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["2015 Arizona Academic Standards in the Arts"]
["Music - Harmonizing Instruments"]
["Artistic Process - Creating "]
["Anchor Standard #1 - Generate and conceptualize artistic ideas and work"]
["Novice","Intermediate","HS Proficient","HS Accomplished","HS Advanced"]
["MU.CR.1.HI.5a","MU.CR.1.HI.8a","MU.CR.1.HI.HS1a","MU.CR.1.HI.HS2a","MU.CR.1.HI.HS3a"]
["a. Generate melodic, rhythmic, and harmonic ideas for simple melodies (such as two-phrase) and chordal accompaniments for given melodies.","a. Generate melodic, rhythmic, and harmonic ideas for melodies (created over specified chord progressions or AB/ABA forms) and two-to-three-chord accompaniments for given melodies.","a. Generate melodic, rhythmic, and harmonic ideas for improvisations, compositions (forms such as theme and variation or 12-bar blues), and three-or-more-chord accompaniments in a variety of patterns (such as arpeggio, country strumming and  finger picking patterns).","a. Generate melodic, rhythmic, and harmonic ideas for compositions (forms such as rounded binary or rondo), improvisations, accompaniment patterns in a variety of styles, and harmonizations for given melodies.","a. Generate melodic, rhythmic, and harmonic ideas for a collection of compositions (representing a variety of forms and styles), improvisations in several different styles, and stylistically appropriate harmonizations for given melodies."]
["Anchor Standard #2 - Organize and develop artistic ideas and work"]
["Novice","Intermediate","HS Proficient","HS Accomplished","HS Advanced"]
["MU.CR.2.HI.5a","MU.CR.2.HI.8a","MU.CR.2.HI.HS1a","MU.CR.2.HI.HS2a","MU.CR.2.HI.HS3a"]
["a. Select, develop, and use standard notation or audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of simple melodies (such as two-phrase) and chordal accompaniments for given melodies.","a. Select, develop, and use standard notation and audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of melodies (created over specified chord progressions or AB/ABA forms) and two-to-three-chord accompaniments for given melodies.","a. Select, develop, and use standard notation and audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of improvisations, compositions (forms such as theme and variation or 12-bar blues), and three-or-more-chord accompaniments in a variety of patterns (such as arpeggio, country strumming, finger picking patterns).","a. Select, develop, and use standard notation and audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of compositions (forms such as rounded binary or rondo), improvisations, accompaniment patterns in a variety of styles, and harmonizations for given melodies.","a. Select, develop, and use standard notation and audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of compositions (representing a variety of forms and styles), improvisations in several different styles, and stylistically appropriate harmonizations for given melodies."]
["Anchor Standard #3 - Refine and complete artistic work"]
["Novice","Intermediate","HS Proficient","HS Accomplished","HS Advanced"]
["MU.CR.3.HI.5a","MU.CR.3.HI.8a","MU.CR.3.HI.HS1a","MU.CR.3.HI.HS2a","MU.CR.3.HI.HS3a"]
["a. Apply teacher-provided criteria to critique, improve, and refine drafts of simple melodies (such as two-phrase) and chordal accompaniments for given melodies.","a. Apply teacher-provided criteria to critique, improve, and refine drafts of melodies (created over specified chord progressions or AB/ABA forms) and two-to-three-chord accompaniments for given melodies.","a. Develop and apply criteria to critique, improve, and refine drafts of improvisations, compositions (forms such as theme and variation or 12-bar blues) and three-or-more-chord accompaniments in a variety of patterns (such as arpeggio, country strumming, finger picking patterns).","a. Develop and apply criteria to critique, improve, and refine drafts of compositions (forms such as rounded binary or rondo), improvisations, accompaniment patterns in a variety of styles, and harmonizations for given melodies.","a. Develop and apply criteria to critique, improve, and refine drafts of compositions (representing a variety of forms and styles), improvisations in a variety of styles, and stylistically appropriate harmonizations for given melodies."]
["MU.CR.3.HI.5b","MU.CR.3.HI.8b","MU.CR.3.HI.HS1b","MU.CR.3.HI.HS2b","MU.CR.3.HI.HS3b"]
["b. Share final versions of simple melodies (such as two-phrase) and chordal accompaniments for given melodies, demonstrating an understanding of how to develop and organize personal musical ideas.","b. Share final versions of melodies (created over specified chord progressions or AB/ABA forms) and two-to-three-chord accompaniments for given melodies, demonstrating an understanding of how to develop and organize personal musical ideas.","b. Perform final versions of improvisations, compositions (forms such as theme and variation or 12-bar blues), and three-or-more-chord accompaniments in a variety of patterns (such as arpeggio, country strumming, finger picking patterns), demonstrating technical skill in applying principles of composition/improvisation and originality in developing and organizing musical ideas.","b. Perform final versions of compositions (forms such as rounded binary or rondo), improvisations, accompaniment patterns in a variety of styles, and harmonizations for given melodies, demonstrating technical skill in applying principles of composition/improvisation and originality in developing and organizing musical ideas.","b. Perform final versions of a collection of compositions (representing a variety of forms and styles), improvisations in several different styles, and stylistically appropriate harmonizations for given melodies, demonstrating technical skill in applying principles of composition/improvisation and originality in developing and organizing musical ideas."]
