Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

• MU:Pr4.1.PK
  With substantial guidance, demonstrate and state personal interest in varied musical selections.
• MU:Pr4.2.PK
  With substantial guidance, explore and demonstrate awareness of musical contrasts such as high/low, loud/soft, fast/slow.
• MU:Pr4.3.PK
  With substantial guidance, explore music’s expressive qualities (such as voice quality, dynamics, and tempo).
• MU:Pr4.1.K
  With guidance, demonstrate and state personal interest in varied musical selections.
• MU:Pr4.2.K
  With guidance, explore and demonstrate awareness of music contrasts such as high/low, loud/soft, same/different in a variety of music selected for performance.
• MU:Pr4.3.K
  With guidance, demonstrate awareness of expressive qualities (such as voice quality, dynamics, and tempo) that support the creators’ expressive intent.
• MU:Pr4.1.1
  With limited guidance, demonstrate and discuss personal interest in, knowledge about, and purpose of varied musical selections.
• MU:Pr4.2a.1
  With limited guidance, demonstrate knowledge of music concepts (such as beat and melodic contour) in music from a variety of cultures selected for performance.
• MU:Pr4.2b.1
  When analyzing selected music, read and perform rhythmic patterns using iconic or standard notation.
• MU:Pr4.3.1
  With limited guidance, demonstrate and describe music’s expressive qualities (such as voice quality, dynamics and tempo) that support the creators’ expressive intent.
• MU:Pr4.1.2
  Demonstrate and explain personal interest in, knowledge about, and purpose of varied musical selections.
• MU:Pr4.2a.2
  Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.
• MU:Pr4.2b.2
  When analyzing selected music, read and perform rhythmic and melodic patterns using iconic or standard notation.
• MU:Pr4.3.2
  Demonstrate understanding of expressive qualities (such as voice quality, dynamics and tempo) and how creators use them to convey expressive intent.
• MU:Pr4.1.3
  Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context.
• MU:Pr4.2a.3
  Demonstrate understanding of the structure in music selected from a variety of cultures for performance.
• MU:Pr4.2b.3
  When analyzing selected music, read and perform rhythmic patterns and melodic phrases using iconic and standard notation.
• MU:Pr4.2c.3
  Describe how context (such as personal and social) can inform a performance.
• MU:Pr4.3.3
  Demonstrate and describe how intent is conveyed through expressive qualities (such as voice quality, dynamics and tempo).
• MU:Pr4.1.4
  Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, context, and technical skill.
• MU:Pr4.2a.4
  Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, and form) in music selected for performance.
• MU:Pr4.2b.4
  When analyzing selected music, read and perform using iconic and/or standard notation.
• MU:Pr4.2c.4
  Explain how context (such as personal, social and cultural) informs a performance.
• MU:Pr4.3.4
  Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, and timbre).
• MU:Pr4.1.5
  Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, and context, as well as their personal and others’ technical skill.
• MU:Pr4.2a.5
  Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, form, and harmony) in music selected for performance.
• MU:Pr4.2b.5
  When analyzing selected music, read and perform using standard notation.
• MU:Pr4.2c.5
  Explain how context (such as personal, social, cultural, and historical) informs performances.
• MU:Pr4.3.5
  Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, timbre, and articulation/ style).
• MU:Pr4.1.6
  Apply teacher provided criteria for selecting music to perform for a specific purpose and/or context and explain why each was chosen.
• MU:Pr4.2a.6
  Explain how understanding the structure and the elements of music are used in music selected for performance.
• MU:Pr4.2b.6
  When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch, articulation, and dynamics.
• MU:Pr4.2c.6
  Identify how personal, social, cultural and historical context inform performances.
• MU:Pr4.3.6
  Perform a selected piece of music demonstrating how interpretations of the elements of music and the expressive qualities (such as articulation/style, and phrasing) convey intent.
• MU:Pr4.1.7
  Apply collaboratively developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context and, after discussion, identify expressive qualities, technical challenges, and reasons for choices.
• MU:Pr4.2a.7
  Explain and demonstrate the structure of contrasting pieces of music selected for performance and how elements of music are used.
• MU:Pr4.2b.7
  When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch articulation, dynamics, tempo, and form.
• MU:Pr4.2c.7
  c. Identify how personal, social, cultural and historical context inform performances and result in different musical effects.
• MU:Pr4.3.7
  Perform contrasting pieces of music demonstrating interpretations of the elements of music and expressive qualities (such as articulation/style, and phrasing) convey intent.
• MU:Pr4.1.8
  Apply personally developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context, and explain expressive qualities, technical challenges, and reasons for choices.
• MU:Pr4.2a.8
  Compare the structure of contrasting pieces of music selected for performance, explaining how the elements of music are used in each.
• MU:Pr4.2b.8
  When analyzing selected music, sight-read in treble, alto, or bass clef simple rhythmic, melodic, and/or harmonic notation.
• MU:Pr4.2c.8
  Identity how personal, social, cultural and historical context inform performances and result in different music interpretations.
• MU:Pr4.3.8
  Perform contrasting pieces of music, demonstrating and explaining how the music’s intent is conveyed by interpretations of the elements of music and expressive qualities (such as articulation/style, and phrasing).