Maryland Fine Art Standards for Early Learners Based on the National Core Art Standards MUSIC: CREATING. CREATING: Process Components:

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1 MUSIC: CREATING Words found in the Glossary are CREATING: Process Components: highlighted in yellow. Imagine: Generate musical ideas for various purposes and contexts. