CREATING

NOVICE INTERMEDIATE

Anchor Standard 1: Generate
and conceptualize artistic
ideas and work.
MU:Cr1.1.H.5a Generate melodic, rhythmic, and harmonic ideas MU:Cr1.1.H.8a Generate melodic, rhythmic, and harmonic ideas
for simple melodies (such as two-phrase) and chordal for melodies (created over specified chord progressions or
accompaniments for given melodies. AB/ABA forms) and two-to-three-chord accompaniments for
given melodies.
Generate melodic and rhythmic by improvising simple melodies
(such as two-phrase/8-beat, do pentatonic) with eighth, quarter
and half notes.
Replace or change some of the note values and/or pitches in
composing a variation on a theme.

Generate harmonic ideas by improvising simple melodies (such as Generate harmonic ideas by improvising simple melodies (such as
two-phrase/8-beat). two-phrase/8-beat).
*8-beat melodies (two-phrase), with I & V chords, Keys of C & F *16-beat melodies four-phrase), with I, IV & V chords, Keys of C, F
&G

Anchor Standard 2: Organize MU:Cr2.1.H.5a Select, develop, and use standard notation or
and develop artistic ideas and audio/video recording to document melodic, rhythmic, and
work. harmonic ideas for drafts of simple melodies (such as two- or
four-phrase) and chordal accompaniments for given melodies.
MU:Cr2.1.H.8a 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.

Arrange familiar melodies (such as two-phrase) with standard Arrange familiar melodies (such as two-phrase) with standard
notation and chordal accompaniments notation and chordal accompaniments
*8-beat melodies (two-phrase), with I & V chords, Keys of C & F *16-beat melodies (four-phrase), with I, IV & V chords, key of C
*16-beat melodies (four-phrase), with I, IV & V chords, key of C

Use technology and multimedia to enhance knowledge and Use drum machines, Garage Band, Make Music, other appropriate
application of composing and arranging music. (e.g. composing technologies.
and sequencing software).
Anchor Standard 3: Refine and MU:Cr3.1.H.5a Apply teacher-provided criteria to critique,
complete artistic work.
improve, and refine drafts of simple melodies (such as two-
phrase) and chordal accompaniments for given melodies.
Enhance original compositions and/or improvisations using
feedback based on teacher-provided criteria
MU:Cr3.2.H.5a Share final versions of simple melodies (such as
two- or four-phrase) and chordal accompaniments for given
melodies, demonstrating an understanding of how to develop
and organize personal musical ideas.
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.
*8-beat melodies (two-phrase), with I & V chords, Keys of C & F
*16-beat melodies (four-phrase), with I, IV & V chords, key of C
MU:Cr3.1.H.8a 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.
Use various strumming and picking patterns appropriate for the
music
MU:Cr3.2.H.8a 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.
Describe how the changing elements of music (e.g., dynamics,
tone, color, tempo) can affect the style of music.
 PERFORMING
Anchor Standard 4: Select,
analyze, and interpret artistic
NOVICE
work for presentation.
MU:Pr4.1.H.5a Describe and demonstrate how a varied repertoire of
music that includes melodies, repertoire pieces, and chordal
accompaniments is selected, based on personal interest, music reading
skills, and technical skill, as well as the context of the performances.
Perform music in contrasting style. Demonstrate how a varied repertoire of
music that includes melodies, repertoire pieces, and chordal
accompaniments is selected, based on personal interest, music reading
skills, and technical skill, as well as the context of the performances.
*Swing style, 12-bar Blues, Hawaiian Kaholo
*12-bar Blues: I IV V, Secondary doominant V7/IV in the key of C and G
*Hawaiian Kaholo in the keys of C
MU:Pr4.2.H.5a 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.
Melodic standard notations:
- C major scale/a minor, G major, F major/d minor
Chord construction - with standard notations:
Major and minor chords, Dominant 7th chord
MU:Pr4.3.H.5a 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.
INTERMEDIATE
MU:Pr4.1.H.8a 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.
*bluegrass, country, folk, pop, classical
*Secondary Dominant Chords, V/IV, V/V
*Hawaiian Kaholo in the keys of C, F & G
MU:Pr4.2.H.8a 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.
Melodic standard notations:
- G major/e minor, D major/b minor
Chord construction - with standard notations:
Major and minor chords, Dominant 7th chord
Play swing vs straight rhythms
MU:Pr4.3.H.8a 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.
 Demonstrate expressive musical ideas at a basic level (need to provide Demonstrate expressive musical ideas at a basic level (need to provide
specific examples): specific examples):
• articulations • articulations
• dynamics • dynamics
• expressive markings • expressive markings
• tempi • tempi Utilize musical symbols (e.g. fermata, repeat signs, double bar lines,
note names.)
Utilize musical symbols (e.g. fermata, repeat signs, double bar lines, note
names.)
Utilize musical symbols (e.g. fermata, repeat signs, double bar lines, note
names.) Performing
• Finger-style sound production to include rest stroke, free stroke, and
rudimentary strumming
• Pick-style sound production to include down and alternate picking and
strumming patterns
• Control of tone color (where on string to play, rest stroke or free stroke)
• Proper seated position, proper guitar support, and proper use of the right
and left hands.
Creating
• Choose and execute various strumming and arpeggio patterns to accompany
a melody.
Anchor Standard 5: Develop MU:Pr5.1.H.5a Apply teacher-provided criteria to critique individual
and refine artistic techniques performances of a varied repertoire of music that includes melodies,
and work for presentation. repertoire pieces, and chordal accompaniments selected for performance,
and apply practice strategies to address performance challenges and refine
the performances.

