Grade 6 Fine Arts Arkansas Standards

Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Students will synthesize and relate knowledge and personal experiences to make art.

Connecting

Students will apply criteria to evaluate artistic work.

Students will interpret intent and meaning in artistic work.

Students will perceive and analyze artistic work.

Responding

Students will convey meaning through the presentation of artistic work.

Students will develop and refine artistic techniques and work for presentation.

Students will analyze, interpret, and select artistic work for presentation.

Performing

Students will refine and complete artistic work.

Students will organize and develop artistic ideas and work.

Students will generate and conceptualize artistic ideas and work.

Creating

I can research career opportunities in music.

I can explore events from a variety of cultures through listening, singing, moving, and playing.

I can identify in-depth connections between art forms and subjects.

I can research the manner in which individual experiences and influences impact a musical work.

I can use a student-created rubric to evaluate musical works and performances.

I can identify composers’ and performers’ use of the elements of music and expressive qualities to convey intent.

I can interpret how a composition shows expressive intent through the elements of music and context.

I can explain how others might respond to music based on specific musical ideas.

I can use evidence from music to explain why it was selected.

I can demonstrate appropriate listening skills and performance standards in rehearsal, as an audience member, or as a performer.

I can demonstrate simple conducting patterns.

I can read complex music symbols and terms in preparing for a performance.

I can sing and play a variety of complex musical works with expression.

I can select music to perform based on personal influence and technical skill with my teacher’s help.

I can compare and contrast musical forms.

I can identify voice type by sound.

I can share a personal composition using expression and correct technique.

I can evaluate my work using a teacher-provided rubric.

I can create a musical piece using notation.

I can name the lines and spaces of the bass clef.

I can create a musical piece based on a simple (AB) form.

I can integrate musical ideas within guidelines.

I can improvise through collaboration to arrange a variety of musical styles.

I can compare and contrast career opportunities in music.

I can experience events from a variety of cultures through listening, singing, moving, and playing.

I can interpret in-depth connections between art forms and subjects.

I can analyze and evaluate the impact of a musical performance.

I can analyze and evaluate individual experiences and influences that provide context for personal musical work.

I can justify the selection of criteria to evaluate musical works and performances.

I can explain composers’ and performers’ use of the elements of music and expressive qualities to convey intent.

I can communicate and defend my personal interpretation of contrasting works

I can describe how the elements of music, expressive qualities, and the context of music relate to the structure of the musical ideas.

I can use evidence to explain connections between selected music.

I can adjust appropriate listening skills and performance standards to different environments.

I can respond to and demonstrate artistic conducting.

I can interpret complex music symbols and terms in preparing for a performance.

I can sing and play a variety of complex musical works with expression and explain my choices.

I can explain the influence of expressive elements and technical challenges of my choice.

I can select music of different styles to perform with the help of my peers and teacher.

I can analyze individual voice and instrumental sounds and musical forms.

I can share an original composition and explain my choices.

I can evaluate my work and apply revisions independently.

I can create a musical piece using more complex notation.

I can create a musical piece based on an extended (rondo) form.

I can integrate more complex musical ideas within guidelines.

I can improvise and explain intent using melody, rhythm, and harmony.

Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Students will synthesize and relate personal experiences to make art.

Connecting

Students will apply criteria to evaluate artistic work.

Students will interpret intent and meaning in artistic work.

Students will perceive and analyze artistic work.

Responding

Students will convey meaning through the presentation of artistic work.

Students will develop and refine artistic techniques and work for presentation.

Students will select, analyze, and interpret artistic work for presentation.

Performing

Students will refine and complete artistic work.

Students will organize and develop artistic ideas and work.

Students will generate and conceptualize artistic ideas and work.

Creating

I can identify, with guidance, connections between musical works and the other arts and other contexts.

I can identify how personal experiences influence musical performances.

I can identify criteria to evaluate music with teacher guidance.

I can identify the meaning of music and the composer’s intent in a musical work with teacher guidance.

I can identify reasons for selecting music based on characteristics of the music and personal interest with teacher guidance.

I can develop proper stage and listening etiquette and performance standards with teacher guidance.

I can perform basic phrasing and expression with teacher guidance.

I can play basic written articulations with limited teacher guidance.

I can improve my tone quality, pitch, and contributions to ensemble sound with limited teacher guidance.

I can read and play basic musical notes.

I can identify basic elements of music with limited teacher guidance.

