Harmonizing Instruments: Grades 9, 10, 11, 12

Other Oregon Arts sets

• Dance: Grade Pre-K
• Media Arts: Grade Pre-K
• Music: Grade Pre-K
• Theatre: Grade Pre-K
• Visual Arts: Grade Pre-K
• Dance: Grade K
• Media Arts: Grade K
• Music: Grade K
• Theatre: Grade K
• Visual Arts: Grade K
• Dance: Grade 1
• Media Arts: Grade 1
• Music: Grade 1
• Theatre: Grade 1
• Visual Arts: Grade 1
• Dance: Grade 2
• Media Arts: Grade 2
• Music: Grade 2
• Theatre: Grade 2
• Visual Arts: Grade 2
• Dance: Grade 3
• Media Arts: Grade 3
• Music: Grade 3
• Theatre: Grade 3
• Visual Arts: Grade 3
• Dance: Grade 4
• Media Arts: Grade 4
• Music: Grade 4
• Theatre: Grade 4
• Visual Arts: Grade 4
• Dance: Grade 5
• Media Arts: Grade 5
• Music: Grade 5
• Theatre: Grade 5
• Visual Arts: Grade 5
• Dance: Grade 6
• Media Arts: Grade 6
• Music: Grade 6
• Theatre: Grade 6
• Visual Arts: Grade 6
• Dance: Grade 7
• Media Arts: Grade 7
• Music: Grade 7
• Theatre: Grade 7
• Visual Arts: Grade 7
• Dance: Grade 8
• Media Arts: Grade 8
• Music: Grade 8
• Theatre: Grade 8
• Visual Arts: Grade 8
• Dance: Grades 9, 10, 11, 12
• Media Arts: Grades 9, 10, 11, 12
• Music Composition and Theory: Grades 9, 10, 11, 12
• Music Technology: Grades 9, 10, 11, 12
• Theatre: Grades 9, 10, 11, 12
• Traditional and Emerging Ensembles: Grades 9, 10, 11, 12
• Visual Arts: Grades 9, 10, 11, 12

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.MU:Cr2.1.H.5.a

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.MU:Cr2.1.H.8.a

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 and gallop strumming, finger picking patterns).MU:Cr2.1.H.I.a

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.MU:Cr2.1.H.II.a

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.MU:Cr2.1.H.III.a

Apply teacher-provided criteria to critique, improve, and refine drafts of simple melodies (such as two-phrase) and chordal accompaniments for given melodies.MU:Cr3.1.H.5.a

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.MU:Cr3.1.H.8.a

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 and gallop strumming, finger picking patterns).MU:Cr3.1.H.I.a

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.MU:Cr3.1.H.II.a

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.MU:Cr3.1.H.III.a

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.MU:Cr3.2.H.5.a

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.MU:Cr3.2.H.8.a

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 and gallop strumming, finger picking patterns), demonstrating technical skill in applying principles of composition/improvisation and originality in developing and organizing musical ideas.MU:Cr3.2.H.I.a

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.MU:Cr3.2.H.II.a

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.MU:Cr3.2.H.III.a

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.MU:Pr4.1.H.5.a

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.MU:Pr4.1.H.8.a

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 and gallop strumming, finger picking patterns).MU:Pr4.1.H.I.a

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.MU:Pr4.1.H.II.a

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.MU:Pr4.1.H.III.a

Identify prominent melodic and harmonic characteristics in a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments selected for performance, including at least some based on reading standard notation.MU:Pr4.2.H.5.a

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 at least some based on reading standard notation.MU:Pr4.2.H.8.a

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 and gallop strumming, finger picking patterns).MU:Pr4.2.H.I.a

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.MU:Pr4.2.H.II.a

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.MU:Pr4.2.H.III.a

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.MU:Pr4.3.H.5.a

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.MU:Pr4.3.H.8.a

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 and gallop strumming, finger picking patterns).MU:Pr4.3.H.I.a

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.MU:Pr4.3.H.II.a

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.MU:Pr4.3.H.III.a

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.MU:Pr5.1.H.5.a

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.MU:Pr5.1.H.8.a

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 and gallop strumming, finger picking patterns), and create rehearsal strategies to address performance challenges and refine the performances.MU:Pr5.1.H.I.a

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.MU:Pr5.1.H.II.a

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.MU:Pr5.1.H.III.a

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.MU:Pr6.1.H.5.a

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).MU:Pr6.1.H.8.a

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 and gallop strumming, finger picking patterns), demonstrating sensitivity to the audience and an understanding of the context (social, cultural, or historical).MU:Pr6.1.H.I.a

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).MU:Pr6.1.H.II.a

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).MU:Pr6.1.H.III.a

Demonstrate and describe reasons for selecting music, based on characteristics found in the music and connections to interest, purpose or personal experience.MU:Re7.1.H.5.a

Explain reasons for selecting music citing characteristics found in the music and connections to interest, purpose, and context.MU:Re7.1.H.8.a

Apply criteria to select music for a variety of purposes, justifying choices citing knowledge of the music and the specified purpose and context.MU:Re7.1.H.I.a

Apply criteria to select music for a variety of purpose, justifying choices citing knowledge of music and specified purpose and context.MU:Re7.1.H.II.a

Select, describe, and compare a variety of individual and small group musical programs from varied cultures, genres, and historical periods.MU:Re6.1.H.III.a

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.MU:Re7.2.H.5.a

Describe how the way that the elements of music are manipulated and knowledge of the context (social and cultural) inform the response.MU:Re7.2.H.8.a

Compare passages in musical selections and explain how the elements of music and context (social, cultural, or historical) inform the response.MU:Re7.2.H.I.a

Explain how the analysis of the structures and context (social, cultural, and historical) of contrasting musical selections inform the response.MU:Re7.2.H.II.a

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.MU:Re7.2.H.III.a

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.MU:Re8.1.H.5.a

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.MU:Re8.1.H.8.a

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.MU:Re8.1.H.I.a

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.MU:Re8.1.H.II.a

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.MU:Re8.1.H.III.a

Identify and describe how interest, experiences, and contexts (personal or social) effect the evaluation of music.MU:Re9.1.H.5.a

Explain the influence of experiences and contexts (personal, social, or cultural) on interest in and the evaluation of a varied repertoire of music.MU:Re9.1.H.8.a

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.MU:Re9.1.H.I.a

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.MU:Re9.1.H.II.a

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.MU:Re9.1.H.III.a

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.MU:Cn10.0.H.5a

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.MU:Cn10.0.H.8.a

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.MU:Cn10.0.H.I.a

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.MU:Cn10.0.H.II.a

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.MU:Cn10.0.H.III.a