Common Planner
K–12 Standards

Choral Music: Grades K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

Other South Carolina Visual and Performing Arts sets

Creating

  • 1

    I can arrange and compose music.

    1. 1.

      I can notate simple rhythmic patterns using a defined selection of note values.CM.CR.NL.1

      1. 1.

        I can recognize long and short sounds and identify simple rhythms from notation.CM.CR.NL.1.1

      2. 2.

        I can write music rhythms or sounds, using symbols.CM.CR.NL.1.2

      3. 3.

        I can identify same and different rhythm patterns.CM.CR.NL.1.3

    2. 1.

      I can notate simple melodic patterns using a defined selection of pitches.CM.CR.NM.1

      1. 1.

        I can create and recognize high and low sounds to represent some pitches.CM.CR.NM.1.1

      2. 2.

        I can write high and low notes on a music staff to represent pitches.CM.CR.NM.1.2

      3. 3.

        I can identify same and different melodic patterns.CM.CR.NM.1.3

    3. 1.

      I can notate musical ideas using musical symbols to represent pitch and rhythm.CM.CR.NH.1

      1. 1.

        I can sing a variety of pitches and rhythms and label a music staff with clef and metric symbols.CM.CR.NH.1.1

      2. 2.

        I can write note and rest values on a music staff.CM.CR.NH.1.2

      3. 3.

        I can write beats and rhythms within measures.CM.CR.NH.1.3

    4. 1.

      I can arrange a short song for my voiceCM.CR.IL.1

      1. 1.

        I can create a simple tune (monopho-nic melody) without accompaniment, within specified guidelines.CM.CR.IL.1.1

      2. 2.

        I can create a melody using rhythms that are appropriate for the time signature.CM.CR.IL.1.2

      3. 3.

        I can develop a melody using pitches that are appropriate for the tonality.CM.CR.1.IL.3

    5. 1.

      I can arrange a short song for two voices, using harmony.CM.CR.IM.1

      1. 1.

        I can develop a simple tune with accompanying parts (homopho-nic work).CM.CR.IM.1.1

      2. 2.

        I can develop an original arrange-ment of a traditional canon or round.CM.CR.IM.1.2

      3. 3.

        I can develop my song using I, IV, and V chord pro-gressions.CM.CR.IM.1.3

    6. 1.

      I can arrange a short song for an ensemble, demonstrating an understanding of voicing and texture.CM.CR.IH.1

      1. 1.

        I can combine different voices to create various tone colors in my arrange-ment.CM.CR.IH.1.1

      2. 2.

        I can experiment with changes in tone color, creating variety and contrast through a combination of different voices.CM.CR.IH.1.2

      3. 3.

        I can experiment with non-chord tones and chord pro-gressions.CM.CR.IH.1.3

    7. 1.

      I can describe how I use melody, rhythm, and harmony to compose or arrange a work for a specific purpose.CM.CR.AL.1

      1. 1.

        I can arrange melodic themes for specific purposes, using arrangement and composition-al techniques.CM.CR.AL.1.1

      2. 2.

        I can use composition-al techniques to compose works in a given musical form.CM.CR.AL.1.2

      3. 3.

        I can compose short compositions in major and minor keys.CM.CR.AL.1.3

    8. 1.

      I can collaborate with others to compose or arrange a musical work for a specific purpose.CM.CR.AM.1

      1. 1.

        I can sing in ensembles, working with others to develop ideas as we compose or arrange a composition.CM.CR.AM.1.1

      2. 2.

        I can work with others to analyze arrange-ments and original compositions for improve-ments.CM.CR.AM.1.2

      3. 3.

        I can compose an original composition in Four-Part Chorale Style.CM.CR.AM.1.3

    9. 1.

      I can compose short, original musical ideas and works using all the elements of music for a specific purpose.CM.CR.AH.1

      1. 1.

        I can create musical ideas and works using chord progressions and modulations.CR.AH.1.1

      2. 2.

        I can use characteristic forms of music to create a choral composition for a specific purpose.CM.CR.AH.1.2

      3. 3.

        I can compose a choral composition with a variety of expressive devices.CM.CR.1.AH.3

  • 2

    I can improvise music.

    1. 2.

      I can imitate simple rhythm patterns within a given meter.CM.CR.NL.2

      1. 1.

        I can imitate rhythm using a neutral syllable (shhh, ba, etc.)CM.CR.NL.2.1

      2. 2.