I can distinguish between music in contrasting styles with limited guidance.

I can share and reflect on short rhythmic and/ or melodic patterns.

I can create and notate a rhythmic or melodic idea with teacher guidance.

I can improvise a short rhythmic and/or melodic pattern with teacher guidance.

I can independently identify connections between musical works and the other arts and other contexts.

I can explain how personal experiences, knowledge, and skills influence musical performances.

I can independently identify criteria to evaluate music.

I can independently identify the meaning of music and the composer’s intent in a musical work.

I can independently identify reasons for selecting music based on characteristics of the music and personal interest.

I can practice proper stage and listening etiquette and performance standards with limited teacher guidance.

I can independently perform basic phrasing and expression.

I can independently play basic written articulations.

I can independently improve my tone quality, pitch, and contributions to ensemble sound.

I can read and play basic musical notation and time signatures.

I can independently describe basic elements of music.

I can independently explain the differences between music in contrasting styles.

I can share, reflect on, and refine motives, with guidance, based on teacher-provided criteria.

I can create and notate a motive with teacher guidance.

I can improvise a motive with teacher guidance.

I can explain connections between musical works and the other arts and other contexts.

I can connect personal knowledge, skills, and experiences to musical performances.

I can develop criteria to evaluate music with teacher guidance.

I can interpret the meaning of music and the composer’s intent with teacher guidance.

I can discuss reasons for selecting music based on characteristics of the music and personal interest.

I can independently practice stage and listening etiquette and performance standards.

I can perform increasingly complex phrasing and expression with teacher guidance.

I can play increasingly complex articulations at various tempos with limited teacher guidance.

I can perform with a characteristic tone quality and identify issues with intonation and ensemble sound with limited teacher guidance.

I can read, play, and sight-read increasingly complex musical notation, time signatures, key signatures, and symbols.

I can identify more complex compositional devices and expressive qualities with teacher guidance.

I can identify and apply criteria for the selection of music based on technical and expressive skills of the individual or ensemble with teacher guidance.

I can share, reflect on, and refine a rhythmic and/or melodic pattern based on collaboratively-developed criteria, using technology when available.

I can develop and notate a rhythmic and/or melodic pattern, with limited teacher guidance, using technology when available.

I can improvise a rhythmic and/or melodic pattern with limited teacher guidance.

I can analyze connections between musical works and the other arts and other contexts.

I can apply personal knowledge, skills, and experiences to interpret the composer’s intent.

I can independently develop criteria to evaluate music.

I can independently interpret the meaning of music and the composer’s intent.

I can explain reasons for selecting music, citing characteristics of the music and connections to interest, purpose, and context.

I can discuss the reasons for practicing appropriate stage and listening etiquette and performance standards.

I can independently perform increasingly complex phrasing and expression.

I can independently play increasingly complex articulations at various tempos.

I can independently perform with a characteristic tone quality and identify issues with intonation and ensemble sound.

I can read, play, and sight-read increasingly complex musical notation, time signatures, key signatures, symbols, and terminology.

I can independently analyze more complex compositional devices and expressive qualities.

I can independently develop criteria for the selection of music based on technical and expressive skills of the individual or ensemble.

I can share, reflect on, and refine short rhythmic and/or melodic phrases based on a motive applying collaboratively-developed criteria, using technology when available.

I can develop and notate a short rhythmic and/or melodic phrase based on a motive with limited teacher guidance, using technology when available.

I can improvise a short rhythmic and/or melodic phrase based on a motive with limited teacher guidance.

I can research and analyze the historical and cultural relationships between music and other disciplines.

I can evaluate the quality of a musical performance using personal knowledge, skills, and experiences that convey the composer’s intent.

I can evaluate music using collaboratively created criteria.

I can analyze the meaning of music and the composer’s intent using collaboratively created criteria.

I can use provided criteria to justify choices made when selecting music.

I can explain the impact of practicing appropriate listening etiquette and performance standards on the performance.

I can assess and adjust phrasing and expression in musical performances using collaboratively created criteria.

I can play complex articulation patterns at various tempos with increased accuracy.

I can assess and adjust tone quality, intonation, and ensemble sound, using collaboratively created criteria.

I can read, play, and sight-read advanced musical notation, time signatures, key signatures, symbols, and terminology in various languages.

I can explain how compositional devices, theoretical and formal characteristics, and/or expressive qualities may inform performances with limited teacher guidance.

