Common Planner
K–12 Standards

Harmonizing Instrument: Grades 9, 10, 11, 12

Other Arizona Arts sets

Creating

  • 1.

    Generate and conceptualize artistic ideas and work

    1.  

      Novice: Generate melodic, rhythmic, and harmonic ideas for simple melodies (such as two-phrase) and chordal accompaniments for given melodies.

    2.  

      Intermediate: Generate melodic, rhythmic, and harmonic ideas for melodies (created over specified chord progressions or AB/ABA forms) and two-to-three- chord accompaniments for given melodies.

    3.  

      Proficient: Generate melodic, rhythmic, and harmonic ideas for improvisations, compositions (forms such as theme and variation or 12-bar blues), and three-or-more-chord accompaniments in a variety of patterns (such as arpeggio, country strumming and finger picking patterns).

    4.  

      Accomplished: Generate melodic, rhythmic, and harmonic ideas for compositions (forms such as rounded binary or rondo), improvisations, accompaniment patterns in a variety of styles, and harmonizations for given melodies.

    5.  

      Advanced: Generate melodic, rhythmic, and harmonic ideas for a collection of compositions (representing a variety of forms and styles), improvisations in several different styles, and stylistically appropriate harmonizations for given melodies.

  • 2.

    Organize and develop artistic ideas and work

    1.  

      Novice: Select, develop, and use standard notation or audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of simple melodies (such as two phrase) and chordal accompaniments for given melodies.

    2.  

      Intermediate: Select, develop, and use standard notation and audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of melodies (created over specified chord progressions or AB/ABA forms) and two-to-three- chord accompaniments for given melodies.

    3.  

      Proficient: Select, develop, and use standard notation and audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of improvisations, compositions (forms such as theme and variation or 12-bar blues), and three-or-more chord accompaniments in a variety of patterns (such as arpeggio, country strumming, finger picking patterns).

    4.  

      Accomplished: Select, develop, and use standard notation and audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of compositions (forms such as rounded binary or rondo), improvisations, accompaniment patterns in a variety of styles, and harmonizations for given melodies.

    5.  

      Advanced: Select, develop, and use standard notation and audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of compositions (representing a variety of forms and styles), improvisations in several different styles, and stylistically appropriate harmonizations for given melodies.

  • 3.

    Refine and complete artistic work

    1.  

      Novice: Apply teacher-provided criteria to critique, improve, and refine drafts of simple melodies (such as two-phrase) and chordal accompaniments for given melodies.

    2.  

      Novice: Share final versions of simple melodies (such as two-phrase) and chordal accompaniments for given melodies, demonstrating an understanding of how to develop and organize personal musical ideas.

    3.  

      Intermediate: Apply teacher-provided criteria to critique, improve, and refine drafts of melodies (created over specified chord progressions or AB/ABA forms) and two-to-three-chord accompaniments for given melodies.

    4.  

      Intermediate: Share final versions of melodies (created over specified chord progressions or AB/ABA forms) and two-to-three- chord accompaniments for given melodies, demonstrating an understanding of how to develop and organize personal musical ideas.

    5.  

      Proficient: Develop and apply criteria to critique, improve, and refine drafts of improvisations, compositions (forms such as theme and variation or 12-bar blues) and three-or-more chord accompaniments in a variety of patterns (such as arpeggio, country strumming, finger picking patterns).

    6.  

      Proficient: Perform final versions of improvisations, compositions (forms such as theme and variation or 12-bar blues), and three-or-more-chord accompaniments in a variety of patterns (such as arpeggio, country strumming, finger picking patterns), demonstrating technical skill in applying principles of composition/improvisation and originality in developing and organizing musical ideas.

    7.  

      Accomplished: Develop and apply criteria to critique, improve, and refine drafts of compositions (forms such as rounded binary or rondo), improvisations, accompaniment patterns in a variety of styles, and harmonizations for given melodies.

    8.  

      Accomplished: Perform final versions of compositions (forms such as rounded binary or rondo), improvisations, accompaniment patterns in a variety of styles, and harmonizations for given melodies, demonstrating technical skill in applying principles of composition/improvisation and originality in developing and organizing musical ideas.

    9.  

      Advanced: Develop and apply criteria to critique, improve, and refine drafts of compositions (representing a variety of forms and styles), improvisations in a variety of styles, and stylistically appropriate harmonizations for given melodies.

    10.  

      Advanced: Perform final versions of a collection of compositions (representing a variety of forms and styles), improvisations in several different styles, and stylistically appropriate harmonizations for given melodies, demonstrating technical skill in applying principles of composition/improvisation and originality in developing and organizing musical ideas.

Performing

  • 4.

    Select, Analyze and Interpret artistic work for performance

    1.  

      Novice: Describe and demonstrate how a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments is selected, based on personal interest, music reading skills, and technical skill, as well as the context of the performances.

    2.  

      Novice: Identify prominent melodic and harmonic characteristics in a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments selected for performance, including some based on reading standard notation.

    3.  