        I can imitate rhythm using a ta-ka-di-mi or a counting system.CM.CR.NL.2.2

    2. 2.

      I can imitate simple tonal patterns within a given tonality.CM.CR.NM.2

      1. 1.

        I can produce one-phrase responses using two to three pitches on a neutral syllable (such as loo or la).CM.CR.NM.2.1

      2. 2.

        I can echo simple tonal patterns using solfege.CM.CR.NM.2.2

    3. 2.

      I can imitate simple melodic phrases given simple chord changes.CM.CR.NH.2

      1. 1.

        I can imitate simple melodic phrases given simple chord progres-sions.CM.CR.NH.2.1

      2. 2.

        I can embellish a given melodic phrase that corresponds with a simple chord progression.CM.CR.NH.2.2

    4. 2.

      can improvise simple rhythmic patterns within a given meter.CM.CR.IL.2

      1. 1.

        I can improvise my own simple rhythmic pattern using a neutral syllable.CM.CR.IL.2.1

      2. 2.

        I can improvise my own simple rhythm patterns using ta-ka-di-mi or a counting system.CM.CR.IL.2.2

    5. 2.

      I can improvise simple tonal patterns within a given tonality.CM.CR.IM.2

      1. 1.

        I can improvise my own simple tonal patterns on a neutral syllable.CM.CR.IM.2.1

      2. 2.

        I can improvise my own simple tonal patterns using solfege.CM.CR.IM.2.2

    6. 2.

      I can improvise simple melodic phrases.CM.CR.IH.2

      1. 1.

        I can identify chord changes to improvise a short melody.CM.CR.IH.2.1

      2. 2.

        I can improvise simple melodic phrases that correspond with chord progressions in an unfamiliar song.CM.CR.IH.2.2

    7. 2.

      I can perform a brief improvisation given a chord progression and meter.CM.CR.AL.2

      1. 1.

        I can improvise a short passage using only a chord progression.CM.CR.AL.2.1

      2. 2.

        I can improvise a short passage in an established meter.CM.CR.AL.2.2

    8. 2.

      I can perform an improvisation given a motive, chord progression and meter.CM.CR.AM.2

      1. 1.

        I can perform an improve-sation on a given motive.CM.CR.AM.2.1

      2. 2.

        I can improvise an extended passage using only a chord progression.CM.CR.AM.2.2

    9. 2.

      I can perform an extended improvisation with freedom and expression featuring motivic development within a given tonality, meter, and style.CM.CR.AH.2

      1. 1.

        I can improvise an extended unaccompanied solo within a given tonality, meter, and style.CM.CR.AH.2.1

      2. 2.

        I can improvise freely within a given tonality, meter, and style, responding to aural cues from other members of an ensemble.CM.CR.AH.2.2

Performing

  • 3

    I can produce a well-developed tone quality.

    1. 3.

      I can produce a steady, free tone on a comfortable pitch.CM.P.NL.3

      1. 1.

        I can sing some simple patterns alone and with others.CM.P.NL.3.1

      2. 2.

        I can demonstrate correct singing posture.CM.P.NL.3.2

    2. 3.

      I can produce a steady, free tone within a limited range.CM.P.NM.3

      1. 1.

        I can identify and sing in my head and chest voicesCM.P.NM.3.1

      2. 2.

        I can sing songs based on the pentatonic scale.CM.P.NM.3.2

    3. 3.

      I can produce a steady, free tone while singing in tune.CM.P.NH.3

      1. 1.

        I can blend my voice with others singing in tune in my head voice.CM.P.NH.3.1

      2. 2.

        I can sing in tune with breath support.CM.P.NH.3.2

    4. 3.

      I can produce a centered tone in a comfortable tessitura.CM.P.IL.3

      1. 1.

        I can sing with a resonant, centered, and free tone in harmony.CM.P.IL.3.1

      2. 2.

        can sing in tune my assigned part with clear tone quality, using breath control and correct posture.CM.P.IL.3.2

    5. 3.

      I can produce a centered tone in some tessituras specific to my vocal range.CM.P.IM.3

      1. 1.

        I can sing my assigned part in tune with appropriate tone quality, resonance and vocal timbre.CM.PIM.3.1

      2. 2.

        I can sing with a centered tone and a steady tempo.CM.P.IM.3.2

    6. 3.