[]
["Foundational Skills - Creating"]
["The specific guidelines that the teacher provides for improvisation and composition should include the following foundational skills in support of meeting Anchor Standards 1-3."]
["Improvisation"]
["Novice","Intermediate","HS Proficient","HS Accomplished","HS Advanced"]
["Perform, use standard notation consistent with the genre (e.g. lead sheet), and audio record improvisation that is a minimum of 4 measures.","Perform, use standard notation consistent with the genre and audio record improvisation that is a minimum of 4 measures.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Perform, use standard notation consistent with the genre, and audio record improvisation that is a minimum of 8 measures.","Perform, use standard notation, consistent with the genre and audio record improvisation that is a minimum of 12 measures.","Perform, use standard notation, consistent with the genre and audio record improvisation that is a minimum of 24 measures."]
["Describe how the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of music.","Describe how the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of music.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Perform simple improvised melodies within an appropriate harmonic structure.","Perform with expression, complex improvised melodies within an appropriate harmonic structure, over a chord progression.","Perform with expression, complex improvised melodies within an appropriate harmonic structure, over a chord progression.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]
["Composition"]
["Novice","Intermediate","HS Proficient","HS Accomplished","HS Advanced"]
["Use standard notation and audio record composition that is a minimum of 2 measures and is written for the student’s own instrument.","Use standard notation and audio record composition that is a minimum of 2 measures and is written for the student’s own instrument.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Use standard notation and audio record composition that is a minimum of 4 measures and is written for the student’s own instrument or others.","Use standard notation and audio record composition that is a minimum of 8 measures and is written for duet or small ensemble.","Create complete composition that is a minimum of 16 measures using student chosen guidelines and any notational system for solo with accompaniment or ensemble."]
["Describe how the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of music.","Describe how the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of music.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Explain and demonstrate how compositional choices, such as changing musical elements within a given song, effect the song.","Explain and demonstrate how compositional choices, such as changing musical elements within a given song, effect the song.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Explain and demonstrate how compositional choices, such as changing musical elements within a given song, effect the song.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]
["Replace or change some of the note values and/or pitches in composing a variation on a theme.","Replace or change some of the note values and/or pitches in composing a variation on a theme.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Transpose, arrange, and/or transcribe music.","Arrange short sections of a song using standard notation and a variety of musical elements.","Arrange short sections of a song using standard notation and a variety of musical elements.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]
["Use technology and multimedia to enhance knowledge and application of composing and arranging music. (e.g. composing and sequencing software).","Use technology and multimedia to enhance knowledge and application of composing and arranging music. (e.g. composing and sequencing software).\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Use technology and multimedia to enhance knowledge and application of composing and arranging music. (e.g. composing and sequencing software).\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Use technology and multimedia to enhance knowledge and application of composing and arranging music. (e.g. composing and sequencing software).\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Use technology and multimedia to enhance knowledge and application of composing and arranging music. (e.g. composing and sequencing software).\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]

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["2015 Arizona Academic Standards in the Arts"]
["Music - Harmonizing Instruments"]
["Artistic Process - Performing"]
["Anchor Standard #4 - Select, analyze, and interpret artistic work for performance"]
["Novice","Intermediate","HS Proficient","HS Accomplished","HS Advanced"]
["MU.PR.4.HI.5a","MU.PR.4.HI.8a","MU.PR.4.HI.HS1a","MU.PR.4.HI.HS2a","MU.PR.4.HI.HS3a"]
["a. Describe and demonstrate how a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments is selected, based on personal interest, music reading skills, and technical skill, as well as the context of the performances.","a. Describe and demonstrate how a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments is selected, based on personal interest, music reading skills, and technical skill (citing technical challenges that need to be addressed), as well as the context of the performances.","a. Explain the criteria used when selecting a varied repertoire of music for individual or small group performances that include melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of patterns (such as arpeggio, country strumming, finger picking patterns).","a. Develop and apply criteria for selecting a varied repertoire of music for individual and small group performances that include melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles.","a. Develop and apply criteria for selecting a varied repertoire for a program of music for individual and small group performances that include melodies, repertoire pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles."]
