.
    • MUS-06.Pr.05.1a: 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.
  • MUS-06.Pr.06: Anchor Standard 6  Convey meaning through the presentation of artistic work.?
    • MUS-06.Pr.06.1a: Perform the music with technical accuracy to convey the creator's intent.
    • MUS-06.Pr.06.1b: Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue and purpose.

Responding Music image

MUS-06.Re - Responding

  • MUS-06.Re.07: Anchor Standard 7 Perceive and analyze artistic work
    • MUS-06.Re.07.1a: Select or choose music to listen to and explain the connections to specific interests or experiences for a specific purpose.
    • MUS-06.Re.07.2a: Describe how the elements of music and expressive qualities relate to the structure of the pieces.
    • MUS-06.Re.07.2b: Identify the context of music from a variety of genres, cultures, and historical periods.
  • MUS-06.Re.08: Anchor Standard 8 Interpret intent and meaning in artistic work
    • MUS-06.Re.08.1a: 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.
  • MUS-06.Re.09: Anchor Standard 9 Apply criteria to evaluate artistic work.
    • MUS-06.Re.09.1a: Apply teacher-provided criteria to evaluate musical works or performances.

Connecting Music image

MUS-06.Cn Connecting

  • MUS-06.Cn.10: Anchor Standard 10 Synthesize and relate knowledge and personal experiences to make art.
    • MUS-06.Cn.10.1a: Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
  • MUS-06.Cn.11: Anchor Standard 11 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
    • MUS-06.Cn.11.1a: Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

Grade 07

BPSS-MUS-logo

Young children arrive in Seventh Grade with widely varying knowledge in ....

icon7th Grade General Music "I can ... statements"

Creating Music image

MUS-07.Cr - Creating

  • MUS-07.Cr.01: Anchor Standard 1 Generate and conceptualize artistic ideas and work
    • MUS-07.Cr.01.1a: Generate rhythmic, melodic, and harmonic phrases and variations over harmonic accompaniments within AB, ABA, or theme and variation forms that convey expressive intent.
  • MUS-07.Cr.02: Anchor Standard 2 Organize and develop artistic ideas and work.
    • MUS-07.Cr.02.1a: 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.
    • MUS-07.Cr.02.1b: Use standard and/or iconic notation and/or audio/ video recording to document personal simple rhythmic phrases, melodic phrases, and harmonic sequences.
  • MUS-07.Cr.03: Anchor Standard 3 Evaluate, refine and complete artistic work.
    • MUS-07.Cr.03.1a: Evaluate their own work, applying selected criteria such as appropriate application of elements of music including style, form, and use of sound sources.
    • MUS-07.Cr.03.1b: Describe the rationale for making revisions to the music based on evaluation criteria and feedback from others (teacher and peers).
    • MUS-07.Cr.03.2a: Present the final version of their documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate unity and variety, and convey expressive intent.

Performing Music image

MUS-07.Pr - Performing

  • MUS-07.Pr.04: Anchor Standard 4 Select artistic work for presentation
    • MUS-07.Pr.04.1a: 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.
    • MUS-07.Pr.04.2a: Explain and demonstrate the structure of contrasting pieces of music selected for performance and how elements of music are used.
    • MUS-07.Pr.04.2b: When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch articulation, dynamics, tempo, and form.
    • MUS-07.Pr.04.2c: Identify how cultural and historical context inform performances and result in different music interpretations.
    • MUS-07.Pr.04.3a: 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.
  • MUS-07.Pr.05: Anchor Standard 5 Develop and refine artistic techniques and work for presentation.
    • MUS-07.Pr.05.1a: 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.
  • MUS-07.Pr.06: Anchor Standard 6 Convey meaning through the presentation of artistic work.?
    • MUS-07.Pr.06.1a: Perform the music with technical accuracy and stylistic expression to convey the creator's intent.
    • MUS-07.Pr.06.1b: Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, and context.

Responding Music image

MUS-07.Re - Responding

  • MUS-07.Re.07: Anchor Standard 7  Perceive and analyze artistic work
    • MUS-07.Re.07.1a: Select or choose contrasting music to listen to and compare the connections to specific interests or experiences for a specific purpose.
    • MUS-07.Re.07.2a: Classify and explain how the elements of music and expressive qualities relate to the structure of contrasting pieces.
    • MUS-07.Re.07.2b: Identify and compare the context of music from a variety of genres, cultures, and historical periods.
  • MUS-07.Re.08: Anchor Standard 8 Interpret intent and meaning in artistic work
    • MUS-07.Re.08.1a: 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.
  • MUS-07.Re.09: Anchor Standard 9 Apply criteria to evaluate artistic work.
    • MUS-07.Re.09.1a: Select from teacher-provided criteria to evaluate musical works or performances.