I can identify and apply criteria for the selection of music based on theoretical and structural characteristics and/or technical and expressive challenges with teacher guidance.

I can share, reflect on, and refine ideas for melodies and rhythmic passages based on personally-developed criteria, using technology when available.

I can independently compose ideas for melodies and rhythmic passages, using technology when available.

I can independently improvise ideas for melodies and rhythmic passages.

I can research and analyze a specific piece of music in respect to its time period, region, and culture.

I can defend my interpretation of a musical work that conveys the composer’s intent.

I can evaluate music using personally developed criteria.

I can analyze the meaning of music and the composer’s intent using personally developed criteria.

I can use research and provided criteria to justify choices made when selecting music by citing knowledge of the music and the specified purpose and context.

I can model proper stage and listening etiquette and performance standards.

I can assess and adjust phrasing and expression in musical performances using personally developed criteria.

I can play complex articulation patterns at various tempos at a superior level.

I can assess and adjust tone quality, intonation, and ensemble sound, using personally developed criteria.

I can read, play, and sight-read increasingly advanced musical notation, time signatures, key signatures, symbols, terminology in various languages, and nontraditional notation.

I can independently critique how compositional devices, theoretical and formal characteristics, and/or expressive qualities may inform performances.

I can independently develop criteria for the selection of music based on theoretical and structural characteristics and/or technical and expressive challenges.

I can share, reflect on, and refine ideas for arrangements, sections, and/or short compositions based on personally developed criteria, using technology when available.

I can independently compose ideas for arrangements, sections, and/or short compositions, using technology when available.

I can independently improvise ideas for arrangements, sections, and/or short compositions

Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Students will synthesize and relate personal experiences to make art.

Connecting

Students will apply criteria to evaluate artistic work.

Students will interpret intent and meaning in artistic work.

Students will perceive and analyze artistic work.

Responding

Students will convey meaning through the presentation of artistic work.

Students will develop and refine artistic techniques and work for presentation.

Students will select, analyze, and interpret artistic work for presentation.

Performing

Students will refine and complete artistic work.

Students will organize and develop artistic ideas and work.

Students will generate and conceptualize artistic ideas and work.

Creating

I can identify, with guidance, connections between musical works and the other arts and other contexts.

I can identify how personal experiences influence musical performances.

I can identify criteria to evaluate group performances and individual improvisation with teacher guidance.

I can identify the expressive intent of different jazz styles with teacher guidance.

I can identify reasons for selecting music based on contexts and elements of jazz music and personal interest with teacher guidance.

I can develop proper stage and listening etiquette and performance standards with teacher guidance.

I can demonstrate elements and principles of jazz phrasing and expression through basic jazz articulations and styles with teacher guidance.

I can play basic jazz drum set patterns or jazz scales in various modes

I can identify basic instrument-specific jazz techniques.

Students will develop and refine artistic techniques and work for presentation.

I can explore and sightread jazz music in contrasting styles.

I can improvise and refine solos over simple chord progressions with teacher guidance.

I can identify jazz notation and chord symbols in varied styles with teacher guidance.

I can improvise, through various media, simple rhythms and note patterns in the jazz style with teacher guidance.

I can independently identify connections between musical works and the other arts and other contexts.

I can explain how personal experiences, knowledge, and skills influence musical performances.

I can independently identify criteria to evaluate group performances and individual improvisation.

I can independently identify the expressive intent of different jazz styles.

I can independently identify reasons for selecting music based on contexts and elements of jazz music and personal interest.

I can practice proper stage and listening etiquette and performance standards with limited teacher guidance.

I can independently demonstrate elements and principles of jazz phrasing and expression through basic jazz articulations and styles.

I can play basic jazz drum set patterns or jazz scales in various modes from memory

I can demonstrate basic instrument-specific jazz techniques.

I can independently improve my jazz tone quality, pitch, and contributions to ensemble sound.

I can identify the characteristic of and sight-read jazz music in contrasting styles.

I can independently improvise and refine solos over simple chord progressions

I can independently identify jazz notation and chord symbols in varied styles.

I can independently improvise, through various media, simple rhythms and note patterns in the jazz style.

I can explain connections between musical works and the other arts and other contexts.

I can connect personal knowledge, skills, and experiences to musical performances.

I can develop criteria to evaluate group performances and individual improvisation with teacher guidance.

