Common Planner
K–12 Standards

Instrumental Ensemble: Grades 6-12

Other Arkansas Fine Arts sets

Creating

  • 1

    Students will generate and conceptualize artistic ideas and work.

    1. 1

      I can improvise a short rhythmic and/or melodic pattern with teacher guidance.E

    2. 2

      I can improvise a motive with teacher guidance.F

    3. 3

      I can improvise a rhythmic and/or melodic pattern with limited teacher guidance.G

    4. 4

      I can improvise a short rhythmic and/or melodic phrase based on a motive with limited teacher guidance. H

    5. 5

      I can independently improvise ideas for melodies and rhythmic passages.I

    6. 6

      I can independently improvise ideas for arrangements, sections, and/or short compositionsJ

  • 2

    Students will organize and develop artistic ideas and work.

    1. 1

      I can create and notate a rhythmic or melodic idea with teacher guidance.E

    2. 2

      I can create and notate a motive with teacher guidance.F

    3. 3

      I can develop and notate a rhythmic and/or melodic pattern, with limited teacher guidance, using technology when available.G

    4. 4

      I can develop and notate a short rhythmic and/or melodic phrase based on a motive with limited teacher guidance, using technology when available. H

    5. 5

      I can independently compose ideas for melodies and rhythmic passages, using technology when available.I

    6. 6

      I can independently compose ideas for arrangements, sections, and/or short compositions, using technology when available.J

  • 3

    Students will refine and complete artistic work. 

    1. 1

      I can share and reflect on short rhythmic and/ or melodic patterns.E

    2. 2

      I can share, reflect on, and refine motives, with guidance, based on teacher-provided criteria. F

    3. 3

      I can share, reflect on, and refine a rhythmic and/or melodic pattern based on collaboratively-developed criteria, using technology when available.G

    4. 4

      I can share, reflect on, and refine short rhythmic and/or melodic phrases based on a motive applying collaboratively-developed criteria, using technology when available.H

    5. 5

      I can share, reflect on, and refine ideas for melodies and rhythmic passages based on personally-developed criteria, using technology when available.I

    6. 6

      I can share, reflect on, and refine ideas for arrangements, sections, and/or short compositions based on personally developed criteria, using technology when available.J

Performing

  • 4

    Students will select, analyze, and interpret artistic work for presentation.

    1. 1

      I can distinguish between music in contrasting styles with limited guidance.E

    2. 2

      I can identify basic elements of music with limited teacher guidance.E

    3. 3

      I can independently explain the differences between music in contrasting styles.F

    4. 4

      I can independently describe basic elements of music.F

    5. 5

      I can identify and apply criteria for the selection of music based on technical and expressive skills of the individual or ensemble with teacher guidance.G

    6. 6

      I can identify more complex compositional devices and expressive qualities with teacher guidance.G

    7. 7

      I can independently develop criteria for the selection of music based on technical and expressive skills of the individual or ensemble.H

    8. 8

      I can independently analyze more complex compositional devices and expressive qualities.H

    9. 9

      I can identify and apply criteria for the selection of music based on theoretical and structural characteristics and/or technical and expressive challenges with teacher guidance.I

    10. 10

      I can explain how compositional devices, theoretical and formal characteristics, and/or expressive qualities may inform performances with limited teacher guidance.I

    11. 11

      I can independently develop criteria for the selection of music based on theoretical and structural characteristics and/or technical and expressive challenges.J

    12. 12

      I can independently critique how compositional devices, theoretical and formal characteristics, and/or expressive qualities may inform performances.J

  • 5

    Students will develop and refine artistic techniques and work for presentation. 

    1. 1

      I can read and play basic musical notes. E

    2. 2

      I can improve my tone quality, pitch, and contributions to ensemble sound with limited teacher guidance.E

    3. 3

      I can play basic written articulations with limited teacher guidance.E

    4. 4

      I can read and play basic musical notation and time signatures.F

    5. 5

      I can independently improve my tone quality, pitch, and contributions to ensemble sound.F

    6. 6

      I can independently play basic written articulations.F

    7. 7

      I can read, play, and sight-read increasingly complex musical notation, time signatures, key signatures, and symbols.G

    8. 8

      I can perform with a characteristic tone quality and identify issues with intonation and ensemble sound with limited teacher guidance.G

    9. 9

      I can play increasingly complex articulations at various tempos with limited teacher guidance.G

    10. 10

      I can read, play, and sight-read increasingly complex musical notation, time signatures, key signatures, symbols, and terminology.H

    11. 11

      I can independently perform with a characteristic tone quality and identify issues with intonation and ensemble sound.H

    12. 12

      I can independently play increasingly complex articulations at various tempos. H

    13. 13

      I can read, play, and sight-read advanced musical notation, time signatures, key signatures, symbols, and terminology in various languages.I

    14. 14

      I can assess and adjust tone quality, intonation, and ensemble sound, using collaboratively created criteria.I

    15. 15

      I can play complex articulation patterns at various tempos with increased accuracy.I

    16. 16

      I can read, play, and sight-read increasingly advanced musical notation, time signatures, key signatures, symbols, terminology in various languages, and nontraditional notation.J

    17. 17

      I can assess and adjust tone quality, intonation, and ensemble sound, using personally developed criteria.J

    18. 18

      I can play complex articulation patterns at various tempos at a superior level.J

  • 6

    Students will convey meaning through the presentation of artistic work.