Connecting Music image

MUS-07.Cn Connecting

  • MUS-07.Cn.10: Anchor Standard 10 Synthesize and relate knowledge and personal experiences to make art.
    • MUS-07.Cn.10.1a: Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
  • MUS-07.Cn.11: Anchor Standard 11 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
    • MUS-07.Cn.11.1a: Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

Grade 08

BPSS-MUS-logo

Young children arrive in Eighth Grade with widely varying knowledge in ....

icon8th Grade General Music "I can ... statements"

Creating Music image

MUS-08.Cr - Creating

  • MUS-08.Cr.01: Anchor Standard 1 Generate and conceptualize artistic ideas and work
    • MUS-08.Cr.01.1a: Generate rhythmic, melodic and harmonic phrases and harmonic accompaniments within expanded forms (including introductions, transitions, and codas) that convey expressive intent.
  • MUS-08.Cr.02: Anchor Standard 2 Organize and develop artistic ideas and work.
    • MUS-08.Cr.02.1a: Select, organize, and document personal musical ideas for arrangements, songs, and compositions within expanded forms that demonstrate tension and release, unity and variety, balance, and convey expressive intent.
    • MUS-08.Cr.02.1b: Use standard and/or iconic notation and/or audio/ video recording to document personal rhythmic phrases, melodic phrases, and harmonic sequences.
  • MUS-08.Cr.03: Anchor Standard 3 Evaluate, refine and complete artistic work.
    • MUS-08.Cr.03.1a: Evaluate their own work by selecting and applying criteria including appropriate application of compositional techniques, style, form, and use of sound sources.
    • MUS-08.Cr.03.1b: Describe the rationale for refining works by explaining the choices, based on evaluation criteria.
    • MUS-08.Cr.03.2a: Present the final version of their documented personal 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.

Performing Music image

MUS-08.Pr - Performing

  • MUS-08.Pr.04: Anchor Standard 4 Select artistic work for presentation
    • MUS-08.Pr.04.1a: 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.
    • MUS-08.Pr.04.2a: Compare the structure of contrasting pieces of music selected for performance, explaining how the elements of music are used in each.
    • MUS-08.Pr.04.2b: When analyzing selected music, sight-read in treble or bass clef simple rhythmic, melodic, and/or harmonic notation.
    • MUS-08.Pr.04.2c: Identity how cultural and historical context inform performances and result in different musical effects.
    • MUS-08.Pr.04.3a: 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).
  • MUS-08.Pr.05: Anchor Standard 5 Develop and refine artistic techniques and work for presentation.
    • MUS-08.Pr.05.1a: 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.
  • MUS-08.Pr.06: Anchor Standard 6 Convey meaning through the presentation of artistic work.?
    • MUS-08.Pr.06.1a: Perform the music with technical accuracy, stylistic expression, and culturally authentic practices in music to convey the creator's intent.
    • MUS-08.Pr.06.1b: Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, context, and style.

Responding Music image

MUS-08.Re - Responding

  • MUS-08.Re.07: Anchor Standard 7 Perceive and analyze artistic work
    • MUS-08.Re.07.1a: 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.
    • MUS-08.Re.07.2a: Compare how the elements of music and expressive qualities relate to the structure within programs of music.
    • MUS-08.Re.07.2b: Identify and compare the context of programs of music from a variety of genres, cultures, and historical periods.
  • MUS-08.Re.08: Anchor Standard 8 Interpret intent and meaning in artistic work
    • MUS-08.Re.08.1a: 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.
  • MUS-08.Re.09: Anchor Standard 9 Apply criteria to evaluate artistic work.
    • MUS-08.Re.09.1a: Apply appropriate personally-developed criteria to evaluate musical works or performances.

Connecting Music image

MUS-08.Cn Connecting

  • MUS-08.Cn.10: Anchor Standard 10 Synthesize and relate knowledge and personal experiences to make art.
    • MUS-08.Cn.10.1a: Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
  • MUS-08.Cn.11: Anchor Standard 11 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
    • MUS-08.Cn.11.1a: Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

Performing Ensembles

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Elementary

BPSS-MUS-logo

Young children arrive in First Grade with widely varying knowledge in ....

iconEL Ensemble Music "I can ... statements"

MUS-EL.SdEE "Self-Directed Learners"

Students demonstrate responsibility for their learning by becoming autonomous learners who start and complete their school work without the need for direct supervision or external pressure.