I can articulate the expressive intent of different jazz styles with teacher guidance.

I can discuss reasons for selecting music based on contexts and elements of jazz music and personal interest.

I can independently practice stage and listening etiquette and performance standards.

I can demonstrate elements and principles of jazz phrasing and expression through more complex jazz articulations and styles with teacher guidance.

I can play more complex jazz drum set patterns or jazz scales in various modes.

I can demonstrate increasingly complex, instrument-specific jazz techniques.

I can play with a characteristic jazz tone quality and identify issues with intonation and ensemble sound with limited teacher guidance.

I can analyze and sightread jazz music in contrasting styles with teacher guidance.

I can improvise and refine solos over moderately complex chord progressions with teacher guidance.

I can write jazz notation and chord symbols in varied styles with teacher guidance.

I can improvise, through various media, moderately complex rhythms and note patterns in the jazz style with teacher guidance.

I can analyze connections between musical works and the other arts and other contexts.

I can apply personal knowledge, skills, and experiences to interpret the composer’s intent.

I can independently develop criteria to evaluate group performances and individual improvisation.

I can independently articulate the expressive intent of different jazz styles.

I can explain reasons for selecting music, citing connections to interest, purpose, and context.

I can discuss the reasons for practicing appropriate stage and listening etiquette and performance standards.

I can independently demonstrate fundamental elements and principles of jazz phrasing and expression through more complex jazz articulation and styles.

I can play more complex jazz drum set patterns or jazz scales in various modes from memory

I can refine the execution of increasingly complex, instrument-specific jazz techniques.

I can independently play with a characteristic jazz tone quality and identify issues with intonation and ensemble sound.

I can independently analyze and sight-read jazz music in contrasting styles.

I can independently improvise and refine solos over moderately complex chord progressions with teacher guidance.

I can independently write jazz notation and chord symbols in varied styles.

I can independently improvise, through various media, moderately complex rhythms and note patterns in the jazz style.

I can research and analyze the historical and cultural relationships between musical works, other art forms, and other contexts.

I can evaluate the quality of a musical performance using personal knowledge, skills, and experiences that convey the composer’s intent.

I can use collaboratively-developed criteria to evaluate group performances and individual improvisation.

I can compare and contrast the expressive intent of different jazz styles.

I can use provided criteria to justify choices made when selecting jazz music.

I can explain the impact on the performance of practicing appropriate listening etiquette and performance standards.

I can demonstrate elements and principles of jazz phrasing and expression through advanced jazz articulation and styles with teacher guidance.

I can play advanced jazz drum set patterns or jazz scales in various modes.

I can execute advanced instrument-specific jazz techniques.

I can assess and adjust jazz tone quality, intonation, and ensemble sound using collaboratively created criteria.

I can apply the nuances of jazz music in contrasting styles to sight-reading and playing with teacher guidance.

I can improvise and refine solos over advanced chord progressions with teacher guidance.

I can compose using advanced jazz notation and chord symbols in varied styles with teacher guidance.

I can improvise, through various media, advanced rhythms and note patterns in the jazz style with teacher guidance.

I can research and analyze a specific piece of music in respect to its time period, region, and culture.

I can defend my interpretation of a musical work that conveys the composer’s intent.

I can use independently-developed criteria to evaluate group performances and individual improvisation.

I can defend a personal interpretation of the expressive intent of different jazz styles.

I can use research and provided criteria to justify choices made when selecting jazz music by citing knowledge of the music and the specified purpose and context.

I can model proper stage and listening etiquette and performance standards

I can independently demonstrate elements and principles of jazz phrasing and expression through advanced jazz articulation and styles.

I can play advanced jazz drum set patterns or jazz scales in various modes from memory.

I can refine the execution of advanced instrument-specific jazz techniques.

I can assess and adjust jazz tone quality, intonation, and ensemble sound using self-created criteria.

I can independently apply the nuances of jazz music to contrasting styles in sight-reading and playing.

I can independently improvise and refine solos over advanced chord progressions.

I can compose using advanced jazz notation and chord symbols in varied styles.

I can independently improvise, through various media, advanced rhythms and note patterns in the jazz style.

Connecting

Students will synthesize and relate knowledge and personal experiences to make art.

Relate: Students will relate personal, cultural, and global perspectives and beliefs to theatrical works.

I can examine various cultural perspectives, community beliefs, and personal beliefs in a theatrical work.

