High School Fine Arts South Carolina Standards

Connecting – I can connect musical ideas and works with personal experience, careers, culture, history, and other disciplines.

I can examine and perform music based on historical contributions.

I can use historical contributions to justify my musical choices.

I can research societal and political issues as they relate to other arts and content areas and apply to my role as a musician.

I can analyze complex ideas that influence my artistic perspective and creative work.

I can research my personal career choices in the arts.

I can examine contemporary musical works to determine the influence of historical traditions.

I can explain specific historical traditions and infuse these ideas into my music.

I can apply concepts among arts disciplines and other content areas to choral music and analyze how my interests and skills will prepare me for a career.

I can explain ideas from other arts disciplines and content areas through music.

I can describe traditional and emerging careers in music.

I can analyze a diverse repertoire of music from a historical time period.

I can select musical elements in contemporary music that reflect historical influences.

I can explain how economic conditions, values, and location influence music and the need for music-related careers.

I can explain how my artistic choices are influenced by social values.

I can pursue opportunities that will lead me to a career in music.

I can modify a musical work using characteristics from a culture or time period.

I can change a musical work using the elements of music from a culture or time period.

I can analyze the tools, concepts, and materials used among arts disciplines and other content areas and how they are used in music careers.

I can apply concepts from other arts disciplines and content areas to my music.

I can research skills needed for various music careers.

I can examine relationships among musical selections from multiple cultures and/or historical time periods.

I can examine music from multiple cultures and time periods.

I can explore a range of skills shared among arts disciplines and other content areas and how they can be applied to a career in music.

I can apply music concepts to other arts disciplines and content areas.

I can demonstrate and describe the skills needed for careers in music.

I can research the role of music within a specific culture or historical time period and present what I discovered.

I can research a specific culture/time period and perform a song from that culture/time period.

I can recognize specific skills shared among arts disciplines and other content areas and how they can be applied to a career in music.

I can examine the relationship between music and specific content from another arts discipline and content area.

I can examine the educational requirements needed for a variety of careers in music.

I can identify musical selections from multiple cultures and/or historical time periods.

I can identify similar elements of music in different cultures.

I can apply choral music concepts to arts disciplines, other content areas, and related careers.

I can demonstrate and describe the relationship between music and a concept from another subject in my school.

I can identify specific careers in music.

I can recognize musical selections from some cultures and time periods.

I can recognize that all cultures perform music.

I can explore choral music concepts among arts disciplines, other content areas, and related careers.

I can identify the relationship between music and another subject in my school.

I can identify and discuss examples of musicians in my community.

I can identify musical selections from a specific culture and a historical time period.

I can recognize similar elements of music in a specific culture.

I can recognize choral music concepts among arts disciplines, other content areas, and related careers.

I can demonstrate a relationship between music and another subject in my school.

I can identify life skills necessary for a music career.

I can compose short, original musical ideas and works using multiple elements of music for a specific purpose.

I can create musical ideas and works using chord progressions and modulations.

I can use characteristic forms of music to create a choral composition for a specific purpose.

I can compose a choral composition with a variety of expressive devices.

I can perform an extended improvisation with freedom and expression featuring motivic development within a given tonality, meter, and style.

I can improvise an extended unaccompanied solo within a given tonality, meter, and style.

I can improvise freely within a given tonality, meter, and style, responding to aural cues from other members of an ensemble.

I can describe how I use melody, rhythm, and harmony to compose or arrange a work for a specific purpose.

I can arrange melodic themes for specific purposes, using arrangement and compositional techniques.

I can use compositional techniques to compose works in a given musical form.

I can compose short compositions in major and minor keys.

I can perform a brief improvisation given a chord progression and meter.

I can improvise a short passage using only a chord progression.

I can improvise a short passage in an established meter.

I can collaborate with others to compose or arrange a musical work for a specific purpose.

I can sing in ensembles, working with others to develop ideas as we compose or arrange a composition.

I can work with others to analyze arrangements and original compositions for improvements.

I can compose an original composition in four-part chorale style.

I can perform an improvisation given a motive, chord progression, and meter.

I can perform an improvisation on a given motive.

I can improvise an extended passage using only a chord progression.

I can arrange a short song for an ensemble, demonstrating an understanding of voicing and texture.

I can combine different voices to create various tone colors in my arrangement.

I can experiment with changes in tone color, creating variety and contrast through a combination of different voices.

I can experiment with non-chord tones and chord progressions.

I can improvise simple melodic phrases.

I can identify chord changes to improvise a short melody.

I can improvise simple melodic phrases that correspond with chord progressions in an unfamiliar song.

I can arrange a short song for my voice.

I can create a simple tune (monophonic melody) without accompaniment, within specified guidelines.

I can create a melody using rhythms that are appropriate for the time signature.

I can develop a melody using pitches that are appropriate for the tonality.

I can improvise simple rhythmic patterns within a given meter.

I can improvise my own simple rhythmic pattern using a neutral syllable.

I can improvise my own simple rhythm patterns using ta-ka-di-mi or a counting system.

I can arrange a short song for two voices, using harmony.

I can develop a simple tune with accompanying parts (homophonic work).

I can develop an original arrangement of a traditional canon or round.

I can develop my song using I, IV, and V chord progressions.

I can improvise simple tonal patterns within a given tonality.

I can improvise my own simple tonal patterns on a neutral syllable.

I can improvise my own simple tonal patterns using solfege.

I can notate musical ideas using musical symbols to represent pitch and rhythm.

I can sing a variety of pitches and rhythms and label a music staff with clef and metric symbols.

I can write note and rest values on a music staff.

I can write beats and rhythms within measures.

I can imitate simple melodic phrases given simple chord changes.

I can imitate simple melodic phrases given simple chord progressions.

I can embellish a given melodic phrase that corresponds with a simple chord progression.

I can notate simple rhythmic patterns using a defined selection of note values.

I can recognize long and short sounds and identify simple rhythms from notation.

I can write music rhythms or sounds using symbols.

I can identify same and different rhythm patterns.

I can imitate simple rhythm patterns within a given meter.

I can imitate rhythm using a neutral syllable (shhh, ba, etc.).

I can imitate rhythm using rhythmic solfege or a counting system.

I can notate simple melodic patterns using a defined selection of pitches.

I can create and recognize high and low sounds to represent some pitches.

I can write high and low notes on a music staff to represent pitches.

I can identify same and different melodic patterns.

I can imitate simple tonal patterns within a given tonality.

I can produce one-phrase responses using two to three pitches on a neutral syllable (such as loo or la).

I can echo simple tonal patterns using solfege.

I can adjust tone color/ timbre in response to stylistic demands and the musical needs of an ensemble.

I can manipulate the tone quality of my voice to reflect the stylistic demands of a piece of music.

I can sing in a variety of languages with well-developed tone quality, making needed adjustments in vocal technique.

I can sing with increased fluency and expression from memory varied repertoire/genres of choral music.

I can enhance the expressive quality of my performance through singing from memory.

I can sing a cappella vocal selections from memory.

I can perform at sight complex unfamiliar musical works with accuracy, appropriate expression/ interpretation, and fluency.

I can perform at sight complex unfamiliar works with fluency.

I can perform advanced values and time signatures that represent syncopation and smaller beat subdivisions in my music.

I can justify the use of advanced tempo markings in my music.

I can justify the technical, expressive, and formal markings in my music.

I can produce a well-developed tone in tessituras specific to my vocal range.

I can sing with a well-developed tone, some 3- and 4-part songs, demonstrating balance and intonation, by adjusting my voice to conductor’s cues.

I can sing with a well-developed tone, incorporating all musical symbols, tempo, and expressive indications.

I can sing with increased fluency and expression a varied repertoire/genre of choral music.

I can sing with rhythmic and melodic precision music from diverse genres.

I can sing observing dynamics, articulation, and phrasing, in the style of the music.

I can perform at sight complex unfamiliar musical works with accuracy.

I can perform at sight complex unfamiliar musical works with accurate pitches.

I can sight-read using a variety of reading systems (ta-ka-di-mi and Gordon, count singing, neutral syllables).

I can identify the use of advanced tempo markings in my music.

I can identify technical, expressive, and formal markings in my music.

I can consistently produce a well-developed, vibrant tone across the required range of my voice.

I can sing alone and within a 3- and 4-part ensemble, singing with well-developed tone quality while maintaining balance and intonation.

I can sing with well-developed tone quality and increased vocal technique.

I can sing with increased fluency and expression in small and large ensembles a varied repertoire/ genre of choral music.

I can interpret a conductor’s gestures in a varied repertoire of music.

I can interpret a conductor’s gestures appropriate to the genre.

I can perform at sight complex unfamiliar musical works with accuracy and appropriate expression/ interpretation.

I can perform at sight complex unfamiliar musical works with correct articulation.

I can identify advanced note values and time signatures that represent smaller beat subdivisions in my music.

I can analyze the use of advanced tempo markings in my music.

I can analyze the technical, expressive, and formal markings in my music.

I can produce a centered tone in most tessituras specific to my vocal range.

I can sing 2- and 3-part songs with centered tone quality, in tune, while demonstrating dynamic changes.

I can sing 2- and 3-part songs with centered tone quality, in tune, while demonstrating articulation changes.

I can sing while interpreting my conductor’s cues in order to perform with expression and technical accuracy.

I can interpret a conductor’s gesture with rhythmic and melodic precision.

I can interpret a conductor’s dynamic, articulation, and phrasing cues.

I can use a system to fluently sight-read moderately complex melodies.

I can perform at sight moderately complex unfamiliar musical works with accurate pitches.

I can identify intermediate note values and time signatures in my music.

I can apply intermediate tempo markings in my music.

I can apply advanced expressive markings in my music.

I can produce a centered tone in a comfortable tessitura.

I can sing with a resonant, centered, and free tone in harmony.

I can sing in tune my assigned part with clear tone quality, using breath control and correct posture.

I can sing expressively with appropriate dynamics and phrasing.

I can sing, observing a variety of dynamic markings in songs.

I can sing, observing phrasing suggestions and markings in music.

I can identify music notation, symbols representing an expanded set of tonal, rhythmic, technical, and expressive ideas.

I can identify sharps, flats, naturals, and simple key signatures.

I can sight-read stepwise tonic (do, re, mi, fa, so) patterns and simple meter-based (2/4, 3/4, 4/4) rhythmic patterns.

I can identify advanced note values and time signatures that represent syncopation and smaller beat subdivisions in my music.

I can identify expressive markings in my music.

I can produce a centered tone in some tessituras specific to my vocal range.

I can sing my assigned part in tune with appropriate tone quality, resonance, and vocal timbre.

I can sing with a centered tone and a steady tempo.

I can sing expressively with appropriate dynamics, phrasing, and interpretation.

I can interpret a conductor’s dynamic and phrasing cues when singing.

I can sing, observing phrasing markings and breathing appropriately alone and in groups.

I can perform at sight simple unfamiliar musical works.

I can perform at sight simple unfamiliar musical works with accurate pitches.

I can sight-read using a reading systems such as ta-ka-di-mi, Gordon, count singing, and neutral syllables to unfamiliar melodies with tonic triad skips.

I can apply basic tempo markings in my music.

I can apply expressive markings in my music.

I can produce a steady, free tone while singing in tune.

I can blend my voice with others singing in tune in my head voice.

I can sing in tune with breath support.

I can sing expressively, alone or in groups, matching dynamic levels and responding to the cues of a conductor.

I can demonstrate dynamic levels in response to a conductor.

I can respond to a conductor’s gradual dynamic cues when singing.

I can read and perform simple unfamiliar and familiar songs using music notation.

I can perform simple unfamiliar rhythm patterns using music notation.

I can perform simple unfamiliar tonal patterns using music notation.

I can sing in unison and simple 2-part music.

I can sing simple patterns in multiple tonalities.

I can produce a steady, free tone on a comfortable pitch.

I can sing some simple patterns alone and with others.

I can demonstrate correct singing posture.

I can speak, chant, sing, and move to demonstrate awareness of beat.

I can speak and chant to the beat.

I can sing and move to the beat.

I can identify music notation symbols representing simple familiar tonal and rhythm patterns and tunes.

I can use non-traditional notation to identify pitches in a clef.

I can identify note values.

I can identify simple familiar rhythm patterns with corresponding notation.

I can identify simple familiar tonal patterns with corresponding notation.

I can produce a steady, free tone within a limited range.

I can identify and sing in my head and chest voices.

I can sing songs based on the pentatonic scale.

I can speak, chant, sing, and move to demonstrate awareness of beat, tempo, dynamics, and melodic direction.

I can demonstrate different tempo markings when singing and moving to the beat.

I can demonstrate dynamic levels when singing and moving to the beat.

I can read and perform tonal and rhythmic patterns using music notation.

I can sing tonal patterns using a sight-reading system.

I can identify basic time signatures.

I can sing using eighth, quarter, half, and whole notes and rests.

I can sing a variety of tempos in music.

I can justify my criteria for evaluating musical works and performances based on personal and collaborative research.

I can justify my interpretation of a musical work based on the elements of music.

I can justify the performance decisions in a variety of musical works.

I can justify my evaluation of musical works from different historical periods and cultures based on my personal and collaborative research.

I can justify my criteria for evaluating musical works and performances based on personal and collaborative research.

I can explain criteria used for evaluation.

I can justify artistic decisions used in compositions and performances.

I can analyze a composition or performance and offer constructive suggestions for improvement using provided criteria.

I can identify forms used in varying cultures and historical periods.

I can describe stylistic qualities of music from different cultures and time periods.

I can describe stylistic qualities of music from different historical periods and cultures and offer suggestions for improvement of my performance.

I can analyze performances and compositions, offering suggestions for improvement using provided criteria.

I can communicate feedback for personal performances and compositions.

I can present my evaluation of a formal or informal performance.

I can analyze and critique compositions and performances from a variety of genres and time periods using personally developed criteria.

I can describe characteristics of a variety of musical forms.

I can identify key signature changes and modulations in relation to form.

I can describe stylistic qualities of music from different historical periods and how they apply to my instrument.

I can analyze and critique compositions and performances using personally developed criteria.

I can analyze personal compositions and provide criteria for improvement.

I can analyze performances and provide criteria for improvement.

I can evaluate a performance and offer constructive suggestions for improvement using provided criteria.

I can identify advanced musical symbols, key signatures, and complex meter.

I can explain why advanced musical symbols, key signatures, and complex meter are used in music.

I can use the elements of music to offer suggestions for improvement.

I can describe the quality of my performances and my compositions.

I can compare my performance to the performance of others.

I can use the elements of music to evaluate my performance or the performance of others.

I can describe how the elements of music are used to communicate ideas and evoke emotional responses in myself and others.

I can explain how music elements are used to communicate ideas.

I can describe how the elements of music affect the mood of a song.

I can use the elements of music to describe my emotional response to a music performance.