      I can produce a centered tone in most tessituras specific to my vocal range.CM.P.IH.3

      1. 1.

        I can sing 2-3 part songs with centered tone quality, in tune, while demonstrating dynamic changes.CM.P.IM.3.1

      2. 2.

        I can sing 2-3 part songs with centered tone quality, in tune, while demonstrating articulation changes.CM.P.IH.3.2

    7. 3.

      I can produce a well-developed tone in all tessituras specific to my vocal range.CM.P.AL.3

      1. 1.

        I can sing with a well-developed tone, some 3-4 part songs, demonstrating balance and intonation, by adjusting my voice to conductor's cues.CM.PAL.3.1

      2. 2.

        I can sing with a well-developed tone, incorporating all musical symbols, tempo and expressive indications.CM.P.AL.3.2

    8. 3.

      I can consistently produce a well-developed, vibrant tone across the entire range of my voice.CM.P.AM.3

      1. 1.

        I can sing alone and within a 3-4 part ensemble, singing with well-developed tone quality while maintaining balance and intonation.CM.PAM.3.1

      2. 2.

        I can sing with well-developed tone quality and increased vocal technique.CM.P.AM.3.2

    9. 3.

      can adjust tone color/timbre in response to stylistic demands and the musical needs of an ensemble.CM.P.AH.3

      1. 1.

        I can manipulate the tone quality of my voice to reflect the stylistic demands of a piece of music.CM.P.AH.3.1

      2. 2.

        can sing in a variety of languages with well-developed tone quality, making needed adjustments in vocal technique.CM.P.AH.3.2

  • 4

    I can perform with technical accuracy and expression.

    1. 4.

      I can speak, chant, sing, and move to demonstrate awareness of beat.CM.P.NL.4

      1. 1.

        I can speak, chant to the beat.CM.P.NL.4.1

      2. 2.

        I can sing and move to the beat.CM.P.NL.4.2

    2. 4.

      I can speak, chant, sing and move to demonstrate awareness of beat, tempo, dynamics, and melodic direction.CM.P.NM.4

      1. 1.

        I can demonstrate different tempo markings when singing and moving to the beat.CM.P.NM.4.1

      2. 2.

        I can demonstrate dynamic levels when singing and moving to the beat.CM.P.NM.4.2

    3. 4.

      I can sing expressively, alone or in groups, matching dynamic levels and responding to the cues of a conductor.CM.P.NH.4

      1. 1.

        I can demonstrate dynamic levels in response to a conductor.CM.P.NH.4.1

      2. 2.

        I can respond to a conductor's gradual dynamic cues when singing.CM.P.NH.4.2

    4. 4.

      I can sing expressively with appropriate dynamics and phrasing.CM.P.IL.4

      1. 1.

        I can sing, observing a variety of dynamic markings in songs.CM.P.IL.4.1

      2. 2.

        I can sing, observing phrasing suggestions and markings in music.CM.P.IL.4.2

    5. 4.

      I can sing expressively with appropriate dynamics, phrasing, and interpreta-tion.CM.P.IM.4

      1. 1.

        I can interpret a conductor's dynamic and phrasing cues when singing.CM.P.IM.4.1

      2. 2.

        I can sing, observing phrasing markings and breathing appropriate-ly alone and in groups.CM.P.IM.4.2

    6. 4.

      I can sing while interpreting my conductor's cues in order to perform with expression and technical accuracy.CM.P.IH.4

      1. 1.

        I can interpret a conductor's gesture with rhythmic and melodic precision.CM.P.IH.4.1

      2. 2.

        I can interpret a conductor's dynamic, articulation, and phrasing cues.CM.P.IH.4.2

    7. 4.

      can sing with increased fluency and expression a varied repertoire/genre of choral music.CM.P.AL.4

      1. 1.

        can sing with rhythmic and melodic precision music from diverse genres.CM.P.AL.4.1

      2. 2.

        I can sing observing dynamics, articulation, and phrasing, in the style of the music.CM.P.AL.4.2

    8. 4.

      I can sing with increased fluency and expression in small and large ensembles a varied repertoire/genre of choral music.CM.P.AM.4

      1. 1.

        I can interpret a conductor's gesture in a varied repertoire of music.CM.P.AM.4.1

      2. 2.

        I can interpret a conductor's gestures appropriate to the genre.CM.P.AM.4.2

    9. 4.

      I can sing with increased fluency and expression from memory varied repertoire/genres of choral music.CM.P.AH.4

      1. 1.

        I can enhance the expressive quality of my performance through singing from memory.CM.P.AH.4.1

      2. 2.

        I can sing a cappella vocal selections from memory.CM.P.AH.4.2

  • 5

    I can perform using music notation.

    1. 5.

      I can identify music notation symbols representing simple familiar tonal and rhythm patterns and tunes.CM.P.NL.5

      1. 1.

        I can use non-traditional notation to identify pitches in a clef.CM.P.NL.5.1

      2. 2.

        I can identify note values.CM.P.NL.5.2

      3. 3.

        I can identify simple familiar rhythm patterns with correspond-ing notation.CM.P.NL.5.3

      4. 4.

        I can identify simple familiar tonal patterns with correspond-ing notation.CM.P.NL.5.4

    2. 5.

      I can read and perform tonal and rhythmic patterns using music notation.CM.P.NM.5

      1. 1.

        I can sing tonal patterns using a sight-reading system.CM.P.NM.5.1

      2. 2.

        I can identify basic time signatures.CM.P.NM.5.2

      3. 3.

        I can sing using eighth, quarter, half and whole notes and rests.CM.P.NM.5.3

      4. 4.

        I can sing a variety of tempos in music.CM.P.NM.5.4

    3. 5.

      I can read and perform simple unfamiliar and familiar songs using music notation.CM.P.NH.5

      1. 1.

        I can perform simple unfamiliar rhythm patterns using music notation.CM.P.NH.5.1

      2. 2.

        I can perform simple unfamiliar tonal patterns using music notation.CM.P.NH.5.2

      3. 3.

        I can sing in unison and simple 2-part music.CM.PNH.5.3

      4. 4.

        I can sing simple patterns in multiple tonalities.CM.P.NH.5.4

    4. 5.

      I can identify music notation, symbols representing an expanded set of tonal, rhythmic, technical, and expressive ideas.CM.P.IL.5

      1. 1.

        I can identify sharps, flats, naturals, and simple key signatures.CM.P.IL.5.1

      2. 2.

        I can sight-read stepwise tonic (do, re, mi, fa, so) patterns and simple meter based (2/4, 3/4, 4/4) rhythmic patterns.CM.P.IL.5.2

      3. 3.

        I can identify advanced note values and time signatures that represent syncopation and smaller beat subdivisions in my music.CM.P.IL.5.3

      4. 4.

        I can identify expressive markings in my music.CM.P.IL.5.4

    5. 5.

      I can perform at sight simple unfamiliar musical works.CM.P.IM.5

      1. 1.

        I can perform at sight simple unfamiliar musical works with accurate pitches.CM.P.IM.5.1

      2. 2.

        I can sight read using reading systems such as ta-ka-di-mi, Gordon, count singing, and neutral syllables to unfamiliar melodies with tonic triad skips.CM.P.IM.5.2

      3. 3.

        I can apply basic tempo markings in my music.CM.P.IM.5.3

      4. 4.

        I can apply expressive markings in my music.CM.P.IM.5.4

    6. 5.

      I can use a system to fluently sight-read moderately complex melodies in treble and bass clefs.CM.P.IH.5

      1. 1.

        I can perform at sight moderately complex unfamiliar musical works with accurate pitches.CM.P.IH.5.1

      2. 2.

        I can notate intermediate note values and time signatures.CM.P.IH.5.2

      3. 3.

        I can apply intermediate tempo markings in my music.CM.P.IH.5.3

      4. 4.

        I can apply advanced expressive markings in my music.CM.P.IH.5.4

    7. 5.

      I can perform at sight complex unfamiliar musical works with accuracy.CM.P.AL.5

      1. 1.

        I can perform at sight complex unfamiliar musical works with accurate pitchesCM.P.AL.5.1

      2. 2.

        I can sight read using multiple reading systems (ta-ka-di-mi and Gordon, count singing, neutral syllables) in my music.CM.P.AL.5.2

      3. 3.

        I can identify the use of advanced tempo markings in my music.CM.P.AL.5.3

      4. 4.

        I can identify technical, expressive, and formal markings in my music.CM.P.AL.5.4

    8. 5.

      I can perform at sight complex unfamiliar musical works with accuracy and appropriate expression/interpretation.CM.P.AM.5

      1. 1.