I can incorporate multiple cultural perspectives, global perspectives, community beliefs, and personal beliefs in a scripted or improvised theatrical work.

Relate: Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Incorporate: Students will recognize and incorporate multiple art forms, cultural traditions, and social themes in theatrical works.

I can investigate universal themes from a particular cultural, global, or historical perspective in a drama/theatre work.

I can incorporate relevant music, dance, art, and/or media into a drama/theatre work.

I can dramatize universal themes and/or social issues from a particular cultural, global, or historical perspective in a drama/theatre work.

Research: Students will investigate historical contexts and/or cultural influences in theatrical works.

I can compare the various conventions and terminology of different time periods.

I can investigate time periods in the history of theatre.

I can investigate historical context and/ or cultural influences on the work of a playwright.

I can research one or more sources of information to determine how a playwright intended a drama/theatre work to be produced.

I can compare crosscultural or historical approaches to storytelling in a drama/ theatre work.

Creating

Students will generate and conceptualize artistic ideas and work.

Imagine: Students will conceive plot, characters, dialogue, and stage movement through exploration.

I can identify how characters, dialogue, and stage movement communicate characters and relationships and support the story as a whole.

I can plan intentional choices for characters, dialogue, and stage movement that support the characters’ relationships and the story as a whole.

Design: Students will design and create technical elements for a drama/theatre work.

I can collaborate with others to identify and analyze design and technical challenges.

I can collaborate with others and use available technology to design one or more technical elements.

Characterize: Students will explore characters and describe vocal qualities, physical qualities, and movement that reveal the character’s traits.

I can analyze how a character’s background affects movement, speech, and inner thoughts.

I can explore multiple characters’ movements, speech, and inner thoughts.

I can analyze a character’s inner thoughts, objectives, and motivation and suggest vocal and physical qualities that reveal those character traits.

Students will organize and develop artistic ideas and work.

Develop: Students will explore story elements to develop and write original material.

I can develop a dramatic piece based on familiar stories that includes monologue or dialogue and action.

I can develop a dramatic piece of a familiar story, personal experience, or a historical or cultural event using dialogue.

I can develop an original dramatic piece that includes monologue or dialogue, action, and setting.

Collaborate: Students will collaborate with a creative team to prepare for a drama/theatre work.

I can contribute to the production of a drama/theatre work and demonstrate my relationship to other team members.

I can collaborate with a creative team to share leadership roles and responsibilities and demonstrate respect for self and others to prepare for a drama/ theatre work.

Students will refine and complete artistic work.

Refine: Students will apply self-reflection and peer feedback to refine artistic work.

I can use repetition to refine an improvised or scripted story

I can refine an improvised or scripted story through repetition, reflection, and feedback.

Performing

Students will select, analyze, and interpret artistic work for presentation.

Choose: Students will make appropriate acting and staging choices that advance the story.

I can consider different options for staging a scene and try one or more options.

I can identify the key events of a story that are the most important for telling the story.

I can consider different options for staging a scene and choose the one(s) that work best for the story or play.

Select: Students will select voice, movement, and expression to interpret a drama/theatre work.

I can identify physical and vocal choices to show motivation and emotions behind an individual character’s actions.

I can apply a character’s motivation, objectives, and tactics in a drama/ theatre work to overcome obstacles by making vocal and physical choices.

I can use physical and vocal choices to show a character’s motivation, objectives, and emotions in a drama/theatre work.

Students will develop and refine artistic techniques and work for presentation.

Prepare: Students will cultivate physical and vocal qualities to develop characters.

I can identify effective physical, vocal, and emotional traits of characters in the preparation of a scripted or improvised drama/ theatre work.

I can refine effective character traits through the preparation of a scripted or improvised drama/theatre work.

Rehearse: Students will apply theatre exercises to technical acting skills.

I can practice a variety of acting techniques that will help me develop a character.

I can apply a variety of acting techniques that will help me portray a specific character in a drama/theatre work.

Prepare: Students will use and design technical elements.

I can analyze a planned technical design during the rehearsal process for a scripted drama/ theatre work.

I can identify appropriate vocabulary to describe various types of stage spaces.

I can refine and apply solutions to a planned technical design during the rehearsal process for a drama/theatre work through collaboration with peers and by using available technology when appropriate.

Students will convey meaning through the presentation of artistic work.