I can describe the quality of music performances using provided criteria.

I can define elements of music.

I can describe the characteristics of a quality performance using musical terms.

I can identify and explain how the elements of music are used in a variety of genres to determine my personal preferences.

I can identify how the melody, harmony, rhythm, timbre, texture, form, and expressive elements are different in varying genres of music.

I can describe common elements found in various genres of music.

I can use the elements of music to describe why I like particular genres.

I can describe my evaluation of a performance to others.

I can identify specific criteria I use when I critique others’ performances.

I can use the elements of music to evaluate a composition.

I can identify patterns in music, recognize basic musical forms, and identify criteria of a musical performance.

I can recognize patterns in the music that I hear.

I can identify common forms such as call and response, verse and refrain, and ABA.

I can identify criteria for a music performance.

I can list some criteria to describe my interest in music performances using music terminology.

I can describe some of the elements of music.

I can identify some criteria for music performance.

I can identify the elements of music, instrument families, and voice types.

I can identify rhythm, dynamics, pitch, harmony, tone color, texture, and form.

I can identify instrument families in the symphony orchestra.

I can identify different voice types.

I can show my personal interest in musical performances of others.

I can recognize some elements of music, such as loud/soft, fast/slow.

I can discuss my preference for a piece of music.

I can identify and apply basic music symbols and terminology.

I can identify basic music symbols and terms in written music.

I can apply my knowledge of musical symbols and terminology to a performance.

I can identify characteristics of a performance that I like/dislike.

I can describe my personal interest in music performances using music terminology.

I can define basic music terminology using my own words.

I can identify characteristics of a performance that I like/dislike.

Creating – I can use the elements of music to communicate new musical ideas.

I can relate music to other arts disciplines, content areas, and career paths.

I can evaluate music.

I can compose and arrange music.

I can perform using music notation.

I can analyze music.

I can examine music from a variety of stylistic and historical periods and cultures.

I can improvise music.

I can produce a well-developed tone quality.

I can perform with technical accuracy and expression.

Performing – I can perform a variety of music with fluency and expression.

Responding – I can respond to musical ideas as a performer and listener.

I can examine and perform music based on historical and cultural contributions.

I can use historical and cultural contributions to justify my musical choices.

I can research societal political and cultural issues as they relate to other arts and content areas and apply to my role as a musician.

I can analyze complex ideas that influence my artistic perspective and creative work.

I can research my personal career choices in the arts.

I can examine contemporary musical works to determine the influence of historical and cultural traditions.

I can explain specific cultural and historical traditions and infuse these ideas into my music.

I can apply concepts among arts disciplines and other content areas to choral music and analyze how my interests and skills will prepare me for a career.

I can explain ideas from other arts disciplines and content areas through music.

I can describe traditional and emerging careers in music.

I can analyze a diverse repertoire of music from a cultural or historical time period.

I can select musical elements in contemporary music that reflect cultural and historical influences.

I can explain how economic conditions, cultural values and location influence music and the need for music related careers.

I can explain how my artistic choices are influenced by cultural and social values.

I can pursue opportunities that will lead me to a career in music.

I can modify a musical work using characteristics from a culture or time period.

I can change a musical work using the elements of music from a culture or time period.

I can analyze the tools, concepts, and materials used among arts disciplines, other content areas and how they are used in music careers.

I can apply concepts from other arts disciplines and content areas to my music.

I can research skills needed for various music careers.

I can examine relationships among musical selections from multiple cultures and/or historical time periods.

I can examine music from multiple cultures and time periods.

I can explore a range of skills shared among arts disciplines, other content areas and how they can be applied to a career in music.

I can apply music concepts to other arts disciplines and content areas.

I can demonstrate and describe the skills needed for careers in music.

I can research the role of music within a specific culture or historical time period and present what I discovered.

I can research a specific culture/time period and perform a song from that culture/time period.

I can recognize specific skills shared among arts disciplines, other content areas and how they can be applied to a career in music.

I can examine the relationship between music and specific content from another arts discipline and content area.

I can examine the educational requirements needed for a variety of careers in music.

I can identify musical selections from multiple cultures and/or historical time periods.

I can apply choral music concepts to arts disciplines, other content areas, and related careers.

I can demonstrate and describe the relationship between music and a concept from another subject in my school.

I can identify specific careers in music.

I can recognize musical selections from some cultures and time periods.

I can recognize that all cultures perform music.

I can explore choral music concepts among arts disciplines other content areas and related careers.

I can identify the relationship between music and another subject in my school.

I can identify and discuss examples of musicians in my community.

I can identify musical selections from a specific culture and a historical time period.

I can recognize similar elements of music in a specific culture.

I can recognize choral music concepts among arts disciplines, other content areas, and related careers.

I can demonstrate a relationship between music and another subject in my school.

I can identify life skills necessary for a music career.

I can compose a choral composition with a variety of expressive devices.

I can develop a melody using pitches that are appropriate for the tonality.

I can compose short, original musical ideas and works using all the elements of music for a specific purpose.

I can use characteristic forms of music to create a choral composition for a specific purpose.

I can perform an extended improvisation with freedom and expression featuring motivic development within a given tonality, meter, and style.

I can improvise an extended unaccompanied solo within a given tonality, meter, and style.

I can improvise freely within a given tonality, meter, and style, responding to aural cues from other members of an ensemble.

I can describe how I use melody, rhythm, and harmony to compose or arrange a work for a specific purpose.

I can arrange melodic themes for specific purposes, using arrangement and composition-al techniques.

I can use composition-al techniques to compose works in a given musical form.

I can compose short compositions in major and minor keys.

I can perform a brief improvisation given a chord progression and meter.

I can improvise a short passage using only a chord progression.

I can improvise a short passage in an established meter.

I can collaborate with others to compose or arrange a musical work for a specific purpose.

I can sing in ensembles, working with others to develop ideas as we compose or arrange a composition.

I can work with others to analyze arrange-ments and original compositions for improve-ments.

I can compose an original composition in Four-Part Chorale Style.

I can perform an improvisation given a motive, chord progression and meter.

I can perform an improve-sation on a given motive.

I can improvise an extended passage using only a chord progression.

I can arrange a short song for an ensemble, demonstrating an understanding of voicing and texture.

I can combine different voices to create various tone colors in my arrange-ment.

I can experiment with changes in tone color, creating variety and contrast through a combination of different voices.

I can experiment with non-chord tones and chord pro-gressions.

I can improvise simple melodic phrases.

I can identify chord changes to improvise a short melody.

I can improvise simple melodic phrases that correspond with chord progressions in an unfamiliar song.

I can arrange a short song for my voice

I can create a simple tune (monopho-nic melody) without accompaniment, within specified guidelines.

I can create a melody using rhythms that are appropriate for the time signature.

can improvise simple rhythmic patterns within a given meter.

I can improvise my own simple rhythmic pattern using a neutral syllable.

I can improvise my own simple rhythm patterns using ta-ka-di-mi or a counting system.

I can arrange a short song for two voices, using harmony.

I can develop a simple tune with accompanying parts (homopho-nic work).

I can develop an original arrange-ment of a traditional canon or round.

I can develop my song using I, IV, and V chord pro-gressions.

I can improvise simple tonal patterns within a given tonality.

I can improvise my own simple tonal patterns on a neutral syllable.

I can improvise my own simple tonal patterns using solfege.

I can notate musical ideas using musical symbols to represent pitch and rhythm.

I can sing a variety of pitches and rhythms and label a music staff with clef and metric symbols.

I can write note and rest values on a music staff.

I can write beats and rhythms within measures.

I can imitate simple melodic phrases given simple chord changes.

I can imitate simple melodic phrases given simple chord progres-sions.

I can embellish a given melodic phrase that corresponds with a simple chord progression.

I can notate simple rhythmic patterns using a defined selection of note values.

I can recognize long and short sounds and identify simple rhythms from notation.

I can write music rhythms or sounds, using symbols.

I can identify same and different rhythm patterns.

I can imitate simple rhythm patterns within a given meter.

I can imitate rhythm using a neutral syllable (shhh, ba, etc.)

I can imitate rhythm using a ta-ka-di-mi or a counting system.

I can notate simple melodic patterns using a defined selection of pitches.

I can create and recognize high and low sounds to represent some pitches.

I can write high and low notes on a music staff to represent pitches.

I can identify same and different melodic patterns.

I can imitate simple tonal patterns within a given tonality.

I can produce one-phrase responses using two to three pitches on a neutral syllable (such as loo or la).

I can echo simple tonal patterns using solfege.

I can describe the quality of my performances and my composi-tions.

can adjust tone color/timbre in response to stylistic demands and the musical needs of an ensemble.

I can manipulate the tone quality of my voice to reflect the stylistic demands of a piece of music.

can sing in a variety of languages with well-developed tone quality, making needed adjustments in vocal technique.

I can sing with increased fluency and expression from memory varied repertoire/genres of choral music.

I can enhance the expressive quality of my performance through singing from memory.

I can sing a cappella vocal selections from memory.

I can perform at sight complex unfamiliar musical works with accuracy, appropriate expression/interpretation and fluency.

I can perform at sight complex unfamiliar works with fluency.

I can notate advanced values and time signatures that represent syncopation and smaller beat subdivisions in my music.

I can justify the use of advanced tempo markings in my music.

I can justify the technical, expressive, and formal markings in my music.

I can justify artistic decisions used in compositions and performances.

I can produce a well-developed tone in all tessituras specific to my vocal range.

I can sing with a well-developed tone, incorporating all musical symbols, tempo and expressive indications.

can sing with increased fluency and expression a varied repertoire/genre of choral music.

can sing with rhythmic and melodic precision music from diverse genres.

I can sing observing dynamics, articulation, and phrasing, in the style of the music.

I can perform at sight complex unfamiliar musical works with accuracy.

I can perform at sight complex unfamiliar musical works with accurate pitches

I can sight read using multiple reading systems (ta-ka-di-mi and Gordon, count singing, neutral syllables) in my music.

I can identify the use of advanced tempo markings in my music.

I can identify technical, expressive, and formal markings in my music.

I can present my evaluation of a formal or informal performance.

I can consistently produce a well-developed, vibrant tone across the entire range of my voice.

I can sing with well-developed tone quality and increased vocal technique.

I can sing with increased fluency and expression in small and large ensembles a varied repertoire/genre of choral music.

I can interpret a conductor's gesture in a varied repertoire of music.

I can interpret a conductor's gestures appropriate to the genre.

I can perform at sight complex unfamiliar musical works with accuracy and appropriate expression/interpretation.

I can perform at sight complex unfamiliar musical works with correction articulation.

I can identify advanced note values and time signatures that represent smaller beat subdivisions in my music.

I can analyze the technical, expressive, and formal markings in my music.

I can analyze performances and provide criteria for improve-ment.

I can produce a centered tone in most tessituras specific to my vocal range.

I can sing 2-3 part songs with centered tone quality, in tune, while demonstrating articulation changes.

I can sing while interpreting my conductor's cues in order to perform with expression and technical accuracy.

I can interpret a conductor's gesture with rhythmic and melodic precision.

I can interpret a conductor's dynamic, articulation, and phrasing cues.

I can use a system to fluently sight-read moderately complex melodies in treble and bass clefs.

I can perform at sight moderately complex unfamiliar musical works with accurate pitches.

I can notate intermediate note values and time signatures.

I can apply intermediate tempo markings in my music.

I can apply advanced expressive markings in my music.

I can use the elements of music to evaluate my performance or the performance of others.

I can produce a centered tone in a comfortable tessitura.

I can sing with a resonant, centered, and free tone in harmony.

can sing in tune my assigned part with clear tone quality, using breath control and correct posture.

I can sing expressively with appropriate dynamics and phrasing.

I can sing, observing a variety of dynamic markings in songs.

I can sing, observing phrasing suggestions and markings in music.

I can identify music notation, symbols representing an expanded set of tonal, rhythmic, technical, and expressive ideas.

I can identify sharps, flats, naturals, and simple key signatures.

I can sight-read stepwise tonic (do, re, mi, fa, so) patterns and simple meter based (2/4, 3/4, 4/4) rhythmic patterns.

I can identify advanced note values and time signatures that represent syncopation and smaller beat subdivisions in my music.

I can identify expressive markings in my music.

I can describe the characteristics of a quality performance using musical terms.

I can produce a centered tone in some tessituras specific to my vocal range.

I can sing 2-3 part songs with centered tone quality, in tune, while demonstrating dynamic changes.

I can sing with a centered tone and a steady tempo.

I can sing expressively with appropriate dynamics, phrasing, and interpreta-tion.

I can interpret a conductor's dynamic and phrasing cues when singing.

I can sing, observing phrasing markings and breathing appropriate-ly alone and in groups.

I can perform at sight simple unfamiliar musical works.

I can perform at sight simple unfamiliar musical works with accurate pitches.

I can sight read using reading systems such as ta-ka-di-mi, Gordon, count singing, and neutral syllables to unfamiliar melodies with tonic triad skips.

I can apply basic tempo markings in my music.

I can apply expressive markings in my music.

I can use the elements of music to evaluate a composi-tion.

I can produce a steady, free tone while singing in tune.

I can blend my voice with others singing in tune in my head voice.

I can sing in tune with breath support.

I can sing expressively, alone or in groups, matching dynamic levels and responding to the cues of a conductor.

I can demonstrate dynamic levels in response to a conductor.

I can respond to a conductor's gradual dynamic cues when singing.

I can read and perform simple unfamiliar and familiar songs using music notation.

I can perform simple unfamiliar rhythm patterns using music notation.

I can perform simple unfamiliar tonal patterns using music notation.

I can sing simple patterns in multiple tonalities.

I can identify some criteria for music performance.

I can identify similar elements of music in different cultures.

I can produce a steady, free tone on a comfortable pitch.

I can sing some simple patterns alone and with others.

I can demonstrate correct singing posture.

I can speak, chant, sing, and move to demonstrate awareness of beat.

I can speak, chant to the beat.

I can sing and move to the beat.

I can identify music notation symbols representing simple familiar tonal and rhythm patterns and tunes.

I can use non-traditional notation to identify pitches in a clef.

I can identify note values.

I can identify simple familiar rhythm patterns with correspond-ing notation.

I can identify simple familiar tonal patterns with correspond-ing notation.

I can discuss my preference for a piece of music.

I can produce a steady, free tone within a limited range.

I can identify and sing in my head and chest voices

I can sing songs based on the pentatonic scale.

I can speak, chant, sing and move to demonstrate awareness of beat, tempo, dynamics, and melodic direction.

I can demonstrate different tempo markings when singing and moving to the beat.

I can demonstrate dynamic levels when singing and moving to the beat.

I can read and perform tonal and rhythmic patterns using music notation.

I can sing tonal patterns using a sight-reading system.

I can identify basic time signatures.

I can sing using eighth, quarter, half and whole notes and rests.

I can sing a variety of tempos in music.

I can identify characteristics of a performance that I like/dislike.

I can sing with a well-developed tone, some 3-4 part songs, demonstrating balance and intonation, by adjusting my voice to conductor's cues.

I can sing alone and within a 3-4 part ensemble, singing with well-developed tone quality while maintaining balance and intonation.

I can analyze the use of advanced tempo markings in my music.

I can sing my assigned part in tune with appropriate tone quality, resonance and vocal timbre.

I can sing in unison and simple 2-part music.

I can justify my criteria for evaluating music works and performances based on personal and collaborative research.

I can justify my interpretation of a musical work based on the elements of music.

I can justify the performance decisions in a variety of musical works.

I can justify my evaluation of musical works from different historical periods and cultures based on my personal and collaborative research.

I can justify my criteria for evaluating musical works and performances based on personal and collaborative research.

can explain criteria used for evaluation.

I can analyze a composition or performance and offer constructive suggestions for improvement using provided criteria.

I can identify forms used in varying cultures and historical periods.

I can describe stylistic qualities of music from different cultures and time periods.

I can describe stylistic qualities of music from different historical periods and cultures and offer suggestions for improvement of my performance.

I can analyze performances and compositions, offering suggestions for improvement using provided criteria.

I can communicate feedback for personal performances and composi-tions.

I can analyze and critique compositions and performances from a variety of genres, cultures and time periods using personally developed criteria.

I can describe characteristics of a variety of musical forms.

I can identify key signature changes and modulations in relation to form.

I can describe stylistic qualities of music from different historical periods and how it applies to my instrument.

I can analyze and critique compositions and performances using personally-developed criteria.

I can analyze personal compositions and provide criteria for improve-ment.

I can evaluate a performance and offer constructive suggestions for improvement using provided criteria.

I can identify advanced musical symbols, key signatures, and complex meter.

I can explain why advanced musical symbols, key signatures, and complex meter are used in music.

I can use the elements of music to offer suggestions for improve-ment.

I can compare my performance to the performance of others.

I can describe how the elements of music are used to communicate ideas and evoke emotional responses in myself and others.

I can explain how music elements are used to communicate ideas.

I can describe how the elements of music affect the mood of a song.

I can use the elements of music to describe my emotional response to a music performance.

I can describe the quality of music performances using provided criteria.

I can define all the elements of music.

I can identify and explain how the elements of music are used in a variety of genres to determine my personal preferences.

I can identify how the melody, harmony, rhythm, timbre, texture, form, and expressive elements are different in varying genres of music.

I can describe common elements found in various genres of music.

I can use the elements of music to describe why I like particular genres.

I can describe my evaluation of a performance to others.

I can identify specific criteria I use when I critique others' perform-ances.

I can identify patterns in music, recognize basic musical forms, and identify criteria of a musical performance.

I can recognize patterns in the music that I hear.

I can identify common forms such as call and response, verse and refrain, ABA.

I can identify criteria for a music performance.

I can list some criteria to describe my interest in music performances using music terminology.

I can describe some of the elements of music.

I can identify the elements of music, instrument families, and voice types.

I can identify rhythm, dynamics, pitch, harmony, tone color, texture, and form.

I can identify instrument families in the symphony orchestra.

I can identify different voice types.

I can show my personal interest in musical perform-ances of others.

I can recognize some elements of music, such as loud/soft, fast/slow.

I can identify and apply basic music symbols and terminology.

I can identify basic music symbols and terms in written music.

I can apply my knowledge of musical symbols and terminology to a performance.

I can identify characteristics of a performance that I like/dislike.

I can describe my personal interest in music performances using music terminology.

I can define basic music terminology using my own words.

I can create musical ideas and works using chord progressions and modulations.

I can relate music to other arts disciplines, content areas and career path choices.

I can produce a well-developed tone quality.

I can improvise music.

I can examine music from a variety of stylistic and historical periods and cultures.

I can analyze music.

Performing

Connecting

I can evaluate music.

I can perform with technical accuracy and expression.

I can arrange and compose music.

Responding

I can perform using music notation.

Creating

Connecting – I can relate artistic ideas and work with personal meaning and external context.

Creating – I can conceive and develop new artistic ideas and work.

I can create, analyze, and perform movement based on multiple historical and societal traditions and identify how they contribute to my artistic development.

I can analyze how I infused multiple societal and historical traditions into my choreography.

I can research and analyze societal and political issues as they relate to other arts and content and apply them to my career interests.

I can analyze complex ideas from other arts disciplines and content areas to inspire my creative work and evaluate its impact on my artistic perspective.

I can demonstrate skills necessary for a career in dance.

I can evaluate the effectiveness of healthy living practices and physical well-being of myself and others for optimal performance.

I can evaluate the application of anatomical principles, strength, flexibility, balance, coordination, and physical safety in myself and others for performance.

I can create and perform movement based on specific historical and societal traditions.

I can explain and perform specific societal and historical traditions and infuse these ideas into my choreography.

I can apply concepts among arts disciplines and other content areas to dance and analyze how my interests and skills will prepare me for a career.

I can explain ideas from other arts disciplines and content areas through dance.

I can identify the skills, training, and education necessary to pursue a career in dance that interests me.

I can evaluate my healthy living practices and how these practices improve my ability to dance.

I can apply anatomical principles to my dancing and evaluate how dance promotes physical fitness and strengthens balance and coordination.

I can create, analyze, and perform movement based on several historical and societal traditions.

I can create or select movement based on societal and historical traditions and infuse these ideas into my choreography.

I can explain how economic conditions, values, and location influence dance and the need for dance-related careers.

I can analyze a dance that is related to content learned in other subjects and research its context.

I can pursue opportunities that will lead me to a career in dance.

I can evaluate the effectiveness of healthy living practices and physical well-being on performance.

I can evaluate my application of anatomical principles and strength, flexibility, balance, coordination, and physical safety in performance.

I can perform and modify a dance using characteristics from a culture and time period.

I can make changes to a dance by applying characteristics from a societal or historical dance style.

I can analyze the concepts and materials used among arts disciplines and other content areas and how they are used in a dance career.

I can apply concepts from other arts disciplines and content areas to dance.

I can research topics about careers in dance that interest me.

I can apply healthy living practices to improve my overall health and ability to dance.

I can describe how dance promotes physical fitness and safety, how it strengthens balance and coordination, and apply this to my dancing.

I can examine and demonstrate relationships among dances from multiple cultures and/or historical time periods.

I can examine movement from multiple cultures and time periods to find similarities and differences for the purpose of creating and performing a dance.

I can explore a range of skills shared among arts disciplines and other content areas as well as a dance career.

I can apply dance concepts to other arts disciplines and content areas.

I can describe the skills needed for careers in dance.

I can describe ways that healthy living practices influence my overall health.

I can identify anatomy and demonstrate ways that dance promotes physical fitness and safety.

I can research a specific culture and time period and present movement ideas and works.

I can research the role of dance within a specific culture or historical time period and present what I discovered.

I can examine specific skills shared among arts disciplines and other content areas as well as a dance career.

I can examine the relationship between dance and specific content from another arts discipline and content area.

I can identify specific skills required for various careers in dance.

I can recognize and describe ways that dance improves healthy living practices and physical well-being.

I can explain and demonstrate how dance promotes physical fitness and safety and strengthens balance and coordination.

I can demonstrate movement and make connections to multiple cultures and/or historical time periods.

I can perform a dance and relate the movement to people or the environment in which it was created.

I can relate dance concepts to arts disciplines, other content areas, and related careers.

I can demonstrate and describe the relationship between dance and a concept from another subject in my school.

I can identify specific careers in dance.

I can identify and demonstrate ways dance improves my physical health.

I can identify and demonstrate movements specific to individual body parts for physical health.

I can recognize that all cultures dance and explore elements specific to that culture/form.

I can demonstrate movement from a culture and time periods.

I can explore dance concepts among arts disciplines and other content areas as well as things about dance that interest me.

I can identify a relationship between dance and another subject in my school.

I can identify topics in dance that interest me.

I can identify ways to be healthy.

I can identify parts of my body.

I can identify and demonstrate movement from a culture and an historical time period.

I can identify and demonstrate dance from a specific culture and time period.

I can identify and demonstrate dance concepts among arts disciplines, content areas, and related careers.

I can demonstrate a relationship between dance and another subject in my school.

I can identify and demonstrate the skills in dance that interest me.

I can demonstrate multiple ways dance makes me healthy and strong.

I can demonstrate movements that improve physical health.

I can improvise to develop my own movement preferences to compose and evaluate artistic ideas and works.

I can expand personal movement preferences to solve unexpected problems to communicate artistic intent and explain their effectiveness.

I can improvise movement generated from stimuli I create to discover my personal voice and communicate the artistic intent of my composition.

I can choreograph a cohesive dance by effectively implementing a variety of choreographic devices, structures, and production elements using reflections from previous creative processes to inform my artistic choices.

I can apply and analyze the use of choreographic devices and structures and use self-evaluation to revise my dance.

I can choreograph a cohesive dance that conveys meaning by evaluating and revising my movement and production choices.

I can improvise and develop solutions to my own movement problem using the dance elements and choreographic devices.

I can develop a movement problem and manipulate the dance elements to explore multiple solutions using a choreographic device.

I can improvise using a variety of stimuli in order to create movement phrases for a composition.

I can choreograph and refine a dance using a variety of choreographic devices, structures, and production elements, then describe my creative process.

I can design a dance using choreographic devices and structures as well as explain the reasons for my artistic choices.

I can choreograph a dance that reflects a personal choice and add production elements to enhance and clarify my intent.

I can improvise, develop, and reflect on my movement solutions.

I can develop a movement problem and evaluate the effectiveness of my solutions.

I can improvise in response to a variety of self-identified stimuli to expand my movement vocabulary and artistic expression for a composition.

I can choreograph a dance using a variety of choreographic devices, structures, and production elements while analyzing and refining my creative process.

I can apply and analyze the use of choreographic devices and structures to demonstrate how they support my artistic intent.

I can choreograph a dance that reflects a personal choice, then analyze and justify my movement and production choices.

I can develop my own movement problem by selecting variables from the dance elements and choreographic devices.

I can construct movement problems and solve them using the dance elements and choreographic devices.

I can use the elements of dance to develop a composition based on a variety of senses, ideas, and moods.

I can compose and refine a dance by selecting choreographic devices, structures, and production elements to communicate my intent.

I can select and apply a variety of choreographic devices and structures to create and refine a dance with a clear intent.

I can choreograph a dance that communicates emotions, ideas, experiences, or images and apply production elements that clarify my intent.

I can apply the dance elements to explore solutions to a simple movement problem.

I can make choices by combining and manipulating a variety of dance elements.

I can explore a movement solution using a variety of senses, ideas, and moods.

I can organize and develop a dance that communicates an idea with a specific choreographic structure.

I can identify and demonstrate choreographic structures to create a dance.

I can create a dance that communicates emotions, ideas, and experiences.

I can develop my own solutions to a movement problem using the dance elements.

I can explore and select a solution to a given movement problem.

I can use the elements of dance to develop a solution to a movement problem using a variety of senses, ideas, and moods to clarify meaning.

I can compose a dance that communicates an idea by applying choreographic devices, structures, and production elements and reflect on my choices.

I can use choreographic devices and structures to develop a dance and reflect on my artistic choices.

I can choreograph a dance that communicates emotions, ideas, experiences, or images and suggest production elements.

I can explore and respond in multiple ways to a variety of dance elements and ideas.

I can intentionally explore multiple dance elements at the same time.

I can explore ideas through movement and explain my choices.

I can create a dance that communicates an idea through the use of literal and abstract gestures.

I can create a movement phrase with a beginning, middle, and end that communicates an idea.

I can create literal and abstract movements based on emotions, ideas, and experiences.

I can explore and respond to one dance element and idea at a time.

I can move my body in different ways.

I can use movement to respond to an idea.

I can create a movement sequence using literal gestures.

I can create a simple movement sequence with a clear beginning and end.

I can create literal movement based on an emotion, idea, or experience.

I can explore and respond in multiple ways to more than one dance element and idea.

I can explore different ways to combine basic dance elements.

I can use movement to respond in multiple ways to an idea.

I can create a dance with a beginning, middle, and end using literal and abstract gestures.

I can create a movement sequence that has a beginning, middle, and end.

I can create literal movements based on emotions, ideas, or experiences and change them to abstract movements.

I can perform multiple complex movements demonstrating mastery of the dance elements, space, time, relationships and energy/force movement qualities.

I can refine partner and ensemble skills to show spatial design with diverse air and floor pathways, levels, and patterns.

I can perform a dance work in which I make choices about the timing and phrasing of movement in relationship to accompaniment.

I can choose movement qualities (force/energy) to demonstrate nuance within a dance work.

I can accurately implement and emulate choreographers’ dance techniques.

I can embody technical dance skills when performing a variety of dance genres and forms and continue to refine technique.

I can embody the technical dance skills and artistry necessary to perform a dance work and analyze how these skills will contribute to my artistic growth.

I can perform with intentional kinesthetic awareness and concentration using my knowledge of technique.

I can perform movement sequences that demonstrate the use of space, time, relationships, and energy/force movement qualities.

I can perform designs in relation to others’ bodies, while applying spatial awareness.

I can apply syncopation and accented movements to my performance while responding to rhythmic cues.

I can perform movement sequences with a broad range of movement qualities (force/energy).

I can perform codified dance techniques.

I can apply the concept of a codified technique when performing dance combinations and refine technique.

I can apply technical dance skills to replicate, recall, and execute a movement phrase.

I can perform with a developing sense of kinesthetic awareness, concentration, and projection.

I can perform dance phrases demonstrating increasingly complex uses of space, time, relationships, and energy/force movement qualities.

I can perform complex designs in relation to others’ bodies while applying spatial awareness.

I can perform dance phrases that use time and tempo in unpredictable ways.

I can perform dance works with a broad range of complex movement qualities (force/energy).

I can perform choreographers’ dance techniques.

I can apply concepts of codified techniques when performing complex combinations and refine technique through teacher, self, and peer evaluation.

I can apply technique and artistry informed by personal performance goals.

I can perform with increasing kinesthetic awareness, concentration, and projection.

I can perform and respond to changes in space, time, relationships, and energy/force movement qualities with intent.

I can perform shapes and create designs in relation to others’ bodies, using a variety of spatial directions, pathways, and levels.

I can respond to rhythmic changes as they occur in dance and music.

I can choose from a broad range of movement qualities (force/energy) to enhance my performance.

I can demonstrate complex dance techniques and performance skills.

I can demonstrate complex dance combinations, concepts, and intentional kinesthetic skills while applying feedback.

I can commit to memory and accurately perform movement phrases created by myself and others.

I can consistently perform with concentration, expression, and spatial awareness.

I can perform in response to changes in time, space, or energy/force movement qualities.