  • MUS-EL.SdEE.01 Students will be able to independently perform new content on their instruments using appropriate learning procedures.
  • MUS-EL.SdEE.02 Students will be able to practice curriculum independently over time in order to refine their learning and perfect their skills.
  • MUS-EL.SdEE.03 Students will be able to describe and demonstrate good tone along with the variables that influence tone.

MUS-EL.TwEE "Teamwork"

Students demonstrate the ability and willingness to pursue common goals as part of a team, constructively participate in cooperative learning, and communicate effectively in cross-cultural and multi-lingual settings (i.e., with people who have diverse styles, views, and backgrounds).

  • MUS-EL.TwEE.01 Students will be able to self-assess the unity of the team product.
  • MUS-EL.TwEE.02 Students will be able to work effectively and respectfully in large and small groups.

MUS-EL.PvEE "Perseverance"

Students demonstrate the trait of perseverance by continuing to perform their responsibilities and pursue their goals with vigor and tenacity despite frustrations, mistakes, setbacks, and other obstacles that make their task difficult or seem impossible. They resist temptations and pressures to give up or quit, choosing instead to persist as long as they are able.

  • MUS-EL.PvEE.01 Students will be able to start and end performance of content without stopping by maintaining focus and prioritizing rhythm.
  • MUS-EL.PvEE.02 Students will be able to continue participating, with positive attitude, despite having made errors or mistakes.

MUS-EL.ScEE "Self-Confidence"

Students demonstrate confidence in their abilities and inner strength to succeed and endure difficulties, failures, and other forms of adversity.

  • MUS-EL.ScEE.01 Students will be able to perform subject area content in front of others confidently.
  • MUS-EL.ScEE.02 Students will be able to recite and demonstrate elements of confident posture.

MUS-EL.DpEE "Dependability"

Students demonstrate trustworthiness by being reliable and dependable, being cautious about making promises and commitments, and conscientious about keeping the promises and commitments they make.

  • MUS-EL.DpEE.01 Students will be able to demonstrate reliability by bringing all required materials to orchestra.
  • MUS-EL.DpEE.02 Students will be able to demonstrate commitment to orchestra education through punctual and timely attendance.

Middle School

BPSS-MUS-logo

Young children arrive in First Grade with widely varying knowledge in ....

iconMS Ensemble Music "I can ... statements"

Creating Music image

MUS-MS.CrEE Creating

  • MUS-MS.CrEE.01 - Anchor Standard 1 - Generate and conceptualize artistic ideas and work
  • MUS-MS.CrEE.02 - Anchor Standard 2 - Organize and develop artistic ideas and work.
  • MUS-MS.CrEE.03 - Anchor Standard 3 - Evaluate, refine and complete artistic work.
    • MUS-MS.CrEE.03.1 - Evaluate and Refine
      • MUS-MS.CrEE.03.1a - Evaluate and refine draft compositions and improvisations based on knowledge, sk
    • MUS-MS.CrEE.03.2 - Present Artistic Work
      • MUS-MS.CrEE.03.2a - -Share personally-developed melodies and rhythmic passages - individually or as

Performing Music image

MUS-MS.PrEE Performing

  • MUS-MS.PrEE.04 - Anchor Standard 4 - Select artistic work for presentation
  • MUS-MS.PrEE.05 - Anchor Standard 5 - Develop and refine artistic techniques and work for presenta
  • MUS-MS.PrEE.06 - Anchor Standard 6 - Convey meaning through the presentation of artistic work.?

Responding Music image

MUS-MS.ReEE Responding

Connecting Music image

MUS-MS.CnEE Connecting

High School

BPSS-MUS-logo

Young children arrive in First Grade with widely varying knowledge in ....

iconHS Ensemble Music "I can ... statements"

Creating Music image

MUS-HS.CrEE Creating

Performing Music image

MUS-HS.PrEE Performing 

Responding Music image

MUS-HS.ReEE Responding

Connecting Music image

MUS-HS.CnEE Connecting

Artistic Processes

music standards logoArtistic Processes

... are the cognitive and physical actions by which arts learning and making are realized.

