Music Standard Az General Music

2015 Arizona Academic Standards in the Arts
General Music
Artistic Process - Creating
Anchor Standard #1 - Generate and conceptualize artistic ideas and work
Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th
MU.CR.1.Ka MU.CR.1.1a MU.CR.1.2a MU.CR.1.3a MU.CR.1.4a MU.CR.1.5a MU.CR.1.6a MU.CR.1.7a MU.CR.1.8a
a. With appropriate guidance, a. With appropriate guidance, a. Improvise rhythmic and melodic a. Improvise rhythmic and melodic a. Improvise rhythmic, melodic, a. Improvise rhythmic, melodic, a Improvise rhythmic, melodic, a. Improvise rhythmic, melodic, a. Improvise rhythmic, melodic,
explore, experience, and improvise musical ideas (e.g. beat, patterns and musical ideas (e.g. ideas (e.g. beat, meter, and and harmonic ideas (e.g. beat, and harmonic ideas (e.g. beat, and harmonic ideas within a and harmonic phrases within a and harmonic ideas within
improvise musical concepts (e.g. meter, and rhythm). beat, meter, and rhythm). rhythm). meter, rhythm, harmony, and meter, rhythm, harmony, and specified form (e.g. AB, ABA, specified form (e.g. AB, ABA, expanded forms (e.g.
beat and melodic contour). tonality). tonality). rondo, theme and variations, etc). rondo, theme and variations, etc). introductions, transitions, codas,
etc.).
MU.CR.1.Kb MU.CR.1.1b MU.CR.1.2b MU.CR.1.3b MU.CR.1.4b MU.CR.1.5b MU.CR.1.6b MU.CR.1.7b MU.CR.1.8b

b. With appropriate guidance, b. With appropriate guidance, b. With appropriate guidance, b. Generate musical ideas (e.g. b. Generate musical ideas (e.g. b. Generate musical ideas (e.g. b. Generate musical ideas (e.g. b. Generate coherent musical b. Generate coherent musical
explore musical features (e.g. generate musical ideas in multiple generate musical ideas in multiple rhythms and melodies) within rhythms, melodies, and simple rhythms, melodies, and rhythms, melodies, and ideas (e.g. rhythms, melodies, and ideas (e.g. rhythms, melodies, and
movement, vocalizations, or tonalities (e.g. major, minor, tonalities (e.g. major, minor, specified tonality and/or meter. accompaniment patterns) within accompaniment patterns) within accompaniment patterns) within accompaniment patterns) within accompaniment patterns) within
instrumental accompaniments). modal, and pentatonic) and modal, and pentatonic) and related tonalities (e.g. major and related tonalities, meters, and related tonalities, meters, and related tonalities, meters, and related tonalities, meters, and
meters (e.g. duple, triple, simple, meters (e.g. duple, triple, simple, minor) and meters. simple chord changes. simple chord changes within a simple chord changes within a simple chord changes within a
and compound). and compound). specified form. specified form. specified form.
Anchor Standard #2 - Organize and develop artistic ideas and work

a. With appropriate guidance, a. With appropriate guidance, a. Demonstrate and explain a. Demonstrate selected musical a. Demonstrate selected and a. Demonstrate selected and a. Demonstrate selected and a. Demonstrate and document a. Demonstrate and document
demonstrate and choose favorite demonstrate and discuss personal personal reasons for selecting ideas for a simple improvisation or organized musical ideas for an developed musical ideas for developed ideas for selected and developed ideas for selected and developed ideas for
musical ideas (e.g. singing and reasons for selecting musical ideas musical ideas (e.g. patterns and composition. improvisation, arrangement, or improvisations, arrangements, or improvisations, arrangements, or improvisations, arrangements, or improvisations, arrangements, or
playing instruments). (e.g. expressive intent). ideas). composition. compositions. compositions with (e.g. defined compositions (e.g. with unity and compositions (e.g. unity, variety,
beginning, middle, and ending). variety). balance, tension, and release).

