INSTRUMENTAL

MUSIC - Perform
Foundation P1: Select, analyze, and interpret artistic work for performance/presentation.
Standard IM.P1.A
K 1st 2nd 3rd 4th 5th 6th 7th 8th HS1 H
K.GM.P1.A 1.GM.P1.A 2.GM.P1.A 3.GM.P1.A 4.GM.P1.A 5.GM.P1.A 6.IM.P1.A 7.IM.P1.A 8.IM.P1.A HS1.IM.P1.A HS2.I
With With limited Demonstrate Demonstrate Demonstrate Demonstrate Select a varied Select a varied Explain the Explain the Develo
guidance, guidance, and explain and explain (through and explain repertoire to repertoire to criteria used to criteria used to apply c
explore and demonstrate personal how the performance) how the study, based on study, based on select a varied select a varied to selec
experience and discuss interest in, selection of and explain selection of interest, music music reading repertoire to repertoire to varied
reading skills, skills and an study, based on study, based on reperto
music personal knowledge music to how the music to an understanding an an study a
concepts such interest in, about, and perform is selection of perform is understanding of form, understanding understanding perform
as pitch, knowledge purpose of influenced by music to influenced by of the structure context, and of theoretical of theoretical on an
rhythms, about, and varied personal perform is personal of the music, the technical and structural and structural unders
vocal timbres, purpose of musical interest, influenced by interest, context, and skill of the characteristics characteristics of theo
movement, varied selections knowledge, personal knowledge, the technical individual and of the music, the of the music, and str
musical musical (such as purpose, and interest, context, and skill of the ensemble. For technical skill the technical charact
contrasts, selections. performing context. knowledge, technical skill. individual or example: select of the skill of the and exp
ensemble. For samples, with individual or individual or challen
textures, songs and context, and
example: select teacher ensemble, and ensemble, and the mu
sequence, and dances from technical skill. examples to be guidance, for the purpose or the purpose or technic
ways to various played in front solo or context of the context of the of the
define music. cultures and of a class of chamber performance. performance. individ
historical peers. ensemble For example: ensemb
periods). performance. select the pur
examples, with and con
teacher the
guidance, for perform
solo or
chamber
ensemble
performance.
Explain the
process used.
 Foundation P1: Select, analyze, and interpret artistic work for performance/presentation.
Standard IM.P1.B
K 1st 2nd 3rd 4th 5th 6th 7th 8th HS1 H
K.GM.P1.B 1.GM.P1.B 2.GM.P1.B 3.GM.P1.B 4.GM.P1.B 5.GM.P1.B 6.IM.P1.B 7.IM.P1.B 8.IM.P1.B HS1.IM.P1.B HS2.I
With With limited Using voices, Demonstrate Demonstrate Demonstrate Demonstrate, Demonstrate, Demonstrate, Explain the Docum
guidance, guidance, instruments, understandin understandin understandin using music using music using music criteria used to demon
using voices, using voices, or movement, g of the g of the g of the reading skills, reading skills, reading skills, select a varied using m
how knowledge how the setting how repertoire to reading
instruments, instruments, demonstrate structure and structure and structure and
of formal and form of compositional study, based on how
or movement, or movement, knowledge of elements of the elements elements of
aspects in musical works devices an compo
explore and demonstrate music music (such of music music (such musical works contribute to employed and understanding devices
demonstrate knowledge of concepts in as rhythm or (such as as rhythm, informs understanding theoretical and of theoretical theoret
awareness of music music from a melodic rhythm, pitch, pitch, form, performances. the context of structural and structural structu
music concepts in variety of direction) in and form) in and harmony) For example: the music in aspects of characteristics aspects
contrastsi in a music from a cultures music music in music identify and prepared musical works of the music, musica
variety of variety of selected for selected for selected for selected for perform basic and/or impact and the technical impact
music cultures performance. performance. performance. performance. elements improvised inform skill of the inform
selected for selected for related to performances. prepared individual or prepar
musical events For example: and/or ensemble, and and/or
performance. performance. such as tempo, identify, improvised the purpose or improv
dynamics, describe, and performances. context of the perform
orchestration, perform For example: performance.
and specific events compare,
modulation. in a musical contrast, and
example. perform
musical events
in a given
musical
example.
Foundation P1: Select, analyze, and interpret artistic work for performance/presentation.
Standard IM.P1.C
K 1st 2nd 3rd 4th 5th 6th 7th 8th HS1 H
K.GM.P1.C 1.GM.P1.C 2.GM.P1.C 3.GM.P1.C 4.GM.P1.C 5.GM.P1.C 6.IM.P1.C 7.IM.P1.C 8.IM.P1.C HS1.IM.P1.C HS2.I
With Demonstrate Demonstrate Describe how Explain how Explain how Identify Demonstrate Demonstrate Demonstrate Demon
guidance, and describe understandin context (such context (such context (such expressive understanding an an how
using voices, music’s g of music’s as personal as social and as social, qualities in a and application understanding understanding unders
instruments, expressive expressive and social) cultural) cultural, and varied of expressive of context in a of context in a the sty
historical) repertoire of qualities in a varied varied and con
or movement, qualities qualities and can inform a informs a
informs music that can varied repertoire of repertoire of varied
demonstrate (such as how creators performance. performance. performances. be repertoire of music through music through reperto
awareness of dynamics and use them to demonstrated music through prepared prepared music i
expressive tempo). convey through prepared and/or and/or prepar
qualities expressive performances. and/or improvised improvised and/or
(such as voice intent. improvised performances. performances. improv
quality, performances. perform
dynamics, or well as
perform
tempo).
 technic
to conn
the aud