        I can perform at sight complex unfamiliar musical works with correction articulation.CM.P.AM.5.1

      2. 2.

        I can identify advanced note values and time signatures that represent smaller beat subdivisions in my music.CM.P.AM.5.2

      3. 3.

        I can analyze the use of advanced tempo markings in my music.CM.PAM.5.3

      4. 4.

        I can analyze the technical, expressive, and formal markings in my music.CM.P.AM.5.4

    9. 5.

      I can perform at sight complex unfamiliar musical works with accuracy, appropriate expression/interpretation and fluency.CM.P.AH.5

      1. 1.

        I can perform at sight complex unfamiliar works with fluency.CM.P.AH.5.1

      2. 2.

        I can notate advanced values and time signatures that represent syncopation and smaller beat subdivisions in my music.CM.P.AH.5.2

      3. 3.

        I can justify the use of advanced tempo markings in my music.CM.P.AH.5.3

      4. 4.

        I can justify the technical, expressive, and formal markings in my music.CM.P.AH.5.4

Responding

  • 6

    I can analyze music.

    1. 6.

      I can identify the elements of music, instrument families, and voice types.CM.R.NL.6

      1. 1.

        I can identify rhythm, dynamics, pitch, harmony, tone color, texture, and form.CM.R.NL.6.1

      2. 2.

        I can identify instrument families in the symphony orchestra.CM.R.NL.6.2

      3. 3.

        I can identify different voice types.CM.R.NL.6.3

    2. 6.

      I can identify and apply basic music symbols and terminology.CM.R.NM.6

      1. 1.

        I can identify basic music symbols and terms in written music.CM.R.NM.6.1

      2. 2.

        I can apply my knowledge of musical symbols and terminology to a performance.CM.R.NM.6.2

      3. 3.

        I can identify characteristics of a performance that I like/dislike.CM.R.NM.6.3

    3. 6.

      I can identify patterns in music, recognize basic musical forms, and identify criteria of a musical performance.CM.R.NH.6

      1. 1.

        I can recognize patterns in the music that I hear.CM.R.NH.6.1

      2. 2.

        I can identify common forms such as call and response, verse and refrain, ABA.CM.R.NH.6.2

      3. 3.

        I can identify criteria for a music performance.CM.R.NH.6.3

    4. 6.

      I can describe how the elements of music are used to communicate ideas and evoke emotional responses in myself and others.CM.R.IL.6

      1. 1.

        I can explain how music elements are used to communicate ideas.CM.R.IL.6.1

      2. 2.

        I can describe how the elements of music affect the mood of a song.CM.R.IL.6.2

      3. 3.

        I can use the elements of music to describe my emotional response to a music performance.CM.R.IL.6.3

    5. 6.

      I can identify and explain how the elements of music are used in a variety of genres to determine my personal preferences.CM.R.IM.6

      1. 1.

        I can identify how the melody, harmony, rhythm, timbre, texture, form, and expressive elements are different in varying genres of music.CM.R.IM.6.1

      2. 2.

        I can describe common elements found in various genres of music.CM.R.IM.6.2

      3. 3.

        I can use the elements of music to describe why I like particular genres.CM.R.IM.6.3

    6. 6.

      I can evaluate a performance and offer constructive suggestions for improvement using provided criteria.CM.R.IH.6

      1. 1.

        I can identify advanced musical symbols, key signatures, and complex meter.CM.R.IH.6.1

      2. 2.

        I can explain why advanced musical symbols, key signatures, and complex meter are used in music.CM.R.IH.6.2

      3. 3.

        I can use the elements of music to offer suggestions for improve-ment.CM.R.IH.6.3

    7. 6.

      I can analyze a composition or performance and offer constructive suggestions for improvement using provided criteria.CM.R.AL.6

      1. 1.

        I can identify forms used in varying cultures and historical periods.CM.R.AL.6.1

      2. 2.

        I can describe stylistic qualities of music from different cultures and time periods.CM.R.AL.6.2

      3. 3.

        I can describe stylistic qualities of music from different historical periods and cultures and offer suggestions for improvement of my performance.CM.R.AL.6.3

    8. 6.

      I can analyze and critique compositions and performances from a variety of genres, cultures and time periods using personally developed criteria.CM.R.AM.6

      1. 1.