b. With appropriate guidance, b. With appropriate guidance use b. Use notation to document b. Use notation to document b. Use notation to document b. Use notation to document b. Use notation to document b. Use notation to document b. Use notation to document
organize personal musical ideas notation to document and personal or collective musical personal or collective rhythmic personal or collective rhythmic, personal or collective rhythmic, personal or collective rhythmic, personal or collective rhythmic personal or collective rhythmic
using notation (e.g. iconic organize personal or collective ideas (e.g. sequencing). and melodic musical ideas (e.g. melodic, and simple harmonic melodic, and two- or three-chord melodic, and two- or three-chord phrases, melodic phrases, and phrases, melodic phrases, and
notation and/or recording musical ideas. sequencing). musical ideas (e.g. chords). harmonic musical ideas (e.g. harmonic musical ideas (e.g. harmonic sequences. harmonic sequences.
technology). chords). chords).
Anchor Standard #3 - Refine and complete artistic work

a. With appropriate guidance, a. With appropriate guidance, a. Interpret and apply personal, a. Apply teacher-provided and a. Apply teacher-provided and a. Describe the rationale for a. Describe the rationale for a. Describe the rationale for a. Describe the rationale for
apply personal, peer, and teacher discuss and apply personal, peer, peer, and teacher feedback to collaboratively-developed criteria collaboratively-developed criteria making revisions to the music making revisions to the music making revisions to the music making revisions to the music
feedback in refining personal and teacher feedback to refine revise personal music. and feedback to evaluate and and feedback to evaluate, revise, based on evaluation criteria and based on evaluation criteria and based on evaluation criteria and based on evaluation criteria and
musical ideas. personal musical ideas. revise personal musical ideas. and document changes in feedback from their teacher. feedback from their teacher. feedback from others (teacher feedback from others (teacher
personal musical ideas over time. and peers). and peers).

b. With appropriate guidance, b. With appropriate guidance, b.Present a final version of b. Present the final version of b. Present the final version of b. Present the final version of b. Present the final version of b. Present the final version of their b. Present the final version of their
demonstrate a final version of present a final version of personal personal or collective musical personally or collectively created personally or collectively created personally or collectively created personally or collectively created documented personally or documented personally or
personal or collective musical or collective musical ideas to ideas, utilizing elements of music to others and explain their music to others and explain their music to others and explain their music to others and explain their collectively created music to collectively created music to
ideas to peers. peers or informal audience. expression, to peers or informal creative process. creative process. creative process. creative process. others and explain their creative others and explain their creative
audience. process and intent. process and intent.
Arizona Department of Education

Page 1 Approved May 18, 2015
General Music
Artistic Process - Performing
Anchor Standard #4 - Select, analyze, and interpret artistic work for performance
MU.PR.4.Ka MU.PR.4.1a MU.PR.4.3a MU.PR.4.3a MU.PR.4.4a MU.PR.4.5a MU.PR.4.6a MU.PR.4.7a MU.PR.4.8a
a. With appropriate guidance, a. With appropriate guidance, a. With appropriate guidance, a. Demonstrate and explain how a. Demonstrate and explain how a. Demonstrate and explain how a. Select music to perform using a. Select music to perform using a. Select music to perform using
demonstrate and state personal demonstrate and state personal demonstrate and state personal the selection of music to perform the selection of music to perform the selection of music to perform teacher-provided criteria. teacher-provided criteria and personally-developed criteria and
interest in varied musical interest in varied musical interest in varied musical is influenced by personal interest, is influenced by personal interest, is influenced by personal interest, explain reasons for choices. explain reasons for choices.
selections. selections (e.g. knowledge, selections. knowledge, purpose, and context. knowledge, purpose, and context. knowledge, purpose, and context.
purpose).
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b. With appropriate guidance, b. With appropriate guidance, b. Demonstrate knowledge of b. Demonstrate understanding of b. Demonstrate understanding of b. Demonstrate understanding of b. Demonstrate understanding of b. Demonstrate understanding of b. Compare and contrast the form
explore and demonstrate musical demonstrate knowledge of musical concepts in music from a the form in music selected for the form in music selected for the form in music selected for the form in music selected for the form in music selected for in music selected for
contrasts of music selected for musical concepts in music from a variety of cultures selected for performance. performance. performance. performance. performance. performance.
performance (e.g. high/low, variety of cultures selected for performance (e.g. meter and
loud/soft, same/different, and performance (e.g. beat and tonality).
fast/slow). melodic contour).
MU.PR.4.Kc MU.PR.4.1c MU.PR.4.3c MU.PR.4.3c MU.PR.4.4c MU.PR.4.5c MU.PR.4.6c MU.PR.4.7c MU.PR.4.8c

c. With appropriate guidance, c. With appropriate guidance, c. Read and perform rhythmic and c. Read and perform rhythmic c. Read and perform using c. Read and perform using c. Read and perform using c. Read and perform using c. Read and perform using
read and perform rhythmic and read and perform rhythmic and melodic patterns using notation. patterns and melodic phrases notation (e.g. syncopation). notation (e.g. syncopation). notation (e.g. syncopation). notation (e.g. syncopation). notation (e.g. syncopation).
melodic patterns using notation melodic patterns using notation using notation.
(e.g. iconic notation). (e.g. traditional notation).
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d. With appropriate guidance, d. Explore and describe musical d. Demonstrate an understanding d. Demonstrate an understanding d. Demonstrate an understanding d. Demonstrate an understanding d. Explain how interpretation is d. Explain how interpretation is d. Explain how interpretation is
explore musical concepts (e.g. concepts (e.g. voice quality, of musical concepts (e.g. physical, of musical concepts (e.g. physical, of musical concepts (e.g. physical, of musical concepts (e.g. physical, connected to expressive intent connected to expressive intent in connected to expressive intent in
voice quality, movement, movement, dynamics, tempo, and verbal, or written response-- verbal, or written response-- verbal, or written response-- verbal, or written response-- (e.g. Context) various musics. various musics.
dynamics, tempo, and melodic melodic contour). understanding of musical understanding of musical understanding of musical understanding of musical
contour). concepts and how creators use concepts and how creators use concepts and how creators use concepts and how creators use
them to convey expressive them to convey expressive them to convey expressive them to convey expressive
intent). intent). intent). intent).
Anchor Standard #5 - Develop and refine artistic work for presentation

a. With appropriate guidance, a. With appropriate guidance, a. Apply personal, teacher, and a. Apply teacher-provided and a. Apply teacher-provided and a. Apply teacher-provided and a. Apply teacher-provided and a. Apply collaboratively-developed a. Apply personally and/or
apply personal, teacher, and peer apply personal, teacher, and peer peer feedback to refine collaboratively-developed criteria collaboratively-developed criteria collaboratively-developed criteria collaboratively-developed criteria criteria and feedback to evaluate collaboratively-developed criteria
feedback to refine performances feedback to refine performance. performance. and feedback to evaluate and feedback to evaluate personal and feedback to evaluate personal and feedback to evaluate personal personal and ensemble and feedback to evaluate personal
(e.g. technique and stage performance. and ensemble performance. and ensemble performance. and ensemble performance. performance. and ensemble performance.
presence).

b. With appropriate guidance, use b. With appropriate guidance, use b. With an appropriate level of b. With an appropriate level of b. With an appropriate level of b. With an appropriate level of b. With an appropriate level of b. With an appropriate level of b. With an appropriate level of
suggested strategies in rehearsal suggested strategies in rehearsal independence use suggested independence rehearse to refine independence rehearse to refine independence rehearse to refine independence rehearse to refine independence rehearse to refine independence rehearse to refine
to improve expression in music. to address interpretive challenges strategies in rehearsal to address technique, expression, and technique, expression, and technique, expression, and technique, expression, and technique, expression, and technique, expression, and
of music. interpretive challenges of music. identified performance identified performance identified performance identified performance identified performance identified performance
challenges. challenges. challenges. challenges. challenges. challenges.
Anchor Standard #6 - Convey meaning through the presentation of artistic work

