Transport, Corrosivity & Harmonizing International Standards
PMEA Model Curriculum Framework Strand: Harmonizing...
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PMEA Model Curriculum Framework Strand: Harmonizing Instruments PA Big Ideas and National Standards Artistic Processes 1. The skills, techniques, elements and principles of the arts can be learned, studied, refined, and practiced 2. Artists use tools and resources as well as their own experiences and skills to create art 3. The arts provide a medium to understand and exchange ideas 4. Humans have expressed experiences and ideas through the arts throughout time and across cultures 5. There are formal and informal processes used to assess the quality of works in the arts 6. People use both aesthetic and critical processes to assess the quality of works in the arts 1. Creating, Performing, Responding, and Connecting 2. Creating, Connecting 3. Creating, Performing, Responding, Connecting 4. Creating, Performing, Connecting 5. Performing, Responding, Connecting 6. Performing, Responding, Connecting National Standards/Artistic Processes/Enduring Understandings Creating Performing Responding Connecting The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire Individuals’ selection of musical works is influenced by their interests, experiences, understanding, and purposes Musicians’ connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding Musicians’ creative choices are influenced by their own experiences and skills to create art Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performances Response to music is informed by analyzing context (social, cultural and historical) and how creators and performers manipulate the elements of music Understanding connections to varied contexts and daily life enhances musicians’ creating, performing and responding Musicians’ evaluate and refine their work through openness to new ideas, persistence, and the application of appropriate criteria Performers make interpretive decisions based on their understanding of context and expressive intent Through their use of elements and structures of music, creators and performers provide clues to their expressive intent Musicians’ presentation of creative work is the culmination of a process of creation and communication To express their musical ideas, musicians’ analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria The personal evaluation of musical works and performances are informed by analysis, interpretation, and established criteria Musicians’ judge performances based on criteria that vary across time, place, and cultures Copyright © 2016 Pennsylvania Music Educators Association. All Rights Reserved.
Transcript of PMEA Model Curriculum Framework Strand: Harmonizing...
PMEA Model Curriculum Framework Strand: Harmonizing Instruments
PA Big Ideas and National Standards Artistic Processes
1. The skills, techniques, elements and principles of the arts can be learned, studied, refined, and practiced
2. Artists use tools and resources as well as their own experiences and skills to create art 3. The arts provide a medium to understand and exchange ideas 4. Humans have expressed experiences and ideas through the arts throughout time and across
cultures 5. There are formal and informal processes used to assess the quality of works in the arts 6. People use both aesthetic and critical processes to assess the quality of works in the arts
1. Creating, Performing, Responding, and Connecting 2. Creating, Connecting 3. Creating, Performing, Responding, Connecting 4. Creating, Performing, Connecting 5. Performing, Responding, Connecting 6. Performing, Responding, Connecting
National Standards/Artistic Processes/Enduring Understandings
Creating Performing Responding Connecting
The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources
Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire
Individuals’ selection of musical works is influenced by their interests, experiences, understanding, and purposes
Musicians’ connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding
Musicians’ creative choices are influenced by their own experiences and skills to create art
Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performances
Response to music is informed by analyzing context (social, cultural and historical) and how creators and performers manipulate the elements of music
Understanding connections to varied contexts and daily life enhances musicians’ creating, performing and responding
Musicians’ evaluate and refine their work through openness to new ideas, persistence, and the application of appropriate criteria
Performers make interpretive decisions based on their understanding of context and expressive intent
Through their use of elements and structures of music, creators and performers provide clues to their expressive intent
Musicians’ presentation of creative work is the culmination of a process of creation and communication
To express their musical ideas, musicians’ analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria
The personal evaluation of musical works and performances are informed by analysis, interpretation, and established criteria
Musicians’ judge performances based on criteria that vary across time, place, and cultures
Copyright © 2016 Pennsylvania Music Educators Association. All Rights Reserved.
PMEA Model Curriculum Framework Strand: Harmonizing Instruments
Grades 9-12
By the end of high school, students will, at the appropriate developmental level demonstrate the following competencies and answer these essential questions. PA Competencies PA Essential Questions PA Standards Lesson Plan Assessment
9-12 1
Demonstrate the ability to independently create, recreate, rehearse, and perform musical works and explain why this is important
Why is it important to be able to create, recreate, and perform music independently?
9.1.12.A 9.1.12.B, 9.1.12.C 9.1.12.G 9.1.12.H
9-12 2
Identify post-graduation opportunities to be part of the musical community as audience members, amateur musicians, or professional musicians
How and why do people continue to engage in music after graduation?
9.1.12.1
9-12 3
Collaborate with others to create a musical work using contemporary technologies.
As technology has changed, how has it changed the way we make music?
9.1.12.J 9.1.12.K
9-12 4
Explain similarities between works in dance, music, theatre, and visual arts in various cultural and historical contexts.
How and why do works in the different arts disciplines share characteristics?
9.2.12.E 9.2.12.L
9-12 5
Analyze their own performances and compositions and make judgments about their own works as compared with those of other performers and composers.
How do musicians compare their work to the work of others?
9.3.12.A 9.3.12.B 9.3.12.G
9-12 6
Analyze the ways in which a musicians’ use of rhythm, melody, harmony, form, texture, and expressive qualities influence an audiences’ response to the music.
What decisions do musicians make to influence the way people experience their work?
9.4.12.C
Copyright © 2016 Pennsylvania Music Educators Association. All Rights Reserved.
JGibson
Comment on Text
Know and use the elements and principles of each art form to create works in the arts and humanities. Elements: Music: duration-intensity-pitch-timbre Principles: Music: composition-form-genre-harmony-rhythm- texture
JGibson
Comment on Text
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing-play an instrument-read and notate music-compose and arrange-improvise
JGibson
Comment on Text
Integrate and apply advanced vocabulary to the arts forms.
JGibson
Comment on Text
Analyze the effect of rehearsal and practice sessions.