["MU.PR.4.HI.5b","MU.PR.4.HI.8b","MU.PR.4.HI.HS1b","MU.PR.4.HI.HS2b","MU.PR.4.HI.HS3b"]
["b. Identify prominent melodic and harmonic characteristics in a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments selected for performance, including some based on reading standard notation.","b. Identify prominent melodic, harmonic, and structural characteristics and context (social, cultural, or historical) in a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments selected for performance, including some based on reading standard notation.","b. Identify and describe important theoretical and structural characteristics and context (social, cultural, or historical) in a varied repertoire of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of patterns (such as arpeggio, country strumming, finger picking patterns).","b. Identify and describe important theoretical and structural characteristics and context (social, cultural, and historical) in a varied repertoire of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles.","b. Identify and describe important theoretical and structural characteristics and context (social, cultural, and historical) in a varied repertoire of music selected for performance programs that includes melodies, repertoire pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles."]
["MU.PR.4.HI.5c","MU.PR.4.HI.8c","MU.PR.4.HI.HS1c","MU.PR.4.HI.HS2c","MU.PR.4.HI.HS3c"]
["c. Demonstrate and describe in interpretations an understanding of the context and expressive intent in a varied repertoire of music selected for performance that includes melodies, repertoire pieces, and chordal accompaniments.","c. Demonstrate and describe in interpretations an understanding of the context (social, cultural, or historical) and expressive intent in a varied repertoire of music selected for performance that includes melodies, repertoire pieces, and chordal accompaniments.","c. Describe in interpretations the context (social, cultural, or historical) and expressive intent in a varied repertoire of music selected for performance that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of patterns (such as arpeggio, country strumming, finger picking patterns).","c. Explain in interpretations the context (social, cultural, and historical) and expressive intent in a varied repertoire of music selected for performance that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles.","c. Explain and present interpretations that demonstrate and describe the context (social, cultural, and historical) and an understanding of the creator’s intent in repertoire for varied programs of music that include melodies, repertoire pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles."]
["Anchor Standard #5 - Develop and refine artistic work for presentation"]
["Novice","Intermediate","HS Proficient","HS Accomplished","HS Advanced"]
["MU.PR.5.HI.5a","MU.PR.5.HI.8a","MU.PR.5.HI.HS1a","MU.PR.5.HI.HS2a","MU.PR.5.HI.HS3a"]
["a. Apply teacher-provided criteria to critique individual performances of a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments selected for performance, and apply practice strategies to address performance challenges and refine the performances.","a. Apply teacher-provided criteria to critique individual performances of a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments selected for performance, and identify practice strategies to address performance challenges and refine the performances.","a. Develop and apply criteria to critique individual and small group performances of a varied repertoire of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of patterns (such as arpeggio, country strumming, finger picking patterns), and create rehearsal strategies to address performance challenges and refine the performances.","a. Develop and apply criteria to critique individual and small group performances of a varied repertoire of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles, and create rehearsal strategies to address performance challenges and refine the performances.","a. Develop and apply criteria, including feedback from multiple sources, to critique varied programs of music repertoire (melodies, repertoire pieces, stylistically appropriate accompaniments, improvisations in a variety of contrasting styles) selected for individual and small group performance, and create rehearsal strategies to address performance challenges and refine the performances."]
["Anchor Standard #6 - Convey meaning through the presentation of artistic work"]
["Novice","Intermediate","HS Proficient","HS Accomplished","HS Advanced"]
["MU.PR.6.HI.5a","MU.PR.6.HI.8a","MU.PR.6.HI.HS1a","MU.PR.6.HI.HS2a","MU.PR.6.HI.HS3a"]
["a. Perform with expression and technical accuracy in individual performances of a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments, demonstrating understanding of the audience and the context.","a. Perform with expression and technical accuracy in individual performances of a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments, demonstrating sensitivity to the audience and an understanding of the context (social, cultural, or historical).","a. Perform with expression and technical accuracy, in individual and small group performances, a varied repertoire of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of patterns (such as arpeggio, country strumming, finger picking patterns), demonstrating sensitivity to the audience and an understanding of the context (social, cultural, or historical).","a. Perform with expression and technical accuracy, in individual and small group performances, a varied repertoire of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles, demonstrating sensitivity to the audience and an understanding of the context (social, cultural, and historical).","Perform with expression and technical accuracy, in individual and small group performances, a varied repertoire for programs of music that includes melodies, repertoire pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles, demonstrating sensitivity to the audience and an understanding of the context (social, cultural, and historical)."]