a. With appropriate guidance, a. With appropriate guidance, a. Perform music with appropriate a. Perform music with appropriate a. Perform music with appropriate a. Perform music with appropriate a. Perform music with appropriate a. Perform music with appropriate a. Perform music with appropriate
perform music with expression perform music with expression expression and technique (e.g. expression and technique (e.g. expression, technique, and expression, technique, and expression, technique, and expression, technique, and expression, technique, and
(e.g. tone and tempo). (e.g. dynamics). posture, tone, and breath mallet placement). interpretation. interpretation. interpretation. interpretation. interpretation.
support).
MU.PR.6.Kb MU.PR.6.1b MU.PR.6.3b MU.PR.6.3b MU.PR.6.4b MU.PR.6.5b MU.PR.6.6b MU.PR.6.7b MU.PR.6.8b

b. Perform appropriately for the b. Perform appropriately for the b. Perform appropriately for the b. Demonstrate performance and b. Demonstrate performance and b. Demonstrate performance and b. Demonstrate performance and b. Demonstrate performance and b. Demonstrate performance and
audience and occasion. audience and occasion. audience and occasion. audience decorum appropriate for audience decorum appropriate for audience decorum appropriate for audience decorum appropriate for audience decorum appropriate for audience decorum appropriate for
the occasion. the occasion. the occasion. the occasion. the occasion. the occasion.

General Music
Artistic Process - Responding
Anchor Standard #7 - Perceive and analyze artistic work
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a. With appropriate guidance, a. With appropriate guidance, a. List and explain personal a. Explain how music listening is a. Explain how music listening is a. Explain how music listening is a. Compare and contrast one's a. Compare and contrast one's a. Compare and contrast one's
list personal musical interests. list personal musical interests. musical interests. influenced by personal interest, influenced by personal interest, influenced by personal interest, listening preferences with those of listening preferences with those of listening preferences with those of
knowledge, purpose, and context. knowledge, purpose, and context. knowledge, purpose, and context. others. others. others.
MU.RE.7.Kb MU.RE.7.1b MU.RE.7.2b MU.RE.7.3b MU.RE.7.4b MU.RE.7.5b MU.RE.7.6b MU.RE.7.7b MU.RE.7.8b

b. With appropriate guidance, b. With appropriate guidance, b. Demonstrate and identify how b. Demonstrate and explain how b. Demonstrate and explain how b. Demonstrate and explain how b. Demonstrate and explain how b. Classify and explain, citing b. Classify and explain, citing
demonstrate musical concepts demonstrate musical concepts in specific musical concepts are used musical concepts and contexts musical concepts and contexts musical concepts and contexts musical concepts and contexts evidence, how musical concepts, evidence, how musical concepts,
(e.g. beat or melodic direction). various styles of music (e.g. beat in various styles of music (e.g. affect responses to music (e.g. affect responses to music. affect responses to music. affect responses to music. design, and contexts affect design, and contexts affect
and pitch). meter and tonality). personal and social). responses to music (e.g. personal responses to music.
and social).
Anchor Standard #8 - Interpret intent and meaning in artistic work

MU.RE.8.K MU.RE.8.1 MU.RE.8.2 MU.RE.8.3 MU.RE.8.4 MU.RE.8.5 MU.RE.8.6 MU.RE.8.7 MU.RE.8.8
a. With appropriate guidance, a. With appropriate guidance, a. Demonstrate knowledge of a. Demonstrate knowledge of a. Demonstrate and describe a. Demonstrate and describe a. Demonstrate and describe a. Classify and describe expressive a. Classify and describe expressive
identify expressive attributes that identify expressive attributes that expressive attributes and how expressive attributes and how expressive attributes and how expressive attributes and how expressive attributes and context attributes and context and how attributes and context and how
reflect creators/ performers reflect creators/performers they support creators/ they support creators/ they support creators/ they support creators/ and how they support creators/ they support creators/ they support creators/
expressive intent (e.g. mood and expressive intent (e.g. dynamics). performers expressive intent (e.g. performers expressive intent. performers expressive intent. performers expressive intent. performers expressive intent. performers expressive intent. performers expressive intent.
emotion). tempo, dynamics, mood, and
emotion).
Anchor Standard #9 - Apply criteria to evaluate artistic work