Share: Students will present a variety of drama/theatre works for diverse audiences.

I can perform a drama/ theatre work, including some technical elements, informally or formally for an audience.

I can perform a scripted and rehearsed drama/ theatre work for an audience.

Responding

Students will perceive and analyze artistic work.

Reflect: The student will analyze artistic and technical choices in an individual or ensemble performance of a drama/theatre work.

I can compare and contrast my reaction to the artistic and technical choices in a theatrical work with my peers’ reactions.

I can analyze the artistic and technical choices in an individual or ensemble performance of a drama/theatre work.

Observe: Students will exhibit appropriate audience behavior.

I can demonstrate appropriate listening skills and performance standards in rehearsal, as an audience member, or as a performer.

I can adjust appropriate listening skills and performance standards to different environments.

Students will interpret intent and meaning in artistic work.

Interpret: Students will analyze the influence of cultural perspectives on the creation and interpretation of a drama/theatre work.

I can explain how artistic and technical choices made in a theatrical work reflect cultural perspectives.

I can analyze how cultural perspectives influence the interpretation of a drama/theatre work.

Interpret: Students will analyze the influence of personal perspectives on the creation and interpretation of a drama/theatre work.

I can compare the effect of my personal preferences and beliefs to the playwright’s when interpreting a drama/ theatre work.

I can apply my personal preferences and beliefs when interpreting a drama/theatre work.

Students will apply criteria to evaluate artistic work.

Critique: Students will evaluate theatrical works.

I can evaluate a theatrical work as an audience member based on simple, given criteria.

I can develop and implement a plan to evaluate a theatrical work, using supporting evidence, personal aesthetics, and artistic criteria.

Impact: Students will examine the impact of a theatrical work on an audience.

I can examine the relationship between the purpose of a work and a specific audience.

I can identify a specific audience or purpose for a drama/theatre work.

I can examine methods of determining the degree to which a drama/theatre work impacts a specific audience.

Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Students will synthesize and relate knowledge and personal experiences to make art.

Connecting

Students will apply criteria to evaluate artistic work.

Students will interpret intent and meaning in artistic work.

Students will perceive and analyze artistic work.

Responding

Students will convey meaning through the presentation of artistic work.

Students will develop and refine artistic techniques and work for presentation.

Students will select, analyze, and interpret artistic work for presentation.

Presenting

Students will refine and complete artistic work.

Students will organize and develop artistic ideas and work.

Students will generate and conceptualize artistic ideas and work.

Creating

I can investigate the manner in which art reflects changing times, traditions, resources, and cultural uses.

I can be inspired by current events and popular culture, personally or globally, to create works of art.

I can analyze art based on a variety of criteria.

I can compare and contrast the relevant information in a variety of artworks.

I can describe multiple ways that images influence specific audiences.

I can reflect on the big idea or theme of an art exhibition.

I can plan an art display alone or with my peers.

I can describe the similarities and differences associated with preserving and presenting 2-D, 3-D, and digital artworks.

I can engage in constructive critiques with peers.

I can demonstrate knowledge of composition by revising based on feedback and self-reflection.

I can plan and safely develop a work of art that relates to me personally.

I can develop and plan a work of art that relates to me personally or meets a specific goal.

I can work with others to produce ideas for creating art.

I can analyze how art is influenced by time periods, geography, available resources, and cultural identities.

I can make art, individually and collaboratively, that reflects on positive aspects of a group’s identity

I can develop and apply relevant criteria to evaluate a work of art.

I can interpret and analyze how media choices influence ideas, emotions, and actions within a composition.

I can analyze the manner in which aesthetic choices are influenced by culture and environment.

I can evaluate methods for preparing and presenting art based on criteria.

I can collaborate with others to curate artworks for display and write an artist statement.

I can demonstrate a responsibility to protect, preserve, honor, and enjoy public art currently and in the future.

I can explain how technologies have changed the way artwork is preserved, presented, and experienced.

I can apply relevant criteria to examine, reflect on, and plan revisions for a work of art or design in progress.

I can demonstrate a willingness to experiment.

I can be safe, responsible, and ethical when posting and sharing images or materials with others.

I can gather information from a variety of sources to create artworks and develop a personal portfolio.

I can persevere to solve creative problems and document my creative process.

Relate: Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Connect: Students will synthesize and relate knowledge and personal experiences to make art.

Connecting

Critique: Students will apply criteria to evaluate artistic work.

