9.3: National Core Arts Standards
- Page ID
- 310519
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Rather than setting a bar for teachers, these standards were created as goals to strive for when teaching students. They were created in 2014 to guide educators in providing a unified quality education in all art forms for students in Pre-K through high school. The 2014 Music Standards are all about music literacy. Musicians in the Western European tradition often think of music literacy as the ability to read standard notation. It is so much more! The standards emphasize conceptual understanding in areas that reflect the
actual processes in which musicians engage. The standards cultivate a student’s ability to carry out the three Artistic Processes of Creating, Performing, and Responding. These are the processes that musicians have followed for generations, even as they connect through music to themselves and their societies.
There are five strands in the 2014 standards: Music (which refers to K–8 music education and is organized by grade level), Harmonizing Instruments, Theory and Composition, Traditional and Emerging Ensembles, and Technology. The last four strands are organized by achievement level: novice, intermediate, proficient, accomplished, and advanced. These levels offer success to the student who, for example, joins for the first time as a sophomore as well as to the student who has studied multiple instruments privately and intends to make music a career. The big-picture overview is provided below.
National Core Arts Standards for Music At-a-Glance
| Creating | Performing | Responding | Connecting |
|---|---|---|---|
| Anchor #1 IMAGINE Generate musical ideas for various purposes and contexts |
Anchor #4 SELECT Select varied musical works to present based on interests, knowledge, technical skill, and context ANALYZE Analyze the structure and context of varied musical works and their implications for performance INTERPRET Develop personal interpretations that consider creators’ intent |
Anchor #7 SELECT Choose music appropriate for a specific purpose of context ANALYZE Analyze how the structure and context of varied musical works inform the response |
Embedded within Creating, Performing, and Responding Anchor #10 |
| Anchor #2 PLAN, MAKE Select and develop musical ideas for defined purposes and contexts |
Anchor #5 REHEARSE, EVALUATE, REFINE Evaluate and refine personal and ensemble performances, individually or in collaboration with others |
Anchor #8 INTERPRET Support interpretations of musical works that reflect creators’ and/or performers expressive intent |
Anchor #11 Relate musical ideas and works to varied contexts and daily life to deepen understanding |
| Anchor #3 EVALUATE, REFINE Evaluate and Refine selected musical ideas to crate musical work that meets appropriate criteria PRESENT Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality |
Anchor #6 PRESENT Perform expressively, with appropriate interpretation and technical accuracy, and appropriate to the audience and context |
Anchor #9 EVALUATE Support evaluations of musical works and performances based on analysis, interpretation and established criteria |