Foundation P1: Select, analyze, and interpret artistic work for performance/presentation.
Standard GM.P1.D
1st 2nd 3rd 4th 5th
1.GM.P1.D 2.GM.P1.D 3.GM.P1.D 4.GM.P1.D 5.GM.P1.D

When When When When When

analyzing analyzing analyzing analyzing analyzing
selected selected selected selected selected
music, read music, read music, read music, read music, read
and perform and perform and perform and perform and perform
rhythmic rhythmic rhythmic using using
patterns with patterns with patterns standard standard
voice, body voice, body and/or notation notation in
percussion, percussion, melodic (including treble clef
and/or and/or phrases with treble clef) with voice,
instruments, instruments voice, body with voice, body
using iconic using iconic percussion, body percussion,
or standard or standard and/or percussion, and/or
notation. notation. instruments, and/or instruments.
using iconic instruments.
or standard
notation.














 INSTRUMENTAL MUSIC - Perform
Foundation P2: Develop and refine artistic techniques and work for performance/presentation.
Standard IM.P2.A
K 1st 2nd 3rd 4th 5th 6th 7th 8th HS1 H
K.GM.P2.A 1.GM.P2.A 2.GM.P2.A 3.GM.P2.A 4.GM.P2.A 5.GM.P2.A 6.IM.P2.A 7.IM.P2.A 8.IM.P2.A HS1.IM.P2.A HS2.I
With With limited Apply Apply teacher- Apply teacher- Apply Demonstrate Demonstrate Demonstrate Demonstrate Demo
guidance, guidance, established provided and provided and established the ability to the ability to the ability to the ability to the ab
apply apply criteria to collaboratively collaboratively criteria to read and notate read and read and read and/or read a
feedback to feedback to judge student developed developed judge student music notate music notate music notate music notate
individually and
refine refine rehearsal criteria and criteria and rehearsal in ensemble
individually individually individually indivi
performances. performances. and/or feedback to feedback to and/or settings. For and in and in and in and in
performance. evaluate evaluate performance. example: ensemble ensemble ensemble ensem
accuracy of accuracy and identify, settings. For settings. For settings. For settin
solo/ensemble expressiveness verbalize, and example: example: example: examp
rehearsals/ of perform basic identify, identify, identify, identi
performances. solo/ensemble rhythms and verbalize, verbalize, notate, and notate
rehearsals/ pitches. Use a notate, and notate, and perform perfor
system, such as
performances. perform perform selected TBA select
syllables,
numbers, or
basic selected TBA Grade V Grade
letters, to read rhythms and Grade II music using music
simple pitches pitches. rhythms and correct correc
and rhythms. Recognize pitches. Use pitches, pitche
and apply standard meters, and meter
standard notation rhythms. rhyth
notation symbols to
symbols for notate meter,
dynamics, rhythm, and
tempo, pitch in
articulation, simple
and patterns
expression. within
specified
guidelines.










 Foundation P2: Develop and refine artistic techniques and work for performance/presentation.
Standard IM.P2.B
K 1st 2nd 3rd 4th 5th 6th 7th 8th HS1 H
K.GM.P2.B 1.GM.P2.B 2.GM.P2.B 3.GM.P2.B 4.GM.P2.B 5.GM.P2.B 6.IM.P2.B 7.IM.P2.B 8.IM.P2.B HS1.IM.P2.B HS2.I
With With limited Rehearse, Rehearse to Rehearse to Rehearse to Demonstrate Demonstrate Demonstrate Demonstrate Demon
guidance, use guidance, use identify, and refine refine refine fundamental fundamental fundamental fundamental fundam
suggested suggested apply technical technical technical control, control, control of the control, contro
strategies in strategies in strategies to accuracy, accuracy and accuracy and technical technical instrument, technical techni
accuracy, range, accuracy, performing a accuracy, accura
rehearsal to rehearsal to address expressive expressive expressive
and fluency on range, and varied range, and range,
improve the improve the performance qualities, and qualities, and qualities, and the instrument, fluency on the repertoire of fluency on the fluenc
expressive expressive challenges. identified address address performing a instrument, music instrument, instru
qualities of qualities of performance performance performance varied performing a individually performing a perfor
music (such music (such challenges. challenges. challenges, repertoire of varied and in varied varied
as voice as dynamics, showing music repertoire of ensemble repertoire of repert
quality, voice quality, improvement. individually and music settings. For music, music,
dynamics, or and tempo). in ensemble individually example: use individually individ
settings. For and in standard and in and in
tempo) . example: ensemble notation ensemble ensem
demonstrate settings. For symbols to settings. For setting
proper example: notate meter, example: examp
instrument care produce a rhythm, and demonstrate demon
and fundamental pitch in simple correct correc
maintenance. tone patterns posture, postur
Produce a throughout the within embouchure, embou
fundamental range of the specified breathing, breath
tone and instrument. guidelines. characteristic charac
standard Demonstrate a Produce a tone, tone,
articulations fundamental characteristic intonation, intona
and/or bowing. knowledge of tone. balance, and balanc
Demonstrate breathing, Demonstrate blend. Apply blend.
correct posture, bowing, knowledge of appropriate approp
breath control, embouchure, breathing, articulation, articul
hand position, fingering, bowing, tempi, tempi,
and instrument articulation, embouchure, dynamics, dynam
carriage. and/or fingering, style, and style, a
Perform at least percussion articulation, phrasing. phrasi
two percussion sticking. and/or Demonstrate Demon
rudiments Perform at percussion fingerings, fingeri
and/or major least five sticking at an percussion percus
scales. percussion intermediate sticking, stickin
rudiments, five level. Perform bowing, and bowin
major scales, at least eight elements elemen
and a percussion related to related
chromatic rudiments, 8 manual manua
scale. major scales, dexterity. dexter
and a Perform 12 Perfor
chromatic major scales, a major
scale. chromatic chrom
 scale, and 40 scale, a
standard standa
rudiments. rudim

Foundation P2: Develop and refine artistic techniques and work for performance/presentation.
Standard IM.P2.C
6th 7th 8th HS1 H
6.IM.P2.C 7.IM.P2.C 8.IM.P2.C HS1.IM.P2.C HS2.

Demonstrate Demonstrate Demonstrate Demonstrate Demo

musical musical musical musical music
literacy on the literacy on literacy on literacy on literac
instrument, the the the the
individually instrument, instrument, instrument, instru
and in individually individually individually indivi
ensemble and in and in and in and in
settings, by ensemble ensemble ensemble ensem
adequately settings, by settings, by settings, by settin
sight-reading adequately adequately adequately adequ
a varied sight-reading sight-reading sight reading sight r
repertoire of a varied a varied a varied a vari
music. For repertoire of repertoire of repertoire of reper
example: music. For music. For music at UIL music
demonstrate example: example: Level V. For Level
an apply basic apply basic example: examp
understanding elements elements apply apply
of basic associated associated elements eleme
elements with with associated assoc
associated successful successful with with
with sight-reading. sight-reading successful succe
successful using a sight reading sight r
sight-reading. variety of using a using
meters and variety of variet
tempi. meters, meter
tempi, and tempi
key key
signatures. signat
 Foundation P2: Develop and refine artistic techniques and work for performance/presentation.
Standard IM.P2.D
6th 7th 8th HS1 H
6.IM.P2.D 7.IM.P2.D 8.IM.P2.D HS1.IM.P2.D HS2.I
Develop and Develop and Develop and Develop and Devel
apply apply apply apply apply
strategies to strategies to strategies to strategies to strate
address address address address addre
technical and technical and technical and technical and techn
expressive expressive expressive expressive expre
challenges in a challenges in challenges in challenges in challe
varied a varied a varied a varied a vari
repertoire of repertoire of repertoire of repertoire of reper
music. For music. For music. For music. For music
example: example: example: example: examp
identify basic identify and identify, evaluate and evalua
practice tools apply basic refine, and refine success refine
such as tempo practice apply basic using succe
control, tools. practice feedback feedb
isolation, and tools. from from
segmentation. teachers, teache
ensemble ensem
peers, peers
professional profes
recordings, record
and other and o
sources. sourc














 INSTRUMENTAL MUSIC - Perform
Foundation P3: Convey and express meaning through the performance of artistic work.
Standard IM.P3.A
K 1st 2nd 3rd 4th 5th 6th 7th 8th HS1 H
K.GM.P3.A 1.GM.P3.A 2.GM.P3.A 3.GM.P3.A 4.GM.P3.A 5.GM.P3.A 6.IM.P3.A 7.IM.P3.A 8.IM.P3.A HS1.IM.P3.A HS2.I
With With limited Sing, alone Sing, alone Sing, alone and Sing, alone and Demonstrate Demonstrate Demonstrate Demonstrate Demon
guidance, guidance, and with and with with others, with others, attention to attention to attention to attention to maste
sing, alone sing, alone others, with others, with with with technical technical technical musical the tec
and with and with expression expression expression, expression, demands and demands and demands and literacy, deman
technical technical expressive expressive expressive
others, with others, with and skill.iv and skill.v accuracy, and accuracy, and qualities in qualities in qualities in
fundamental an
expression. ii expression.iii appropriate appropriate prepared prepared prepared control, under
interpretation. interpretation. and/or and/or and/or technical g of
vi vii improvised improvised improvised accuracy, and expres
performances performances performances expressive qualiti
of a varied of a varied of a varied qualities in the mu
repertoire of repertoire of repertoire of prepared prepar
music. For music music and/or and/o
example: representing representing
improvised impro
identify and diverse diverse
demonstrate an cultures and cultures, styles,
performances perfor
understanding styles. For and genres. For of a varied of a va
of selected example: example: repertoire of repert
dynamic and identify and demonstrate an music repres
tempo demonstrate an understanding representing divers
markings. understanding of the concept diverse cultur
of selected of phrase cultures, styles,
elements of shaping. styles, and and hi
style. genres. period
 Foundation P3: Convey and express meaning through the performance of artistic work.
Standard IM.P3.B
K 1st 2nd 3rd 4th 5th 6th 7th 8th HS1 H
K.GM.P3.B 1.GM.P3.B 2.GM.P3.B 3.GM.P3.B 4.GM.P3.B 5.GM.P3.B 6.IM.P3.B 7.IM.P3.B 8.IM.P3.B HS1.IM.P3.B HS2.IM
With With limited Using body Using body Using body Using body Demonstrate Demonstrate Demonstrate Demonstrate Demon
guidance, guidance, percussion or percussion or percussion or percussion or an awareness an an an an
using body using body instruments, instruments, instruments, instruments, of the context understanding understanding understanding unders
percussion percussion or perform, perform perform perform of music of the context of expressive of expressive of inten
instrumentally instrumentally through of music intent by intent by means
and/or instruments, alone and with instrumentall
(pitched/ (pitched/ prepared through connecting connecting connec
instruments, perform, others, with y (pitched/ unpitched), unpitched), and/or prepared with an with an with an
perform, alone and expression unpitched), alone and with alone and with improvised and/or audience audience audien
alone and with others, and skill.x alone and others, with others, with performances. improvised through through throug
with others, with with others, expression, expression, performances. prepared prepared prepar
with expression.ix with technical technical and/or and/or and/or
expression.viii expression accuracy, and accuracy, and improvised improvised improv
and skill.xi appropriate appropriate performances. performances. perform
interpretation. interpretation.
xii xiii