      Novice: Demonstrate and describe in interpretations an understanding of the context and expressive intent in a varied repertoire of music selected for performance that includes melodies, repertoire pieces, and chordal accompaniments.

    4.  

      Intermediate: Describe and demonstrate how a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments is selected, based on personal interest, music reading skills, and technical skill (citing technical challenges that need to be addressed), as well as the context of the performances.

    5.  

      Intermediate: Identify prominent melodic, harmonic, and structural characteristics and context (social, cultural, or historical) in a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments selected for performance, including some based on reading standard notation.

    6.  

      Intermediate: Demonstrate and describe in interpretations an understanding of the context (social, cultural, or historical) and expressive intent in a varied repertoire of music selected for performance that includes melodies, repertoire pieces, and chordal accompaniments

    7.  

      Proficient: Explain the criteria used when selecting a varied repertoire of music for individual or small group performances that include melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of patterns (such as arpeggio, country strumming, finger picking patterns).

    8.  

      Proficient: Identify and describe important theoretical and structural characteristics and context (social, cultural, or historical) in a varied repertoire of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of patterns (such as arpeggio, country strumming, finger picking patterns).

    9.  

      Proficient: Describe in interpretations the context (social, cultural, or historical) and expressive intent in a varied repertoire of music selected for performance that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of patterns (such as arpeggio, country strumming, finger picking patterns).

    10.  

      Accomplished: Develop and apply criteria for selecting a varied repertoire of music for individual and small group performances that include melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles.

    11.  

      Accomplished: Identify and describe important theoretical and structural characteristics and context (social, cultural, and historical) in a varied repertoire of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles.

    12.  

      Accomplished: Explain in interpretations the context (social, cultural, and historical) and expressive intent in a varied repertoire of music selected for performance that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles.

    13.  

      Advanced: Develop and apply criteria for selecting a varied repertoire for a program of music for individual and small group performances that include melodies, repertoire pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles.

    14.  

      Advanced: Identify and describe important theoretical and structural characteristics and context (social, cultural, and historical) in a varied repertoire of music selected for performance programs that includes melodies, repertoire pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles.

    15.  

      Advanced: Explain and present interpretations that demonstrate and describe the context (social, cultural, and historical) and an understanding of the creator's intent in repertoire for varied programs of music that include melodies, repertoire pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles.

  • 5.

    Develop and refine artistic techniques and work for presentation

    1.  

      Novice: Apply teacher-provided criteria to critique individual performances of a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments selected for performance, and apply practice strategies to address performance challenges and refine the performances.

    2.  

      Intermediate: Apply teacher-provided criteria to critique individual performances of a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments selected for performance, and identify practice strategies to address performance challenges and refine the performances.

    3.  

      Proficient: Develop and apply criteria to critique individual and small group performances of a varied repertoire of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of patterns (such as arpeggio, country strumming, finger picking patterns), and create rehearsal strategies to address performance challenges and refine the performances.

    4.  

      Accomplished: Develop and apply criteria to critique individual and small group performances of a varied repertoire of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles, and create rehearsal strategies to address performance challenges and refine the performances.

    5.  

      Advanced: Develop and apply criteria, including feedback from multiple sources, to critique varied programs of music repertoire (melodies, repertoire pieces, stylistically appropriate accompaniments, improvisations in a variety of contrasting styles) selected for individual and small group performance, and create rehearsal strategies to address performance challenges and refine the performances.

  • 6.

    Convey meaning through the presentation of artistic work

    1.  

      Novice: Perform with expression and technical accuracy in individual performances of a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments, demonstrating understanding of the audience and the context.

    2.  

      Intermediate: Perform with expression and technical accuracy in individual performances of a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments, demonstrating sensitivity to the audience and an understanding of the context (social, cultural, or historical).

    3.  

      Proficient: Perform with expression and technical accuracy, in individual and small group performances, a varied repertoire of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of patterns (such as arpeggio, country strumming, finger picking patterns), demonstrating sensitivity to the audience and an understanding of the context (social, cultural, or historical).

    4.  

      Accomplished: Perform with expression and technical accuracy, in individual and small group performances, a varied repertoire of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles, demonstrating sensitivity to the audience and an understanding of the context (social, cultural, and historical).

    5.  

      Advanced: Perform with expression and technical accuracy, in individual and small group performances, a varied repertoire for programs of music that includes melodies, repertoire pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles, demonstrating sensitivity to the audience and an understanding of the context (social, cultural, and historical).

Responding

  • 7.

    Perceive and analyze artistic work

    1.  

      Novice: Demonstrate and describe reasons for selecting music, based on characteristics found in the music and connections to interest, purpose, or personal experience.

    2.  

      Novice: Demonstrate and explain, citing evidence, the use of repetition, similarities and contrasts in musical selections and how these and knowledge of the context (social or cultural) inform the response.

    3.  

      Intermediate: Explain reasons for selecting music citing characteristics found in the music and connections to interest, purpose, and context.

    4.  