JGibson
Comment on Text
9.1.12.H.1. Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts at work and performance spaces. Evaluate the use and applications of materials. 9.1.12.H.2. Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts at work and performance spaces. Evaluate issues of cleanliness related to the arts. 9.1.12.H.3. Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts at work and performance spaces. Evaluate the use and applications of mechanical/electrical equipment. 9.1.12.H.4. Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts at work and performance spaces. Evaluate differences among selected physical space/environment. 9.1.12.H.5. Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts at work and performance spaces. Evaluate the use and applications of safe props/stage equipment. 9.1.12.H.6. Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts at work and performance spaces. Evaluate the use and apply safe methods for storing materials in the arts.
JGibson
Comment on Text
Distinguish among a variety of regional arts events and resources and analyze methods of selection and admission.
JGibson
Comment on Text
9.1.12.J.1. Analyze and evaluate the use of traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others. Analyze traditional technologies (e.g., acid printing, etching methods, musical instruments, costume materials, eight track recording, super 8 movies). 9.1.12.J.2. Analyze and evaluate the use of traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others. Analyze contemporary technologies (e.g., virtual reality design, instrument enhancements, photographic tools, broadcast equipment, film cameras, preservation tools, web graphics, computer generated marching band designs).
JGibson
Comment on Text
Analyze and evaluate the use of traditional and contemporary technologies in furthering knowledge and understanding in the humanities.
JGibson
Comment on Text
Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g., Gilbert and Sullivan operettas)
JGibson
Comment on Text
Identify, explain and analyze common themes, forms and techniques from works in the arts (e.g., Copland and Graham's Appalachian Spring and Millet's The Gleaners).
JGibson
Comment on Text
Explain and apply the critical examination processes of works in the arts and humanities: Compare and contrast; Analyze; Interpret; Form and test hypotheses; Evaluate/form judgments
JGibson
Comment on Text
Determine and apply criteria to a person's work and works of others in the arts (e.g., use visual scanning techniques to critique the student's own use of sculptural space in comparison to Julio Gonzales' use of space in Woman Combing Her Hair).
JGibson
Comment on Text
Analyze works in the arts by referencing the judgments advanced by arts critics as well as one's own analysis and critique.
JGibson
Comment on Text
Compare and contrast the attributes of various audiences' environments as they influence individual aesthetic response (e.g., viewing traditional Irish dance at county fair versus the performance of River Dance in a concert hall).
PMEA Model Curriculum Framework Strand: Harmonizing Instruments
Artistic Process
National Core Arts Anchor Standards
Music Process Components
2014 National Core Music Standards PA Standards
1994 National Standards
Creating: Conceiving and developing new artistic ideas and work
#1 Generate and conceptualize artistic work
Imagine
Novice
Intermediate Proficient Accomplished Advanced Novice Intermediate 9.1.5.A 9.1.8.A 9.1.5.A 9.1.8.B 9.1.5.C 9.1.8.C Proficient Accomplished Advanced 9.1.12.A 9.1.12.B 9.1.12.C 9.1.12.G
2 3 4 5
MU:Cr1.1.H.5a
MU:Cr1.1.H.8a
MU:Cr1.1.H.Ia
MU:Cr1.1.H.IIa
MU:Cr1.1.H.llla
#2 Organize and develop artistic ideas and work
Plan and Make
MU:Cr2.1.H.5a MU:Cr2.1.H.8a MU:Cr2.1.H.la MU:Cr2.1.H.lla MU:Cr2.1.H.IIa
Novice Intermediate 9.1.5.A 9.1.8.A 9.1.5.B 9.1.8.B 9.1.5.J 9.1.8.J 9.1.5.K 9.1.8.K Proficient Accomplished Advanced 9.1.12.A 9.1.12.B 9.1.12.J 9.1.12.K Novice Intermediate 9.1.5.B 9.1.8.B 9.3.5.A 9.3.8.A
#3 Refine and complete artistic work
Evaluate and Refine
MU:Cr3.1.H.5a
MU:Cr3.1.H.8a
MU:Cr3.1.H.la
MU:Cr3.1.H.lla
MU:Cr3.1.H.llla
Copyright © 2016 Pennsylvania Music Educators Association. All Rights Reserved.
JGibson
Comment on Text
Generate melodic, rhythmic, and harmonic ideas for simple melodies (such as two-phrase) and choral accompaniments for given melodies.
JGibson
Comment on Text
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.
JGibson
Comment on Text
Apply teacher-provided criteria to critique, improve, and refine drafts of simple melodies (such as two-phrase) and chordal accompaniments for given melodies.
JGibson
Comment on Text
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.
JGibson
Comment on Text
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.
JGibson
Comment on Text
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.
JGibson
Comment on Text
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, down-up strumming, and Travis picking).
JGibson
Comment on Text
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, down-up strumming, and Travis picking).
JGibson
Comment on Text
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 patters (such as arpeggio, down-up strumming, and Travis picking.
JGibson
Comment on Text
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.
JGibson
Comment on Text
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.
JGibson
Comment on Text
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.
JGibson
Comment on Text
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.
JGibson
Comment on Text
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.
JGibson
Comment on Text
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
JGibson
Comment on Text
Know and use the elements and principles of each art form to create works in the arts and humanities. Elements: Music: duration-intensity-pitch-timbre Principles: Music: composition-form-genre-harmony-rhythm- texture
JGibson
Comment on Text
Know and use the elements and principles of each art form to create works in the arts and humanities. Elements, Music: duration-intensity-pitch-timbre. Principles, Music: composition-form-genre-harmony-rhythm- texture
JGibson
Comment on Text
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing-play an instrument-read and notate music-compose and arrange-improvise
JGibson
Comment on Text
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing-play an instrument-read and notate music-compose and arrange-improvise
JGibson
Comment on Text
Know and use fundamental vocabulary within each of the arts forms.
JGibson
Comment on Text
Identify and use comprehensive vocabulary within each of the arts forms.
JGibson
Comment on Text
Know and use the elements and principles of each art form to create works in the arts and humanities. Elements, Music: duration-intensity-pitch-timbre Principles, Music: composition-form-genre-harmony-rhythm- texture
JGibson
Comment on Text
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing-play an instrument-read and notate music-compose and arrange-improvise
JGibson
Comment on Text
Integrate and apply advanced vocabulary to the arts forms.
JGibson
Comment on Text
Analyze the effect of rehearsal and practice sessions.
JGibson
Comment on Text
Know and use the elements and principles of each art form to create works in the arts and humanities. Elements, Music: duration-intensity-pitch-timbre Principles, Music: composition-form-genre-harmony-rhythm-texture
JGibson
Comment on Text
Know and use the elements and principles of each art form to create works in the arts and humanities. Elements, Music: duration-intensity-pitch-timbre Principles, Music: composition-form-genre-harmony-rhythm- texture
JGibson
Comment on Text
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing-play an instrument-read and notate music-compose and arrange-improvise
JGibson
Comment on Text
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing-play an instrument-read and notate music-compose and arrange-improvise
JGibson
Comment on Text
Apply traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.
JGibson
Comment on Text
Incorporate specific uses of traditional and contemporary technologies within the design for producing, performing and exhibiting works in the arts or the works of others.
JGibson
Comment on Text
Apply traditional and contemporary technology in furthering knowledge and understanding in the humanities.
JGibson
Comment on Text
Incorporate specific uses of traditional and contemporary technologies in furthering knowledge and understanding in the humanities.
JGibson
Comment on Text
Know and use the elements and principles of each art form to create works in the arts and humanities. Elements, Music: duration-intensity-pitch-timbre Principles, Music: composition-form-genre-harmony-rhythm- texture
JGibson
Comment on Text
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing-play an instrument-read and notate music-compose and arrange-improvise
JGibson
Comment on Text
Analyze and evaluate the use of traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.
JGibson
Comment on Text
Analyze and evaluate the use of traditional and contemporary technologies in furthering knowledge and understanding in the humanities.
JGibson
Comment on Text
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing-play an instrument-read and notate music-compose and arrange-improvise
JGibson
Comment on Text
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing-play an instrument-read and notate music-compose and arrange-improvise
JGibson
Comment on Text
Identify critical processes in the examination of works in the arts and humanities. Compare and contrast Analyze Interpret Form and test hypotheses Evaluate/form judgments
JGibson
Comment on Text
Know and use the critical processes of the examination of works in the arts and humanities. Compare and contrast Analyze Interpret Form and test hypotheses Evaluate/form judgments
JGibson
Comment on Text
Performing on instruments, alone and with others, a varied repertoire of music
JGibson
Comment on Text
Improvising melodies, variations, and accompaniments
JGibson
Comment on Text
Composing and arranging music within specified guidelines.
JGibson
Comment on Text
Reading and notating music.
PMEA Model Curriculum Framework Strand: Harmonizing Instruments
Proficient Accomplished Advanced 9.1.12.A 9.1.12.B 9.3.12.A
Present
MU:Cr3.2.H.5a
MU:Cr3.2.H.8a MU:Cr3.2.H.la MU:Cr3.2.H.lla MU:Cr3.2.H.llla
Novice Intermediate 9.1.5.A 9.1.8.A 9.1.5.B 9.1.8.B 9.1.5.C 9.1.8.C 9.1.5.E 9.1.8.E Proficient Accomplished Advanced 9.1.12.A 9.1.12.B 9.1.12.C 9.1.12.D 9.1.12.J 9.1.12.K
Performing: Realizing artistic ideas and work through interpretation and presentation
#4 Analyze, interpret, and select artistic work for presentation
Select
MU:Pr4.1.H.5a
MU:Pr4.1.H.8a
MU:Pr4.1.H.Ia
MU:Pr4.1.H.IIa
MU:Pr4.1.H.IIIa
Novice Intermediate 9.1.5.B 9.1.8.B 9.1.5.C 9.1.8.C 9.3.5.A 9.3.8.A 9.3.5.D 9.3.5.F 9.3.8.F
1 2 3 5 6
Copyright © 2016 Pennsylvania Music Educators Association. All Rights Reserved.
JGibson
Comment on Text
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.
JGibson
Comment on Text
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 performance.
JGibson
Comment on Text
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.
JGibson
Comment on Text
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.
JGibson
Comment on Text
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, down-up strumming, and Travis picking), demonstrating technical skill in applying principles of composition/improvisation and originality in developing and organizing musical ideas.
JGibson
Comment on Text
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, down-up strumming, and Travis picking).
JGibson
Comment on Text
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.
JGibson
Comment on Text
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.
JGibson
Comment on Text
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.
JGibson
Comment on Text
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 improvisation in a variety of contrasting styles.
JGibson
Comment on Text
Know and use the elements and principles of each art form to create works in the arts and humanities. Elements, Music: duration-intensity-pitch-timbre Principles, Music: composition-form-genre-harmony-rhythm- texture
JGibson
Comment on Text
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing-play an instrument-read and notate music-compose and arrange-improvise
JGibson
Comment on Text
Explain and apply the critical examination processes of works in the arts and humanities. Compare and contrast Analyze Interpret Form and test hypotheses Evaluate/form judgments
JGibson
Comment on Text
Know and use the elements and principles of each art form to create works in the arts and humanities. Elements, Music: duration-intensity-pitch-timbre Principles, Music: composition-form-genre-harmony-rhythm- texture
JGibson
Comment on Text
Know and use the elements and principles of each art form to create works in the arts and humanities. Elements, Music: duration-intensity-pitch-timbre Principles, Music: genre-harmony-rhythm- texture
JGibson
Comment on Text
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing-play an instrument-read and notate music-compose and arrange-improvise
JGibson
Comment on Text
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing-play an instrument-read and notate music-compose and arrange-improvise
JGibson
Comment on Text
Know and use fundamental vocabulary within each of the arts forms.
JGibson
Comment on Text
Identify and use comprehensive vocabulary within each of the arts forms.
JGibson
Comment on Text
Know and demonstrate how arts can communicate experiences, stories or emotions through the production of works in the arts
JGibson
Comment on Text
Communicate a unifying theme or point of view through the production of works in the arts.
JGibson
Comment on Text
Know and use the elements and principles of each art form to create works in the arts and humanities. Elements, Music: duration-intensity-pitch-timbre Principles, Music: composition-form-genre-harmony-rhythm- texture
JGibson
Comment on Text
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing-play an instrument-read and notate music-compose and arrange-improvise
JGibson
Comment on Text
Integrate and apply advanced vocabulary to the arts forms.
JGibson
Comment on Text
Demonstrate specific styles in combination through the production or performance of a unique work of art.
JGibson
Comment on Text
Analyze and evaluate the use of traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.
JGibson
Comment on Text
Analyze and evaluate the use of traditional and contemporary technologies in furthering knowledge and understanding in the humanities.
JGibson
Comment on Text
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing-play an instrument-read and notate music-compose and arrange-improvise
JGibson
Comment on Text
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing-play an instrument-read and notate music-compose and arrange-improvise
JGibson
Comment on Text
Know and use fundamental vocabulary within each of the arts forms.
JGibson
Comment on Text
Identify and use comprehensive vocabulary within each of the arts forms.
JGibson
Comment on Text
Identify critical processes in the examination of works in the arts and humanities. Compare and contrast Analyze Interpret Form and test hypotheses Evaluate/form judgments
JGibson
Comment on Text
Know and use the critical process of the examination of works in the arts and humanities. Compare and contrast Analyze Interpret Form and test hypotheses Evaluate/form judgments
JGibson
Comment on Text
Compare similar and contrasting important aspects of works in the arts and humanities based on a set of guidelines using a comprehensive vocabulary of critical response.
JGibson
Comment on Text
Know how to recognize the process of criticism in identifying and analyzing characteristics among works in the arts.
JGibson
Comment on Text
Apply the process of criticism to identify characteristics among works in the arts.
JGibson
Comment on Text
Singing, alone and with others, a varied repertoire of music
JGibson
Comment on Text
Performing on instruments, alone and with others, a varied repertoire of music.
JGibson
Comment on Text
Improvising melodies, variations, and accompaniments.
JGibson
Comment on Text
Reading and notating music
JGibson
Comment on Text
Listening to, analyzing, and describing music.
PMEA Model Curriculum Framework Strand: Harmonizing Instruments
Proficient Accomplished Advanced 9.1.12.B 9.1.12.C 9.1.12.D 9.1.12.F 9.3.12.A 9.3.12.B
7 9
Analyze
MU:Pr4.2.H.5a
MU:Pr4.2.H.8a
MU:Pr4.2.H.Ia
MU:Pr4.2.H.IIa
MU:Pr4.2.H.IIIa
Novice Intermediate 9.1.5.B 9.1.8.B 9.2.5.A 9.2.8.A 9.3.5.A 9.3.8.A Proficient Accomplished Advanced 9.1.12.B 9.2.12.A 9.2.12.J 9.2.12.L
Interpret
MU:Pr4.3.H.5a
MU:Pr4.3.H.8a
MU:Pr4.3.H.Ia
MU:Pr4.3.H.IIa
MU:Pr4.3.H.IIIa
Novice Intermediate 9.2.5.A 9.2.8.A 9.2.5.J 9.2.8.J 9.2.5.L 9.3.5.F 9.3.8.F Proficient Accomplished Advanced 9.2.12.B 9.2.12.I 9.2.12.L
Copyright © 2016 Pennsylvania Music Educators Association. All Rights Reserved.
JGibson
Comment on Text
Identify prominent melodic and harmonic characteristics in a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments selected for performance, including at least some based on reading standard notation.
JGibson
Comment on Text
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.
JGibson
Comment on Text
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 at least some based on reading standard notation.
JGibson
Comment on Text
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.
JGibson
Comment on Text
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, down-up strumming, and Travis picking).
JGibson
Comment on Text
Describe in interpretations the contexts (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, down-up strumming, and Travis picking).
JGibson
Comment on Text
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.
JGibson
Comment on Text
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.
JGibson
Comment on Text
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.
JGibson
Comment on Text
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 instruments that includes melodies, repertoire pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles.
JGibson
Comment on Text
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing-play an instrument-read and notate music-compose and arrange-improvise
JGibson
Comment on Text
Integrate and apply advanced vocabulary to the arts forms.
JGibson
Comment on Text
Demonstrate specific styles in combination through the production or performance of a unique work of art.
JGibson
Comment on Text
Analyze works of arts influenced by experiences or historical and cultural events through production, performance or exhibition.
JGibson
Comment on Text
Explain and apply the critical examination processes of works in the arts and humanities. Compare and contrast Analyze Interpret Form and test hypotheses Evaluate/form judgments
JGibson
Comment on Text
Determine and apply criteria to a person’s work and works of others in the arts.
JGibson
Comment on Text
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing-play an instrument-read and notate music-compose and arrange-improvise
JGibson
Comment on Text
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing-play an instrument-read and notate music-compose and arrange-improvise
JGibson
Comment on Text
Explain the historical, cultural and social context of an individual work in the arts.
JGibson
Comment on Text
Explain the historical, cultural and social context of an individual work in the arts.
JGibson
Comment on Text
Identify critical processes in the examination of works in the arts and humanities. Compare and contrast Analyze Interpret Form and test hypotheses Evaluate/form judgments
JGibson
Comment on Text
Know and use the critical process of the examination of works in the arts and humanities. Compare and contrast Analyze Interpret Form and test hypotheses Evaluate/form judgments
JGibson
Comment on Text
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing-play an instrument-read and notate music-compose and arrange-improvise
JGibson
Comment on Text
Explain the historical, cultural and social context of an individual work in the arts.
JGibson
Comment on Text
Identify, explain and analyze historical and cultural differences as they relate to works in the arts.
JGibson
Comment on Text
Identify, explain and analyze common themes, forms and techniques from works in the arts.
JGibson
Comment on Text
Explain the historical, cultural and social context of an individual work in the arts.
JGibson
Comment on Text
Explain the historical, cultural and social context of an individual work in the arts.
JGibson
Comment on Text
Identify, explain and analyze historical and cultural differences as they relate to works in the arts.
JGibson
Comment on Text
Identify, explain and analyze historical and cultural differences as they relate to works in the arts.
JGibson
Comment on Text
Identify, explain and analyze common themes, forms and techniques from works in the arts.
JGibson
Comment on Text
Know how to recognize the process of criticism in identifying and analyzing characteristics among works in the arts.
JGibson
Comment on Text
Apply the process of criticism to identify characteristics among works in the arts.