[]
["Foundational Skills - Performing"]
["The knowledge and skills described below are not representative of all requisite foundational skills.\nRather, this is a list of essential competencies which must be present in support of meeting Anchor Standards 4-6."]
["Application to Instrument (AI)"]
["Novice","Intermediate","HS Proficient","HS Accomplished","HS Advanced"]
["Maintain a steady beat, with auditory assistance, while playing individually and with others the following note and rest values: whole, half, quarter, eighth, and corresponding dotted notes in simple meters.","Maintain a steady beat, with auditory assistance, while playing individually and with others sixteenth, corresponding dotted notes and elementary syncopation in simple meters.","Maintain a steady beat, with visual assistance, while playing individually and with others note and rest values in simple and complex meters as encountered in the repertoire.","Maintain a steady beat, without external assistance, while playing individually and with others note and rest values in complex and changing meters at faster tempos as encountered in the repertoire.","maintain a steady beat, recognizing the macro and micro beat, while playing individually and with others note and rest values in complex and changing meters at faster tempos as encountered in the repertoire."]
["Utilize musical symbols (e.g. fermata, repeat signs, double bar lines, note names.)","Utilize musical symbols encountered in the repertoire.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Utilize musical symbols encountered in the repertoire.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Utilize musical symbols encountered in the repertoire.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Utilize musical symbols encountered in the repertoire.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]
["Perform fluently with key signature and accidental encountered in the repertoire.","Perform fluently with key signature and accidental encountered in the repertoire.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Perform fluently with key signature and accidental encountered in the repertoire.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Perform fluently with key signature and accidental encountered in the repertoire.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Perform fluently with key signature and accidental encountered in the repertoire.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]
["Chords\n\nGuitar (e.g., major and minor chords in 1st position)\n                                                                                                                                                                                                                                                                            Piano (e.g., I-V6/5 chords in left hand in 3#’s-3b’s major)","Chords\n\nGuitar (e.g., V7 chords in 1st through 3rd position(s))\n\nPiano (e.g., I-IV-V6/5-I6 in left hand in 3#’s-3b’s major)","Chords\n\nGuitar (e.g., major, minor, V7 and barre)\n\nPiano (e.g., I-IV-V6/5-I6 in both hands in 3#’s-3b’s major)","Chords\n\nGuitar (e.g.diminished and augmented)\n\nPiano (diminished and minor 3#’s-3b’s)","Chords\n\nGuitar (e.g., all chords, multiple voicing)\n\nPiano (e.g., all chords)"]
["Perform independent parts while others play contrasting parts (e.g., level 5-1).","Perform independent parts while others play contrasting parts (e.g., level 1-2).","Perform independent parts while others play contrasting parts (e.g., level 2-3).","Perform independent parts while others play contrasting parts (e.g., level 3-5).","Perform independent parts while others play contrasting parts (e.g. level 5-6)."]
["Respond to basic conducting cues (e.g., tempo, dynamics).","Respond to basic conducting cues (e.g., tempo, dynamics).\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Respond to basic conducting cues (e.g. phrasing and expression).","Respond to basic conducting cues (e.g. style, multi-meter).","Conduct an ensemble with appropriate gestures, tempo, expression and cuing."]
["Perform scales, intervals, and arpeggios using appropriate technique as specified in the repertoire.","Perform scales, intervals, and arpeggios using appropriate technique as specified in the repertoire.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Perform scales, intervals, and arpeggios using appropriate technique as specified in the repertoire.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Perform scales, intervals, and arpeggios using appropriate technique as specified in the repertoire.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Perform scales, intervals, and arpeggios using appropriate technique as specified in the repertoire.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]
["Perform individually repertoire that includes music in two parts (e.g accompaniment and melody).","Perform individually repertoire that includes music in two parts (e.g accompaniment and melody).\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Perform individually repertoire that includes two voices (contrapuntal texture).","Perform repertoire that includes two voices (contrapuntal texture).","Perform individually repertoire that includes two active voices (counterpoint)."]
["Perform dynamics, timbre, tempo, phrasing, and articulation in the repertoire.","Perform dynamics, timbre, tempo, phrasing, and articulation in the repertoire.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Perform dynamics, timbre, tempo, phrasing, and articulation in the repertoire.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Perform dynamics, timbre, tempo, phrasing, and articulation in the repertoire.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Perform dynamics, timbre, tempo, phrasing, and articulation in the repertoire.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]
["Utilize a basic characteristic tone.","Utilize a basic characteristic tone with greater stability.","Utilize a basic characteristic tone with greater stability.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Utilize a basic characteristic tone with greater stability.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Perform with fluent expressive tone inclusive of appropriate dynamic range and depth of sound."]