Foundation P3: Convey and express meaning through the performance of artistic work.
Standard GM.P3.C
K 1st 2nd 3rd 4th 5th
K.GM.P3.C 1.GM.P3.C 2.GM.P3.C 3.GM.P3.C 4.GM.P3.C 5.GM.P3.C
Perform Perform Perform Perform Perform Perform
appropriately appropriately appropriately appropriately appropriately appropriately
for the for the for the for the for the for the
audience; audience and audience and audience and audience and audience and
demonstrate context; context; context; context; context;
appropriate demonstrate demonstrate demonstrate demonstrate demonstrate
posture, and appropriate appropriate appropriate appropriate appropriate
evaluate posture, and posture, and posture, and posture, and posture, and
performance evaluate evaluate evaluate evaluate evaluate
etiquette. performance performance performance performance performance
etiquette. etiquette. etiquette. etiquette. etiquette.
 Foundation P3: Convey and express meaning through the performance of artistic work.
Standard GM.P3.D
K 1st 2nd 3rd 4th 5th
K.GM.P3.D 1.GM.P3.D 2.GM.P3.D 3.GM.P3.D 4.GM.P3.D 5.GM.P3.D
Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate
appropriate appropriate appropriate appropriate appropriate appropriate
audience audience audience audience audience audience
behavior, and behavior, and behavior, and behavior, and behavior, and behavior, and
evaluate evaluate evaluate evaluate evaluate evaluate
student student student student student student
behavior behavior behavior behavior behavior behavior
during a during a during a during a during a during a
performance. performance. performance. performance. performance. performance.

 INSTRUMENTAL MUSIC - Create
Foundation Cr1: Generate and conceptualize artistic ideas and work.
Standard IM.Cr1.A
K 1st 2nd 3rd 4th 5th 6th 7th 8th HS1 H
K.GM.Cr1.A 1.GM.Cr1.A 2.GM.Cr1.A 3.GM.Cr1.A 4.GM.Cr1.A 5.GM.Cr1.A 6.IM.Cr1.A 7.IM.Cr1.A 8.IM.Cr1.A HS1.IM.Cr1.A HS2.IM
With With limited Use Use pitch and Use pentatonic Use Compose Compose and Compose and Compose Compo
guidance, guidance, pentatonic rhythm to melodies in modal/scale and/or improvise ideas improvise ideas and/or and/or
explore and explore and melodies, improvise major/minor, based melodies improvise for melodies for melodies, improvise ideas improv
experience improvise short vocal, simple in melodic and and rhythmic rhythmic for melodies, for
instrumental, accompanimen major/minor, rhythmic ideas passages based passages, and rhythmic arrange
music musical ideas rhythms, and/or ts, simple/comple or motives that on arrangements passages, section
concepts such such as pitch, movement, movement introductions, x rhythms, and reflect characteristic(s for specific arrangements, short
as pitch, short short and vocal/ ideas within a codas, or accompanimen characteristic(s ) of music or purposes that or over a compo
rhythms, rhythms, instrumental context (such question/answ ts to improvise ) of music or text(s). For reflect chordal for spe
different different timbres to as question and er phrases to rhythmic, text(s). For example: apply characteristic(s structure for purpos
vocal timbres, vocal or improvise answer phrases improvise melodic, example: the ) of music from specific reflect
movement, instrumental rhythmic/ or a simple rhythmic, harmonic, describe the fundamental a variety of purposes that charact
musical timbres, melodic accompanimen melodic, and/or fundamental concepts of historical reflect ) of mu
t/ ostinato). harmonic, movement concepts of improvisation periods. For characteristic(s a varie
contrasts, musical patterns and
and/or ideas within a improvisation. using simple example: apply ) of music from culture
textures, textures, or movement. movement context (such Create a rhythmic the a variety of
sequence, and movement. ideas within a as social, variation of a patterns on one fundamental historical
ways to context (such cultural, simple to three concepts of periods.
define music. as social, historical, etc.). rhythmic pitches. Create improvisation
cultural, pattern. a variation of a using a simple
historical, etc.). Improvise a simple melody melody. Create
solo over a of no more a variation of a
given chord than three simple melody
(using one or pitches. with a
more pitches). Improvise a minimum of
Understand solo over a five pitches and
individual given chord varying
instrument (using three rhythms.
transposition pitches). Improvise a
(concert pitch Produce a solo over a
versus actual written given chord
pitch). transcription progression.
for a specified Create a simple
instrument harmonization
using an under a given
example in melody.
concert pitch.