... conceiving and developing new artistic ideas and work.
  • Anchor Standard 1: Generate and conceptualize artistic ideas and work.
  • Anchor Standard 2: Organize and develop artistic ideas and work.
  • Anchor Standard 3: Refine and complete artistic work.
Creating K-8 Vertical Alignment
... realizing artistic ideas and work through interpretation and presentation.
  • Anchor Standard 4: Analyze, interpret, and select artistic work for presentation.
  • Anchor Standard 5: Develop and refine artistic work for presentation.
  • Anchor Standard 6: Convey meaning through the presentation of artistic work.
Performing K-8 Vertical Alignment
... understanding and evaluating how the arts convey meaning.
  • Anchor Standard 7: Perceive and analyze artistic work.
  • Anchor Standard 8: Interpret intent and meaning in artistic work.
  • Anchor Standard 9: Apply criteria to evaluate artistic work.
Responding K-8 Vertical Alignment
... relating artistic ideas and work with personal meaning and external context.
  • Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
  • Anchor Standard 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
Connecting K-8 Vertical Alignment

Creating

BPSS-CREATING MUSIC-logo

Conceiving and developing new artistic ideas and work.
  • Anchor Standard 1: Generate and conceptualize artistic ideas and work.
  • Anchor Standard 2: Organize and develop artistic ideas and work.
  • Anchor Standard 3: Refine and complete artistic work.

Kindergarten

  • MUS-00.Cr.01: Anchor Standard 1 - Generate and conceptualize artistic ideas and work
    • MUS-00.Cr.01.1a: With guidance, explore and experience music concepts (such as beat and melodic contour).
    • MUS-00.Cr.01.1b: With guidance, generate musical ideas (such as movements or motives).
  • MUS-00.Cr.02: Anchor Standard 2 - Organize and develop artistic ideas and work.
    • MUS-00.Cr.02.1a: With guidance, demonstrate and choose favorite musical ideas.
    • MUS-00.Cr.02.1b: With guidance, organize personal musical ideas using iconic notation and/or recording technology.
  • MUS-00.Cr.03: Anchor Standard 3 - Evaluate, refine and complete artistic work.
    • MUS-00.Cr.03.1a: With guidance, apply personal, peer, and teacher feedback in refining personal musical ideas.
    • MUS-00.Cr.03.2a: With guidance, demonstrate a final version of personal musical ideas to peers.

First Grade

  • MUS-01.Cr.01: Anchor Standard 1 - Generate and conceptualize artistic ideas and work
    • MUS-01.Cr.01.1a: With limited guidance, create musical ideas (such as answering a musical question) for a specific purpose .
    • MUS-01.Cr.01.1b: With limited guidance, generate musical ideas in multiple tonalities (such as major and minor) and meters (such as duple and triple).
  • MUS-01.Cr.02: Anchor Standard 2 - Organize and develop artistic ideas and work.
    • MUS-01.Cr.02.1a: With limited guidance, demonstrate and discuss personal reasons for selecting musical ideas that represent expressive intent .
    • MUS-01.Cr.02.1b: With limited guidance, use iconic or standard notation and/or recording technology to document and organize personal musical ideas.
  • MUS-01.Cr.03: Anchor Standard 3 - Evaluate, refine and complete artistic work.
    • MUS-01.Cr.03.1a: With limited guidance, discuss and apply personal, peer, and teacher feedback to refine personal musical ideas.
    • MUS-01.Cr.03.2a: With limited guidance, convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience.

Second Grade

  • MUS-02.Cr.01: Anchor Standard 1 - Generate and conceptualize artistic ideas and work
    • MUS-02.Cr.01.1a: Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.
    • MUS-02.Cr.01.1b: Generate musical patterns and ideas within the context of a given tonality (such as major and minor) and meter (such as duple and triple).
  • MUS-02.Cr.02: Anchor Standard 2 - Organize and develop artistic ideas and work.
    • MUS-02.Cr.02.1a: Demonstrate and explain personal reasons for selecting patterns and ideas for music that represent expressive intent.
    • MUS-02.Cr.02.1b: Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas.
  • MUS-02.Cr.03: Anchor Standard 3 - Evaluate, refine and complete artistic work.
    • MUS-02.Cr.03.1a: Interpret and apply personal, peer, and teacher feedback to revise personal music.
    • MUS-02.Cr.03.2a: Convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience.