Interpret: Students will interpret intent and meaning in artistic work.

Select: Students will perceive and analyze artistic work.

Responding

Rehearse: Students will convey meaning through the presentation of artistic work.

Rehearse: Students will refine vocal technique.

Sight-read: Students will read music notation.

Students will develop and refine artistic work.

Analyze: Students will analyze and interpret artistic work for performance.

Select: Students will develop and refine artistic techniques and work for presentation.

Students will select, analyze, and interpret artistic work for presentation.

Performing

Revise: Students will refine and complete artistic work.

Plan and Make: Students will organize and develop artistic ideas and work.

Imagine: Students will organize and develop artistic ideas and work.

Creating

I can explore with guidance connections between musical works, other art forms, and other contexts.

I can identify how personal experiences influence musical performances.

I can evaluate musical selections using teacher-generated criteria.

I can identify, with guidance, elements of music, interests, purpose, and context in a selected work.

I can identify, with guidance, reasons for selecting music based on characteristics of the music and personal interest.

I can develop, with guidance, proper stage and listening etiquette and performance standards for individuals and ensembles.

I can demonstrate beginning understanding of correct vocal technique in a formal or informal performance.

I can explore beginning concepts of vocal technique in a choral setting with teacher guidance.

I can identify basic musical notation with teacher guidance.

I can identify, with guidance, the elements of music and their purpose within a vocal work.

I can explore a variety of vocal repertoire, based on interest, music reading skill, and vocal skill of the individual or ensemble for a potential performance.

I can share and reflect on a short rhythmic and/ or melodic pattern.

I can develop and preserve a rhythmic or melodic idea or motive.

I can improvise a short rhythmic and/or melodic pattern.

I can independently identify connections between musical works, other art forms, and other contexts.

I can explain how personal knowledge, skills, and experiences influence musical performances.

I can establish independently generated criteria to evaluate musical selections.

I can identify elements of music, interests, purpose, and context in a selected work.

I can identify, with limited guidance, reasons for selecting music based on characteristics of the music and personal interest.

I can practice, with limited guidance, proper stage and listening etiquette and performance standards for individuals and ensembles.

I can sing expressively with attention to dynamics, phrasing, and articulation, utilizing correct vocal technique in a formal or informal performance.

I can demonstrate beginning concepts of vocal technique in a choral setting.

I can read and sing, alone and with others, basic musical notation based on appropriate time signatures.

I can identify, with limited guidance, the elements of music and their purpose within a vocal work.

I can select, with guidance, passages, excerpts, or sections of a vocal work, based on interest, music-reading skill, and vocal skill of the individual or ensemble for a potential performance.

I can share, reflect on, and refine motives using teacher-provided criteria.

I can select, develop, and preserve draft melodic and rhythmic ideas or motives that demonstrate understanding of characteristics of music or text(s).

I can create a motive.

I can explain connections between musical works, other art forms, and other contexts.

I can connect personal knowledge, skills, and experiences to musical performances.

I can apply independently generated criteria to evaluate musical selections.

I can interpret the expressive intent of musical works, referencing the musical elements.

I can discuss reasons for selecting music based on characteristics of the music and personal interest.

I can practice stage and listening etiquette and performance standards for individuals and ensembles.

I can sing expressively with attention to dynamics, phrasing, articulation, blend, and balance, utilizing correct vocal technique in a formal or informal performance.

I can demonstrate increasingly complex concepts of vocal technique in a choral setting.

I can sing and/ or sight-sing, alone and with others, increasingly complex musical notation based on appropriate time signatures, key signatures, and symbols.

I can identify and interpret, with guidance, expressive elements in a varied repertoire of music in preparation for performance.

I can select, with guidance, varied repertoire to study, based on interest, music-reading skill, and vocal skill of the individual or ensemble for a potential performance.

I can share, reflect on, and refine extended rhythmic and/or melodic patterns, using collaboratively developed criteria, using technology when available.

I can select, develop, and preserve draft melodies or rhythmic passages for specific purposes that demonstrate understanding of characteristics of music or text(s).

I can create and notate a rhythmic and/or melodic pattern, using technology when available.

I can evaluate the connections between musical works, other art forms, and other contexts.

I can apply personal knowledge, skills, and experiences to interpret the composer’s intent.

I can explain how experiences, analysis, and the context of a musical work influence the interest in and evaluation of the piece.