JGibson
Comment on Text
Relate works in the arts chronologically to historical events.
JGibson
Comment on Text
Identify, explain and analyze philosophical beliefs as they relate to works in the arts.
JGibson
Comment on Text
Identify, explain and analyze common themes, forms and techniques from works in the arts.
JGibson
Comment on Text
Evaluating music and music performances.
JGibson
Comment on Text
Understanding music in relation to history and culture.
PMEA Model Curriculum Framework Strand: Harmonizing Instruments
#5 Develop and refine artistic work for presentation
Rehearse, Evaluate, and Refine
MU:Pr5.1.H.5a
MU:Pr5.1.H.8a
MU:Pr5.1.HIa
MU:Pr5.1.HIIa
MU:Pr5.1.H.IIIa
Novice Intermediate 9.1.5.G 9.1.8.G 9.2.5.A 9.2.8.A Proficient Accomplished Advanced 9.1.12.G 9.2.12.L 9.3.12.A 9.3.12.B 9.3.12.G
#6 Convey meaning through the presentation of artistic work
Present
MU:Pr6.1.H.5a
MU:Pr6.1.H.8a
MU:Pr6.1.H.Ia
MU:Pr6.1.H.IIa
MU:Pr6.1.H.IIIa
Novice Intermediate 9.1.5.B 9.1.8.B 9.2.5.A 9.2.8.A 9.4.5.C 9.4.8.C Proficient Accomplished Advanced 9.1.12.B 9.2.12.A 9.2.12.L 9.4.12.C
Responding: Understanding and evaluating how the arts convey meaning
#7 Perceive and analyze artistic work
Select
MU:Re7.1.H.5a
MU:Re7.1.H.8a
MU:Re7.1.H.Ia
MU:Re7.1.H.IIa
MU:Re7.1.H.IIIa
Novice Intermediate 9.1.5.B 9.1.8.B 9.1.5.C 9.1.8.C 9.1.5.E 9.1.8.E 9.3.5.A 9.3.8.A
6 7 9
Copyright © 2016 Pennsylvania Music Educators Association. All Rights Reserved.
JGibson
Comment on Text
Apply teacher provided criteria to critique individual performances of a varied repertoire of music that includes melodies, repertoire pieces, and choral accompaniments selected for performance, and apply practice strategies to address performance challenges and refine the performances.
JGibson
Comment on Text
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.
JGibson
Comment on Text
Demonstrate and describe reasons for selecting music, based on characteristics found in the music and connections to interest, purpose, or personal experience.
JGibson
Comment on Text
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.
JGibson
Comment on Text
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).
JGibson
Comment on Text
Explain reasons for selecting music citing characteristics found in the music and connections to interest, purpose, and context.
JGibson
Comment on Text
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, down-up strumming, and Travis picking), and create rehearsal strategies to address performance challenges and refine the performances.
JGibson
Comment on Text
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, down-up strumming, and Travis picking), demonstrating sensitivity to the audience and an understanding of the context (social, cultural, or historical).
JGibson
Comment on Text
Apply criteria to select music for specified purposes, supporting choices by citing characteristics found in the music and connections to interest, purpose, and context.
JGibson
Comment on Text
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.
JGibson
Comment on Text
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).
JGibson
Comment on Text
Apply criteria to select music for a variety of purposes, justifying choices citing knowledge of the music and the specified purpose and context.
JGibson
Comment on Text
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.
JGibson
Comment on Text
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).
JGibson
Comment on Text
Select, describe, and compare a variety of individual and small group musical programs from varied cultures, genres, and historical periods.
JGibson
Comment on Text
Identify the function and benefits of rehearsal and practice sessions.
JGibson
Comment on Text
Explain the function and benefits of rehearsal and practice sessions.
JGibson
Comment on Text
Explain the historical, cultural and social context of an individual work in the arts.
JGibson
Comment on Text
Explain the historical, cultural and social context of an individual work in the arts.
JGibson
Comment on Text
Analyze the effect of rehearsal and practice sessions
JGibson
Comment on Text
Identify, explain and analyze common themes, forms and techniques from works in the arts.
JGibson
Comment on Text
Examine and apply the critical examination processes of works in the arts and humanities. Compare and contrast Analyze Interpret Form and test hypotheses Evaluate/form judgments
JGibson
Comment on Text
Determine and apply criteria to a person’s work and works of others in the arts.
JGibson
Comment on Text
Analyze works in the arts by referencing the judgments advanced by arts critics as well as one’s own analysis and critique.
JGibson
Comment on Text
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing-play an instrument-read and notate music-compose and arrange-improvise
JGibson
Comment on Text
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing-play an instrument-read and notate music-compose and arrange-improvise
JGibson
Comment on Text
Explain the historical, cultural and social context of an individual work in the arts.
JGibson
Comment on Text
Explain the historical, cultural and social context of an individual work in the arts.
JGibson
Comment on Text
Identify the attributes of various audiences’ environments as they influence individual aesthetic response.
JGibson
Comment on Text
Describe how the attributes of the audience’s environment influence aesthetic responses.
JGibson
Comment on Text
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing-play an instrument-read and notate music-compose and arrange-improvise
JGibson
Comment on Text
Explain the historical, cultural and social context of an individual work in the arts.
JGibson
Comment on Text
Identify, explain and analyze common themes, forms and techniques from works in the arts.
JGibson
Comment on Text
Compare and contrast the attributes of various audiences’ environments as they influence individual aesthetic response.
JGibson
Comment on Text
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing-play an instrument-read and notate music-compose and arrange-improvise
JGibson
Comment on Text
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing-play an instrument-read and notate music-compose and arrange-improvise
JGibson
Comment on Text
Know and use fundamental vocabulary within each of the arts forms.
JGibson
Comment on Text
Know and demonstrate how arts can communicate experiences, stories or emotions through the production of works in the arts.
JGibson
Comment on Text
Identify and use comprehensive vocabulary within each of the arts forms.
JGibson
Comment on Text
Communicate a unifying theme or point of view through the production of works in the arts.