Third Grade

  • MUS-03.Cr.01: Anchor Standard 1 - Generate and conceptualize artistic ideas and work
    • MUS-03.Cr.01.1a: Improvise rhythmic and melodic ideas, and describe connection to specific purpose and context (such as personal and social ).
    • MUS-03.Cr.01.1b: Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.
  • MUS-03.Cr.02: Anchor Standard 2 - Organize and develop artistic ideas and work.
    • MUS-03.Cr.02.1a: Demonstrate selected musical ideas for a simple improvisation or composition to express intent , and describe connection to a specific purpose and context .
    • MUS-03.Cr.02.1b: Use standard and/or iconic notation and/or recording technology to document personal rhythmic and melodic musical ideas.
  • MUS-03.Cr.03: Anchor Standard 3 - Evaluate, refine and complete artistic work.
    • MUS-03.Cr.03.1a: Evaluate, refine, and document revisions to personal musical ideas, applying teacher-provided and collaboratively-developed criteria and feedback.
    • MUS-03.Cr.03.2a: Present the final version of personal created music to others, and describe connection to expressive intent.

Fourth Grade

  • MUS-04.Cr.01: Anchor Standard 1 - Generate and conceptualize artistic ideas and work
    • MUS-04.Cr.01.1a: Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social and cultural ).
    • MUS-04.Cr.01.1b: Generate musical ideas (such as rhythms, melodies, and simple accompaniment patterns) within related tonalities (such as major and minor) and meters.
  • MUS-04.Cr.02: Anchor Standard 2 - Organize and develop artistic ideas and work.
    • MUS-04.Cr.02.1a: Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent, and explain connection to purpose and context.
    • MUS-04.Cr.02.1b: Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas.
  • MUS-04.Cr.03: Anchor Standard 3 - Evaluate, refine and complete artistic work.
    • MUS-04.Cr.03.1a: Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively-developed criteria and feedback to show improvement over time.
    • MUS-04.Cr.03.2a: Present the final version of personal created music to others, and explain connection to expressive intent.

Fifth Grade

  • MUS-05.Cr.01: Anchor Standard 1 - Generate and conceptualize artistic ideas and work
    • MUS-05.Cr.01.1a: Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social, cultural, and historical ).
    • MUS-05.Cr.01.1b: Generate musical ideas (such as rhythms, melodies, and accompaniment patterns) within specific related tonalities, meters, and simple chord changes.
  • MUS-05.Cr.02: Anchor Standard 2 - Organize and develop artistic ideas and work.
    • MUS-05.Cr.02.1a: Demonstrate selected and develop ed musical ideas for improvisations, arrangements, or compositions to express intent, and explain connection to purpose and context.
    • MUS-05.Cr.02.1b: Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and two-chord harmonic musical ideas.
  • MUS-05.Cr.03: Anchor Standard 3 - Evaluate, refine and complete artistic work.
    • MUS-05.Cr.03.1a: Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively-developed criteria and feedback, and explain rationale for changes.
    • MUS-05.Cr.03.2a: Present the final version of personal created music to others that demonstrates craftsmanship, and explain connection to expressive intent.

Sixth Grade

6

Seventh Grade

7

Eighth Grade

8

Performing

BPSS-Performing MUSIC-logo

Realizing artistic ideas and work through interpretation and presentation.
  • Anchor Standard 4: Select artistic work for presentation.
  • Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
  • Anchor Standard 6: Convey meaning through the presentation of artistic work.

Kindergarten

  • MUS-00.Pr.04: Anchor Standard 4 - Select artistic work for presentation
    • MUS-00.Pr.04.1a: With guidance, demonstrate and state personal interest in varied musical selections.
    • MUS-00.Pr.04.2a: With guidance, explore and demonstrate awareness of music contrasts (such as high/low, loud/soft, same/different) in a variety of music selected for performance.
    • MUS-00.Pr.04.3: Interpret artistic work for presentation
    • MUS-00.Pr.04.3a: With guidance, demonstrate awareness of expressive qualities (such as voice quality, dynamics, and tempo) that support the creators' expressive intent.
  • MUS-00.Pr.05: Anchor Standard 5 - Develop and refine artistic techniques and work for presentation.
    • MUS-00.Pr.05.1a: With guidance, apply personal, teacher, and peer feedback to refine performances.
    • MUS-00.Pr.05.1b: With guidance, use suggested strategies in rehearsal to improve the expressive qualities of music.
  • MUS-00.Pr.06: Anchor Standard 6 - Convey meaning through the presentation of artistic work.?