["Utilize proper hand position and posture.","Utilize proper hand position and posture.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Utilize proper hand position and posture.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Utilize proper hand position and posture.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Utilize proper hand position and posture.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]
["Perform with awareness of intonation (e.g., guitar) and ensemble.","Perform with awareness of intonation (e.g., guitar), ensemble, balance and blend.","Perform with emerging accurate intonation (e.g., guitar), balance, and blend in support of the ensemble.","Perform with accurate intonation (e.g., guitar), balance, and blend in support of the ensemble.","Perform with accurate intonation (e.g., guitar), balance, and blend in support of the ensemble.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]
["Tune with teacher assistance.","Tune with teacher guidance.","Tune instrument to a given pitch and adjust to match pitch and develop awareness of tuning to self and others.","Tune instrument to a given pitch and adjust to match pitch and demonstrate a consistent ability to tune to self and others.","Tune to chords with an understanding of the importance of their pitch within the chord structure."]
["Perform literature from memory.","Perform literature from memory.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Perform literature from memory.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Perform literature from memory.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Perform literature from memory.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]
["Demonstrate proper care and maintenance of instrument.","Demonstrate proper care and maintenance of instrument.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Demonstrate proper care and maintenance of instrument.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Demonstrate proper care and maintenance of instrument.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Demonstrate proper care and maintenance of instrument.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]
["Performing - Reflect on Understanding (PRU)"]
["Novice","Intermediate","HS Proficient","HS Accomplished","HS Advanced"]
["Identify and describe…","Identify and describe…","Identify and describe…","Identify and describe…","Identify and describe…"]
["Musical symbols encountered in repertoire (e.g., fermata, repeat signs, double bar lines, note names, the following note values: whole, half, quarter, eighth, dotted half, dotted quarter, and dotted eighth).","Musical symbols encountered in repertoire.\n \n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Musical symbols encountered in repertoire.\n \n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Musical symbols encountered in repertoire.\n \n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Musical symbols encountered in repertoire.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]
["Steps and skips.","Steps and skips.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Intervals and chord structures.","Intervals and chord structures.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Intervals and chord structures.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]
["Simple music forms and characteristics.","Key and time signatures.","Function of key and time signatures.","Function of key and time signatures.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Function of key and time signatures.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]
["Simple music forms and characteristics.","Simple music forms and characteristics.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Simple music forms and characteristics.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Music forms and characteristics encountered in repertoire.","Synthesize characteristics of musical structure into performance practice."]
["Elements of music (e.g., rhythm, melody).","Elements of music.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Elements of music.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Elements of music.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Elements of music.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]
["Their role (e.g., melody, harmony, accompaniment, foreground/background) within their ensemble.","Their role within their ensemble.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Their role within their ensemble.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Their role within their ensemble.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Their role within their ensemble.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]
["Whole and half step patterns in scales encountered in repertoire.","Whole and half step patterns in scales encountered in repertoire.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Whole and half step patterns in scales encountered in repertoire.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Whole and half step patterns in scales encountered in repertoire.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Whole and half step patterns in scales encountered in repertoire.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]
["Relationship between music and mathematics as it occurs in the repertoire.","Relationship between music and mathematics as it occurs in the repertoire.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Relationship between music and mathematics as it occurs in the repertoire.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Relationship between music and mathematics as it occurs in the repertoire.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Relationship between music and mathematics as it occurs in the repertoire.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]
["One’s own physical mechanics and skill level essential to playing the repertoire.","One’s own physical mechanics and skill level essential to playing the repertoire.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","One’s own physical mechanics and skill level essential to playing the repertoire.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","One’s own physical mechanics and skill level essential to playing the repertoire.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","One’s own physical mechanics and skill level essential to playing the repertoire.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]
["Adjusting to the acoustic properties and the effect on the performers and the performance space.","Adjusting to the acoustic properties and the effect on the performers and the performance space.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Adjusting to the acoustic properties and the effect on the performers and the performance space.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Adjusting to the acoustic properties and the effect on the performers and the performance space.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Adjusting to the acoustic properties and the effect on the performers and the performance space.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]

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["2015 Arizona Academic Standards in the Arts"]
["Music - Harmonizing Instruments"]
["Artistic Process - Responding"]
["Anchor Standard #7 - Perceive and analyze artistic work"]
["Novice","Intermediate","HS Proficient","HS Accomplished","HS Advanced"]
["MU.RE.7.HI.5a","MU.RE.7.HI.8a","MU.RE.7.HI.HS1a","MU.RE.7.HI.HS2a","MU.RE.7.HI.HS3a"]
["a. Demonstrate and describe reasons for selecting music, based on characteristics found in the music and connections to interest, purpose, or personal experience.","a. Explain reasons for selecting music citing characteristics found in the music and connections to interest, purpose, and context.","a. Apply criteria to select music for specified purposes, supporting choices by citing characteristics found in the music and connections to interest, purpose, and context.","a. Apply criteria to select music for a variety of purposes, justifying choices citing knowledge of the music and the specified purpose and context.","a. Select, describe, and compare a variety of individual and small group musical programs from varied cultures, genres, and historical periods."]