        I can describe characteristics of a variety of musical forms.CM.R.AM.6.1

      2. 2.

        I can identify key signature changes and modulations in relation to form.CM.R.AM.6.2

      3. 3.

        I can describe stylistic qualities of music from different historical periods and how it applies to my instrument.CM.R.AM.6.3

    9. 6.

      I can justify my criteria for evaluating music works and performances based on personal and collaborative research.CM.R.AH.6

      1. 1.

        I can justify my interpretation of a musical work based on the elements of music.CM.R.AH.6.1

      2. 2.

        I can justify the performance decisions in a variety of musical works.CM.R.AH.6.2

      3. 3.

        I can justify my evaluation of musical works from different historical periods and cultures based on my personal and collaborative research.CM.R.AH.6.3

  • 7

    I can evaluate music.

    1. 7.

      I can show my personal interest in musical perform-ances of others.CM.R.NL.7

      1. 1.

        I can recognize some elements of music, such as loud/soft, fast/slow.CM.R.NL.7.1

      2. 2.

        I can discuss my preference for a piece of music.CM.P.NL.7.2

    2. 7.

      I can describe my personal interest in music performances using music terminology.CM.R.NM.7

      1. 1.

        I can define basic music terminology using my own words.CM.R.NM.7.1

      2. 2.

        I can identify characteristics of a performance that I like/dislike.CM.P.NM.7.2

    3. 7.

      I can list some criteria to describe my interest in music performances using music terminology.CM.R.NH.7

      1. 1.

        I can describe some of the elements of music.CM.R.NH.7.1

      2. 2.

        I can identify some criteria for music performance.CM.P.NH.7.2

    4. 7.

      I can describe the quality of music performances using provided criteria.CM.R.IL.7

      1. 1.

        I can define all the elements of music.CM.R.IL.7.1

      2. 2.

        I can describe the characteristics of a quality performance using musical terms.CM.P.IL.7.2

    5. 7.

      I can describe my evaluation of a performance to others.CM.R.IM.7

      1. 1.

        I can identify specific criteria I use when I critique others' perform-ances.CM.R.IM.7.1

      2. 2.

        I can use the elements of music to evaluate a composi-tion.CM.P.IM.7.2

    6. 7.

      I can describe the quality of my performances and my composi-tions.CM.IH.7

      1. 1.

        I can compare my performance to the performance of others.CM.R.IH.7.1

      2. 2.

        I can use the elements of music to evaluate my performance or the performance of others.CM.P.IH.7.2

    7. 7.

      I can analyze performances and compositions, offering suggestions for improvement using provided criteria.CM.R.AL.7

      1. 1.

        I can communicate feedback for personal performances and composi-tions.CM.R.AL.7.1

      2. 2.

        I can present my evaluation of a formal or informal performance.CM.P.AL.7.2

    8. 7.

      I can analyze and critique compositions and performances using personally-developed criteria.CM.R.AM.7

      1. 1.

        I can analyze personal compositions and provide criteria for improve-ment.CM.R.AM.7.1

      2. 2.

        I can analyze performances and provide criteria for improve-ment.CM.P.AM.7.2

    9. 7.

      I can justify my criteria for evaluating musical works and performances based on personal and collaborative research.CM.R.AH.7

      1. 1.

        can explain criteria used for evaluation.CM.R.AH.7.1

      2. 2.

        I can justify artistic decisions used in compositions and performances.CM.P.AH.7.2

Connecting

  • 8

    I can examine music from a variety of stylistic and historical periods and cultures.

    1. 8.

      I can recognize musical selections from some cultures and time periods.CM.C.NL.8

      1. 1.

        I can recognize that all cultures perform music.CM.C.NL.8.1

    2. 8.

      I can identify musical selections from a specific culture and a historical time period.CM.C.NM.8

      1. 1.

        I can recognize similar elements of music in a specific culture.CM.C.NM.8.1

    3. 8.

      I can identify musical selections from multiple cultures and/or historical time periods.CM.C.NH.8

      1. 1.

        I can identify similar elements of music in different cultures.CM.P.NH.8.1

    4. 8.

      I can examine relationships among musical selections from multiple cultures and/or historical time periods.CM.C.IL.8

      1. 1.

        I can examine music from multiple cultures and time periods.CM.C.IL.8.1

    5. 8.

      I can research the role of music within a specific culture or historical time period and present what I discovered.CM.C.IM.8

      1. 1.