First Grade

  • MUS-01.Pr.04: Anchor Standard 4 - Select artistic work for presentation
    • MUS-01.Pr.04.1a: With limited guidance, demonstrate and discuss personal interest in, knowledge about, and purpose of varied musical selections.
    • MUS-01.Pr.04.2: Analyze artistic work for presentation
    • MUS-01.Pr.04.2a: With limited guidance, demonstrate knowledge of music concepts (such as beat and melodic contour) in music from a variety of cultures selected for performance.
    • MUS-01.Pr.04.2b: When analyzing selected music, read and perform rhythmic patterns using iconic or standard notation.
    • MUS-01.Pr.04.3: Interpret artistic work for presentation
    • MUS-01.Pr.04.3a: Demonstrate and describe music's expressive qualities (such as dynamics and tempo).
  • MUS-01.Pr.05: Anchor Standard 5 - Develop and refine artistic techniques and work for presentation.
    • MUS-01.Pr.05.1a: With limited guidance, apply personal, teacher, and peer feedback to refine performances.
    • MUS-01.Pr.05.1b: With limited guidance, use suggested strategies in rehearsal to address interpretive challenges of music.
  • MUS-01.Pr.06: Anchor Standard 6 - Convey meaning through the presentation of artistic work.
    • MUS-01.Pr.06.1a: With limited guidance, perform music for a specific purpose with expression.
    • MUS-01.Pr.06.1b: Perform appropriately for the audience and purpose.

Second Grade

  • MUS-02.Pr.04: Anchor Standard 4 - Select artistic work for presentation
    • MUS-02.Pr.04.1a: Demonstrate and explain personal interest in, knowledge about, and purpose of varied musical selections.
    • MUS-02.Pr.04.2a: Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.
    • MUS-02.Pr.04.2b: When analyzing selected music, read and perform rhythmic and melodic patterns using iconic or standard notation.
    • MUS-02.Pr.04.3a: Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.
  • MUS-02.Pr.05: Anchor Standard 5 - Develop and refine artistic techniques and work for presentation.
    • MUS-02.Pr.05.1a: Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances.
    • MUS-02.Pr.05.1b: Rehearse, identify and apply strategies to address interpretive, performance, and technical challenges of music.
  • MUS-02.Pr.06: Anchor Standard 6 - Convey meaning through the presentation of artistic work.?
    • MUS-02.Pr.06.1a: Perform music for a specific purpose with expression and technical accuracy.
    • MUS-02.Pr.06.1b: Perform appropriately for the audience and purpose.

Third Grade

  • MUS-03.Pr.04: Anchor Standard 4 - Select artistic work for presentation
    • MUS-03.Pr.04.1a: Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context.
    • MUS-03.Pr.04.2a: Demonstrate understanding of the structure in music selected for performance.
    • MUS-03.Pr.04.2b: When analyzing selected music, read and perform rhythmic patterns and melodic phrases using iconic and standard notation.
    • MUS-03.Pr.04.2c: Describe how context (such as personal and social) can inform a performance.
    • MUS-03.Pr.04.3: Interpret artistic work for presentation
    • MUS-03.Pr.04.3a: Demonstrate and describe how intent is conveyed through expressive qualities (such as dynamics and tempo).
  • MUS-03.Pr.05: Anchor Standard 5 - Develop and refine artistic techniques and work for presentation.
    • MUS-03.Pr.05.1a: Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate accuracy of ensemble performances.
    • MUS-03.Pr.05.1b: Rehearse to refine technical accuracy, expressive qualities, and identified performance challenges.
  • MUS-03.Pr.06: Anchor Standard 6 - Convey meaning through the presentation of artistic work.?
    • MUS-03.Pr.06.1a: Perform music with expression and technical accuracy.
    • MUS-03.Pr.06.1b: Demonstrate performance decorum and audience etiquette appropriate for the context and venue.

