.3D Music Harmonizing Instruments Standards: Harmonizing Instruments

Other New Jersey Visual and Performing Arts sets

• 1.3A General Music Standards: by the End of Grade 2
• Dance: by the End of grade 2
• Media Arts: By the end of grade 2
• Theatre: By the end of grade 2
• Visual Arts: By the end of grade 2
• 1.3A General Music Standards: by the End of Grade 5
• Dance: by the End of grade 5
• Media Arts: By the end of grade 5
• Theatre: By the end of grade 5
• Visual Arts: By the end of grade 5
• 1.3A Music Standards: by the End of Grade 8
• Dance: by the End of grade 8
• Media Arts: By the end of grade 8
• Theatre: By the end of grade 8
• Visual Arts: By the end of grade 8
• 1.3B Music Composition & Theory Standards
• 1.3C Music Ensembles Standards: Music Ensemble
• Dance: By the end of grade 12
• Media Arts: By the end of grade 12
• Music Technology
• Theatre: By the end of grade 12
• Visual Arts: By the end of grade 12

Describe and demonstrate how a varied collection of music that includes melodies, repertoire pieces, and chordal accompaniments is selected, based on personal interest, music reading skills, technical skill, and the performance context.1.3D.12nov.Pr4a

Identify prominent melodic and harmonic characteristics in a varied collection of music that includes melodies, repertoire pieces and chordal accompaniments selected for performance, including some based on reading standard notation.1.3D.12nov.Pr4b

Demonstrate and describe an understanding of the context and expressive intent in a varied collection of music selected for performance that includes melodies, repertoire pieces and chordal accompaniments.1.3D.12nov.Pr4c

Describe and demonstrate how a varied collection of music that includes melodies, repertoire pieces and chordal accompaniments is selected, based on personal interest, music reading skills, identified technical challenges that need to be addressed, and the performance context.1.3D.12int.Pr4a

Identify prominent melodic, harmonic, and structural characteristics and context (e.g., social, cultural, historical) in a varied collection of music that includes melodies, repertoire pieces and chordal accompaniments selected for performance, including some based on reading standard notation.1.3D.12int.Pr4b

Demonstrate and describe an understanding of the context (e.g., social, cultural, historical) and expressive intent in a varied collection of music selected for performance that includes melodies, repertoire pieces and chordal accompaniments1.3D.12int.Pr4c

Explain the criteria used when selecting a varied collection of music for individual or small group performances that include melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of patterns (e.g., arpeggio, country and gallop strumming, finger picking patterns).1.3D.12prof.Pr4a

Identify and describe important theoretical and structural characteristics and context (e.g., social, cultural, historical) in a varied collection of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of patterns (e.g., arpeggio, country and gallop strumming, finger picking patterns).1.3D.12prof.Pr4b

Demonstrate and describe an understanding of the context (e.g., social, cultural, historical) and expressive intent in a varied collection of music selected for performance that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of patterns (e.g., arpeggio, country and gallop strumming, finger picking patterns).1.3D.12prof.Pr4c

Develop and apply criteria for selecting a varied collection of music for individual and small group performances that include melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles.1.3D.12acc.Pr4a

 Identify and describe important theoretical and structural characteristics and context (e.g., social, cultural, historical) in a varied collection of music that includes melodies, repertoire pieces, improvisations and chordal accompaniments in a variety of styles.1.3D.12acc.Pr4b

Demonstrate and explain an understanding of the context (e.g., social, cultural, historical) and expressive intent in a varied collection of music selected for performance that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles.1.3D.12acc.Pr4c

 Develop and apply criteria for selecting a variety of pieces 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.1.3D.12adv.Pr4a

Identify and describe important theoretical and structural characteristics and context (e.g., social, cultural, historical) in a varied collection of music selected for performance programs that includes melodies, repertoire pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles.1.3D.12adv.Pr4b

Explain and present an understanding of the context (e.g., social, cultural, historical) and the creator’s intent in a varied collection of music for performance programs that include melodies, repertoire pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles.1.3D.12adv.Pr4c

Apply teacher or student-provided criteria to critique individual performances of a varied collection of music that includes melodies, repertoire pieces and chordal accompaniments selected for performance. Apply practice strategies to address performance challenges and refine the performances.1.3D.12nov.Pr5a

Apply teacher or student-provided criteria to critique individual performances of a varied collection of music that includes melodies, repertoire pieces and chordal accompaniments selected for performance. Identify practice strategies to address performance challenges and refine the performances.1.3D.12int.Pr5a

Develop and apply criteria to critique individual and small group performances of a varied collection of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of patterns (e.g., arpeggio, country and gallop strumming, fingerpicking patterns). Create rehearsal strategies to address performance challenges and refine the performances.1.3D.12prof.Pr5a

Develop and apply criteria to critique individual and small group performances of a varied collection of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles, as well as create rehearsal strategies to address performance challenges and refine the performances.1.3D.12acc.Pr5a