I can perform movements that change body shapes, facings, and pathways in space.

I can respond to tempo changes as they occur in dance and music.

I can perform more than one movement quality (force/energy) at a time.

I can demonstrate dance techniques and performance skills.

I can demonstrate dance steps and patterns from a variety of genres or forms of dance using intentional kinesthetic skills.

I can accurately perform movement phrases created by myself and others.

I can dance for and with others while being aware of the space my body uses while performing.

I can perform complex movements using space, time, and energy/force movement qualities.

I can perform in and through space with intentional choices.

I can perform movement phrases emphasizing changes in speed and tempo.

I can choose and perform increasingly complex movement qualities (force/energy).

I can demonstrate increasingly complex dance techniques and performance skills.

I can demonstrate increasingly complex dance steps, concepts, and intentional kinesthetic skills while applying feedback.

I can memorize and perform movement phrases created by myself and others.

I can perform with concentration, expression, and spatial awareness.

I can perform movements using the dance elements.

I can perform transitions between shapes on different levels and in different directions.

I can choose my own speed when dancing to music or accompaniment.

I can perform simple contrasting movement qualities (force/energy).

I can identify and demonstrate a variety of movement elements and performance skills.

I can identify and demonstrate dance steps, positions, and patterns in several genres or forms of dance.

I can memorize movement sequences created by myself and others.

I can dance for and with others in a space where audiences and performers occupy different areas.

I can follow movements using the dance elements.

I can follow pathways, directions, and levels for moving the body in general space.

I can follow and match steady beat.

I can follow basic movement qualities.

I can demonstrate basic movement elements and skills.

I can demonstrate basic dance steps and positions in some genres or forms of dance.

I can replicate a brief movement sequence.

I can maintain personal space while moving.

I can demonstrate movements using the dance elements.

I can demonstrate still and moving body shapes that show changes in levels and size.

I can identify and match the speed of various dance movements and musical selections.

I can demonstrate basic movement qualities.

I can demonstrate movement elements and performance skills.

I can identify and demonstrate basic dance steps and positions in some genres or forms of dance.

I can replicate and memorize a movement sequence.

I can dance for and with others in a designated space.

I can evaluate my interpretation of diverse dances considering context and bias.

I can evaluate the choreographic choices in a variety of dances.

I can justify my interpretation of a dance based on the dance elements, execution of movement, performance qualities, and context.

I can analyze and discuss the meaning and purpose in a variety of dances.

I can analyze the organization and use of the dance elements in a variety of dances.

I can analyze how artistic choices of the choreographer contribute to the purpose of the dance.

I can analyze the meaning and intent in order to evaluate a variety of dances and recommend revisions.

I can analyze a variety of dances and evaluate the choreographic choices.

I can evaluate how artistic choices suggest the meaning of a dance.

I can analyze artistic differences and discuss the meaning among genres and styles of dance.

I can analyze dance elements, movement qualities, and patterns in different genres and styles of dance.

I can identify and describe how the genre or style contributes to the meaning of a dance.

I can describe characteristics in a dance and interpret the meaning of the movement.

I can describe movement qualities and patterns in a dance.

I can select specific context clues from a dance and explain how they relate to the main idea using dance vocabulary.

I can analyze artistic choices and discuss the interpreted meaning in a dance.

I can compare and contrast dance elements, movement qualities, and patterns in a dance.

I can describe how the use of elements, choreographic structure, movement choices, and context communicate intent of a dance using genre-specific dance vocabulary.

I can identify and describe patterns and explain how movement communicates an idea.

I can identify and describe movement qualities and patterns in a dance.

I can observe a dance and use dance vocabulary to explain its meaning.

I can identify specific movements.

I can identify basic dance elements performed by others or myself.

I can identify and describe a movement performed by others or myself using dance vocabulary.

I can identify specific movements and share my opinion with others.

I can describe a few of the movement qualities and basic dance elements in a sequence performed by others or myself.

I can observe choreography and use dance vocabulary to identify the emotion or mood.

I can perform movement skills and techniques.

I can relate dance to other arts disciplines, content areas, and careers.

I can identify and apply healthful practices related to dance.

I can describe, analyze, and evaluate a dance.

I can examine and perform dance styles from a variety of historical periods and cultures.

I can use movement exploration to discover and create artistic ideas and works.

I can choreograph a dance.

I can perform movements using the dance elements.

Performing – I can perform movement skills with technical proficiency and artistic expression.

Responding – I can interpret (read) and evaluate how dance conveys meaning.

I can create, analyze, and perform movement based on multiple historical and cultural traditions and identify how they contribute to my artistic development.

I can analyze how I infused multiple cultural and historical traditions to my choreography.

I can research and analyze societal, political, and cultural issues as they relate to other arts and content and apply them to my career interests.

I can analyze complex ideas from other arts disciplines and content areas to inspire my creative work and evaluate its impact on my artistic perspective.

I can demonstrate skills necessary for a career in dance.

I can evaluate the effectiveness of healthy living practices and physical well-being of myself and others for optimal performance.

I can evaluate the application of anatomical principles, strength, flexibility, balance, coordination, and physical safety in myself and others for performance.

I can create and perform movement based on specific historical and cultural traditions.

I can explain and perform specific cultural and historical traditions and infuse these ideas into my choreography.

I can apply concepts among arts disciplines and other content areas to dance and analyze how my interests and skills will prepare me for a career.

I can explain ideas from other arts disciplines and content areas through dance.

I can identify the skills, training, and education necessary to pursue a career in dance that interests me.

I can evaluate my healthy living practices and how these practices improve my ability to dance.

I can apply anatomical principles to my dancing and evaluate how dance promotes physical fitness, and strengthens balance and coordination.

I can create, analyze, and perform movement based on several historical and cultural traditions.

can create or select movement based on cultural and historical traditions and infuse these ideas into my choreography.

I can explain how economic conditions, cultural values and location influence dance and the need for dance related careers.

I can analyze a dance related to content learned in other subjects and research its context.

I can pursue opportunities that will lead me to a career in dance.

I can evaluate the effectiveness of healthy living practices and physical well-being on performance.

I can evaluate my application of anatomical principles, and strength, flexibility, balance, coordination, and physical safety in performance.

I can perform and modify a dance using characteristics from a culture and time period.

I can make changes to a dance by applying characteristics from a cultural or historical dance style.

I can analyze the concepts and materials used among arts disciplines and other content areas and how they are used in a dance career.

I can apply concepts from other arts disciplines and content areas to dance.

I can research topics about careers in dance that interest me.

I can apply healthy living practices to improve my overall health and ability to dance.

I can describe how dance promotes physical fitness and safety, how it strengthens balance and coordination, and apply this to my dancing.

I can examine and demonstrate relationships among dances from multiple cultures and/or historical time periods.

can examine movement from multiple cultures and time periods to find similarities and differences for the purpose of creating and performing a dance.

I can explore a range of skills shared among arts disciplines and other content areas as well as a dance career.

I can apply dance concepts to other arts disciplines and content areas.

I can describe the skills needed for careers in dance.

I can describe ways that healthy living practices influence my overall health.

can identify anatomy and demonstrate ways that dance promotes physical fitness and safety.

I can research a specific culture and time period and present movement ideas and works.

can research the role of dance within a specific culture or historical time period and present what I discovered.

I can examine specific skills shared among arts disciplines and other content areas as well as a dance career.

I can examine the relationship between dance and specific content from another arts discipline and content area.

I can identify specific skills required for various careers in dance.

I can recognize and describe ways that dance improves healthy living practices and physical well-being.

I can explain and demonstrate how dance promotes physical fitness and safety, and strengthens balance and coordination.

I can demonstrate movement and make connections to multiple cultures and/or historical time periods.

I can perform a dance and relate the movement to people or the environment in which it was created.

I can relate dance concepts to arts disciplines, other content areas, and related careers.

I can demonstrate and describe the relationship between dance and a concept from another subject in my school.

I can identify specific careers in dance.

I can identify and demonstrate ways dance improves my physical health.

I can identify and demonstrate movements specific to individual body parts for physical health.

I can recognize that all cultures dance and explore elements specific to that culture/form.

I can demonstrate movement from a culture and time periods.

I can explore dance concepts among arts disciplines and other content areas as well as things about dance that interest me.

I can identify a relationship between dance and another subject in my school.

I can identify topics in dance that interest me.

I can identify ways to be healthy.

I can identify parts of my body.

I can identify and demonstrate movement from a culture and an historical time period.

I can identify and demonstrate dance from a specific culture and time period.

I can identify and demonstrate dance concepts among arts disciplines, content areas and related careers.

I can demonstrate a relationship between dance and another subject in my school.

I can identify and demonstrate the skills in dance that interest me.

I can demonstrate multiple ways dance makes me healthy and strong.

I can demonstrate movements that improve physical health.

I can improvise to develop my own movement preferences to compose and evaluate artistic ideas and works.

I can expand personal movement preferences to solve unexpected problems to communicate artistic intent and explain their effectiveness.

I can improvise movement generated from stimuli I create to discover my personal voice and communicate the artistic intent of my composition.

I can choreograph a cohesive dance by effectively implementing a variety of choreographic devices, structures, and production elements using reflections from previous creative processes to inform my artistic choices.

I can apply and analyze the use of choreographic devices and structures and use self-evaluation to revise my dance.

I can choreograph a cohesive dance that conveys meaning by evaluating and revising my movement and production choices.

I can improvise and develop solutions to my own movement problem using the dance elements and choreographic devices.

I can develop a movement problem and manipulate the dance elements to explore multiple solutions using a choreographic device.

I can improvise using a variety of stimuli in order to create movement phrases for composition.

I can choreograph and refine a dance using a variety of choreographic devices, structures, and production elements then describe my creative process.

I can design a dance using choreographic devices and structures as well as explain the reasons for my artistic choices.

I can choreograph a dance that reflects a personal choice and add production elements to enhance and clarify my intent.

I can improvise, develop, and reflect on my movement solutions.

I can develop a movement problem and evaluate the effectiveness of my solutions.

can improvise in response to a variety of self-identified stimuli to expand my movement vocabulary and artistic expression for a composition.

I can choreograph a dance using a variety of choreographic devices, structures, and production elements while analyzing and refining my creative process.

I can apply and analyze the use of choreographic devices and structures to demonstrate how they support my artistic intent.

I can choreograph a dance that reflects a personal choice, then analyze and justify my movement and production choices.

I can develop my own movement problem by selecting variables from the dance elements and choreographic devices.

I can construct movement problems and solve them using the dance elements and choreographic devices.

I can use the elements of dance to develop a composition based on a variety of senses, ideas, and moods.

I can compose and refine a dance by selecting choreographic devices, structures, and production elements to communicate my intent.

I can select and apply a variety of choreographic devices and structures to create and refine a dance with a clear intent.

I can choreograph a dance that communicates emotions, ideas, experiences, or images and apply production elements that clarify my intent.

I can apply the dance elements to explore solutions to a simple movement problem.

I can make choices by combining and manipulating a variety of dance elements.

I can explore a movement solution using a variety of senses, ideas, and moods.

I can organize and develop a dance that communicates an idea with a specific choreographic structure.

I can identify and demonstrate choreographic structures to create a dance.

I can create a dance that communi-cates emotions, ideas, and experiences.

I can develop my own solutions to a movement problem using the dance elements.

I can explore and select a solution to a given movement problem.

I can use the elements of dance to develop a solution to a movement problem using a variety of senses, ideas, and moods to clarify meaning.

I can compose a dance that communicates an idea by applying choreographic devices, structures, and production elements and reflect on my choices.

I can use choreographic devices and structures to develop a dance and reflect on my artistic choices.

I can choreograph a dance that communicates emotions, ideas, experiences, or images and suggest production elements.

I can explore and respond in multiple ways to a variety of dance elements and ideas.

I can intentionally explore multiple dance elements at the same time.

I can explore ideas through movement and explain my choices.

I can create a dance that communicates an idea through the use of literal and abstract gestures.

I can create a movement phrase with a beginning, middle, and end that communicates an idea.

I can create literal and abstract movements based on emotions, ideas, and experiences.

I can explore and respond to one dance element and idea at a time.

I can move my body in different ways.

I can use movement to respond to an idea.

I can create a movement sequence using literal gestures.

I can create a simple movement sequence with a clear beginning and end.

I can create literal movement based on an emotion, idea or experience.

I can explore and respond in multiple ways to more than one dance element and idea.

I can explore different ways to combine basic dance elements.

I can use movement to respond in multiple ways to an idea.

I I can create a dance with a beginning, middle, and end using literal and abstract gestures.

can create a movement sequence that has a beginning, middle, and end.

I can create literal movements based on emotions, ideas, or experiences and change them to abstract movements.

I can perform multiple complex movements demonstrating mastery of the dance elements, space, time, relationships and energy/force movement qualities.

I can refine partner and ensemble skills to show spatial design with diverse air and floor pathways, levels, and patterns.

I can perform a dance work in which I make choices about the timing and phrasing of movement in relationship to accompaniment.

I can choose movement qualities (force/energy) to demonstrate nuance within a dance work.

I can accurately implement and emulate choreographers' dance techniques.

I can embody technical dance skills when performing a variety of dance genres and forms and continue to refine technique.

I can embody the technical dance skills and artistry necessary to perform a dance work and analyze how these skills will contribute to my artistic growth.

I can perform with intentional kinesthetic awareness and concentration using my knowledge of technique.

I can perform movement sequences that demonstrate the use of space, time, relationships, and energy/force movement qualities.

I can perform designs in relation to others' bodies, while applying spatial awareness.

I can apply syncopation and accented movements to my performance while responding to rhythmic cues.

I can perform movement sequences with a broad range of movement qualities (force/energy).

I can perform codified dance techniques.

I can apply the concept of a codified technique when performing dance combinations and refine technique.

I can apply technical dance skills to replicate, recall, and execute a movement phrase.

I can perform with a developing sense of kinesthetic awareness, concentration and projection.

I can perform dance phrases demonstrating increasingly complex uses of space, time, relationships, and energy/force movement qualities.

I can perform complex designs in relation to others' bodies while applying spatial awareness.

I can perform dance phrases that use time and tempo in unpredictable ways.

I can perform dance works with a broad range of complex movement qualities (force/energy).

I can perform choreographers' dance techniques.

I can apply concepts of codified techniques when performing complex combinations and refine technique through teacher, self and peer evaluation.

I can apply technique and artistry informed by personal performance goals.

I can perform with increasing kinesthetic awareness, concentration and projection.

I can perform and respond to changes in space, time, relationships, and energy/force movement qualities with intent.

I can perform shapes, and create designs in relation to others' bodies, using a variety of spatial directions, pathways, and levels.

I can respond to rhythmic changes as they occur in dance and music.

I can choose from a broad range of movement qualities (force/energy) to enhance my performance.