    1. 1

      I can perform basic phrasing and expression with teacher guidance.E

    2. 2

      I can develop proper stage and listening etiquette and performance standards with teacher guidance. E

    3. 3

      I can independently perform basic phrasing and expression.F

    4. 4

      I can practice proper stage and listening etiquette and performance standards with limited teacher guidance.F

    5. 5

      I can perform increasingly complex phrasing and expression with teacher guidance.G

    6. 6

      I can independently practice stage and listening etiquette and performance standards.G

    7. 7

      I can independently perform increasingly complex phrasing and expression.H

    8. 8

      I can discuss the reasons for practicing appropriate stage and listening etiquette and performance standards. H

    9. 9

      I can assess and adjust phrasing and expression in musical performances using collaboratively created criteria.I

    10. 10

      I can explain the impact of practicing appropriate listening etiquette and performance standards on the performance.I

    11. 11

      I can assess and adjust phrasing and expression in musical performances using personally developed criteria.J

    12. 12

      I can model proper stage and listening etiquette and performance standards.J

Responding

  • 7

    Students will perceive and analyze artistic work.

    1. 1

      I can identify reasons for selecting music based on characteristics of the music and personal interest with teacher guidance.E

    2. 2

      I can independently identify reasons for selecting music based on characteristics of the music and personal interest.F

    3. 3

      I can discuss reasons for selecting music based on characteristics of the music and personal interest.G

    4. 4

      I can explain reasons for selecting music, citing characteristics of the music and connections to interest, purpose, and context.H

    5. 5

      I can use provided criteria to justify choices made when selecting music.I

    6. 6

      I can use research and provided criteria to justify choices made when selecting music by citing knowledge of the music and the specified purpose and context.J

  • 8

    Students will interpret intent and meaning in artistic work. 

    1. 1

      I can identify the meaning of music and the composer’s intent in a musical work with teacher guidance.E

    2. 2

      I can independently identify the meaning of music and the composer’s intent in a musical work.F

    3. 3

      I can interpret the meaning of music and the composer’s intent with teacher guidance.G

    4. 4

      I can independently interpret the meaning of music and the composer’s intent.H

    5. 5

      I can analyze the meaning of music and the composer’s intent using collaboratively created criteria.I

    6. 6

      I can analyze the meaning of music and the composer’s intent using personally developed criteria.J

  • 9

    Students will apply criteria to evaluate artistic work. 

    1. 1

      I can identify criteria to evaluate music with teacher guidance.E

    2. 2

      I can independently identify criteria to evaluate music.F

    3. 3

      I can develop criteria to evaluate music with teacher guidance.G

    4. 4

      I can independently develop criteria to evaluate music.H

    5. 5

      I can evaluate music using collaboratively created criteria.I

    6. 6

      I can evaluate music using personally developed criteria.J

Connecting

  • 10

    Students will synthesize and relate personal experiences to make art.

    1. 1

      I can identify how personal experiences influence musical performances.E

    2. 2

      I can explain how personal experiences, knowledge, and skills influence musical performances.F

    3. 3

      I can connect personal knowledge, skills, and experiences to musical performances.G

    4. 4

      I can apply personal knowledge, skills, and experiences to interpret the composer’s intent.H

    5. 5

      I can evaluate the quality of a musical performance using personal knowledge, skills, and experiences that convey the composer’s intent.I

    6. 6

      I can defend my interpretation of a musical work that conveys the composer’s intent.J

  • 11

    Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.  

    1. 1

      I can identify, with guidance, connections between musical works and the other arts and other contexts.E

    2. 2

      I can independently identify connections between musical works and the other arts and other contexts.F

    3. 3

      I can explain connections between musical works and the other arts and other contexts.G

    4. 4

      I can analyze connections between musical works and the other arts and other contexts.H

    5. 5

      I can research and analyze the historical and cultural relationships between music and other disciplines.I

    6. 6

      I can research and analyze a specific piece of music in respect to its time period, region, and culture.J

Frequently asked questions

What grade levels do these standards cover?
Grade 6, Grade 8, Grade 7, Grade 9, Grade 10, Grade 11, and Grade 12

Keep exploring

Keep exploring Fine Arts standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.