JGibson
Comment on Text
Identify critical processes in the examination of works in the arts and humanities. Compare and contrast Analyze Interpret Form and test hypotheses Evaluate/form judgments
JGibson
Comment on Text
Know and use the critical process of the examination of works in the arts and humanities. Compare and contrast Analyze Interpret Form and test hypotheses Evaluate/form judgments
JGibson
Comment on Text
Listening to, analyzing, and describing music
JGibson
Comment on Text
Evaluating music and music performances.
JGibson
Comment on Text
Understanding music in relation to history and culture.
PMEA Model Curriculum Framework Strand: Harmonizing Instruments
Proficient Accomplished Advanced 9.1.12.B 9.1.12.C 9.2.12.A 9.2.12.I 9.3.12.A Novice Intermediate 9.2.5.A 9.2.8.A 9.3.5.A 9.3.8.A 9.3.5.B 9.3.8.B 9.3.5.D 9.3.8.D Proficient Accomplished Advanced 9.1.12.B 9.1.12.F 9.2.12.A 9.2.12.J 9.3.12A
Analyze
MU:Re7.2.H.5a
MU:Re7.2.H.8a
MU:Re7.2.H.Ia
MU:Re7.2.H.IIa
MU:Re7.2.H.IIIa
#8 Interpret intent and meaning in artistic work
Interpret
MU:Re8.1.H.5a
MU:Re8.1.H.8a
MU:Re8.1.H.Ia
MU:Re8.1.H.IIa
MU:Re8.1.H.IIIa
Novice Intermediate 9.1.5.B 9.1.8.B 9.1.5.C 9.1.8.C 9.2.5.A 9.2.8.A Proficient Accomplished Advanced 9.1.12.B 9.1.12.F 9.2.12.A 9.3.12.G 9.4.12.D
Copyright © 2016 Pennsylvania Music Educators Association. All Rights Reserved.
JGibson
Comment on Text
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.
JGibson
Comment on Text
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.
JGibson
Comment on Text
Describe how the way that the elements of music are manipulated and knowledge of the context (social and cultural) inform the response.
JGibson
Comment on Text
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.
JGibson
Comment on Text
Compare passages in musical selections and explain how the elements of music and context (social, cultural, or historical) inform the response.
JGibson
Comment on Text
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.
JGibson
Comment on Text
Explain how the analysis of the structures and context (social, cultural, and historical) of contrasting musical selections inform the response.
JGibson
Comment on Text
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.
JGibson
Comment on Text
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.
JGibson
Comment on Text
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.
JGibson
Comment on Text
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing-play an instrument-read and notate music-compose and arrange-improvise
JGibson
Comment on Text
Integrate and apply advanced vocabulary to the arts forms.
JGibson
Comment on Text
Explain the historical, cultural and social context of an individual work in the arts.
JGibson
Comment on Text
Identify, explain and analyze philosophical beliefs as they relate to works in the arts.
JGibson
Comment on Text
Explain and apply the critical examination processes of works in the arts and humanities. Compare and contrast Analyze Interpret Form and test hypotheses Evaluate/form judgments
JGibson
Comment on Text
Explain the historical, cultural and social context of an individual work in the arts.
JGibson
Comment on Text
Explain the historical, cultural and social context of an individual work in the arts.
JGibson
Comment on Text
Identify critical processes in the examination of works in the arts and humanities. Compare and contrast Analyze Interpret Form and test hypotheses Evaluate/form judgments
JGibson
Comment on Text
Know and use the critical process of the examination of works in the arts and humanities. Compare and contrast Analyze Interpret Form and test hypotheses Evaluate/form judgments
JGibson
Comment on Text
Describe works in the arts comparing similar and contrasting characteristics.
JGibson
Comment on Text
Analyze and interpret specific characteristics of works in the arts within each art form.
JGibson
Comment on Text
Compare similar and contrasting important aspects of works in the arts and humanities based on a set of guidelines using a comprehensive vocabulary of critical response.
JGibson
Comment on Text
Evaluate works in the arts and humanities using a complex vocabulary of critical response.
JGibson
Comment on Text
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing-play an instrument-read and notate music-compose and arrange-improvise
JGibson
Comment on Text
Analyze works of arts influenced by experiences or historical and cultural events through production, performance or exhibition.
JGibson
Comment on Text
Explain the historical, cultural and social context of an individual work in the arts.
JGibson
Comment on Text
Identify, explain and analyze historical and cultural differences as they relate to works in the arts.
JGibson
Comment on Text
Explain and apply the critical examination processes of works in the arts and humanities. Compare and contrast Analyze Interpret Form and test hypotheses Evaluate/form judgments
JGibson
Comment on Text
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing-play an instrument-read and notate music-compose and arrange-improvise
JGibson
Comment on Text
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing-play an instrument-read and notate music-compose and arrange-improvise
JGibson
Comment on Text
Know and use fundamental vocabulary within each of the arts forms.
JGibson
Comment on Text
Identify and use comprehensive vocabulary within each of the arts forms.
JGibson
Comment on Text
Explain the historical, cultural and social context of an individual work in the arts.
JGibson
Comment on Text
Explain the historical, cultural and social context of an individual work in the arts.
JGibson
Comment on Text
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing-play an instrument-read and notate music-compose and arrange-improvise
JGibson
Comment on Text
Analyze works of arts influenced by experiences or historical and cultural events through production, performance or exhibition
JGibson
Comment on Text
Explain the historical, cultural and social context of an individual work in the arts.
JGibson
Comment on Text
Analyze works in the arts by referencing the judgments advanced by arts critics as well as one’s own analysis and critique.
JGibson
Comment on Text
Analyze and interpret a philosophical position identified in works in the arts and humanities.