      Intermediate: Describe how the way that the elements of music are manipulated and knowledge of the context (social and cultural) inform the response.

    5.  

      Proficient: Apply criteria to select music for specified purposes, supporting choices by citing characteristics found in the music and connections to interest, purpose, and context.

    6.  

      Proficient: Compare passages in musical selections and explain how the elements of music and context (social, cultural, or historical) inform the response.

    7.  

      Accomplished: Apply criteria to select music for a variety of purposes, justifying choices citing knowledge of the music and the specified purpose and context.

    8.  

      Accomplished: Explain how the analysis of the structures and context (social, cultural, and historical) of contrasting musical selections inform the response.

    9.  

      Advanced: Select, describe, and compare a variety of individual and small group musical programs from varied cultures, genres, and historical periods.

    10.  

      Advanced: Demonstrate and justify how the structural characteristics function within a variety of musical selections, and distinguish how context (social, cultural, and historical) and creative decisions inform the response.

  • 8.

    Interpret intent and meaning in artistic work

    1.  

      Novice: Identify interpretations of the expressive intent and meaning of musical selections, referring to the elements of music, context (personal or social), and (when appropriate) the setting of the text.

    2.  

      Intermediate: Identify and support interpretations of the expressive intent and meaning of musical selections, citing as evidence the treatment of the elements of music, context, and (when appropriate) the setting of the text.

    3.  

      Proficient: Explain and support interpretations of the expressive intent and meaning of musical selections, citing as evidence the treatment of the elements of music, context (personal, social, and cultural), and (when appropriate) the setting of the text, and outside sources.

    4.  

      Accomplished: Explain and support interpretations of the expressive intent and meaning of musical selections, citing as evidence the treatment of the elements of music, context (personal, social, and cultural), and (when appropriate) the setting of the text, and varied researched sources.

    5.  

      Advanced: Establish and justify interpretations of the expressive intent and meaning of musical selections by comparing and synthesizing varied researched sources, including reference to examples from other art forms.

  • 9.

    Apply criteria to evaluate artistic work

    1.  

      Novice: Identify and describe how interest, experiences, and contexts (personal or social) effect the evaluation of music.

    2.  

      Intermediate: Explain the influence of experiences and contexts (personal, social, or cultural) on interest in and the evaluation of a varied repertoire of music.

    3.  

      Proficient: Develop and apply teacher-provided and established criteria based on personal preference, analysis, and context (personal, social, and cultural) to evaluate individual and small group musical selections for listening.

    4.  

      Accomplished: Apply personally-developed and established criteria based on research, personal preference, analysis, interpretation, expressive intent, and musical qualities to evaluate contrasting individual and small group musical selections for listening.

    5.  

      Advanced: Develop and justify evaluations of a variety of individual and small group musical selections for listening based on personally developed and established criteria, personal decision making, and knowledge and understanding of context.

Connecting

  • 10.

    Synthesize and relate knowledge and personal experiences to make art

    1.  

      Novice: Identify and discuss the roles and impact music plays in one's life and the lives of others. Novice: Identify reasons for selecting music based on connection to interest, and purpose or context.

    2.  

      Intermediate: Identify and explain the roles and impact music plays in one's life and the lives of others. Intermediate: Explain reasons for selecting music citing connections to interest, purpose, and context.

    3.  

      Proficient: Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

    4.  

      Proficient: Apply criteria to select music for specified purposes, supporting choices by citing connections to interest, purpose, and context.

    5.  

      Accomplished: Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

    6.  

      Accomplished: Apply criteria to select music for a variety of purposes, justifying choices citing knowledge of the specified purpose and context.

    7.  

      Advanced: Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

    8.  

      Advanced: Use research and personally developed criteria to justify choices made when selecting music, citing knowledge of the music, and individual and ensemble purpose and context.

  • 11.

    Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding

    1.  

      Novice: Identify and explain how context (e.g. social, cultural, historical) can inform the expressive intent and meaning of a musical performance.

    2.  

      Novice: Identify and explain how music is affected by one's knowledge outside the arts (e.g.science, social studies, math, language arts).

    3.  

      Intermediate: Identify and explain how context can inform the expressive intent and meaning of a musical performance.

    4.  

      Intermediate: Identify and explain how music is affected by one's knowledge outside the arts

    5.  

      Proficient: Explain and analyze how context can inform the expressive intent and meaning of a musical performance.

    6.  

      Proficient: Explain and analyze how music is affected by one's knowledge outside the arts

    7.  

      Accomplished: Analyze how context can inform the expressive intent and meaning of a musical performance.

    8.  

      Accomplished: Analyze how music is affected by one's knowledge outside the arts

    9.  

      Advanced: Justify how context can inform the expressive intent and meaning of a musical performance.

    10.  

      Advanced: Analyze how music and other art forms involve and are affected by one's knowledge outside the arts

Frequently asked questions

What grade levels do these standards cover?
Grade 9, Grade 10, Grade 11, and Grade 12
When were these standards adopted?
2015
Where can I read the official document?
Arizona Arts Standards: Harmonizing Instrument

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