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.

PK.MU:Pr4.2

Depth 2

Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.

PK.MU:Pr4.3

Depth 2

Performers make interpretive decisions based on their understanding of context and expressive intent.

PK.MU:Pr5.1

Depth 2

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.

PK.MU:Pr6.1

Depth 2

Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence audience response.

PK.MU:Re7.1

Depth 2

Individuals’ selection of musical works is influenced by their interests, experiences, understandings, and purposes.

PK.MU:Re7.2

Depth 2

Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.

PK.MU:Re8.1

Depth 2

Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.

PK.MU:Re9.1

Depth 2

The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria.

PK.MU:Cn10.1

Depth 2

Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding.

PK.MU:Cn11.1

Depth 2

Musicians connect societal, cultural, and historical contexts when creating, performing, and responding.

PK.MU:Cr1.1.a

Depth 3

With substantial guidance, explore and experience a variety of music.

PK.MU:Cr2.1.a

Depth 3

With substantial guidance, explore favorite musical ideas (such as movements, vocalizations, or instrumental accompaniments).

PK.MU:Cr2.1.b

Depth 3

With substantial guidance, select and keep track of the order for performing original musical ideas, using iconic notation and/or recording technology

PK.MU:Cr3.1.a

Depth 3

With substantial guidance, consider personal, peer, and teacher feedback when demonstrating and refining personal musical ideas.

PK.MU:Cr3.2.a

Depth 3

With substantial guidance, share revised personal musical ideas with peers.

PK.MU:Pr4.1.a

Depth 3

With substantial guidance, demonstrate and state personal interest in varied musical selections.

PK.MU:Pr4.2.a

Depth 3

With substantial guidance, explore and demonstrate awareness of musical contrasts such as high/low, loud/soft, fast/slow.

PK.MU:Pr4.3.a

Depth 3

With substantial guidance, explore music’s expressive qualities (such as voice quality, dynamics, and tempo).

PK.MU:Pr5.1.a

Depth 3

With substantial guidance, practice and demonstrate what they like about their own performances.

PK.MU:Pr5.1.b

Depth 3

With substantial guidance, apply personal, peer, and teacher feedback to refine performances.

PK.MU:Pr6.1.a

Depth 3

With substantial guidance, perform music with expression.

PK.MU:Pr6.1.b

Depth 3

With substantial guidance, demonstrate performance decorum appropriate for the audience.

PK.MU:Re7.1.a

Depth 3

With substantial guidance, state personal interests and demonstrate why they prefer some music selections over others.

PK.MU:Re7.2.a

Depth 3

With substantial guidance, explore musical contrasts in music.

PK.MU:Re8.1.a

Depth 3

With substantial guidance, explore music’s expressive qualities (such as dynamics and tempo).

PK.MU:Re9.1.a

Depth 3

With substantial guidance, talk about personal and expressive preferences in music.

PK.MU:Cn10.1.a

Depth 3

With substantial guidance, explore how personal interests connect to creating, performing, and responding to music.

PK.MU:Cn11.1.a

Depth 3

With substantial guidance, explore connections between music and culture.

Framework metadata

Source document: California Arts Standards for Public Schools Prekindergarten Through Grade Twelve
License: CC BY 4.0 US