PMEA Model Curriculum Framework Strand: Harmonizing Instruments
#9 Apply criteria to evaluate artistic work
Evaluate
MU:Re9.1.H.5a
MU:Re9.1.H.8a
MU:Re9.1.H.Ia
MU:Re9.1.H.IIa
MU:Re9.1.H.IIIa
Novice Intermediate 9.1.5.E 9.1.8.E 9.2.5.A 9.2.8.A 9.3.5.A 9.3.8.A 9.4.5.D 9.4.8.D Proficient Accomplished Advanced 9.2.12.A 9.3.12.A 9.3.12.D 9.3.12.E 9.3.12.G
Connecting: Relating artistic ideas and work with personal meaning and external context
#10 Synthesize and relate knowledge and experiences to make art
MU:Cn10.0.H.5a
MU:Cn10.0.H.8a
MU:Cn10.0.H.Ia
MU:Cn10.0.H.IIa
MU:Cn10.0.H.IIIa
Novice Intermediate 9.1.5A 9.1.8.A 9.1.5.B 9.1.8.B 9.1.5.E 9.1.8.E 9.2.5.I 9.2.8.I 9.3.5.D 9.3.8.D 9.4.5.A 9.4.8.A 9.4.5.D 9.4.8.D Proficient Accomplished Advanced 9.1.12.A 9.1.12.B 9.2.12.A 9.2.12.I 9.2.12.L 9.3.12.A 9.3.12.B 9.3.12.E 9.3.12.F 9.3.12.G 9.4.12.A 9.4.12.B 9.4.12.D
6 7 8 9
Copyright © 2016 Pennsylvania Music Educators Association. All Rights Reserved.
JGibson
Comment on Text
Identify and describe how interest, experiences, and contexts (personal or social) effect the evaluation of music.
JGibson
Comment on Text
Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
JGibson
Comment on Text
Explain the influence of experiences and contexts (personal, social, or cultural) on interest in and the evaluation of a varied repertoire of music.
JGibson
Comment on Text
Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
JGibson
Comment on Text
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.
JGibson
Comment on Text
Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
JGibson
Comment on Text
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.
JGibson
Comment on Text
Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating, performing, and responding to music.
JGibson
Comment on Text
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.
JGibson
Comment on Text
Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating, performing, and responding to music.
JGibson
Comment on Text
Know and demonstrate how arts can communicate experiences, stories or emotions through the production of works in the arts.
JGibson
Comment on Text
Communicate a unifying theme or point of view though the production of works in the arts.
JGibson
Comment on Text
Explain the historical, cultural and social context of an individual work in the arts.
JGibson
Comment on Text
Explain the historical, cultural and social context of an individual work in the arts.
JGibson
Comment on Text
Identify critical processes in the examination of works in the arts and humanities. Compare and contrast Analyze Interpret Form and test hypotheses Evaluate/form judgments
JGibson
Comment on Text
Know and use the critical process of the examination of works in the arts and humanities. Compare and contrast Analyze Interpret Form and test hypotheses Evaluate/form judgments
JGibson
Comment on Text
Explain choices made regarding media, technique, form, subject matter and themes that communicate the artist’s philosophy within a work in the arts and humanities.
JGibson
Comment on Text
Describe to what purpose philosophical ideas generated by artists can be conveyed through works in the arts and humanities.
JGibson
Comment on Text
Explain the historical, cultural and social context of an individual work in the arts.
JGibson
Comment on Text
Explain and apply the critical examination processes of works in the arts and humanities. Compare and contrast Analyze Interpret Form and test hypotheses Evaluate/form judgments
JGibson
Comment on Text
Analyze and interpret works in the arts and humanities from different societies using culturally specific vocabulary of critical response.
JGibson
Comment on Text
Examine and evaluate various types of critical analysis of works in the arts and humanities. Contextual criticism Formal criticism Intuitive criticism
JGibson
Comment on Text
Analyze works in the arts by referencing the judgments advanced by arts critics as well as one’s own analysis and critique.
JGibson
Comment on Text
Know and use the elements and principles of each art form to create works in the arts and humanities. Elements: duration-intensity-pitch-timbre Principles: composition-form-genre-harmony-rhythm-texture
JGibson
Comment on Text
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing-play an instrument-read and notate music-compose and arrange-improvise
JGibson
Comment on Text
Know and demonstrate how arts can communicate experiences, stories or emotions through the production of works in the arts.
JGibson
Comment on Text
Identify, explain and analyze philosophical beliefs as they relate to works in the arts.
JGibson
Comment on Text
Compare similar and contrasting important aspects of works in the arts and humanities using a comprehensive vocabulary of critical response.
JGibson
Comment on Text
Identify uses of expressive symbols that show philosophical meanings in works in the arts and humanities.
JGibson
Comment on Text
Explain choices made regarding media, technique, form, subject matter and themes that communicate the artist’s philosophy within a work in the arts and humanities.
JGibson
Comment on Text
Know and use the elements and principles of each art form to create works in the arts and humanities. Elements: duration-intensity-pitch-timbre Principles: composition-form-genre-harmony-rhythm-texture
JGibson
Comment on Text
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing-play an instrument-read and notate music-compose and arrange-improvise
JGibson
Comment on Text
Communicate a unifying theme or point of view through the production of works in the arts.
JGibson
Comment on Text
Identify, explain and analyze philosophical beliefs as they relate to works in the arts.
JGibson
Comment on Text
Evaluate works in the arts and humanities using a complex vocabulary of critical response.
JGibson
Comment on Text
Compare and contrast examples of group and individual philosophical meanings of works in the arts and humanities.
JGibson
Comment on Text
Describe to what purpose philosophical ideas generated by artists can be conveyed through works in the arts and humanities.
JGibson
Comment on Text
Know and use the elements and principles of each art form to create works in the arts and humanities. Elements: duration-intensity-pitch-timbre Principles: composition-form-genre-harmony-rhythm-texture
JGibson
Comment on Text
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing-play an instrument-read and notate music-compose and arrange-improvise
JGibson
Comment on Text
Explain the historical, cultural and societal context of an individual work in the arts.
JGibson
Comment on Text
Identify, explain and analyze philosophical beliefs as they relate to works in the arts.
JGibson
Comment on Text
Identify, explain and analyze common themes form and techniques from works in the arts.
JGibson
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Explain and apply the critical examination processes of works in the arts and humanities. Compare and contrast Analyze Interpret Form and test hypotheses Evaluate/form judgments
JGibson
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Determine and apply criteria to a person’s work and works of others in the arts.
JGibson
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Examine and evaluate various types of critical analysis of works in the arts and humanities. Contextual criticism Formal criticism Intuitive criticism
JGibson
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Analyze the processes of criticism used to compare the meanings of a work in the arts in both its own and present time.