I can demonstrate complex dance techniques and performance skills.

I can demonstrate complex dance combinations, concepts and intentional kinesthetic skills while applying feedback.

I can commit to memory and accurately perform movement phrases created by myself and others

I can consistently perform with concentration, expression and spatial awareness.

I can perform in response to changes in time, space, or energy/force movement qualities.

I can perform movements that change body shapes, facings, and pathways in space.

I can respond to tempo changes as they occur in dance and music.

I can perform more than one movement quality (force/energy) at a time.

I can demonstrate dance techniques and performance skills.

I can demonstrate dance steps and patterns from a variety of genres or forms of dance using intentional kinesthetic skills.

I can accurately perform movement phrases created by myself and others.

I can dance for and with others while being aware of the space my body uses while performing.

I can perform complex movements using space, time, and energy/force movement qualities.

I can perform in and through space with intentional choices.

I can perform movement phrases emphasizing changes in speed and tempo.

I can choose and perform increasingly complex movement qualities (force/energy)

I can demonstrate increasingly complex dance techniques and performance skills.

I can demonstrate increasingly complex dance steps, concepts and intentional kinesthetic kills while applying feedback.

I can memorize and perform movement phrases created by myself and others.

I can perform with concentration, expression and spatial awareness.

I can perform movements using the dance elements.

I can perform transitions between shapes on different levels and in different directions.

I can choose my own speed when dancing to music or accompaniment.

I can perform simple contrasting movement qualities (force/energy).

I can identify and demonstrate a variety of movement elements and performance skills.

I can identify and demonstrate dance steps, positions, and patterns in several genres or forms of dance.

I can memorize movement sequences created by myself and others.

I can dance for and with others in a space where audiences and performers occupy different areas.

I can follow movements using the dance elements.

I can follow pathways, directions, and levels for moving the body in general space.

I can follow and match steady beat.

I can follow basic movement qualities.

I can demonstrate basic movement elements and skills.

I can demonstrate basic dance steps and positions in some genres or forms of dance.

I can replicate a brief movement sequence.

I can maintain personal space while moving.

I can demonstrate movements using the dance elements.

I can demonstrate still and moving body shapes that show changes in levels and size.

I can identify and match the speed of various dance movements and musical selections.

I can demonstrate basic movement qualities.

can demonstrate movement elements and performance skills.

I can identify and demonstrate basic dance steps and positions in some genres or forms of dance.

I can replicate and memorize movement sequence.

I can dance for and with others in a designated space.

I can evaluate my interpretation of diverse dances considering context and bias.

I can evaluate the choreographic choices in a variety of dance.

I can justify my interpretation of a dance based on the dance elements, execution of movement, performance qualities, and context.

I can analyze and discuss.the meaning and purpose in a variety of dances.

I can analyze the organization and use of the dance elements in a variety of dance.

I can analyze how artistic choices of the choreographer contribute to the purpose of the dance.

I can analyze the meaning and intent in order to evaluate a variety of dances and recommend revisions.

I can analyze a variety of dances and evaluate the choreographic choices.

I can evaluate how artistic choices suggest the meaning of a dance.

I can analyze artistic differences, and discuss the meaning among genres and styles of dance.

I can analyze dance elements, movement qualities, and patterns in different genres and styles of dance.

I can identify and describe how the genre or style contributes to the meaning of a dance.

I can describe Characteristics in a dance and interpret the meaning of the movement.

I can describe movement qualities and patterns in a dance.

I can analyze artistic choices and discuss the interpreted meaning in a dance.

I can compare and contrast dance elements, movement qualities, and patterns in a dance.

I can describe how the use of elements, choreographic structure, movement choices, and context communicate intent of a dance using genre specific dance vocabulary.

I can select specific context clues from a dance and explain how they relate to the main idea using dance vocabulary.

I can identify and describe patterns and explain how movement communicates an idea.

I can identify and describe movement qualities and patterns in a dance.

I can observe a dance and use dance vocabulary to explain its meaning.

I can identify specific movements.

I can identify basic dance elements performed by others or myself.

I can identify and describe a movement performed by others or myself using dance vocabulary.

I can identify specific movements and share my opinion with others.

I can describe a few of the movement qualities and basic dance elements in a sequence performed by others or myself.

I can observe choreography and use dance vocabulary to identify the emotion or mood.

I can describe, analyze, and evaluate a dance.

Responding

I can relate dance to other arts disciplines, content areas, and careers.

Connecting

I can identify and apply healthful practices related to dance.

Performing

I can examine and perform dance styles from a variety of historical periods and cultures.

I can perform movement skills and techniques.

I can use movement exploration to discover and create artistic ideas and works.

Creating

I can choreograph a dance.

I can perform movements using the dance elements.

Connecting – I can relate artistic ideas and work with personal meaning and external context.

Creating – I can conceive and develop new design ideas and work.

I can evaluate my design solution to determine the effective use of past design works.

I can assess my design choices and relate them to past design influences.

I can research societal and political issues as they relate to other arts and content areas and apply to my role as a designer.

I can examine the importance of the work of a designer in issues that relate to a global society.

I can examine past design works to determine their influence on present designs.

I can find and compare how choices from a current design reflect influences of past design solutions.

I can apply concepts among arts disciplines and other content areas to design and analyze how my interests and skills will prepare me for a career.

I can use concepts found in various arts disciplines and other content areas in a design work.

I can work with a team to analyze the influence of past design works on present design challenges.

I can work with a team to explain how the designer's choices on the current design challenge reflect influences of design solutions from the past.

I can explain how economic conditions, values, and location influence design and the need for design-related careers.

I can describe how economic conditions, values, and geographic locations affect design and design careers.

I can analyze a variety of design works from different cultures and time periods.

I can recognize patterns in design choices and make connections to the development of design through different cultures and time periods.

I can analyze the tools, concepts, and materials used among arts disciplines and other content areas and how they are used in a design career.

I can investigate tools, concepts, and materials used in other arts disciplines and content areas.

I can identify improvements or changes in designs found in various cultures and time periods.

I can compare design similarities and differences among different cultures and time periods.

I can explore a range of skills shared among arts disciplines and other content areas and how they can be applied in a design career.

I can investigate a range of skills used in various design careers, arts disciplines, and content areas.

I can describe why improvements or changes were made in designs found in various cultures and time periods.

I can explain the possible reasons improvements and/or changes were made in a design through different cultures and time periods.

I can recognize specific skills shared among arts disciplines and other content areas and how they can be applied in a design career.

I can name design skills used in various arts disciplines and content areas and relate these skills to a career in design.

I can describe differences in designs from various cultures throughout history.

I can compare how designs are different in various cultures throughout history.

I can apply design concepts among arts disciplines, other content areas, and related careers.

I can use design concepts in other subjects in my school.

I can identify ways design thinking is used in other careers or vocations.

I can recognize some examples of design found in my home and community.

I can find and name some designs (object environmental, communication, or experiential) around me.

I can explore design concepts among arts disciplines, other content areas, and related careers.

I can connect design with objects in my home and school.

I can recognize that people have careers in design.

I can recognize differences in designs found in my home and community.

I can name some different design materials and methods of construction.

I can recognize design concepts among arts disciplines, other content areas, and related careers.

I can recognize that design exists in all arts disciplines and other content areas.

I can identify design businesses and careers in my community.

I can work on my own to conceive many design challenge possibilities.

I can use design thinking strategies to list many design challenge possibilities and prioritize to select one to define.

I can lead a discussion to evaluate the parts of the design challenge.

I can guide my team in determining the importance of the research from the team members.

I can lead a discussion to evaluate the usable design solutions to the challenge.

I can guide my team in determining the value of the usable design solutions to the challenge.

I can use sophisticated materials, techniques, and processes to create the most viable prototype.

I can select and apply professional materials, techniques, and processes to create a prototype.

I can work with a team to conceive many design challenge possibilities relating to a certain topic.

I can work with a team using design thinking strategies to list several design challenge possibilities about a topic and select one to define.

I can work with a team to analyze the aspects of the design challenge.

I can examine my research and report the connections of that information with the team.

I can work with a team to analyze usable design solutions to the challenge.

I can examine, discuss, and select possible design solutions to best address the challenge.

I can work with a team to create a prototype that solves multiple aspects of a design challenge.

I can work with a team to select materials, techniques, and processes to create a prototype.

I can work with a team to conceive many design challenge possibilities.

I can work with a team using design thinking strategies to list many design challenge possibilities and prioritize to select one to define.

I can work independently or with a team to evaluate the parts of the design challenge.

I can work with a team to determine the importance of the research from the team members.

I can work independently or with a team to evaluate the usable design solutions to the challenge.

I can work with a team to develop criteria to determine the value of the usable design solutions to the challenge.

I can work with a team to create a prototype that solves all aspects of a design challenge functionally and aesthetically.

I can work with a team to select and apply the best materials, techniques, and processes to create a prototype.

I can work with a team from a given list of design challenges and select one to describe.

I can work with a team to discuss design challenges from a given list and select one to describe from answers to the design challenge questions.

I can work with a team to explain why researched aspects of the design challenge are needed.

I can work with a team to prioritize research from the individual team members.

I can work with a team using design thinking strategies to generate many usable design solutions to the challenge.

I can work with a team to determine which design solutions effectively meet the challenge criteria.

I can work with a team to create a prototype to solve a design challenge.

I can work with a team to create a prototype that addresses functional aspects and aesthetics.

I can work with a team to answer design challenge questions.

I can work with a team to answer the design challenge questions who, what, when, where, and why and how to define the design challenge.

I can work with a team to research aspects of the design challenge.

I can work with a team to identify necessary information for the design challenge.

I can work with a team using design thinking strategies to generate ideas for design solutions to the challenge.

I can work with a team using a variety of design thinking strategies to list possible design solutions without judgment.

I can work with a team to make a prototype that represents a solution to a design challenge.

I can work with a team to make a prototype to experience the design challenge criteria.

I can work with a team from a given list to identify and describe a design challenge to develop.

I can work with a team to select a design challenge from a given list using certain criteria to answer the design challenge questions and define the challenge.

I can work with a team to research and describe aspects of the design challenge.

I can communicate my research to the team.

I can work with a team using design thinking strategies to generate some usable design solutions to the challenge.

I can work with a team to turn ideas into possible design solution concepts.

I can work with a team to make multiple prototypes that represent various solutions to a design challenge.

I can work with a team to make prototypes to experience the design challenge criteria.

I can answer design challenge questions.

I can answer the design challenge questions who, what, when, where, and why and how in order to define the design challenge.

I can apply research methods.

I can use a variety of methods to investigate the design challenge.

I can apply design thinking strategies.

I can use a variety of design thinking strategies to list possible design solutions to the challenge.

I can explore materials, techniques, and processes to create a prototype.

I can use basic materials and techniques to develop a model of my design ideas.

I can recognize design questions.

I can answer the design challenge questions who, what, and where, in order to define the design challenge.

I can recognize research methods.

I can use a research method to investigate the design challenge.

I can recognize design thinking.

I can use a design thinking strategy to list possible design solutions to the challenge.

I can recognize a prototype.

I can explore using physical models, space models, interactions, and storytelling as prototypes.

I can recognize how design questions are used to solve problems.

I can answer the design challenge questions who, what, when, and where in order to define the design challenge.

I can recognize how research is used to solve a design problem.

I can use research methods to investigate the design challenge.

I can recognize how design thinking is used to solve a design problem.

I can use more than one design thinking strategy to list possible design solutions to the challenge.

I can recognize how a prototype is used to solve a design challenge.

I can use strategies to create a two-dimensional drawing or a three-dimensional model of a design solution.

I can develop a well-prepared, aesthetically pleasing presentation for a sample target group that includes professionals and business leaders in my community.

I can present our design solution to a sample target audience that includes professionals and business leaders in a related field for feedback.

I can work with a team to prepare and deliver a presentation to a sample target group.

I can work with a team to present our design solution to a group of possible users/consumers for feedback.

I can work with a team to develop a well-prepared, aesthetically pleasing presentation for a sample target group that includes community business leaders or professionals in the field.

I can work with a team to present our design solution to a sample target group that includes community business leaders and professionals in a related field for feedback.

I can work with a team to prepare and deliver a presentation that has defined criteria.

I can work with a team to create a presentation that includes specific criteria and delivers required information concerning the design challenge and design solution.

I can work with a team to present our design solution to a challenge.

I can work with a team to present our design solution to the challenge using one or more visuals.

I can work with a team to select an approach to present our design solution to a challenge.

I can work with a team to select an approach using technology for the design solution presentation.

I can present my design solution to a design challenge.

I can present my design solution to the challenge using a visual.

I can share my design with a small group.

I can share my prototype and answer simple questions about the design solution.

I can identify how a design presentation is used to solve a design challenge.

I can explain the design challenge and my design solution.

I can facilitate the repetition of the design process to revise and retest the design solution.

I can guide and frame questions to facilitate the design process to improve a design solution.

I can work with a team to retest our revised design solution and analyze the results.

I can work with a team to improve the functionality of our design solution and record the results of the modifications.

I can work with a team to explain future improvements and repeat the design process to revise and retest the design solution.

I can work with a team to repeat the design process as necessary to improve the design solution.

I can work with a team to analyze and explain the steps of the design solution revision.

I can work with a team to plan and develop the steps to improve our design solution.

I can reflect on and provide feedback to a design solution.

I can work with a team to record feedback and summarize design solution recommendations.

I can interpret feedback from my peers to revise our design solution.

I can work with a team to list and prioritize feedback to improve our design solution.

I can encourage feedback to my design and the designs of others by asking and answering questions.

I can prepare some questions for feedback to help me revise my design.

I can recognize how reflection is necessary in the design process.

I can identify the strengths of my design and designs of others.

I can recognize that revision is necessary in the design process.

I can identify areas of my design and the designs of others that need improvement.

I can relate design ideas to other arts disciplines, content areas, and careers.

I can identify and examine design through history and world culture.

I can research to explore and identify aspects of the design challenge.

I can create an original prototype.

I can select and create possible solutions to the design challenge.

I can present my final design solution.

I can conceive and develop a design challenge.

I can reflect and revise based on feedback and input.

Presenting – I can present new design ideas and work.

Responding – I can respond to feedback from others on new design ideas and work.

I can evaluate my design solution to determine the effective use of past design works.

I can assess my design choices and relate them to past design influences.

I can research societal, political, and cultural issues as they relate to other arts and content areas and apply to my role as a designer.

I can examine the importance of the work of a designer in issues that relate to a global society.

I can examine past design works to determine their influence on present designs.

I can find and compare how choices from a current design reflect influences of past design solutions.

I can apply concepts among arts disciplines and other content areas to design and analyze how my interests and skills will prepare me for a career.

I can use concepts found in various arts disciplines and other content areas in a design work.

I can work with a team to analyze the influence of past design works on present design challenges.

