MUSIC PK–8 – CREATING—Anchor Standard 1: Generate and conceptualize artistic and work. The creative concepts, and feelings that influence musicians’ work emerge from a variety Enduring Understanding: of sources. Essential Question: How do musicians generate creative ideas? Process Component: Imagine PK.MU:Cr1 K.MU:Cr1 1.MU:Cr1 2.MU:Cr1 3.MU:Cr1 4.MU:Cr1 5.MU:Cr1 a. With a. With a. With limited a. Improvise a. Improvise a. Improvise a. Improvise guidance, substantial explore and guidance, rhythmic and rhythmic and rhythmic, rhythmic, guidance, experience create musical melodic melodic ideas melodic, and melodic, and explore and concepts (such ideas (such as patterns and and describe harmonic ideas, harmonic ideas, experience a as beat and answering a musical ideas connection to and explain and explain variety of music. melodic musical for a specific specific connection to connection to contour). question) for a purpose. purpose and specific purpose specific purpose specific context (such and context and context purpose. as personal (such as social (such as social, and social). and cultural). cultural, and historical). n/a b. With guidance, b. With limited b. Generate b. Generate b. Generate b. Generate generate musical guidance, musical musical ideas musical musical ideas (such as generate patterns and (such as (such as (such as movements or musical ideas ideas within rhythms and rhythms, rhythms, motives). in multiple the context of melodies) melodies, and melodies, and tonalities a given within a given simple accompaniment (such as major tonality (such tonality accompaniment patterns) within and minor) and as major and and/or meter. patterns) within specific related (such minor) and related meters tonalities, as duple and meter (such tonalities (such meters, and triple). as duple and as major and simple chord triple). minor) and changes. meters.
MUSIC – PK–8 CREATING—Anchor Standard 1: Generate and conceptualize artistic and work. Enduring Understanding: The creative concepts, and feelings that influence musicians’ work emerge from a variety of sources. Essential Question: How do musicians generate creative ideas? Process Component: Imagine PK.MU:Cr1 K.MU:Cr1 1.MU:Cr1 2.MU:Cr1 3.MU:Cr1 4.MU:Cr1 5.MU:Cr1 a. With substantial guidance, explore and experience a variety of music. a. With guidance, explore and experience concepts (such as beat and melodic contour). a. With limited guidance, create musical ideas (such as answering a musical question) for a specific purpose. a. Improvise rhythmic and melodic patterns and musical ideas for a specific purpose. a. Improvise rhythmic and melodic ideas and describe connection to specific purpose and context (such as personal and social). a. Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social and cultural). a. Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social, cultural, and historical). n/a b. With guidance, generate musical (such as movements or motives). b. With limited guidance, generate musical ideas in multiple tonalities (such as major and minor) and meters (such as duple and triple). b. Generate musical patterns and ideas within the context of a given tonality (such as major and minor) and meter (such as duple and triple). b. Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter. b. Generate musical (such as rhythms, melodies, and simple accompaniment patterns) within related tonalities (such as major and minor) and meters. b. Generate musical ideas (such as rhythms, melodies, and accompaniment patterns) within specific related tonalities, meters, and simple chord changes.