["MU.RE.7.HI.5b","MU.RE.7.HI.8b","MU.RE.7.HI.HS1b","MU.RE.7.HI.HS2b","MU.RE.7.HI.HS3b"]
["b. Demonstrate and explain, citing evidence, the use of repetition, similarities and contrasts in musical selections and how these and knowledge of the context (social or cultural) inform the response.","b. Describe how the way that the elements of music are manipulated and knowledge of the context (social and cultural) inform the response.","b. Compare passages in musical selections and explain how the elements of music and context (social, cultural, or historical) inform the response.","b. Explain how the analysis of the structures and context (social, cultural, and historical) of contrasting musical selections inform the response.","b. Demonstrate and justify how the structural characteristics function within a variety of musical selections, and distinguish how context (social, cultural, and historical) and creative decisions inform the response."]
["Anchor Standard #8 - Interpret intent and meaning in artistic work"]
["Novice","Intermediate","HS Proficient","HS Accomplished","HS Advanced"]
["MU.RE.8.HI.5a","MU.RE.8.HI.8a","MU.RE.8.HI.HS1a","MU.RE.8.HI.HS2a","MU.RE.8.HI.HS3a"]
["a. Identify interpretations of the expressive intent and meaning of musical selections, referring to the elements of music, context (personal or social), and (when appropriate) the setting of the text.","a. Identify and support interpretations of the expressive intent and meaning of musical selections, citing as evidence the treatment of the elements of music, context, and (when appropriate) the setting of the text.","a. Explain and support interpretations of the expressive intent and meaning of musical selections, citing as evidence the treatment of the elements of music, context (personal, social, and cultural), and (when appropriate) the setting of the text, and outside sources.","a. Explain and support interpretations of the expressive intent and meaning of musical selections, citing as evidence the treatment of the elements of music, context (personal, social, and cultural), and (when appropriate) the setting of the text, and varied researched sources.","a. Establish and justify interpretations of the expressive intent and meaning of musical selections by comparing and synthesizing varied researched sources, including reference to examples from other art forms."]
["Anchor Standard #9 - Apply criteria to evaluate artistic work"]
["Novice","Intermediate","HS Proficient","HS Accomplished","HS Advanced"]
["MU.RE.9.HI.5a","MU.RE.9.HI.8a","MU.RE.9.HI.HS1a","MU.RE.9.HI.HS2a","MU.RE.9.HI.HS3a"]
["a. Identify and describe how interest, experiences, and contexts (personal or social) effect the evaluation of music.","a. Explain the influence of experiences and contexts (personal, social, or cultural) on interest in and the evaluation of a varied repertoire of music.","a.  Develop and apply teacher-provided and established criteria based on personal preference, analysis, and context (personal, social, and cultural) to evaluate individual and small group musical selections for listening.","a. Apply personally-developed and established criteria based on research, personal preference, analysis, interpretation, expressive intent, and musical qualities to evaluate contrasting individual and small group musical selections for listening.","a. Develop and justify evaluations of a variety of individual and small group musical selections for listening based on personally-developed and established criteria, personal decision making, and knowledge and understanding of context."]
[]
["Foundational Skills - Responding"]
["The specific guidelines that the teacher provides for analyzing, interpreting, and critiquing musical works \nshould include the following foundational skills in support of meeting Anchor Standards 7-9."]
["Responding - Reflect on Understanding (RRU)"]
["Novice","Intermediate","HS Proficient","HS Accomplished","HS Advanced"]
["Identify and describe…","Identify and describe…","Identify and describe…","Identify and describe…","Identify and describe…"]
["How changing compositional elements of music (e.g., dynamics, articulation, tempo) can change the style and experience of the music.","How music can be transcribed from one music medium to another (e.g., one instrument to another, one ensemble to another).","The compositional and stylistic elements that differentiate various musical genres.","The compositional and stylistic elements that differentiate various musical genres.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","The compositional and stylistic elements that differentiate various musical genres to their own performance or the performance of others."]