JGibson
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Analyze works in the arts by referencing the judgments advanced by arts critics as well as one’s own analysis and critique.
JGibson
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Evaluate an individual’s philosophical statement on a work in the arts and its relationship to one’s own life based on knowledge and experience.
JGibson
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Describe and analyze the effects that works in the arts have on groups, individuals and the culture.
JGibson
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Analyze and interpret a philosophical position identified in works in the arts and humanities.
JGibson
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Listening to, analyzing, and describing music.
JGibson
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Evaluating music and music performances.
JGibson
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Understanding relationships between music, the other arts, and disciplines outside the arts.
JGibson
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Understanding music in relation to history and culture
PMEA Model Curriculum Framework Strand: Harmonizing Instruments
#11 Relate artistic ideas and works with societal, cultural and historical context to deepen understanding
MU:Cn11.0.H.5a
MU:Cn11.0.H.8a
MU:Cn11.0.H.Ia
MU:Cn11.0.H.IIa
MU:Cn11.0.H.IIIa
Novice Intermediate 9.1.5.E 9.1.5.I 9.1.8.I 9.1.5.K 9.1.8.K 9.2.5.A 9.2.8.A 9.2.5.B 9.2.8.B 9.2.5.C 9.2.8.C 9.2.5.E 9.2.8.E 9.2.5.F 9.2.8.F 9.2.5.G 9.2.8.G 9.2.5.H 9.2.8.H 9.2.5.K 9.2.8.K 9.2.5.L 9.2.8.L 9.3.5.B 9.3.8.B 9.3.5.D 9.3.8.D Proficient Accomplished Advanced 9.1.12.E 9.1.12.F 9.1.12.I 9.1.12.K 9.2.12.A 9.2.12.B 9.2.12.C 9.2.12.D 9.2.12.E 9.2.12.G 9.2.12.H 9.2.12.J 9.2.12.K 9.3.12.A 9.3.12.D 9.4.12.B
Copyright © 2016 Pennsylvania Music Educators Association. All Rights Reserved.
JGibson
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Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
JGibson
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Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
JGibson
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Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
JGibson
Comment on Text
Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
JGibson
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Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
JGibson
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Know and demonstrate how arts can communicate experiences stories or emotions through the production of works in the arts.
JGibson
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Describe arts events that take place in schools and in communities.
JGibson
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Apply traditional and contemporary technology in furthering knowledge and understanding in the humanities.
JGibson
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Explain the historical, cultural and social context of an individual work in the arts.
JGibson
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Relate works in the arts chronologically to historical events.
JGibson
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Relate works in the arts to varying styles and genre and to the periods in which they were created.
JGibson
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Analyze how historical events and culture impact forms, techniques and purposes of works in the arts.
JGibson
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Know and apply appropriate vocabulary used between social studies and the arts and humanities.
JGibson
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Relate works in the arts to geographic regions: Africa, Asia, Australia, Central America, Europe, North America, South America
JGibson
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Identify, describe and analyze the work of Pennsylvania Artists in dance, music, theatre and visual arts.
JGibson
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Identify, explain and analyze historical and cultural differences as they relate to works in the arts
JGibson
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Identify, explain and analyze common themes, forms and techniques from works in the arts.
JGibson
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Describe works in the arts comparing similar and contrasting characteristics.
JGibson
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Compare similar and contrasting important aspects of works in the arts and humanities based on a set of guidelines using a comprehensive vocabulary of critical response.
JGibson
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Know where arts events, performances and exhibitions occur and how to gain admission
JGibson
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Incorporate specific uses of traditional and contemporary technologies in furthering knowledge and understanding in the humanities.
JGibson
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Explain the historical, cultural and social context of an individual work in the arts.
JGibson
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Relate works in the arts chronologically to historical events.
JGibson
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Relate works in the arts to varying styles and genre and to the periods in which they were created.
JGibson
Comment on Text
Analyze how historical events and culture impact forms, techniques and purposes of works in the arts.
JGibson
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Know and apply appropriate vocabulary used between social studies and the arts and humanities.
JGibson
Comment on Text
Relate works in the arts to geographic regions: Africa, Asia, Australia, Central America, Europe, North America, South America
JGibson
Comment on Text
Identify, describe and analyze the work of Pennsylvania Artists in dance, music, theatre and visual arts.
JGibson
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Identify, explain and analyze historical and cultural differences as they relate to works in the arts
JGibson
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Identify, explain and analyze common themes, forms and techniques from works in the arts.
JGibson
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Analyze and interpret specific characteristics of works in the arts within each art form
JGibson
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Evaluate works in the arts and humanities using a complex vocabulary of critical response.
JGibson
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Delineate a unifying theme through the production of a work of art that reflects skills in media processes and techniques
JGibson
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Analyze works of arts influenced by experiences or historical and cultural events through production, performance or exhibition.
JGibson
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Distinguish among a variety of regional arts events and resources and analyze methods of selection and admission.
JGibson
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Analyze and evaluate the use of traditional and contemporary technologies in furthering knowledge and understanding in the humanities.
JGibson
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Explain the historical, cultural and social context of an individual work in the arts.
JGibson
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Relate works in the arts chronologically to historical events.
JGibson
Comment on Text
Relate works in the arts to varying styles and genre and to the periods in which they were created.
JGibson
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Analyze a work of art from its historical and cultural perspective.
JGibson
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Analyze how historical events and culture impact forms, techniques and purposes of works in the arts.
JGibson
Comment on Text
Relate works in the arts to geographic regions: Africa, Asia, Australia, Central America, Europe, North America, South America
JGibson
Comment on Text
Identify, describe and analyze the work of Pennsylvania Artists in dance, music, theatre and visual arts.
JGibson
Comment on Text
Identify, explain and analyze historical and cultural differences as they relate to works in the arts.
JGibson
Comment on Text
Identify, explain and analyze historical and cultural differences as they relate to works in the arts
JGibson
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Explain and apply the critical examination processes of works in the arts and humanities. Compare and contrast Analyze Interpret Form and test hypotheses Evaluate/form judgments
JGibson
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Analyze and interpret works in the arts and humanities from different societies using culturally specific vocabulary of critical response.
JGibson
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Describe and analyze the effects that works in the arts have on groups, individuals and the culture.