Fourth Grade

  • MUS-04.Pr.04: Anchor Standard 4 - Select artistic work for presentation
    • MUS-04.Pr.04.1a: Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, context, and technical skill.
    • MUS-04.Pr.04.2a: Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, and form) in music selected for performance.
    • MUS-04.Pr.04.2b: When analyzing selected music, read and perform using iconic and/or standard notation.
    • MUS-04.Pr.04.2c: Explain how context (such as social and cultural) informs a performance.
    • MUS-04.Pr.04.3a: Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, and timbre).
  • MUS-04.Pr.05: Anchor Standard 5 - Develop and refine artistic techniques and work for presentation.
    • MUS-04.Pr.05.1a: Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate accuracy and expressiveness of ensemble and personal performances.
    • MUS-04.Pr.05.1b: Rehearse to refine technical accuracy and expressive qualities, and address performance challenges.
  • MUS-04.Pr.06: Anchor Standard 6 - Convey meaning through the presentation of artistic work.?
    • MUS-04.Pr.06.1a: Perform music, alone or with others, with expression and technical accuracy, and appropriate interpretation.
    • MUS-04.Pr.06.1b: Demonstrate performance decorum and audience etiquette appropriate for the context, venue, and genre.

Fifth Grade

  • MUS-05.Pr.04: Anchor Standard 4 - Select artistic work for presentation
    • MUS-05.Pr.04.1a: Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, and context, as well as their personal and others' technical skill.
    • MUS-05.Pr.04.2a: Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, form, and harmony) in music selected for performance.
    • MUS-05.Pr.04.2b: When analyzing selected music, read and perform using standard notation.
    • MUS-05.Pr.04.2c: Explain how context (such as social, cultural, and historical) informs performances.
    • MUS-05.Pr.04.3a: Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, timbre, and articulation/style).
  • MUS-05.Pr.05: Anchor Standard 5 - Develop and refine artistic techniques and work for presentation.
    • MUS-05.Pr.05.1a: Apply teacher-provided and established criteria and feedback to evaluate the accuracy and expressiveness of ensemble and personal performances.
    • MUS-05.Pr.05.1b: Rehearse to refine technical accuracy and expressive qualities to address challenges, and show improvement over time.
  • MUS-05.Pr.06: Anchor Standard 6 - Convey meaning through the presentation of artistic work.?
    • MUS-05.Pr.06.1a: Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation.
    • MUS-05.Pr.06.1b: Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre, and style.

Sixth Grade

6

Seventh Grade

7

Eighth Grade

8

Responding

BPSS-Responding MUSIC-logo

Understanding and evaluating how the arts convey meaning.
  • Anchor Standard 7: Perceive and analyze artistic work.
  • Anchor Standard 8: Interpret intent and meaning in artistic work.
  • Anchor Standard 9: Apply criteria to evaluate artistic work.

Kindergarten

  • MUS-00.Re.07: Anchor Standard 7 - Perceive and analyze artistic work
    • MUS-00.Re.07.1a: With guidance, list personal interests and experiences and demonstrate why they prefer some music selections over others.
    • MUS-00.Re.07.2a: With guidance, demonstrate how a specific music concept (such as beat or melodic direction) is used in music.
  • MUS-00.Re.08: Anchor Standard 8 - Interpret intent and meaning in artistic work
    • MUS-00.Re.08.1a: With guidance, demonstrate awareness of expressive qualities (such as dynamics and tempo) that reflect creators'/performers' expressive intent.
  • MUS-00.Re.09: Anchor Standard 9 - Apply criteria to evaluate artistic work.
    • MUS-00.Re.09.1a: With guidance, apply personal and expressive preferences in the evaluation of music.

First Grade

  • MUS-01.Re.07: Anchor Standard 7 - Perceive and analyze artistic work
    • MUS-01.Re.07.1a: With limited guidance, identify and demonstrate how personal interests and experiences influence musical selection for specific purposes.
    • MUS-01.Re.07.2a: With limited guidance, demonstrate and identify how specific music concepts (such as beat or pitch) are used in various styles of music for a purpose.
  • MUS-01.Re.08: Anchor Standard 8 - Interpret intent and meaning in artistic work
    • MUS-01.Re.08.1a: With limited guidance, demonstrate and identify expressive qualities (such as dynamics and tempo) that reflect creators'/ performers' expressive intent.
  • MUS-01.Re.09: Anchor Standard 9 - Apply criteria to evaluate artistic work.
    • MUS-01.Re.09.1a: With limited guidance, apply personal and expressive preferences in the evaluation of music for specific purposes.

Second Grade

  • MUS-02.Re.07: Anchor Standard 7 - Perceive and analyze artistic work
    • MUS-02.Re.07.1a: Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes.
    • MUS-02.Re.07.2a: Describe how specific music concepts are used to support a specific purpose in music.
  • MUS-02.Re.08: Anchor Standard 8 - Interpret intent and meaning in artistic work
    • MUS-02.Re.08.1a: Demonstrate knowledge of music concepts and how they support creators'/ performers' expressive intent.
  • MUS-02.Re.09: Anchor Standard 9 - Apply criteria to evaluate artistic work.
    • MUS-02.Re.09.1a: Apply personal and expressive preferences in the evaluation of music for specific purposes.