["Musical characteristics that make a piece of music appropriate for a specific event or function.","Musical characteristics that make a piece of music appropriate for a specific event or function.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Musical characteristics that make a piece of music appropriate for a specific event or function.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Musical characteristics that make a piece of music appropriate for a specific event or function.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Musical characteristics that make a piece of music appropriate for a specific event or function.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]
["Their preference for specific musical works and styles.","Their preference for specific musical works and styles.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Specific musical characteristics that influence their preference for specific musical works and styles.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Specific musical characteristics that influence their preference for specific musical works and styles.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Defend their preference for specific musical works of styles using specific musical characteristics."]
["Selected elements of music.","Elements of music most prominent in repertoire.","Elements of music most prominent in repertoire.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Elements of music most prominent in repertoire.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Elements of music most prominent in repertoire.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]
["How the changing elements of music (e.g., dynamics, tone, color, tempo) can affect the style of the music.","How the changing elements of music can affect the style of the music.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","How the changing elements of music can affect the style of the music.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","How the changing elements of music can affect the style of the music.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","How the changing elements of music can affect the style of the music.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]
["Using appropriate terminology to describe and explain music.","Using appropriate terminology to describe and explain music.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Using appropriate terminology to describe and explain music.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Using appropriate terminology to describe and explain music.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Using appropriate terminology to describe and explain music.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]
["The characteristics intended by the composer and/or performer to evoke a mood in a piece of music.","The characteristics intended by the composer and/or performer to evoke a mood in a piece of music.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","The characteristics intended by the composer and/or performer to evoke a mood in a piece of music.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","The characteristics intended by the composer and/or performer to evoke a mood in a piece of music.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","The characteristics intended by the composer and/or performer to evoke a mood in a piece of music.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]
["Using teacher specified criteria to evaluate a musical performance.","Using teacher or student specified criteria to evaluate a musical performance.","Using student specified criteria to evaluate a musical performance.","Musical experiences orally and in writing with appropriate critique and terminology.","Musical experiences orally and in writing with appropriate critique and terminology.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]
["Showing respect for personal work and the work of others through appropriate critique.","Showing respect for personal work and the work of others through appropriate critique.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Showing respect for personal work and the work of others through appropriate critique.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Showing respect for personal work and the work of others through appropriate critique.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Showing respect for personal work and the work of others through appropriate critique.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]
["Evaluating the effect of audience and performers’ behavior on the performance.","Evaluating the effect of audience and performers’ behavior on the performance.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Evaluating the effect of audience and performers’ behavior on the performance.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Evaluating the effect of audience and performers’ behavior on the performance.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Evaluating the effect of audience and performers’ behavior on the performance.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]

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["2015 Arizona Academic Standards in the Arts"]
["Music - Harmonizing Instruments"]
["Artistic Process - Connecting"]
["Anchor Standard #10 - Synthesize and relate knowledge and personal experiences to make art"]
["Novice","Intermediate","HS Proficient","HS Accomplished","HS Advanced"]
["MU.CN.10.HI.5a","MU.CN.10.HI.8a","MU.CN.10.HI.HS1a","MU.CN.10.HI.HS2a","MU.CN.10.HI.HS3a"]
["a. Identify and discuss the roles and impact music plays in one's life and the lives of others.","a. Identify and explain the roles and impact music plays in one's life and the lives of others.","a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.","a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.","a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music."]
["MU.CN.10.HI.5b","MU.CN.10.HI.8b","MU.CN.10.HI.HS1b","MU.CN.10.HI.HS2b","MU.CN.10.HI.HS3b"]
["b. Identify reasons for selecting music based on connection to interest, and purpose or context. ","b. Explain reasons for selecting music citing connections to interest, purpose, and context.","b. Apply criteria to select music for specified purposes, supporting choices by citing connections to interest, purpose, and context.","b. Apply criteria to select music for a variety of purposes, justifying choices citing knowledge of the specified purpose and context.","b. Use research and personally-developed criteria to justify choices made when selecting music, citing knowledge of the music, and individual and ensemble purpose and context."]
["Anchor Standard #11 - Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding"]
["Novice","Intermediate","HS Proficient","HS Accomplished","HS Advanced"]
["MU.CN.11.HI.5a","MU.CN.11.HI.8a","MU.CN.11.HI.HS1a","MU.CN.11.HI.HS2a","MU.CN.11.HI.HS3a"]
["a. Identify and explain how context (e.g. social, cultural, historical) can inform the expressive intent and meaning of a musical performance.","a. Identify and explain how context can inform the expressive intent and meaning of a musical performance.","a. Explain and analyze how context can inform the expressive intent and meaning of a musical performance.","a. Analyze how context can inform the expressive intent and meaning of a musical performance.","a. Justify how context can inform the expressive intent and meaning of a musical performance."]