 Foundation Cr1: Generate and conceptualize artistic ideas and work.
Standard GM.Cr1.B
K 1st 2nd 3rd 4th 5th
K.GM.Cr1.B 1.GM.Cr1.B 2.GM.Cr1.B 3.GM.Cr1.B 4.GM.Cr1.B 5.GM.Cr1.B


With With limited Use body Use Use parameters Use parameters
guidance, guidance, percussion, parameters such as such as
using voices, using voices, instruments, such as improvising/ improvising/
composing a 2- composing a 2-
body body movement, improvising/
4 measure 4 measure
percussion, percussion, singing, composing a musical idea, a musical idea, a
instruments, instruments, and/or vocal 2-4 measure pentatonic modal/scale-
and and timbres to musical idea, melody, or a based melody,
movement, movement, generate a pentatonic rhythm pattern or an extended
improvise generate musical ideas melody, or a using grade- rhythm pattern
musical ideas musical ideas (such as rhythm appropriate using grade-
(rhythmically (such as rhythm pattern using note values in appropriate
and non- beat/rhythm patterns, limited note binary/ternary note values in
rhythmically) patterns, pentatonic values to form to various forms
generate to generate
to accompany melodies with melodies, generate
musical ideas musical ideas
songs, poems, limited etc.). musical ideas. within a given within a given
stories, or pitches, tonality, form, tonality, form,
listening movement, and/or and/or
examples. etc.) to rhythmic set. rhythmic set.
accompany a
song, poem,
or story.
















 INSTRUMENTAL MUSIC - Create
Foundation Cr2: Organize and develop artistic ideas and work.
Standard IM.Cr2.A
K 1st 2nd 3rd 4th 5th 6th 7th 8th HS1 H
K.GM.Cr2.A 1.GM.Cr2.A 2.GM.Cr2.A 3.GM.Cr2.A 4.GM.Cr2.A 5.GM.Cr2.A 6.IM.Cr2.A 7.IM.Cr2.A 8.IM.Cr2.A HS1.IM.Cr2.A HS2.IM

With With limited Using short Using musical Using musical Using musical Select and Select and Select and Select and Select a
guidance, guidance, musical ideas ideas to be ideas to be ideas to be develop draft develop draft develop draft develop develop
using ideas using short to be performed, performed, performed, melodic and melodic and melodic and melodies, chorda
demonstrate demonstrate rhythmic ideas rhythmic ideas rhythmic rhythmic structu
from songs, musical ideas performed, demonstrate
and discuss and discuss or motives that or motives that passages and passages, arrange
poems, or to be demonstrate and discuss
personal personal demonstrate demonstrate arrangements arrangements, section
stories for performed, and discuss personal reasons for reasons for understanding understanding for specific or chordal short
performance, demonstrate personal reasons for selecting selecting of of purposes that structures for compo
demonstrate, and discuss reasons for selecting musical ideas musical ideas characteristic(s characteristic(s demonstrate specific for spe
choose, and personal selecting musical ideas. for for ) of music or ) of music or understanding purposes that purpos
justify reasons for musical ideas. arrangement, arrangement, text(s). For text(s). For of demonstrate demon
favorite selecting improvisation, improvisation, example: example: characteristic(s understanding unders
musical ideas. musical ideas. or composition. or composition. create, select, create, select, ) of music from of of
and refine the and refine a a variety of characteristic(s charact
final two four-measure historical ) of music from ) of mu
measures for a melody within periods. For a variety of a varie
four-measure specified example: historical culture
melody within guidelines. create, select, periods studied studied
specified and refine a in rehearsal. rehears
guidelines. melody using a
variety of
pitches and
rhythms.

Foundation Cr2: Organize and develop artistic ideas and work.

Standard IM.Cr2.B
K 1st 2nd 3rd 4th 5th 6th 7th 8th HS1 H
K.GM.Cr2.B 1.GM.Cr2.B 2.GM.Cr2.B 3.GM.Cr2.B 4.GM.Cr2.B 5.GM.Cr2.B 6.IM.Cr2.B 7.IM.Cr2.B 8.IM.Cr2.B HS1.IM.Cr2.B HS2.IM

With With limited Use iconic or Use iconic or Use notation Use notation Preserve draft Preserve draft Preserve draft Select and Describ
guidance, guidance, using standard standard and/or and/or compositions compositions compositions develop docum
using digital digital media or notation notation recording recording and and/or and/or chordal compo
pictures to improvisations improvisations improvisations structures, and/or
media or and/or and/or technology to technology to
notate a short through through through arrangements, improv
pictures to musical
recording recording document document standard standard musical sections, and throug
notate a short passage, technology to technology to personal personal notation notation notation short standar
musical idea, organize sequence and sequence and musical ideas musical ideas and/or and/or and/or compositions notatio
organize personal document document (such as (such as recording recording recording for specific and/or
personal musical ideas personal personal grade- grade- technology. technology. technology. purposes that recordi
musical ideas (such as limited musical ideas musical ideas appropriate appropriate demonstrate techno
using iconic pitches, (such as four (such as rhythm/ rhythm/ understanding
notation sound/silence, beat rhythm/ grade- melodic melodic of
 and/or high/low, melodic appropriate pattern, pattern, two- characteristic(s
recording long/short, patterns, rhythm/ simple chord ) of music from
technology. etc.). introduction, melodic harmonies, harmonies, a variety of
cultures
coda, etc.). pattern, introduction, introduction,
studied in
introduction, coda, coda,
rehearsal.
coda, interlude, interlude,
interlude, etc.). etc.).
etc.).