Third Grade

  • MUS-03.Re.07: Anchor Standard 7 - Perceive and analyze artistic work
    • MUS-03.Re.07.1a: Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes.
    • MUS-03.Re.07.2a: Demonstrate and describe how a response to music can be informed by the structure, the use of the elements of music, and context (such as personal and social).
  • MUS-03.Re.08: Anchor Standard 8 - Interpret intent and meaning in artistic work
    • MUS-03.Re.08.1a: Demonstrate and describe how the expressive qualities (such as dynamics and tempo) are used in performers' interpretations to reflect expressive intent.
  • MUS-03.Re.09: Anchor Standard 9 - Apply criteria to evaluate artistic work.
    • MUS-03.Re.09.1a: Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

Fourth Grade

  • MUS-04.Re.07: Anchor Standard 7 - Perceive and analyze artistic work
    • MUS-04.Re.07.1a: Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.
    • MUS-04.Re.07.2a: 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).
  • MUS-04.Re.08: Anchor Standard 8 - Interpret intent and meaning in artistic work
    • MUS-04.Re.08.1a: Demonstrate and explain how the expressive qualities (such as dynamics, tempo, and timbre) are used in performers' and personal interpretations to reflect expressive intent.
  • MUS-04.Re.09: Anchor Standard 9 - Apply criteria to evaluate artistic work.
    • MUS-04.Re.09.1a: Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Fifth Grade

  • MUS-05.Re.07: Anchor Standard 7 - Perceive and analyze artistic work
    • MUS-05.Re.07.1a: Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.
    • MUS-05.Re.07.2a: 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, cultural, and historical).
  • MUS-05.Re.08: Anchor Standard 8 - Interpret intent and meaning in artistic work
    • MUS-05.Re.08.1a: Demonstrate and explain how the expressive qualities (such as dynamics, tempo, timbre, and articulation) are used in performers' and personal interpretations to reflect expressive intent.
  • MUS-05.Re.09: Anchor Standard 9 - Apply criteria to evaluate artistic work.
    • MUS-05.Re.09.1a: Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Sixth Grade

6

Seventh Grade

7

Eighth Grade

8

Connecting

BPSS-Connecting MUSIC-logo

Relating artistic ideas and work with personal meaning and external context.
  • Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
  • Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Kindergarten

  • MUS-00.Cn.10: Anchor Standard 10 - Synthesize and relate knowledge and personal experiences to make art.
    • MUS-00.Cn.10.1a: Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
  • MUS-00.Cn.11: Anchor Standard 11 - Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
    • MUS-00.Cn.11.1a: Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

First Grade

  • MUS-01.Cn.10: Anchor Standard 10 - Synthesize and relate knowledge and personal experiences to make art.
    • MUS-01.Cn.10.1a: Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
  • MUS-01.Cn.11: Anchor Standard 11 - Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
    • MUS-01.Cn.11.1a: Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

Second Grade

  • MUS-02.Cn.10: Anchor Standard 10 - Synthesize and relate knowledge and personal experiences to make art.
    • MUS-02.Cn.10.1a: Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
  • MUS-02.Cn.11: Anchor Standard 11 - Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
    • MUS-02.Cn.11.1a: Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

Third Grade

  • MUS-03.Cn.10: Anchor Standard 10 - Synthesize and relate knowledge and personal experiences to make art.
    • MUS-03.Cn.10.1a: Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
  • MUS-03.Cn.11: Anchor Standard 11 - Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
    • MUS-03.Cn.11.1a: Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

Fourth Grade

  • MUS-04.Cn.10: Anchor Standard 10 - Synthesize and relate knowledge and personal experiences to make art.
    • MUS-04.Cn.10.1a: Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
  • MUS-04.Cn.11: Anchor Standard 11 - Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
    • MUS-04.Cn.11.1a: Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

Fifth Grade

  • MUS-05.Cn.10: Anchor Standard 10 - Synthesize and relate knowledge and personal experiences to make art.
    • MUS-05.Cn.10.1a: Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
  • MUS-05.Cn.11: Anchor Standard 11 - Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
    • MUS-05.Cn.11.1a: Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

Sixth Grade

6

Seventh Grade

7

Eighth Grade

8