        I can research a specific culture/time period and perform a song from that culture/time period.CM.C.IM.8.1

    6. 8.

      I can modify a musical work using characteristics from a culture or time period.CM.C.IH.8

      1. 1.

        I can change a musical work using the elements of music from a culture or time period.CM.C.IH.8.1

    7. 8.

      I can examine contemporary musical works to determine the influence of historical and cultural traditions.CM.C.AL.8

      1. 1.

        I can explain specific cultural and historical traditions and infuse these ideas into my music.CM.C.AL.8.1

    8. 8.

      I can analyze a diverse repertoire of music from a cultural or historical time period.CM.C.AM.8

      1. 1.

        I can select musical elements in contemporary music that reflect cultural and historical influences.CM.C.AM.8.1

    9. 8.

      I can examine and perform music based on historical and cultural contributions.CM.C.AH.8

      1. 1.

        I can use historical and cultural contributions to justify my musical choices.CM.C.AH.8.1

  • 9

    I can relate music to other arts disciplines, content areas and career path choices.

    1. 9.

      I can explore choral music concepts among arts disciplines other content areas and related careers.CM.C.NL.9

      1. 1.

        I can identify the relationship between music and another subject in my school.CM.C.NL.9.1

      2. 2.

        I can identify and discuss examples of musicians in my community.CM.C.NL.9.2

    2. 9.

      I can recognize choral music concepts among arts disciplines, other content areas, and related careers.CM.C.NM.9

      1. 1.

        I can demonstrate a relationship between music and another subject in my school.CM.C.NM.9.1

      2. 2.

        I can identify life skills necessary for a music career.CM.C.NM.9.2

    3. 9.

      I can apply choral music concepts to arts disciplines, other content areas, and related careers.CM.C.NH.9

      1. 1.

        I can demonstrate and describe the relationship between music and a concept from another subject in my school.CM.C.NH.9.1

      2. 2.

        I can identify specific careers in music.CM.C.NH.9.2

    4. 9.

      I can explore a range of skills shared among arts disciplines, other content areas and how they can be applied to a career in music.CM.C.IL.9

      1. 1.

        I can apply music concepts to other arts disciplines and content areas.CM.C.IL.9.1

      2. 2.

        I can demonstrate and describe the skills needed for careers in music.CM.C.IL.9.2

    5. 9.

      I can recognize specific skills shared among arts disciplines, other content areas and how they can be applied to a career in music.CM.C.IM.9

      1. 1.

        I can examine the relationship between music and specific content from another arts discipline and content area.CM.C.IM.9.1

      2. 2.

        I can examine the educational requirements needed for a variety of careers in music.CM.C.IM.9.2

    6. 9.

      I can analyze the tools, concepts, and materials used among arts disciplines, other content areas and how they are used in music careers.CM.C.IH.9

      1. 1.

        I can apply concepts from other arts disciplines and content areas to my music.CM.C.IH.9.1

      2. 2.

        I can research skills needed for various music careers.CM.C.IH.9.2

    7. 9.

      I can apply concepts among arts disciplines and other content areas to choral music and analyze how my interests and skills will prepare me for a career.CM.C.AL.9

      1. 1.

        I can explain ideas from other arts disciplines and content areas through music.CM.C.AL.9.1

      2. 2.

        I can describe traditional and emerging careers in music.CM.C.AL.9.2

    8. 9.

      I can explain how economic conditions, cultural values and location influence music and the need for music related careers.CM.C.AM.9

      1. 1.

        I can explain how my artistic choices are influenced by cultural and social values.CM.C.AM.9.1

      2. 2.

        I can pursue opportunities that will lead me to a career in music.CM.C.AM.9.2

    9. 9.

      I can research societal political and cultural issues as they relate to other arts and content areas and apply to my role as a musician.CM.C.AH.9

      1. 1.

        I can analyze complex ideas that influence my artistic perspective and creative work.CM.C.AH.9.1

      2. 2.

        I can research my personal career choices in the arts.CM.C.AH.9.2

Frequently asked questions

What grade levels do these standards cover?
Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Grade 9, Grade 10, Grade 11, Grade 12, and Kindergarten
When were these standards adopted?
2017

Keep exploring

Keep exploring Visual and Performing Arts standards

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

Visual and Performing Arts in other jurisdictions

Visual and Performing Arts