Identify parts of the instrument and proper instrument maintenance Performing

procedures. • Tuning the guitar (with or without technology)
Identify characteristic tone quality based on proper fundamentals • Ability to replace a string
• hand position • Ability to care for the guitar
• posture • Ability to sing along to a chord progression
• technique
Read standard notation on a basic level when refining music for
presentation
Rhythmic notations:
- eighth, quarter, half/rest, quarter rest, dotted half/rest, whole/rest
Maintain a steady beat, while playing individually and with others the above Maintain a steady beat, while playing individually and with others the above
note and rest values in simple and compound meters.
Meters: Simple and Compound
Melodic notations:
- C major scale/a minor, F major/d minor
Whole and half step patterns in scales encountered in repertoire.
• Read standard notation up to the 4th fret on all 6 strings
• Read tablature and chord diagrams
• Apply a counting system to written notation, and be able to recognize the
difference aurally between duple and triple meter.
Rhythmic notations:
- dotted quarter & eighth notes
note and rest values in 2/4, 3/4, 4/4 and compound meters.
Performing
• Listening for ensemble (following a group leader)
• Ability to perform solo and duets, in addition to in ensemble.
• Control of rushing, dragging
• Mastery of basic rhythms to include the note values of whole, half, quarter,
beat groups of eighth notes, and dotted quarter-eighth combinations
• Able to play all open position chords (Major, Minor, and dominant 7th) using
the proper bass note for each.
Performing
• Listening for ensemble (following a group leader)
• Ability to perform solo and duets, in addition to in ensemble.
• Control of rushing, dragging
• Mastery of basic rhythms to include the note values of whole, half, quarter,
beat groups of eighth notes, and dotted quarter-eighth combinations
• Able to play all open position chords (Major, Minor, and dominant 7th) using
the proper bass note for each.
Meters: Simple and Compound
Melodic notations:
-G major/e minor, D major/b minor
Whole and half step patterns in Major and minor scales encountered in
repertoire.
 Chordal accompaniment: Chordal accompaniment:
F: I V (F C) F: I IV V (F Bb C)
C: I IV V (C F G) C: I IV V (C F G)
Dominant 7th chord: G7, Secondary Dominant: C7 Dominant 7th chord: G7, Secondary Dominant: C7
C: I IV V (C F G7) C: I IV V (C F G7)
Kaholo in F: G7 C7 F C7 Kaholo in F: G7 C7 F C7
d: I V (d A7) d: I V (d A7)
Anchor Standard 6: Convey MU:Pr6.1.H.5a Perform with expression and technical accuracy in individual MU:Pr6.1.H.8a Perform with expression and technical accuracy in individual
meaning through the performances of a varied repertoire of music that includes melodies, performances of a varied repertoire of music that includes melodies,
presentation of artistic work. repertoire pieces, and chordal accompaniments, demonstrating repertoire pieces, and chordal accompaniments, demonstrating sensitivity to
understanding of the audience and the context. the audience and an understanding of the context (social, cultural, or
historical).
Demonstrate, at all dynamic levels, basic characteristics of ensemble sound Demonstrate, at all dynamic levels, basic characteristics of ensemble sound
• balance • balance
• blend • blend
• ensemble intonation • ensemble intonation
• expression • expression
• phrasing • phrasing

Exhibit proper etiquette in rehearsal, performances, and audience settings

Continue to exhibit proper etiquette during subsequent years of Music Lab.

Anchor Standard 7: Perceive MU:Re7.1.H.5a Demonstrate and describe reasons for selecting music, MU:Re7.1.H.8a Explain reasons for selecting music citing characteristics
and analyze artistic work based on characteristics found in the music and connections to interest, found in the music and connections to interest, purpose, and context.
purpose or personal experience.
Describe different styles of a live or recorded musical performance on
`ukulele

MU:Re7.2.H.5a Demonstrate and explain, citing evidence, the use of MU:Re7.2.H.8a Describe how the way that the elements of music are
repetition, similarities and contrasts in musical selections and how these manipulated and knowledge of the context (social and cultural) inform the
and knowledge of the context (social or cultural) inform the response. response.