INSTRUMENTAL MUSIC - Create
Foundation Cr3: Refine and complete artistic work.
Standard IM.Cr3.A
K 1st 2nd 3rd 4th 5th 6th 7th 8th HS1 H
K.GM.Cr3.A 1.GM.Cr3.A 2.GM.Cr3.A 3.GM.Cr3.A 4.GM.Cr3.A 5.GM.Cr3.A 6.IM.Cr3.A 7.IM.Cr3.A 8.IM.Cr3.A HS1.IM.Cr3.A HS2.I
With With limited Interpret and Interpret and Interpret and Interpret and Evaluate and Evaluate and Evaluate and Evaluate and Evalua
guidance, guidance, apply apply apply apply refine draft refine draft refine draft refine draft refine
using teacher- using feedback, feedback, collaborativel collaborativel compositions compositions melodies, melodies, melodi
and/or and/or rhythmic rhythmic rhythm
given vocabulary using using y developed y developed
improvisations improvisations passages, passages, passag
vocabulary, such as vocabulary vocabulary feedback to feedback to based on based on arrangements, arrangements, chorda
apply voices/ such as such as revise revise knowledge, knowledge, and and structu
feedback to instruments, voices/ introduction, personal personal skill, and skill, and improvisations improvisations arrang
refine beginning, instruments, sequence, music over music over teacher- collaboratively- based on based on section
personal middle, same/differe interlude, time, such as time, such as provided developed musically and established compo
musical ideas. sequence, and nt, coda, and a created the efficacy of criteria. criteria. developmentall criteria, and/or
ending, introduction grade- introduction, a created y appropriate including the improv
discuss and sequence, and appropriate sequence, introduction, criteria. extent to which based
they address person
apply coda, to musical interlude, sequence, or
identified develo
feedback to revise characteristic and/or coda. coda, use of
purposes. criteria
refine personal s, to revise form, two- includi
personal music. personal part extent
musical ideas. music. composition, they ad
or other identif
characteristic purpos
s of a created
piece of
music.
 Foundation Cr3: Refine and complete artistic work.
Standard IM.Cr3.B
K 1st 2nd 3rd 4th 5th 6th 7th 8th HS1 H
K.GM.Cr3.B 1.GM.Cr3.B 2.GM.Cr3.B 3.GM.Cr3.B 4.GM.Cr3.B 5.GM.Cr3.B 6.IM.Cr3.B 7.IM.Cr3.B 8.IM.Cr3.B HS1.IM.Cr3.B HS2.I
With With Demonstrate Demonstrate Demonstrate Demonstrate Evaluate and Share Share Share Share
guidance, guidance, a final version a final version a final version a final version refine draft personally personally personally person
using created using created of personal of personal of personal of personal compositions developed developed developed develo
and/or melodies and melodies, melodies, chorda
vocal, vocal, musical ideas musical ideas musical ideas musical ideas
improvisations rhythmic rhythmic rhythmic structu
instrumental, instrumental, using created using created using created using created
based on passages, passages, and passages, and arrang
or movement or movement vocal, vocal, vocal, vocal, knowledge, individually or arrangements, arrangements, section
pieces, pieces, instrumental, instrumental, instrumental, instrumental, skill, and as an ensemble, individually or individually or short
demonstrate demonstrate or movement or movement or movement movement, or teacher- that as an ensemble, as an ensemble, compo
a final version a final version pieces. pieces pieces two-part provided demonstrate that address which address individ
of personal of personal through through created criteria. understanding identified identified as an e
musical ideas. musical ideas. performance. performance. pieces of purposes. purposes. which
through characteristics identif
performance. of music or purpos
texts.























 INSTRUMENTAL MUSIC - Respond
Foundation R1: Perceive and analyze artistic work.
Standard IM.R1.A
K 1st 2nd 3rd 4th 5th 6th 7th 8th HS1 H
K.GM.R1.A 1.GM.R1.A 2.GM.R1.A 3.GM.R1.A 4.GM.R1.A 5.GM.R1.A 6.IM.R1.A 7.IM.R1.A 8.IM.R1.A HS1.IM.R1.A HS2.I

With With limited Identify and Demonstrate Demonstrate Demonstrate Identify and Identify and Identify and Identify and Identify
guidance, list guidance, explain how and describe and explain and explain, justify reasons justify reasons justify reasons justify reasons justify
personal identify and personal how selected how selected citing for selecting for selecting for selecting for selecting for sele
music based on music based on music based on music based on music b
interests and explain how interests and music music evidence, how
characteristics characteristics characteristics characteristics charact
experiences personal experience connects to connects to selected
found in music, found in music, found in music, found in music, found i
explaining interests and influence and is and is music context, and context, and context, context, context
musical experience musical influenced by influenced by connects to student student student student studen
preference. influence selection; list specific specific and is interest. interest. interest, and interest, and interes
musical and explain interests, interests, influenced by personal personal person
selection. personal experiences, experiences, specific research from research from researc
musical or purposes purposes, or interests, teacher teacher- varied
interests. (such as how contexts experiences, provided provided or mate
music (such as how purposes, or sources. sources.
listening is music contexts.
influenced by listening is
interests, influenced by
experience, interests,
and context). etc.).

Foundation R1: Perceive and analyze artistic work.

Standard IM.R1.B
1st 2nd 3rd 4th 5th 6th 7th 8th HS1 H
1.GM.R1.B 2.GM.R1.B 3.GM.R1.B 4.GM.R1.B 5.GM.R1.B 6.IM.R1.B 7.IM.R1.B 8.IM.R1.B HS1.IM.R1.B HS2.I
With limited Describe how Using Demonstrate Demonstrate Through visual Through visual Through visual Analyze and Analyz
guidance, specific music movement, and explain and explain, and aural and aural and aural explain how explain
identify and concepts are manipulatives, how specific citing evidence, examples, examples, examples, context and contex
and/or music concepts how responses analyze how analyze how analyze and
explain how used to the the
pictorial (such as form, to music are context and context and explain how
personal support a representation, timbre, etc.) are informed by musical musical context and the
manipulation manip
interests and specific demonstrate used to support the structure, elements elements manipulation of of musical of mus
experience purpose in and describe a specific the use of the inform student inform student musical elements elemen
influence music; how specific purpose in elements of response to response to elements influence influen
musical demonstrate music concepts music (such as music, and music. music. influence response to respon
selection. and identify are used to social and context (such response to music. music.
how specific support a cultural as social, music.
musical specific contexts) cultural, and
concepts are purpose in through historical)
music (such as various means through
used in
different (such as various means
various styles
 of music sections, manipulatives, (such as
(such as selected movement, manipulatives,
meter and orchestral, and/or movement,
band, folk, or pictorial and/or
timbre).
ethnic representation) pictorial
instruments). . representation)
.