["MU.CN.11.HI.5b","MU.CN.11.HI.8b","MU.CN.11.HI.HS1b","MU.CN.11.HI.HS2b","MU.CN.11.HI.HS3b"]
["b. Identify and explain how music is affected by one’s knowledge outside the arts (e.g.science, social studies, math, language arts).","b. Identify and explain how music is affected by one’s knowledge outside the arts","b. Explain and analyze how music is affected by one’s knowledge outside the arts","b. Analyze how music is affected by one’s knowledge outside the arts","b. Analyze how music and other art forms involve and are affected by one’s knowledge outside the arts"]
[]
["Foundational Skills - Connecting"]
["The specific guidelines that the teacher provides for connecting musical works to personal experiences and to social, cultural, and historical contexts\nshould include the following foundational skills in support of meeting Anchor Standards 10 and 11."]
["Connecting - Reflect on Understanding (CRU)"]
["Novice","Intermediate","HS Proficient","HS Accomplished","HS Advanced"]
["Identify and describe…","Identify and describe…","Identify and describe…","Identify and describe…","Identify and describe…"]
["Identify the context  (e.g., historical, social, cultural) in which the composer wrote the piece being performed.","Identify the context in which the composer wrote the piece being performed.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Identify the context in which the composer wrote the piece being performed.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Identify the context in which the composer wrote the piece being performed.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Identify the context in which the composer wrote the piece being performed.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]
["Recognizing composers's motivations for creating the music being performed by the students.","Recognizing composers's motivations for creating the music being performed by the students.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Recognizing composers's motivations for creating the music being performed by the students.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Recognizing composers's motivations for creating the music being performed by the students.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Recognizing composers's motivations for creating the music being performed by the students.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]
["Where new concepts are introduced in these standards with no explicit preparation at earlier levels, the other standards specified for those earlier levels are meant  as general preparation for the new concepts listed.",null,"Investigate and apply the developmental and historical characteristics of instrumental music to performance practice.","Investigate and apply the developmental and historical characteristics of instrumental music to performance practice.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Investigate and apply the developmental and historical characteristics of instrumental music to performance practice.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]
["Understanding the relationship between music and various functions/events, including the musical characteristics that make a piece of music appropriate for a specific event or function.","Understanding the relationship between music and various functions/events, including the musical characteristics that make a piece of music appropriate for a specific event or function.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Understanding the relationship between music and various functions/events, including the musical characteristics that make a piece of music appropriate for a specific event or function.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Understanding the relationship between music and various functions/events, including the musical characteristics that make a piece of music appropriate for a specific event or function.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Understanding the relationship between music and various functions/events, including the musical characteristics that make a piece of music appropriate for a specific event or function.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]
["Understanding the connections between music and other content areas as encountered in the repertoire, including text settings.","Understanding the connections between music and other content areas as encountered in the repertoire, including text settings.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Understanding the connections between music and other content areas as encountered in the repertoire, including text settings.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Understanding the connections between music and other content areas as encountered in the repertoire, including text settings.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Understanding the connections between music and other content areas as encountered in the repertoire, including text settings.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]
["Identify their preference for specific musical works and styles.","Identify their preference for specific musical works and styles.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Distinguish musical characteristics that influence their preference for specific musical works and styles.","Distinguish musical characteristics that influence their preference for specific musical works and styles.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Defend their preference for musical works and styles using specific musical characteristics."]
["Elements of music.","Elements of music in repertoire.","Distinguishing musical preferences from music and cultural judgments (e.g., I like it because ____; it is good because ____; It is important because ____.)","Distinguishing musical preferences from music and peer group judgments.","Distinguishing musical preferences from music and peer group judgments.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]
["Describing personal reactions to musical experiences, and identifying which musical aspects evoke these reactions.","Describing personal reactions to musical experiences, and identifying which musical aspects evoke these reactions.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Describing personal reactions to musical experiences, and identifying which musical aspects evoke these reactions.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Describing personal reactions to musical experiences, and identifying which musical aspects evoke these reactions.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Describing personal reactions to musical experiences, and identifying which musical aspects evoke these reactions.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]
["Identify the roles/careers that musicians play in societies and investigate ways to be a life-long music maker.","Identify the roles/careers that musicians play in societies and investigate ways to be a life-long music maker.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Identify the roles/careers that musicians play in societies and investigate ways to be a life-long music maker.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Identify the roles/careers that musicians play in societies and investigate ways to be a life-long music maker.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)","Identify the roles/careers that musicians play in societies and investigate ways to be a life-long music maker.\n\n(NOTE: This foundational skill is the same as the previous level. Rigor should increase as skills are applied to a leveled progression of repetoire.)"]