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a. With appropriate guidance, a. With appropriate guidance, a. Apply teacher-provided criteria a. Apply teacher-provided and a. Apply teacher-provided and a. Apply teacher-provided and a. Apply teacher-provided and a. Apply collaboratively-developed a. Apply personally and/or
apply teacher-provided criteria to apply teacher-provided criteria to to evaluate musical works and collaboratively-developed criteria collaboratively-developed criteria collaboratively-developed criteria collaboratively-developed criteria criteria to evaluate musical works collaboratively-developed criteria
evaluate musical works and evaluate musical works and performances. to evaluate musical works and to evaluate musical works and to evaluate musical works and to evaluate musical works and and performances. to evaluate musical works and
performances. performances. performances. performances. performances. performances. performances.

General Music
Artistic Process - Connecting
Anchor Standard #10 - Synthesize and relate knowledge and personal experiences to make art
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a. With appropriate guidance, a. With appropriate guidance, a. Express personal preferences in a. Identify pieces of music that are a. Identify pieces of music that are a. Explain why particular pieces of a. Explain why particular pieces of a. Identify examples of how music a. Explain how music helps to
express personal preferences in express personal preferences in music. important to one's family important to one's family or music are important to one's music are important to one's helps to create a sense of identity, create a sense of identity,
music. music. cultural heritage. family or cultural heritage. family or cultural heritage. community, and solidarity. community, and solidarity.
MU.CN.10.Kb MU.CN.10.1b MU.CN.10.2b MU.CN.10.3b MU.CN.10.4b MU.CN.10.5b MU.CN.10.6b MU.CN.10.7b MU.CN.10.8b

b. With appropriate guidance, b. With appropriate guidance, b. Explore various uses of music in b. Explore various uses of music in b. Describe the roles and impact b. Describe the roles and impact b. Reflect on and discuss the roles b. Reflect on and discuss the roles b. Reflect on and discuss the roles
explore various uses of music in explore various uses of music in daily experiences (e.g. songs of daily experiences (e.g. songs of various musics plays in one's life various musics plays in one's life and impact various musics plays in and impact various musics plays in and impact various musics plays in
daily experiences (e.g. songs of daily experiences (e.g. songs of celebration, game songs, marches, celebration, game songs, marches, and the lives of others. and the lives of others. one's life and the lives of others. one's life and the lives of others. one's life and the lives of others.
celebration, game songs, marches, celebration, game songs, marches, T.V., movie, and video game T.V., movie, and video game
T.V., movie, and video game T.V., movie, and video game sound tracks, dance music, and sound tracks, dance music, and
sound tracks, dance music, and sound tracks, dance music, and work songs). work songs).
work songs). work songs).
Anchor Standard #11 - Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
MU.CN.11.Ka MU.CN.11.1a MU.CN.11.2a MU.CN.11.3a MU.CN.11.4a MU.CN.11.5a MU.CN.11.6a MU.CN.11.7a MU.CN.11.8a
a. With appropriate guidance, a. With appropriate guidance, a. Explore relationships between a. Explore and describe a. Explore and describe a. Explain relationships between a. Explain relationships between a. Synthesize relationships a. Synthesize relationships
explore relationships between explore relationships between musics and other content areas relationships between musics and relationships between musics and musics and other content areas musics and other content areas between musics and other between musics and other
musics and other content areas musics and other content areas (e.g. such as dance, visual art, other content areas (e.g. dance, other content areas (e.g. dance, (e.g. dance, visual art, dramatic (e.g. dance, visual art, dramatic content areas (e.g. dance, visual content areas (e.g. dance, visual
(e.g. dance, visual art, dramatic (e.g. dance, visual art, dramatic dramatic arts, literature, science, visual art, dramatic arts, visual art, dramatic arts, arts, literature, science, math, arts, literature, science, math, art, dramatic arts, literature, art, dramatic arts, literature,
arts, literature, science, math, arts, literature, science, math, math, social studies, and language literature, science, math, social literature, science, math, social social studies, and language arts). social studies, and language arts). science, math, social studies, and science, math, social studies, and
social studies, and language arts). social studies, and language arts). arts). studies, and language arts). studies, and language arts). language arts). language arts).
MU.CN.11.Kb MU.CN.11.1b MU.CN.11.2b MU.CN.11.3b MU.CN.11.4b MU.CN.11.5b MU.CN.11.6b MU.CN.11.7b MU.CN.11.8b