I can work with a team to explain how the designer's choices on the current design challenge reflect influences of design solutions from the past.

I can explain how economic conditions, cultural values, and location influence design and the need for design related careers.

I can describe how economic conditions, cultural values, and geographic locations affect design and design careers.

I can analyze a variety of design works from different cultures and time periods.

I can recognize patterns in design choices and make connections to the development of design through different cultures and time periods.

I can analyze the tools, concepts, and materials used among arts disciplines, other content areas and how they are used in a design career.

I can investigate tools, concepts and materials used in other arts disciplines and content areas.

can identify improvements or changes in designs found in various cultures and time periods.

I can compare design similarities and differences among different cultures and time periods.

I can explore a range of skills shared among arts disciplines, other content areas and how they can be applied in a design career.

I can investigate a range of skills used in various design careers, arts disciplines, and content areas.

I can describe why improve-ments or changes were made in designs found in various cultures and time periods.

I can explain the possible reasons improvements and/or changes were made in a design through different cultures and time periods.

I can recognize specific skills shared among arts disciplines, other content areas and how they can be applied in a design career.

I can name design skills used in various arts disciplines and content areas and relate these skills to a career in design.

I can describe differences in designs from various cultures throughout history.

I can compare how designs are different in various cultures throughout history.

I can apply design concepts among arts disciplines, other content areas, and related careers.

I can use design concepts in other subjects in my school.

I can identify ways design thinking is used in other careers or vocations.

I can recognize some examples of design found in my home and community.

I can find and name some designs (object environmental, communication, or experiential) around me.

I can explore design concepts among arts disciplines, other content areas, and related careers.

I can connect design with objects in my home and school.

I can recognize that people have careers in design.

I can recognize differences in designs found in my home and community.

I can name some different design materials and methods of construction.

I can recognize design concepts among arts disciplines, other content areas, and related careers.

I can recognize that design exists in all arts disciplines and other content areas.

I can identify design businesses and careers in my community.

I can work on my own to conceive many design challenge possibilities.

I can use design thinking strategies to list many design challenge possibilities and prioritize to select one to define.

I can lead a discussion to evaluate the parts of the design challenge.

I can guide my team in determining the importance of the research from the team members.

I can lead a discussion to evaluate the usable design solutions to the challenge.

I can guide my team in determining the value of the usable design solutions to the challenge.

I can use sophisticated materials, techniques, and processes to create the most viable prototype.

I can select and apply professional materials, techniques, and processes to create a prototype.

can work with a team to conceive many design challenge possibilities relating to a certain topic.

I can work with a team using design thinking strategies to list several design challenge options about a topic and select one to define.

I can work with a team to analyze the aspects of the design challenge.

I can examine my research and report the connections of that information with the team.

I can work with a team to analyze usable design solutions to the challenge.

I can examine, discuss, and select possible design solutions to best address the challenge.

I can work with a team to create a prototype that solves multiple aspects of a design challenge.

I can work with a team to select materials, techniques, and processes to create a prototype.

I can work with a team to conceive many design challenge possibilities.

I can work with a team using design thinking strategies to list many design challenge possibilities and prioritize to select one to define.

I can work independently or with a team to evaluate the parts of the design challenge.

I can work with a team to determine the importance of the research from the team members.

I can work independently or with a team to evaluate the usable design solutions to the challenge.

can work with a team to develop criteria to determine the value of the usable design solutions to the challenge.

can work with a team to create a prototype that solves all aspects of a design challenge functionally and aesthetically.

I can work with a team to select and apply the best materials, techniques, and processes to create a prototype.

I can work with a team from a given list of design challenges and select one to describe.

I can work in a team to discuss design challenges from a given list and select one to define from answers to the design challenge questions.

I can work with a team to explain why researched aspects of the design challenge are needed.

I can work with a team to prioritize research from the individual team members.

I can work with a team using design thinking strategies to generate many usable design solutions to the challenge.

I can work with a team to determine which design solutions effectively meet the challenge criteria.

I can work with a team to create a prototype to solve a design challenge.

I can work with a team to make a prototype that addresses functional aspects and aesthetics.

I can work with a team to answer design challenge questions.

I can work with a team to answer the design challenge questions who, what, when, where, why, and how to define the design challenge.

I can work with a team to research aspects of the design challenge.

I can work with a team to identify necessary information for the design challenge.

I can work with a team using design thinking strategies to generate ideas for design solutions to the challenge.

I can work with a team using a variety of design thinking strategies to list possible design solutions without judgement.

I can work with a team to make a prototype that represents a solution to a design challenge.

I can work with a team to make a prototype to experience the design challenge criteria.

I can work with a team from a given list to identify and describe a design challenge to develop.

I can work with a team to select a design challenge from a given list using criteria to answer the design challenge questions and define the challenge.

I can work with a team to research and describe aspects of the design challenge.

I can communicate my research to the team.

I can work with a team using design thinking strategies to generate some usable design solutions to the challenge.

I can work with a team to turn ideas into possible design solution concepts.

I can work with a team to make multiple prototypes that represent various solutions to a design challenge.

I can work with a team to make prototypes to experience the design challenge criteria.

I can answer design challenge questions.

I can answer the design challenge questions who, what, when, where, why, and how in order to define the design challenge.

I can apply research methods.

I can use a variety of methods to investigate the design challenge.

I can apply design thinking strategies.

I can use a variety of design thinking strategies to list possible design solutions to the challenge.

I can explore materials, techniques and processes to create a prototype.

I can use basic materials and techniques to develop a model of my design ideas.

I can recognize design questions.

I can answer the design challenge questions who, what, and where, in order to define the design challenge

I can recognize research methods.

I can use a research method to investigate the design challenge.

I can recognize design thinking.

I can use a design thinking strategy to list possible design solutions to the challenge.

can recognize a prototype.

I can explore using physical models, space models, interactions, and storytelling as prototypes.

I can recognize how design questions are used to solve problems.

I can answer the design challenge questions who, what, when, and where in order to define the design challenge.

I can recognize how research is used to solve a design problem.

I can use research methods to investigate the design challenge.

I can recognize how design thinking is used to solve a design problem.

I can use more than one design thinking strategy to list possible design solutions to the challenge.

I can recognize how a prototype is used to solve a design challenge.

I can use strategies to create a two- dimensional drawing or a three-dimensional model of a design solution.

I can develop a well-prepared, aesthetically pleasing presentation for a sample target group that includes professionals and business leaders in my community.

I can present our design solution to a sample target audience that includes professionals and business leaders in a related field for feedback.

I can work with a team to prepare and deliver a presentation to a sample target group.

I can work in a team to present our design solution to a group of possible users/consumers for feedback.

I can work with a team to develop a well-prepared, aesthetically pleasing presentation for a sample target group that includes community business leaders or professionals in the field.

I can work in a team to present our design solution to a sample target group that includes community business leaders and professionals in a related field for feedback.

I can work with a team to prepare and deliver a presentation that has defined criteria.

I can work with a team to create a presentation that includes specific criteria and delivers required information concerning the design challenge and design solution.

I can work with a team to present our design solution to a challenge.

I can work with a team to present our design solution to the challenge using one or more visuals.

I can work with a team to select an approach to present our design solution to a challenge.

I can work with a team to select an approach using technology for the design solution presentation.

I can present my design solution to a design challenge.

I can present my design solution to the challenge using a visual.

I can share my design with a small group.

I can share my prototype and answer simple questions about the design solution.

I can identify how a design presentation is used to solve a design challenge.

I can explain the design challenge and my design solution.

I can work with a team to retest our revised design solution and analyze the results.

I can work with a team to improve the functionality of our design solution and record the results of the modifications.

I can work with a team to explain future improvements and repeat the design process to revise and retest the design solution.

I can work with a team to repeat the design process as necessary to improve the design solution.

I can work with a team to analyze and explain the steps of the design solution revision.

I can work with a team to plan and develop the steps to improve our design solution.

I can reflect on and provide feedback to a design solution.

I can work with a team to record feedback and summarize design solution recommendations.

I can interpret feedback from my peers to revise our design solution.

I can work with a team to list and prioritize feedback to improve our design solution.

I can encourage feedback to my design and the designs of others by asking and answering questions.

I can prepare some questions for feedback to help me revise my design.

I can recognize how reflection is necessary in the design process.

I can identify the strengths of my design and designs of others.

I can recognize that revision is necessary in the design process.

I can identify areas of my design and the designs of others that need improvement.

I can reflect and revise based on feedback and input.

I can research to explore and identify aspects of the design challenge.

I can identify and examine design through history and world culture.

Presenting

I can select and create possible solutions to the design challenge.

Creating

Responding

I can relate design ideas to other arts disciplines, content areas, and careers.

Connecting

I can present my final design solution.

I can conceive and develop a design challenge.

I can create an original prototype.

Connecting – I can connect musical ideas with personal meaning, other arts disciplines, and content areas.

Creating – I can use the elements of music to communicate new musical ideas and works.

I can examine, create, and perform music based on historical contributions.

I can use historical contributions to justify my musical choices.

I can research societal and political issues as they relate to other arts and content areas and apply to my role as a musician.

I can analyze complex ideas that influence my artistic perspective and creative work.

I can analyze my personal career choices in the arts or non-arts disciplines.

I can analyze a diverse repertoire of music from a historical time period.

I can explain specific historical traditions and infuse these ideas into my music.

I can apply concepts among arts disciplines and other content areas to general music and analyze how my interests and skills will prepare me for a career.

I can explain ideas from other arts disciplines and content areas through music.

I can identify and describe traditional and emerging careers in music.

I can examine contemporary musical works to determine the influence of historical traditions.

I can select musical elements in contemporary music that reflect historical influences.

I can explain how economic conditions, values, and location influence music and the need for music-related careers.

I can explain how my artistic choices are influenced by social values.

I can discuss the impact of economic issues as they affect music careers.

I can perform and modify a musical work using characteristics from a culture or time period.

I can change a musical work using the elements of music from a culture or time period.

I can analyze the tools, concepts, and materials used among arts disciplines and other content areas and how they are used in music careers.

I can apply concepts from other arts disciplines and content areas to my music.

I can compare similarities and differences in a variety of music careers and roles of musicians in those careers.

I can examine relationships among musical selections from multiple cultures and/or historical time periods.

I can identify similarities and differences in music from multiple cultures and time periods.

I can explore a range of skills shared among arts disciplines and other content areas and how they can be applied to a career in music.

I can apply music concepts to other arts disciplines and content areas.

I can demonstrate and describe the skills needed for careers in music.

I can research the role of music within a specific culture or historical time period and present what I discovered.

I can use music vocabulary terms such as form, tempo, dynamics, etc. to describe musical works from similar cultures and time periods.

I can recognize specific skills shared among arts disciplines and other content areas and how they can be applied to a career in music.

I can examine the relationship between music and specific content from another arts discipline and content area.

I can examine the educational requirements needed for a variety of careers in music.

I can identify and perform musical selections from multiple cultures and/or historical time periods.

I can find similar elements of music in different cultures/time periods.

I can apply general music concepts to arts disciplines, other content areas, and related careers.

I can demonstrate and describe the relationship between music and a concept from another subject in my school.

I can identify specific careers in music.

I can recognize and perform musical selections from my own culture and time periods.

I can recognize that all cultures and time periods use music.

I can explore general music concepts among arts disciplines, other content areas, and related careers in familiar settings.

I can identify the relationship between music and another subject in my school.

I can identify topics in music that interest me.

I can identify and perform musical selections from a culture other than mine and a historical time period.

I can find similar elements of music within a culture/ time period.

I can recognize general music concepts among arts disciplines, other content areas, and related careers.

I can make connections between music and another subject in my school.

I can identify life skills necessary for a music career.

I can compose music within expanded forms.

I can create an original composition independently.

I can create a new arrangement from a given composition.

I can perform and refine an extended spontaneous improvisation independently in multiple meters and tonalities.

I can improvise responding to aural cues.

I can demonstrate and refine musicality during improvisational solos.

I can arrange, compose, and explain musical ideas using melody, rhythm, and harmony.

I can use the circle of fifths to transpose a written musical work.

I can use and explain compositional techniques to compose works in a musical form.

I can perform a brief improvisation given a chord progression and meter.

I can improvise harmonizing parts.

I can improvise short melodies using accurate and consistent style, meter, and tonality.

I can collaborate with others to compose or arrange musical ideas in a variety of musical styles.

I can revise a composition based on the feedback from others to improve composed works.

I can work with others to compose an original composition.

I can perform an improvisation given a motive, chord progression, and meter.

I can perform an improvisation on a given motive.

I can improvise extended passages using consistent style, meter, and tonality.

I can add harmony to compose or arrange phrases for a given mood.

I can identify key signatures in melodic phrases.

I can construct a rhythmic, melodic, and harmonic idea for a given mood.

I can improvise a simple melodic phrase given a harmonic phrase.

I can identify chord changes.

I can embellish a given melodic phrase that corresponds with simple chord changes.

I can combine musical ideas to create phrases for voice, instruments, or body movement.

I can compose and arrange melodic ideas.

I can construct arrangements of simple pieces for voices or instruments.

I can improvise short melodic question and answer patterns.

I can improvise simple tonal patterns within a given key.

I can improvise rhythmic and melodic patterns to create a musical phrase.

I can compose a rhythmic and melodic phrase.

I can organize rhythmic and melodic patterns into a musical phrase.

I can create a melodic phrase over a given rhythmic idea.

I can improvise a rhythm pattern to embellish a harmonic phrase.

I can embellish a bass line with improvised rhythm from an instrument or music software.

I can sing on a neutral syllable an improvised rhythm.

I can arrange a musical idea.

I can use rhythm patterns, songs, or words to create a musical idea.

I can create a musical idea based on specific instructions.

I can improvise responses to given rhythmic patterns.

I can improvise simple ostinati patterns within a given meter.

I can improvise rhythm patterns, melodies, or chants to create a musical idea.

I can imitate a musical statement by sight and sound.

I can match sound and pattern.

I can imitate a given music rhythm or sound using symbols.

I can imitate simple rhythm patterns within a given meter.

I can identify same and different rhythm patterns.

I can echo simple rhythm patterns.

I can answer a musical question.

I can identify simple forms.

I can identify same and different patterns.

I can imitate simple tonal patterns within a given key and tonality.

I can identify same and different melodic patterns.

I can echo simple tonal patterns.

I can make technical and stylistic choices about my performance as a singer alone and in various ensembles.

I can use a variety of technical and stylistic choices in my performance.

I can apply a variety of musical choices for performance.

I can make technical and stylistic choices about my performance as an instrumentalist alone and in various ensembles.

I can control my instrument across expanded dynamic ranges using stylistic nuances and expressive inflections.

I can adjust my pitch, dynamic, and timbre relative to other parts in an ensemble.

I can sight-read a musical part in an ensemble while adjusting my balance, articulation, and timbre.

