Common Planner
K–12 Standards

Jazz Band: Grades 6-12

Other Arkansas Fine Arts sets

Creating

  • 1

    Students will generate and conceptualize artistic ideas and work. 

    1. 1

      I can improvise, through various media, simple rhythms and note patterns in the jazz style with teacher guidance.E

    2. 2

      I can independently improvise, through various media, simple rhythms and note patterns in the jazz style.F

    3. 3

      I can improvise, through various media, moderately complex rhythms and note patterns in the jazz style with teacher guidance.G

    4. 4

      I can independently improvise, through various media, moderately complex rhythms and note patterns in the jazz style.H

    5. 5

      I can improvise, through various media, advanced rhythms and note patterns in the jazz style with teacher guidance.I

    6. 6

      I can independently improvise, through various media, advanced rhythms and note patterns in the jazz style.J

  • 2

    Students will organize and develop artistic ideas and work.

    1. 1

      I can identify jazz notation and chord symbols in varied styles with teacher guidance.E

    2. 2

      I can independently identify jazz notation and chord symbols in varied styles.F

    3. 3

      I can write jazz notation and chord symbols in varied styles with teacher guidance.G

    4. 4

      I can independently write jazz notation and chord symbols in varied styles.H

    5. 5

      I can compose using advanced jazz notation and chord symbols in varied styles with teacher guidance.I

    6. 6

      I can compose using advanced jazz notation and chord symbols in varied styles.J

  • 3

    Students will refine and complete artistic work.

    1. 1

      I can improvise and refine solos over simple chord progressions with teacher guidance.E

    2. 2

      I can independently improvise and refine solos over simple chord progressionsF

    3. 3

      I can improvise and refine solos over moderately complex chord progressions with teacher guidance.G

    4. 4

      I can independently improvise and refine solos over moderately complex chord progressions with teacher guidance.H

    5. 5

      I can improvise and refine solos over advanced chord progressions with teacher guidance.I

    6. 6

      I can independently improvise and refine solos over advanced chord progressions.J

Performing

  • 4

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

    1. 1

      I can explore and sightread jazz music in contrasting styles.E

    2. 2

      I can identify the characteristic of and sight-read jazz music in contrasting styles.F

    3. 3

      I can analyze and sightread jazz music in contrasting styles with teacher guidance.G

    4. 4

      I can independently analyze and sight-read jazz music in contrasting styles.H

    5. 5

      I can apply the nuances of jazz music in contrasting styles to sight-reading and playing with teacher guidance.I

    6. 6

      I can independently apply the nuances of jazz music to contrasting styles in sight-reading and playing.J

  • 5

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

    1. 1

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

    2. 2

      I can identify basic instrument-specific jazz techniques.E

    3. 3

      I can play basic jazz drum set patterns or jazz scales in various modesE

    4. 4

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

    5. 5

      I can demonstrate basic instrument-specific jazz techniques.F

    6. 6

      I can play basic jazz drum set patterns or jazz scales in various modes from memoryF

    7. 7

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

    8. 8

      I can demonstrate increasingly complex, instrument-specific jazz techniques.G

    9. 9

      I can play more complex jazz drum set patterns or jazz scales in various modes.G

    10. 10

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

    11. 11

      I can refine the execution of increasingly complex, instrument-specific jazz techniques.H

    12. 12

      I can play more complex jazz drum set patterns or jazz scales in various modes from memoryH

    13. 13

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

    14. 14

      I can execute advanced instrument-specific jazz techniques.I

    15. 15

      I can play advanced jazz drum set patterns or jazz scales in various modes.I

    16. 16

      I can assess and adjust jazz tone quality, intonation, and ensemble sound using self-created criteria.J

    17. 17

      I can refine the execution of advanced instrument-specific jazz techniques.J

    18. 18

      I can play advanced jazz drum set patterns or jazz scales in various modes from memory.J

  • 6

    Students will convey meaning through the presentation of artistic work.

    1. 1

      I can demonstrate elements and principles of jazz phrasing and expression through basic jazz articulations and styles 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 demonstrate elements and principles of jazz phrasing and expression through basic jazz articulations and styles.F

    4. 4

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

    5. 5

      I can demonstrate elements and principles of jazz phrasing and expression through more complex jazz articulations and styles with teacher guidance.G

    6. 6

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

    7. 7

      I can independently demonstrate fundamental elements and principles of jazz phrasing and expression through more complex jazz articulation and styles.H

    8. 8

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

    9. 9

      I can demonstrate elements and principles of jazz phrasing and expression through advanced jazz articulation and styles with teacher guidance.I

    10. 10

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

    11. 11

      I can independently demonstrate elements and principles of jazz phrasing and expression through advanced jazz articulation and styles.J

    12. 12

      I can model proper stage and listening etiquette and performance standardsJ

Responding

  • 7

    Students will perceive and analyze artistic work.

    1. 1

      I can identify reasons for selecting music based on contexts and elements of jazz music and personal interest with teacher guidance.E

    2. 2

      I can independently identify reasons for selecting music based on contexts and elements of jazz music and personal interest.F

    3. 3

      I can discuss reasons for selecting music based on contexts and elements of jazz music and personal interest.G

    4. 4

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

    5. 5

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

    6. 6

      I can use research and provided criteria to justify choices made when selecting jazz 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 expressive intent of different jazz styles with teacher guidance.E

    2. 2

      I can independently identify the expressive intent of different jazz styles.F

    3. 3

      I can articulate the expressive intent of different jazz styles with teacher guidance.G

    4. 4

      I can independently articulate the expressive intent of different jazz styles.H

    5. 5

      I can compare and contrast the expressive intent of different jazz styles.I

    6. 6

      I can defend a personal interpretation of the expressive intent of different jazz styles.J

  • 9

    Students will apply criteria to evaluate artistic work. 

    1. 1

      I can identify criteria to evaluate group performances and individual improvisation with teacher guidance.E

    2. 2

      I can independently identify criteria to evaluate group performances and individual improvisation.F

    3. 3

      I can develop criteria to evaluate group performances and individual improvisation with teacher guidance.G

    4. 4

      I can independently develop criteria to evaluate group performances and individual improvisation.H

    5. 5

      I can use collaboratively-developed criteria to evaluate group performances and individual improvisation.I

    6. 6

      I can use independently-developed criteria to evaluate group performances and individual improvisation. 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 musical works, other art forms, and other contexts.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 7, Grade 8, 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.