Foundation R1: Perceive and analyze artistic work.
Standard GM.R1.C
3rd 4th 5th
3.GM.R1.C 4.GM.R1.C 5.GM.R1.C
Describe a Demonstrate Demonstrate
listening an an
example by understanding understanding
using teacher- of the elements of the elements
given of music of music
characteristics, applied to a applied to a
and describe listening listening
stylistic example using example using
characteristics teacher-given teacher-given
of selected vocabulary vocabulary
regional, (such as (such as
national, or different different
global styles or sections of sections of
genres of music complex forms, complex forms,
through teacher- teacher-
teacher-given selected selected
parameters orchestral orchestral
(such as by instruments, instruments,
guided etc.). etc.).
questioning,
using an
element of
music, or music
vocabulary).

 INSTRUMENTAL MUSIC - Respond
Foundation R2: Interpret intent and meaning in artistic work.
Standard IM.R2.A
K 1st 2nd 3rd 4th 5th 6th 7th 8th HS1 H
K.GM.R2.A 1.GM.R2.A 2.GM.R2.A 3.GM.R2.A 4.GM.R2.A 5.GM.R2.A 6.IM.R2.A 7.IM.R2.A 8.IM.R2.A HS1.IM.R2.A HS2.I

With With limited Demonstrate Demonstrate Demonstrate Demonstrate Interpret and Identify and Explain and Explain and Suppor
guidance, guidance, knowledge of and describe and explain and explain describe the support support support interpr
demonstrate identify how how music how music how music artistic intent interpretations interpretations interpretations of the
and aesthetic of the artistic of the artistic of the express
awareness of expressive expressive concepts are concepts are concepts are
qualities of intent and intent and expressive intent a
music qualities or qualities and used by used by used by
musical works, aesthetic aesthetic intent and meanin
concepts other music performers to performers to performers to citing as qualities of qualities of meaning of musica
(such as characteristic concepts reflect intent reflect intent reflect intent evidence the musical works, musical works, musical works, citing a
same/differe s of music support a (such as (such as (such as treatment of citing as citing as citing as eviden
nt sections of (such as musical describing the comparing instrument the elements of evidence the evidence the evidence the treatm
music, same/differe creation/ mood of a how tempo selection by a music, contexts, treatment of treatment of treatment of the elem
musical nt sections performance piece of music could be used composer/ and historical the elements of the elements of the elements of music,
sounds, or within a (such as using in different arranger). significance. music, contexts, music, contexts, music, contexts, historic
simple simple form, recognizing descriptive arrangements and historical and historical historical signific
significance. significance. significance, and var
musical types of same/differe adjectives or to create a and personal researc
characteristic voices, or nt sections, demonstratin different research. sources
s in a individual classroom g an mood).
listening instruments and/or understandin
selection). and selected g of how
identifying orchestral dynamics and
how sound is instruments, tempo affect
produced). or how tempo the mood of a
and dynamics piece through
affect the drawing,
mood of a writing, or
piece). discussing).

 INSTRUMENTAL MUSIC - Respond
Foundation R3: Apply criteria to evaluate artistic work.
Standard IM.R3.A
K 1st 2nd 3rd 4th 5th 6th 7th 8th HS1 H
K.GM.R3.A 1.GM.R3.A 2.GM.R3.A 3.GM.R3.A 4.GM.R3.A 5.GM.R3.A 6.IM.R3.A 7.IM.R3.A 8.IM.R3.A HS1.IM.R3.A HS2.I
With With limited Apply Evaluate Evaluate Evaluate Describe the Describe and Identify and Evaluate works Evalua
guidance, guidance, personal musical musical musical influence of evaluate the justify musical and and
apply apply preferences works and works and works and experiences, influence of preferences performances perform
performances, experiences, using based on based r
personal personal in the performances, performances, performances,
context, and performances, appropriate personally or as well
preferences preferences evaluation of applying applying applying analysis on the context, and vocabulary, collaboratively person
in the in the music; established established established artistic process. analysis on the context, developed collabo
evaluation of evaluation of discuss a criteria; criteria. criteria, citing artistic process. student criteria, develo
music, and music; musical discuss a evidence from opinion, and including criteria
discuss a discuss a performance music the elements personal analysis of the includi
musical musical using grade- selection or of music; with research structure and analysi
performance. performance appropriate performance teacher gathered from context. interpr
using grade- music using grade- guidance, varied sources. of the s
appropriate vocabulary. appropriate create a and con
vocabulary. music rubric for
vocabulary evaluating
and teacher- music
given criteria. performances.