I can analyze elements of music, interests, purpose, and context in a selected work.

I can explain reasons for selecting music, citing characteristics of the music and connections to interest, purpose, and context.

I can discuss the reasons for practicing appropriate stage and listening etiquette and performance standards.

I can demonstrate attention to technical accuracy and expressive elements in performance across a varied repertoire of music, utilizing correct vocal technique.

I can use teacher and peer feedback to refine elements of vocal technique, musical expression, and ensemble technique in varied repertoire.

I can sing and/ or sight-sing, alone and with others, increasingly complex musical notation based on appropriate time signatures, key signatures, symbols, and terminology

I can explain the manner in which the elements of music contribute to the composer’s intent for performance.

I can select varied repertoire based on music-reading skills and vocal skill of the individual or ensemble for a potential performance

I can share, reflect on, and refine short rhythmic and/or melodic phrases built on a motive, using collaboratively developed criteria, using technology when available.

I can select, develop, and preserve draft melodies and rhythmic passages for specific purposes that demonstrate understanding of characteristics of music from a variety of historical periods.

I can create and notate a short rhythmic and/or melodic phrase based on a motive, using technology when available.

I can research and analyze the historical and cultural relationships between musical works, other art forms, and other contexts.

I can evaluate the quality of a musical performance using personal knowledge, skills, and experiences that convey the composer’s intent.

I can evaluate works and performances based on personally or collaboratively developed criteria, including analysis of the structure and context.

I can develop criteria to use when analyzing music, based on elements of music, interests, purpose, and context.

I can use provided criteria to justify choices made when selecting music.

I can explain the impact on the performance of practicing appropriate listening etiquette and performance standards.

I can demonstrate consistent attention to technical accuracy and expressive elements in performance across a varied repertoire of increasingly complex music, representing diverse cultures and styles, and utilizing correct vocal technique, while relating to particular audiences.

I can use teacher and peer feedback and self-reflection to refine elements of vocal technique, musical expression, and ensemble technique in varied repertoire.

I can sing and/or sight-sing, alone and with others, advanced musical notation based on appropriate time signatures, key signatures, symbols, and terminology in various languages.

I can demonstrate understanding and application of expressive qualities in a varied repertoire of music through performance.

I can explain the manner in which self-selected music addresses the music reading skill and vocal skill of the individual or ensemble for a potential performance.

I can share, reflect on, and refine ideas for melodies, rhythmic passages, and arrangements, using personally developed criteria, using technology when available.

I can select, develop, and preserve draft melodies, rhythmic passages, and arrangements for specific purposes that demonstrate understanding of characteristics of music from a variety of historical periods.

I can compose and improvise ideas for melodies and rhythmic passages, using technology when available.

I can research and analyze a specific piece of music in terms of its time period, region, and culture.

I can defend my interpretation of a musical work that conveys the composer’s intent.

I can evaluate works and performances based on research, as well as personally and collaboratively developed criteria, including analysis and interpretation of the structure and context.

I can support interpretations of the expressive intent and meaning of musical works, citing as evidence the treatment of the elements of music, contexts, setting of the text, and varied researched sources.

I can use research and provided criteria to justify choices made when selecting music by citing knowledge of the music and the specified purpose and context.

I can model proper stage and listening etiquette and performance standards for individuals and ensembles.

I can demonstrate mastery of the technical demands and expressive elements across a varied repertoire of increasingly complex music in multiple types of performing ensembles, representing diverse cultures and styles, and utilizing correct vocal technique, while relating to particular audiences.

I can develop and apply appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music and evaluate their success.

I can sing and/ or sight-sing, alone and with others, increasingly advanced musical notation based on appropriate time signatures, key signatures, symbols, terminology in various languages, and using non-traditional notation.

I can analyze, document, and demonstrate the manner in which the elements of music and context contribute to the composer’s intent f or performance.

I can develop and apply criteria to select a varied repertoire to study and perform based on an understanding of theoretical and structural characteristics and expressive challenges in the music, the technical skill of the individual or ensemble, and the purpose and context of the performance.

I can share, reflect on, and refine ideas for arrangements, sections, and short compositions, using personally developed criteria, using technology when available.

I can select, develop, and preserve arrangements, sections, and short compositions for specific purposes that demonstrate understanding of characteristics of music from a variety of cultures.

I can compose and improvise ideas for arrangements, sections, and short compositions, using technology when available.