I can sight-read a variety of music at Grade 4 with technical accuracy.

I can sight-read musical works using chromatic harmony and accidentals.

I can apply expressive music markings to my sight-reading.

I can sing expressively and apply technical and stylistic criteria in a variety of songs alone and in various ensembles.

I can sing in a group with balance.

I can blend with others in an ensemble.

I can play an instrument expressively and apply technical and stylistic techniques in a variety of music alone and in various ensembles.

I can play in various musical styles on instruments.

I can balance my sound with others in an ensemble.

I can sight-read a musical part.

I can sight-read a variety of music at Grade 2 with technical accuracy.

I can sight-read musical works in simple meters and tonalities with technical accuracy.

I can respond to a director while sight-reading.

I can collaborate with other singers to make technical and stylistic decisions.

I can sing in ensembles with proper vocal tone, phrasing, and pitch accuracy.

I can rehearse with an ensemble to improve my work.

I can collaborate with others to apply technical and stylistic techniques in a variety of music alone and in various ensembles.

I can collaborate with others to improve my ensemble.

I can control pitch and tone quality with proper dynamics.

I can sight-read a musical part independently within an ensemble.

I can sight-read a variety of music at Grade 3 with technical accuracy.

I can sight-read musical works in a variety of keys and meters.

I can apply tempo and dynamic markings to my sight-reading.

I can sing a variety of songs with expression and technical accuracy.

I can perform a vocal phrase while responding to a director’s cues.

I can sight-read in multiple tonalities and rhythms.

I can play and read my part with an ensemble using accurate technique and posture.

I can rehearse for improvement in an ensemble.

I can use proper technique to express music.

I can play my part independently while others play.

I can read and notate short musical works in a variety of clefs and meters.

I can read and use key signatures.

I can read and use meter signatures.

I can sing a variety of simple melodies and part songs.

I can sing 2-part songs.

I can sing with appropriate diction and articulation.

I can play accompaniments and simple songs on classroom instruments.

I can play accompaniments and songs in major and minor tonalities.

I can play multiple classroom instruments using proper technique and posture.

I can play in treble and bass clefs.

I can explain note names and basic rhythms.

I can read notes in treble and bass clefs.

I can read dotted rhythms.

I can sing with expression and technical accuracy.

I can sing with proper intonation alone and in different ensembles.

I can apply dynamics and expression when I sing.

I can play and read complementary and contrasting instrumental parts accurately and independently.

I can play my part independently in an ensemble.

I can play melodic patterns, drones, and ostinatos with technical accuracy.

I can read and play songs from notation.

I can interpret musical symbols within multiple meters, clefs, and expressive symbols.

I can read rhythmic and melodic patterns in treble and bass clef.

I can identify compound, complex, and syncopated rhythms.

I can sing, chant, and move to demonstrate a steady beat.

I can sing or move using a steady beat.

I can use good posture and breath support when I sing.

I can play and read rhythmic, melodic, and chord patterns.

I can use music notation to play instruments.

I can play pentatonic scales on instruments.

I can identify rhythmic notation.

I can read simple rhythmic and melodic notation and meters.

I can read standard notation.

I can read meter in 4/4, 3/4, and 2/4.

I can use my voice in many ways.

I can sing songs in my range.

I can use my voice to imitate other sounds.

I can make sounds with classroom instruments and other sound sources.

I can use body percussion to make sounds.

I can play pitched and unpitched instruments.

I can follow the teacher’s verbal and non-verbal instructions when I use classroom instruments.

I can read rhythm patterns.

I can read rhythm patterns with my voice, body, and instruments.

I can read quarter and eighth notes and rests.

I can use my singing voice to match pitch on musical phrases and tonal patterns.

I can match pitch when I sing.

I can sing with my head voice and chest voice.

I can imitate short rhythmic and melodic patterns on appropriate instruments.

I can echo an ostinato rhythm pattern.

I can play melodic patterns using steps and skips.

I can ask and answer musical questions using call and response.

I can read simple rhythmic and melodic notation.

I can name notes in treble clef.

I can read simple quarter, eighth, half, whole notes, and rests.

I can analyze compositional techniques to explain a composer’s intent.

I can determine the intent of changes in meter, tonality, and harmony in a variety of musical compositions to create tension and emotional response.

I can examine timbre and the use of voices, instruments, and other sound sources in a variety of musical styles, cultures, and genres.

I can examine the use of musical form when analyzing aural examples of a varied repertoire of music and inform my personal music preferences.

I can justify personal performance decisions.

I can use multiple media sources to critique my personal performances.

I can examine the use of compositional techniques within multiple musical works.

I can describe and use meter, tonality, intervals, chords, and harmonic progressions when analyzing written and aural compositions.

I can examine and discuss authentic practices found in musical works.

I can analyze and describe how the use of expressive devices and form are used in historically diverse genres.

I can collaborate to develop strategies for improvement of group performances.

I can compare a group performance to a benchmark to refine the performance.

I can collaborate with others to justify the use of compositional techniques within musical works.

I can collaborate with others to determine intent of changes in meter, tonality, and harmony that contribute to musical style.

I can identify compositional techniques used to achieve unity, variety, tension, and/or release in music to evoke an emotional response from the listener.

I can examine the use of musical form and expressive devices in a variety of 20th- and 21st-century compositions.

I can make critical evaluations of performance, compositions, arrangements, and improvisations.

I can listen to or view a variety of performances and offer suggestions for improvement.

I can find evidence of how the structure and elements of music are influenced by various genres, cultures, and time periods.

I can listen, identify, and explain the elements of pitch, tempo, dynamics, and style used in different cultures and time periods.

I can examine the use of timbre and texture in music from a variety of different genres.

I can examine the use of musical forms presented in a varied repertoire of music.

I can evaluate the quality of personal performances and/or compositions using assessment tools.

I can apply assessment tools to evaluate tone quality, intonation, articulation, rhythmic accuracy, musicality, posture, and stage presence to my personal performance.

I can explain how the elements of music are used in a variety of genres, cultures, and time periods.

I can listen, identify, and explain pitch, tempo, and dynamics to describe music of different styles.

I can listen to and identify orchestral, band, and electronic instruments by sight and sound.

I can examine musical forms to describe a musical style.

I can use musical vocabulary to critique a performance

I can describe the quality of a musical performance.

I can examine how the elements of music are used in a variety of genres, cultures, and time periods.

I can examine the elements of pitch, tempo, and dynamics in a variety of musical styles presented aurally and visually.

I can examine the contribution of timbre in a variety of musical instruments/voices to musical style and mood.

I can identify musical forms presented aurally and visually.

I can evaluate the quality of musical performances and/or compositions of others using assessment tools.

I can apply assessment tools to evaluate tone quality, intonation, articulation, rhythmic accuracy, musicality, posture, and stage presence to a live or recorded performance.

I can describe how the music elements are used.

I can use appropriate vocabulary to describe pitch, tempo, and dynamics.

I can identify by sight and sound voice types and classroom instruments.

I can identify examples of complex musical forms such as Arch and Sonata.

I can use musical vocabulary to describe personal preference choices.

I can talk and write about music using musical vocabulary.

I can identify contrasts in music.

I can identify dynamics and steady beat.

I can identify same and different sound sources.

I can name same and different sections.

I can communicate about music verbally.

I can listen and respond to music.

I can identify the elements of music.

I can identify changes in dynamics, tempo, and rhythm.

I can name voice types and instrument families.

I can identify examples of some basic musical forms such as ABA and Rondo.

I can demonstrate how to be an audience member in different musical settings.

I can model and describe audience behavior in different settings.

I can relate music to other arts disciplines, content areas, and career paths.

I can compose and arrange music.

I can play instruments alone and with others.

I can read and notate music.

I can improvise music.

I can evaluate music.

I can analyze music.

I can examine music from a variety of stylistic and historical periods and cultures.

I can sing alone and with others.

Performing – I can perform a variety of music with fluency and expression.

Responding – I can respond to musical ideas as a performer and listener.

I can examine, create, and perform music based on historical and cultural contributions.

I can use historical and cultural contributions to justify my musical choices.

I can research societal political and cultural issues as they relate to other arts and content areas and apply to my role as a musician.

I can analyze complex ideals that influence my artistic perspective and creative work.

I can analyze my personal career choices in the arts or non-arts disciplines.

I can analyze a diverse repertoire of music from a cultural or historical time period.

I can explain specific cultural and historical traditions and infuse these ideas into my music.

I can apply concepts among arts disciplines and other content areas to general music and analyze how my interests and skills will prepare me for a career.

I can explain ideas from other arts disciplines and content areas through music.

I can identify and describe traditional and emerging careers in music.

I can examine contemporary musical works to determine the influence of historical and cultural traditions.

I can select musical elements in contemporary music that reflect cultural and historical influences.

I can explain how economic conditions, cultural values and location influence music and the need for music related careers.

I can explain how my artistic choices are influenced by cultural and social values.

I can discuss the impact of economic issues as they affect the impact on music careers.

I can perform and modify a musical work using characteristics from a culture or time period.

I can change a musical work using the elements of music from a culture or time period.

I can analyze the tools, concepts, and materials used among arts disciplines, other content areas and how they are used in music careers.

I can apply concepts from other arts disciplines and content areas to my music.

I can compare similarities and differences in a variety of music careers and roles of musicians in those careers.

I can examine relationships among musical selections from multiple cultures and/or historical time periods.

I can identify similarities and differences in music from multiple cultures and time periods.

I can explore a range of skills shared among arts disciplines, other content areas and how they can be applied to a career in music.

I can apply music concepts to other arts disciplines and content areas.

I can demonstrate and describe the skills needed for careers in music.

I can research the role of music within a specific culture or historical time period and present what I discovered.

I can use music vocabulary terms such as form, tempo, dynamics, etc. to describe musical works from similar cultures and time periods.

I can recognize specific skills shared among arts disciplines, other content areas and how they can be applied to a career in music.

I can examine the relationship between music and specific content from another arts discipline and content area.

I can examine the educational requirements needed for a variety of careers in music.

I can identify and perform musical selections from multiple cultures and/or historical time periods.

I can find similar elements of music in different cultures/time periods.

I can apply general music concepts to arts disciplines, other content areas and related careers including South Carolina.

I can demonstrate and describe the relationship between music and a concept from another subject in my school.

I can identify specific careers in music.

I can recognize and perform musical selections from my own culture and some time periods.

I can recognize that all cultures and time periods use music.

I can explore general music concepts among arts disciplines other content areas and related careers in familiar settings.

I can identify the relationship between music and another subject in my school.

I can identify topics in music that interest me.

I can identify and perform musical selections from a culture other than mine and a historical time period.

I can find similar elements of music within a culture/time period.

I can recognize general music concepts among arts disciplines, other content areas and related careers.

I can make connections between music and another subject in my school.

I can identify life skills necessary for a music career.

I can compose music within expanded forms.

I can create an original composition independent-ly.

can create a new arrangement from a given composition.

I can perform and refine an extended spontaneous improvisa-tion independently

I can improvise responding to aural cues.

I can demonstrate and refine musicality during improvisational solos.

I can arrange, compose, and explain intent using melody, rhythm, and harmony.

I can use the circle of fifths to explain transposition of a written musical work.

I can use and explain compositional techniques to compose works in a music form.

I can perform a brief improvisation given a chord progression and meter.

I can improvise harmonizing parts.

I can improvise short melodies using accurate and consistent style, meter, and tonality.

I can collaborate with others to compose or arrange a variety of musical styles.

I can revise a composition based on the feedback from others to improve composed works.

I can work with others to compose an original composition.

I can perform an improvisation on a given motive.

I can improvise extended passages using consistent style, meter, and tonality.

I can add harmony to compose or arrange phrases for a given mood.

I can identify key signatures in melodic phrases.

I can construct a rhythmic, melodic and harmonic idea for a given mood.

I can improvise a simple melodic phrase given a harmonic phrase.

I can identify chord changes.

I can embellish a given melodic phrase that corresponds with simple chord changes.

I can combine musical ideas to create phrases for voice, instruments, or body movement.

I can explain the use of ostinato to arrange a melodic idea.

I can construct arrange-ments of simple pieces for voices or instruments.

I can improvise short melodic question and answer patterns.

I can improvise simple tonal patterns within a given key.

I can improvise rhythmic and melodic patterns to create a musical phrase.

I can compose a rhythmic and melodic phrase.

I can organize rhythmic and melodic patterns into a musical phrase.

I can create a melodic phrase over a given rhythmic idea.

I can improvise a rhythm pattern to embellish a given a harmonic phrase.

I can embellish a bass line with improvised rhythm from an instrument or music software.

I can sing on a neutral syllable an improvised rhythm.

I can arrange a musical idea.

I can use rhythm patterns, songs or words to create a musical idea.

I can create a musical idea given specific instructions.

I can improvise simple ostinati patterns within a given meter

I can improvise rhythm patterns, songs or chants to create a musical idea.

I can imitate a musical statement by sight and sound.

I can match sound and pattern.

I can imitate a given music rhythm or sound using symbols.

I can imitate simple rhythm patterns within a given meter.

I can identify same and different rhythms patterns.

I can echo simple rhythm patterns.

I can answer a musical question.

I can identify simple forms.

I can identify same and different patterns.

I can identify same and different melodic patterns.

I can echo simple tonal patterns.

I can perform an improvisation given a motive, chord progression, and meter.

I can improvise responses to given rhythmic patterns.

I can imitate simple tonal patterns within a given key and tonality.

can make technical and stylistic choices about my performance as a singer alone and in various ensembles.

I can use a variety of technical and stylistic choices in my performance.

I can apply a variety of musical choices for performance.

I can make technical and stylistic choices about my performance as an instrument-a list alone and in various ensembles.

I can control my instrument across expanded dynamic ranges using stylistic nuances and expressive inflections.

I can adjust my intonation relative to chord tones.

I can sight read a variety of music at Grade 4 with technical accuracy.

I can sight read musical works in a variety of keys, clefs, meters.

I can apply expressive music markings to my sight-reading.

I can sing expressively and apply technical and stylistic criteria in a variety of songs alone and in various ensembles.

I can sing in a group with balance.

I can blend with others in an ensemble.

I can play an instrument expressively and apply technical and stylistic techniques in variety of music alone and in various ensembles.

I can play in various musical styles on instruments.

I can balance my sound with others in an ensemble.

I can sight read a musical part

I can sight read a variety of music at Grade 2 with technical accuracy.

I can sight read musical works in simple meters and tonalities with technical accuracy.

I can respond to a director while sight-reading.

I can collaborate with others make technical and stylistic decisions.

I can sing in ensembles.

I can rehearse with an ensemble to improve my work.

I can collaborate with others to apply technical and stylistic techniques in a variety of music alone and in various ensembles.

I can collaborate with others to improve my ensemble.

I can control pitch and tone quality with proper dynamics.