 INSTRUMENTAL MUSIC - Connect
Foundation Cn1: Synthesize and relate knowledge and personal experiences to artistic endeavors.
Standard IM.Cn1.A
HS1 H
K 1st 2nd 3rd 4th 5th 6th 7th 8th
HS1.IM.Cn1. HS2.I
K.GM.Cn1.A 1.GM.Cn1.A 2.GM.Cn1.A 3.GM.Cn1.A 4.GM.Cn1.A 5.GM.Cn1.A 6.IM.Cn1.A 7.IM.Cn1.A 8.IM.Cn1.A
A
Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Demon
how interests, how interests, how interests, how interests, how interests, how interests, how interests, how interests, how interests, how interests, how in
knowledge, knowledge, knowledge, knowledge, knowledge, knowledge, knowledge, knowledge, knowledge, knowledge, knowl
and skills and skills and skills and skills and skills and skills and skills and skills and skills and skills and sk
relate to relate to relate to relate to relate to relate to relate to relate to relate to relate to relate
personal personal personal personal personal personal personal personal personal personal person
choices and choices and choices and choices and choices and choices and choices and choices and choices and choices and choice
intent when intent when intent when intent when intent when intent when intent when intent when intent when intent when intent
creating, creating, creating, creating, creating, creating, creating, creating, creating, creating, creatin
performing, performing, performing, performing, performing, performing, performing, performing, performing, performing, perfor
and and and and and and and and and and and
responding to responding to responding to responding to responding to responding to responding to responding to responding to responding to respon
music (such music (such music (such music (such music (such music (such music music music music. music.
as expressing as expressing as expressing as identifying as identifying as identifying
personal personal personal pieces of pieces of pieces of
preferences preferences preferences music that are music that are music that are
in music or in music or in music or important to important to important to
how music is how music is how music is one’s family one’s family one’s family
used in daily used in daily used in daily or how music or how music or how music
life). life). life). is used in is used in is used in
daily life). daily life). daily life).

INSTRUMENTAL MUSIC - Connect
Foundation Cn2: Relate artistic ideas and works with societal, cultural, and historical context.
Standard IM.Cn2.A
HS1 H
K 1st 2nd 3rd 4th 5th 6th 7th 8th
HS1.IM.Cn2. HS2.I
K.GM.Cn2.A 1.GM.Cn2.A 2.GM.Cn2.A 3.GM.Cn2.A 4.GM.Cn2.A 5.GM.Cn2.A 6.IM.Cn2.A 7.IM.Cn2.A 8.IM.Cn2.A
A
Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Demon
understanding understanding understanding understanding understanding understanding understanding understanding understanding understanding unders
of relationships of relationships of relationships of relationships of relationships of relationships of relationships of relationships of relationships of relationships of relat
between music between music between music between music between music between music between music between music between music between music betwee
and the other and the other and the other and the other and the other and the other and the other and the other and the other and the other and the
arts, other arts, other arts, other arts, other arts, other arts, other arts, other arts, other arts, other arts, other arts, ot
disciplines, disciplines, disciplines, disciplines, disciplines, disciplines, disciplines, disciplines, disciplines, disciplines, discipli
varied contexts, varied contexts, varied contexts, varied contexts, varied contexts, varied contexts, varied contexts, varied contexts, varied contexts, varied contexts, varied
and/or daily and/or daily and/or daily and/or daily and/or daily and/or daily and daily life. and daily life. and daily life. and daily life. and da
life (such as life (such as life (such as life (such as life (such as the life (such as
 exploring the exploring the exploring the understanding connection comparing how
connection relationship connections the science of between music is used in
between poems between songs between art sound). fractions and various
and songs and historical and music). rhythm values). cultures and
through events). performing it).
rhyme).

i K.GM.P1.B - Music contrasts: high/low, fast/slow, loud/soft, same/different, upward/downward, smooth/jerky, heavy/light.

ii K.GM.P3.A - Echo songs, pitch-exploration games, sol-mi and la-sol-mi patterns on neutral syllables, simple songs with limited pitches, pentatonic/diatonic melodies, questions/answers, in circle fo

iii 1.GM.P3.A - Echo songs, pitch-matching games, la-sol-mi patterns on neutral syllables and with pitch names, simple songs with limited pitches, pentatonic/diatonic melodies, questions/answers, in

iv 2.GM.P3.A - Echo songs, pitch-matching games, la-sol-mi-re-do patterns on neutral syllables and with pitch names, songs with limited pitches, pentatonic/diatonic melodies,

questions/answers, in circle formation, ostinatos, simple canons, partner songs.

v 3.GM.P3.A - Pitch-matching games, la, sol, mi, re, do, do’ patterns, extended pentatonic/diatonic melodies, questions/answers, in circle formation, in major/minor, partner songs and in canon.

vi 4.GM.P3.A - Sing, alone and with others, with expression, technical accuracy, and appropriate interpretation.

vii 5.GM.P3.A - Pitch matching games, extended scales/modes, questions/answers, in circle formation, in major/minor, in canon, partner songs, and with proper posture/diction/tone/breath support

viii K.GM.P3.B - Exploring steady beat, iconic notation, chord bordun, with a song/story/poem/recording.

ix 1.GM.P3.B - Practicing steady beat, simple rhythm patterns in iconic and standard notation, beat vs. rhythm, chord bordun, with a song/story/poem/recording.

x 2.GM.P3.B - Maintaining a steady beat, rhythm patterns, iconic notation and standard notation, chord bordun, ostinatos, with a song/story/poem/recording.

xi 3.GM.P3.B - Performing standard notation, ascending/descending, a pitched accompaniment, a bordun, extended rhythm patterns, appropriate technique, with a conductor.

xii 4.GM.P3.B - Standard notation, ascending/descending, canon, pitched accompaniment, a chord/broken chord/level bordun, extended rhythm patterns, appropriate technique (mallet technique, to

tempi/dynamics, and a melody.

xiii 5.GM.P3.B - Standard notation, ascending/descending, canon, a pitched accompaniment, a chord/broken chord/level bordun, extended rhythm patterns, appropriate technique (mallet technique, t

in various tempi/dynamics, and a melody.