b. With appropriate guidance, b. With appropriate guidance, b. Explore how context (e.g. social, b. Describe how context (e.g. b. Describe how context (e.g. b. Describe how context (e.g. b. Identify and describe how b. Identify and explain how Identify and explain how context
explore how context (e.g. social, explore how context (e.g. social, cultural, and historical) can inform social, cultural, and historical) can social, cultural, and historical) can social, cultural, and historical) can context (e.g. social, cultural, and context (e.g. social, cultural, and (e.g. social, cultural, and historical)
cultural, and historical) can inform cultural, and historical) can inform a performance. inform a performance. inform a performance. inform a performance. historical) can inform a historical) can inform a can inform a performance.
a performance. a performance. performance. performance.


Music Standard Az General Music

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2015 Arizona Academic Standards in the Arts

MU.CR.1.Kb MU.CR.1.1b MU.CR.1.2b MU.CR.1.3b MU.CR.1.4b MU.CR.1.5b MU.CR.1.6b MU.CR.1.7b MU.CR.1.8b

Anchor Standard #2 - Organize and develop artistic ideas and work

MU.CR.2.Kb MU.CR.2.1b MU.CR.2.2b MU.CR.2.3b MU.CR.2.4b MU.CR.2.5b MU.CR.2.6b MU.CR.2.7b MU.CR.2.8b

Anchor Standard #3 - Refine and complete artistic work

MU.CR.3.Kb MU.CR.3.1b MU.CR.3.2b MU.CR.3.3b MU.CR.3.4b MU.CR.3.5b MU.CR.3.6b MU.CR.3.7b MU.CR.3.8b

Arizona Department of Education

MU.PR.4.Kb MU.PR.4.1b MU.PR.4.3b MU.PR.4.3b MU.PR.4.4b MU.PR.4.5b MU.PR.4.6b MU.PR.4.7b MU.PR.4.8b

MU.PR.4.Kc MU.PR.4.1c MU.PR.4.3c MU.PR.4.3c MU.PR.4.4c MU.PR.4.5c MU.PR.4.6c MU.PR.4.7c MU.PR.4.8c

MU.PR.4.Kd MU.PR.4.1d MU.PR.4.3d MU.PR.4.3d MU.PR.4.4d MU.PR.4.5d MU.PR.4.6d MU.PR.4.7d MU.PR.4.8d

Anchor Standard #5 - Develop and refine artistic work for presentation

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Anchor Standard #6 - Convey meaning through the presentation of artistic work

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Arizona Department of Education

MU.RE.7.Kb MU.RE.7.1b MU.RE.7.2b MU.RE.7.3b MU.RE.7.4b MU.RE.7.5b MU.RE.7.6b MU.RE.7.7b MU.RE.7.8b

Anchor Standard #8 - Interpret intent and meaning in artistic work

Anchor Standard #9 - Apply criteria to evaluate artistic work

Arizona Department of Education

MU.CN.10.Kb MU.CN.10.1b MU.CN.10.2b MU.CN.10.3b MU.CN.10.4b MU.CN.10.5b MU.CN.10.6b MU.CN.10.7b MU.CN.10.8b

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Arizona Department of Education

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