 Develop and apply criteria, including feedback from multiple sources, to critique varied collection of music for performance programs (e.g., melodies, repertoire pieces, stylistically appropriate accompaniments, improvisations in a variety of contrasting styles) selected for individual and small group performance, as well as create rehearsal strategies to address performance challenges and refine the performances.1.3D.12adv.Pr5a

Perform with expression and technical accuracy a varied collection of music that includes melodies, repertoire pieces and chordal accompaniments, while demonstrating an understanding of the audience and the context.1.3D.12nov.Pr6a

Perform with expression and technical accuracy a varied collection of music that includes melodies, repertoire pieces and chordal accompaniments, while demonstrating sensitivity to the audience and an understanding of the context (e.g., social, cultural, historical). 1.3D.12int.Pr6a

Perform with expression and technical accuracy, individually and in small groups, a varied collection of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of patterns (e.g., arpeggio, country and gallop strumming, finger picking patterns), while demonstrating sensitivity to the audience and an understanding of the context (e.g., social, cultural, historical).1.3D.12prof.Pr6a

Perform with expression and technical accuracy, individually and in small groups, a varied collection of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles, while demonstrating sensitivity to the audience and an understanding of the context (e.g., social, cultural, historical).1.3D.12acc.Pr6a

Perform with expression and technical accuracy, individually and in small groups, a varied collection of music for performance programs that includes melodies, repertoire pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles, while demonstrating sensitivity to the audience and an understanding of the context (e.g., social, cultural, historical).1.3D.12adv.Pr6a

Identify reasons for selecting music based on characteristics found in the music, connection to interest and purpose or context.1.3D.12nov.Re7a

Identify and describe how interest, experiences and contexts (e.g., personal, social) effect the evaluation of music.1.3D.12nov.Re7b

Explain the reasons for selecting music citing characteristics found in the music and connections to interest, purpose and context.1.3D.12int.Re7a

Explain the influence of experiences and contexts (e.g., personal, social, cultural) on interest in and the evaluation of a varied repertoire of music.1.3D.12int.Re7b

Apply criteria to select music for specified purposes, supporting choices by citing characteristics found in the music and connections to interest, purpose and context.1.3D.12prof.Re7a

 Develop and apply teacher or student-provided criteria based on personal preference, analysis and context (e.g., personal, social, cultural) to evaluate individual and small group musical selections for listening.1.3D.12prof.Re7b

Apply criteria to select music for a variety of purposes, justifying choices citing knowledge of music and specified purpose and context.1.3D.12acc.Re7a

Apply personally developed criteria based on research, personal preference, analysis, interpretation, expressive intent, and musical qualities to evaluate contrasting individual and small group musical selections for listening.1.3D.12acc.Re7b

Select, describe and compare a variety of individual and small group musical programs from varied cultures, genres and historical periods.1.3D.12adv.Re7a

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.1.3D.12adv.Re7b

 Identify interpretations of the expressive intent and meaning of musical selections, referring to the elements of music, context (e.g., personal, social), and the setting of the text (when appropriate).1.3D.12nov.Re8a

 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 the setting of the text (when appropriate).1.3D.12int.Re8a

Explain and support interpretations of the expressive intent and meaning of musical selections, citing as evidence the treatment of the elements of music, context (e.g., personal, social, cultural), the setting of the text (when appropriate), and outside sources.1.3D.12prof.Re8a

Explain and support interpretations of the expressive intent and meaning of musical selections, citing as evidence the treatment of the elements of music, context (e.g., personal, social, cultural), the setting of the text (when appropriate), and varied researched sources.1.3D.12acc.Re8

Establish and justify interpretations of the expressive intent and meaning of musical selections by comparing and synthesizing varied researched sources, including references to other art forms 1.3D.12adv.Re8

Identify how knowledge of context and the use of repetition, similarities and contrasts inform the response to music.1.3D.12nov.Re9a`

Describe how the elements of music are manipulated and knowledge of the context (e.g., social, cultural) informs the response.1.3D.12int.Re9a

Compare passages in musical selections and explain how the elements of music and context (e.g., social, cultural, historical) inform the response.1.3D.12prof.Re9a

 Explain how the analysis of the structures and context (e.g., social, cultural, historical) of contrasting musical selections informs the response.1.3D.12acc.Re9a

Demonstrate and justify how the structure functions within a variety of musical selections, and distinguish how context (e.g., social, cultural, historical) and creative decisions inform the response.1.3D.12adv.Re9a

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life. 1.3C.12nov.Cn10a

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life. 1.3C.12int.Cn10a

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.1.3B.12prof.Cn10a

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing and responding to music. 1.3B.12acc.Cn10a

 Demonstrate how interests, knowledge, and skills related to personal choices and intent when creating, performing and responding to music.1.3B.12adv.C1a

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts and daily life. 1.3C.12nov.Cn11a

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life. 1.3C.12int.Cn11a

Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music. 1.3B.12prof.Cn11a

Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music. 1.3B.12acc.Cn11a

Demonstrate how interests, knowledge and skills related to personal choices and intent when creating, performing and responding to music1.3B.12adv.C1a