I can sight read a variety of music at Grade 3 with technical accuracy.

I can sight read musical works in a variety of keys and clefs.

I can apply tempo and dynamic markings to my sight-reading.

I can sing a variety of songs with expression and technical accuracy.

I can sing phrasing while responding to a director's cues.

I can sight read in multiple tonalities and rhythms.

I can play and read my part with an ensemble using accurate technique and posture.

I can rehearse for improvement in an ensemble.

I can use proper technique to express music.

I can play my part independently while others play.

I can read and notate short musical works in a variety of clefs and meters.

I can read and use key signatures.

I can read and use meter signatures.

I can sing a variety of simple part songs.

I can sing 2-part songs.

I can sing with appropriate diction and articulation.

I can play accompaniments and simple songs on classroom instruments.

I can play accompaniments and songs in major and minor tonalities.

I can play using proper technique and posture.

I can play in treble and bass clefs.

I can explain note names and basic rhythms.

I can read all notes in treble and bass clefs

I can read basic rhythms including dotted rhythms.

I can sing with expression and technical accuracy.

I can sing with proper intonation alone and in different ensembles.

I can apply dynamics and expression when I sing.

I can play and read complimentary, contrasting instrumental parts accurately, and independent-ly.

I can play my part independent-ly in an ensemble.

I can play my instrument with technical accuracy.

I can read from notation, songs I play.

I can interpret musical symbols within multiple meters, clefs, and expressive symbols.

I can read alto/tenor clef.

I can identify compound, complex, and syncopated rhythms.

I can sing, chant, and move to demonstrate a steady beat.

I can sing or move using a steady beat.

I can use good posture and breath support when I sing.

I can play and read rhythmic, melodic, and chord patterns.

I can use music notation to play instruments.

I can play pentatonic scales on instruments.

I can identify rhythmic notation.

I can read, write simple rhythmic and melodic standard notation.

I can read standard notation.

I can read meter in 4/4, 3/4, and 2/4.

I can sing songs in my range.

I can use my voice to imitate other sounds.

I can make sounds with classroom instruments and other sound sources.

I can use my body to make sounds.

I can play pitched and unpitched instruments.

I can follow the teacher when I use classroom instruments.

I can read rhythm patterns.

I can read rhythm patterns with my voice, body, and instruments.

I can read basic rhythms.

I can use my singing voice.

I can match pitch when I sing.

I can sing with my head voice and chest voice.

I can imitate short rhythmic patterns.

I can echo an ostinato rhythm pattern.

I can play melodic patterns using steps and skips.

I can ask and answer musical questions using instruments.

I can read simple rhythmic and melodic notation.

I can name notes in treble clef.

I can read simple quarter, eighth, half, whole notes and rests.

I can use my voice in many ways.

I can analyze compositional techniques, to explain a composer's intent.

I can determine the intent of changes in meter, tonality and harmony in a variety of musical compositions to create tension and emotional response.

I can examine timbre and the use of voices, instruments, and other sound sources in a variety of musical styles, cultures, and genres.

I can examine the use of musical form when analyzing aural examples of a varied repertoire of music and inform my personal music preferences.

I can justify personal performance decisions.

I can use multiple media sources to critique my personal performances.

I can examine the use of compositional techniques within multiple musical works.

I can describe and use meter, tonality, intervals, chords, and harmonic progressions when analyzing written and aural compositions.

I can examine and discuss culturally authentic practices found in musical works.

I can analyze and describe how the use of expressive devices and form are used in culturally and historically diverse genres.

I can collaborate to develop strategies for improvement of group performances.

I can compare a group performance to a benchmark to refine the performance.

I can collaborate with others to justify the use of compositional techniques within musical works.

I can collaborate with others to determine intent of changes in meter, tonality and harmony that contribute to musical style.

I can identify compositional techniques used to achieve unity, variety, tension and release in music to evoke an emotional response from the listener.

I can examine the use of musical form and expressive devices in a variety of 20th & 21st Century composi-tions.

I can make critical evaluations of performance, compositions, arrangements, and improvisations.

I can listen or view a variety of performances and offer suggestions for improvement.

I can find evidence of how music is informed by the structure, elements in a variety of genres, cultures, and time periods.

I can listen, identify, and explain the elements of pitch, tempo, dynamics, and style used in different cultures and time periods.

I can examine the use of timbre and texture in music from a variety of different genres.

I can examine the use of musical forms presented in a varied repertoire of music.

I can evaluate the quality of personal performances and/or compositions using assessment tools.

I can apply assessment tools to evaluate tone quality, intonation, articulation, rhythmic accuracy, musicality, posture, and stage presence to my personal performance.

I can explain how the elements of music are used in a variety of genres, cultures, and time periods.

I can listen, identify and explain pitch, tempo, and dynamics to describe music of different styles.

I can listen to and identify orchestral, band, and electronic instruments by sight and sound.

I can examine musical forms to describe a musical style.

I can use musical vocabulary to critique a performance.

I can describe the quality of a musical performance.

I can examine how the elements of music are used in a variety of genres, cultures, and time periods.

I can examine the elements of pitch, tempo, and dynamics in a variety of musical styles presented aurally and visually.

I can examine the contribution of timbre in a variety of musical instruments/voices to musical style and mood.

I can identify musical forms presented aurally and visually.

I can evaluate the quality of musical performances and/or compositions of others using assessment tools.

I can apply assessment tools to evaluate tone quality, intonation, articulation, rhythmic accuracy, musicality, posture, and stage presence to a live or recorded performance.

I can describe how the music elements are used.

I can use appropriate vocabulary to describe pitch, tempo, and dynamics.

I can identify by sight and sound voice types and classroom instruments.

I can identify examples of complex musical forms.

I can use musical vocabulary to describe personal preference choices.

I can talk and write about music using musical vocabulary.

I can identify contrasts in music.

I can identify dynamics and steady beat.

I can identify same and different sound sources.

I can name same and different sections.

I can use my words to talk about music.

I can listen and respond to music.

I can identify the elements of music.

I can identify changes in dynamics, tempo and rhythm.

I can name voice types and instrument families.

I can identify examples of some basic musical forms.

I can demonstrate how to be an audience member in different musical settings.

I can model and describe audience behavior in different settings.

I can analyze music.

I can play instruments alone and with others.

I can evaluate music.

I can improvise music.

I can sing alone and with others.

Creating

Performing

Connecting

Responding

I can arrange and compose music.

I can examine music from a variety of stylistic and historical periods and cultures.

I can relate music to other arts disciplines, other subjects, and career paths.

I can read and notate music.

Connecting – I can relate musical ideas to personal experiences, other arts disciplines, and content areas.

Creating – I can use the elements of music to communicate new musical ideas and works.

I can adjust tone color, vibrato speed, and vibrato width in response to stylistic demands and the musical needs of an ensemble.

I can play in tune individually and with an ensemble while making adjustments as needed.

I can control pitch and tone quality across an expanded dynamic range, using appropriate stylistic nuance and expressive inflections.

I can perform with technical ease and stylistic integrity.

I can produce a centered tone in comfortable and extended registers and at moderate dynamic levels.

I can identify intonation inaccuracies and make adjustments as needed.

I can demonstrate the required fingering system/positions or rudiment for my instrument.

I can consistently produce a centered, vibrant tone in comfortable and extended registers and across a variety of dynamic ranges.

I can play in tune individually with a vibrant tone.

I can play in tune across a range of dynamics on my instrument with a vibrant tone.

I can perform with appropriate flexibility within a given meter and use advanced articulation techniques in a stylistically appropriate way.

I can demonstrate appropriate tempo flexibility within a given meter.

I can play in a specified style.

I can produce a centered tone in extended registers.

I can consistently play in tune.

I can produce gradual, controlled dynamic changes and perform extended phrases.

I can demonstrate dynamic contrast and play four- to eight-bar phrases.

I can produce a centered tone in a comfortable register.

I can play in tune within a limited range.

I can demonstrate increasing dexterity across an expanding range and at increasing tempos.

I can play scales and/or rudiments with accuracy.

I can perform an expanding variety of articulations with accuracy.

I can produce a centered tone in expanded registers.

I can play in tune within an expanding range.

I can perform increasingly complex rhythms and meters with precision and produce an expanding variety of articulations with increasing facility.

I can play syncopated patterns, quarter, eighth, and sixteenth note rhythms in various meters.

I can produce a steady, free tone with a limited range, in tune.

I can play the pitches I have learned with a characteristic tone and in tune.

I can perform basic dynamic contrasts and simple phrases.

I can demonstrate correct technique for performing loud and soft dynamics.

I can shape a basic musical phrase.

I can produce a steady, free tone on a comfortable pitch.

I can play the first sounds on my instrument with characteristic tone quality.

I can demonstrate correct posture and playing position.

I can demonstrate correct posture and fundamental fingering/position/stick technique.

I can hold my instrument in correct ways.

I can play using correct fingering/sticking technique.

I can play simple scale and/or rudimental patterns.

I can produce a steady, free tone within a limited range.

I can play the first 3-5 pitches on my instrument with characteristic tone quality.

I can keep a steady pulse in duple and triple division and produce basic articulations.

I can keep a steady pulse in various meters.

I can play using basic articulations.

I can demonstrate fluent fingering/position/stick technique across the required range of my instrument.

I can justify the role of music in a global society.

I can defend interpretations of music through appropriate musical vocabulary.

I can justify the role of music as having a common purpose in societies around the world.

I can research societal and political issues as they relate to other arts and content areas and apply to my role as a musician.

I can analyze complex ideas from other arts disciplines and content areas to inspire my creative work and evaluate its impact on my artistic perspective.

I can research how musical ideas influence beliefs, values, or behaviors in various cultures.

I can analyze how genres of music influence social lifestyles and current trends.

I can explain how music preferences influence group or social stereotypes.

I can analyze how my interests and skills will prepare me for a career in music.

I can identify skills and knowledge required from other content areas as they relate to a career in music.

I can identify knowledge and skills needed in various careers in music.

I can synthesize my research about other cultures and genres to enhance my music performance.

I can apply characteristic expressive qualities to my music performance.

I can apply characteristic techniques to my music performance.

I can create an educational plan for my career choice in music.

I can research to set personal goals for my career path.

I can analyze how musical ideas influence beliefs, values, or behaviors in a specific culture different from my own.

I can interpret how music preferences influence personal values and attitudes.

I can describe how music is a vehicle of expression that inspires the listener to think differently.

I can analyze the tools, concepts, and materials used among arts disciplines and other content areas and how they are used in music careers.

I can apply concepts from other arts disciplines and content areas to my music.

I can identify materials and tools needed for specific careers in music.

I can describe the purpose and value of music in some cultures.

I can recognize the significance and intent of music in some cultures.

I can identify the appropriate music for particular events.

I can explore a range of skills shared among arts disciplines and other content areas and how they can be applied to a career in music.

I can apply music concepts and skills to other arts disciplines and content areas.

I can research the purpose and value of music in a specific culture different from my own.

I can describe the significance and intent of music from a specific culture.

I can describe how music functions in a culture.

I can recognize specific skills shared among arts disciplines and other content areas and how they can be applied to a career in music.

I can identify music skills that connect to specific content from another arts discipline and content area.

I can identify skills needed for a career in music.

I can describe musical ideas through my personal experiences and my culture.

I can describe how music is used in my life and my community.

I can describe how the elements of music are used in my culture.

I can apply instrumental music concepts to arts disciplines, other content areas, and related careers.

I can describe the connection between music and a concept from another subject in my school.

I can identify careers in music.

I can talk about musical ideas based on my personal experiences.

I can describe how sound and music is used in my everyday life.

I can explore instrumental music concepts among arts disciplines and other content areas.

I can identify the relationship between music and another subject in my school.

I can talk about musical ideas based on my culture.

I can recognize musical concepts and elements specific to my culture.

I can recognize how music is used for occasions unique to my culture.

I can recognize and use instrumental music concepts among arts disciplines and other content areas.

I can demonstrate a relationship between music and another subject in my school.

I can compose and arrange short musical works for a large ensemble.

I can arrange a work for large ensembles incorporating elements of melody, harmony, rhythm, timbre, texture, form, and expression to communicate a mood, emotion, idea, or experience.

I can perform an extended spontaneous improvisation with freedom and expression featuring motivic development within a given key, tonality, meter, and style.

I can improvise an extended unaccompanied solo within a given key, tonality, meter, and style.

I can improvise freely within a given key, tonality, meter, and style, responding to aural cues from other members of an ensemble.

I can compose and arrange incorporating expressive elements.

I can compose incorporating expressive elements.

I can arrange incorporating expressive elements.

I can perform a brief improvisation given a chord progression and meter.

I can improvise short melodic patterns in varying meters.

I can improvise a short passage using only a chord progression or lead sheet.

I can compose and arrange short musical works for a small ensemble.

I can arrange a work for two instruments.

I can arrange a work for a small ensemble.

I can perform an improvisation given a motive, chord progression, and meter.

I can perform an improvisation on a given motive.

I can improvise an extended passage using only a chord progression or lead sheet.

I can compose and arrange melodies with simple harmonic accompaniments.

I can compose melodies with simple chord progressions.

I can arrange melodies with simple chord progressions.

I can improvise simple melodic phrases given chord changes.

I can identify chord changes.

I can improvise simple melodic phrases that correspond with chord changes.

I can compose and arrange melodies for my instrument within simple forms.

I can adapt a melody for my instrument.

I can create a variation on a given theme.

I can compose using verse-refrain, AB, ABA, and theme & variation forms.

I can improvise simple rhythm patterns within a given meter.

I can improvise my own simple rhythm patterns on a neutral syllable, incorporating movement.

I can improvise my own simple rhythm patterns using rhythmic solfege or a counting system.

I can improvise my own simple rhythm patterns on my instrument.

I can compose and arrange simple harmonic accompaniments.

I can write basic chords in a given key.

I can write a basic chord progression in a given key.

I can write a basic harmonic accompaniment in a given key.

I can improvise simple tonal patterns within a given key and tonality.

I can improvise my own simple tonal patterns on a neutral syllable.

I can improvise my own simple tonal patterns using tonal solfege or pitch names.

I can improvise on my own simple tonal patterns on my instrument.

I can notate simple melodies for my instrument.

I can write a simple melody within a given key, tonality, and meter.

I can imitate simple melodic phrases given simple chord changes.

I can imitate simple melodic phrases.

I can embellish a given melodic phrase that corresponds with simple chord changes on my instrument.

I can notate rhythm patterns using a defined selection of note values.

I can choose various note values to represent simple rhythm patterns.

I can write simple rhythm patterns using standard music notation.

I can imitate simple rhythm patterns within a given meter.

I can echo simple rhythm patterns on a neutral syllable, incorporating movement.

I can echo simple rhythm patterns using rhythmic solfege or a counting system.

I can echo simple rhythm patterns on my instrument.