Identify elements, forms of music , interests, purpose, and context in a Describe the function of science and mathematics in the production of sound
selected work, and how these and knowledge of the context (social or (e.g., frequency, amplitude)
cultural) inform the response. (Blues, Folk, Pop, Hawaiian style)

Identify the effect of musical technique on performance

 RESPONDING
NOVICE INTERMEDIATE
Anchor Standard 8: MU:Re8.1.H.5a Identify interpretations of the expressive intent and MU:Re8.1.H.8a Identify and support interpretations of the
Interpret intent and meaning of musical selections, referring to the elements of music, expressive intent and meaning of musical selections, citing as
meaning in artistic work. context (personal or social), and (when appropriate) the setting of evidence the treatment of the elements of music, context, and
the text. (when appropriate) the setting of the text.

Using appropriate terminology to describe and explain music.

How the changing elements of music (e.g., dynamics, tone, color,

tempo) can affect the style of the music.
Preference for specific musical works and styles.
Determine characteristics intended by the composer and/or
performer to evoke a mood in a piece of music.
Anchor Standard 9: Apply MU:Re9.1.H.5a Identify and describe how interest, experiences, MU:Re9.1.H.8a Explain the influence of experiences and contexts
criteria to evaluate and contexts (personal or social) effect the evaluation of music. (personal, social, or cultural) on interest in and the evaluation of
artistic work. a varied repertoire of music.
Develop, with guidance, criteria for evaluating notable performances
on the selected instrument of study
Musical characteristics that make a piece of music appropriate for a
specific event or function.
Showing respect for personal work and the work of others through
appropriate critique.
Evaluating the effect of audience and performers’ behavior on the
performance.
 CONNECTING
NOVICE
Anchor Standard 10: MU:Cn10.0.E.5a Demonstrate how interests, knowledge, and skills
Synthesize and relate relate to personal choices and intent when creating, performing, and
knowledge and personal responding to music.Embedded within:MU:Cr3.2.E.5a Share personally-
experiences to make art. developed melodic and rhythmic ideas or motives – individually or as
an ensemble – that demonstrate understanding of characteristics of
music or texts studied in rehearsal.MU:Pr4.1.E.5a Select varied
repertoire to study based on interest, music reading skills (where
appropriate), an understanding of the structure of the music, context,
and the technical skills of the individual or ensemble.MU:Pr4.3.E.5a
Identify expressive qualities in a varied repertoire of music that can be
demonstrated through prepared and improvised
performances.MU:Re7.1E.5a Identify reasons for selecting music based
on characteristics found in the music, connection to interest, and
purpose or context.
Identify preference for specific musical works and styles.
Describing personal reactions to musical experiences, and identifying
which musical aspects evoke these reactions.
Identify the roles/careers that musicians play in societies and investigate
ways to be a life-long music maker.
INTERMEDIATE
MU:Cn10.0.H.8a Demonstrate how interests, knowledge, and skills
relate to personal choices and intent when creating, performing, and
responding to music.Embedded within:MU:Cr3.2.H.8a 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.MU:Pr4.1.H.8a 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 skills (citing
technical challenges that need to be addressed), as well as the context
of the performances. MU:Re7.1.H.8a Cite reasons for how the musical
selections use the elements of music and make connections to specific
interests, purposes, and experiences.
Anchor Standard 11: Relate
artistic ideas and works with
societal, cultural, and historical
context to deepen
understanding
MU:Cn11.0.E.5a Demonstrate understanding of relationships between
music and the other arts, other disciplines, varied contexts, and daily
life.
Embedded within:
MU:Cr1.1.E.5a Compose and improvise melodic and rhythmic ideas or
motives that reflect characteristic(s) of music or text(s)
studied in rehearsal.
MU:Cr3.2.E.5a Share personally-developed melodic and rhythmic ideas
or motives – individually or as an ensemble – that
demonstrate understanding of characteristics of music or texts studied
in rehearsal.
MU:Pr6.1.E.5b Demonstrate an awareness of the context of the music
through prepared and improvised performances.
MU:Re9.1.E.5a Identify and describe the effect of interest, experience,
analysis, and context on the evaluation of music.
Identify the context (e.g., historical, social, cultural) in which the
composer wrote the piece being performed.
Recognizing composers's motivations for creating the music being
performed by the students.
Understanding the relationship between music and various
functions/events, including the musical characteristics that make a piece
of music appropriate for a specific event or function.
Understanding the connections between music and other content areas
as encountered in the repertoire, including text settings.
MU:Cn11.0.H.8a Demonstrate how interests, knowledge, and skills
relate to personal choices and intent when creating, performing, and
responding to music.
Embedded within:
MU:Pr4.3.H.8a Demonstrate and describe in
interpretations an understanding of the
context (social, cultural, or historical) and
expressive intent in a varied repertoire of music that includes
melodies, repertoire pieces, and chordal accompaniments selected for
performance.
MU:Re7.2.H.8a Describe how the way that the elements of music are
manipulated and
knowledge of the context (social and cultural) influence the response.
MU:Re9.1.H.8a Explain the influence of
experiences and contexts (personal, social, or cultural) on interest in
and the evaluation of a varied repertoire of music.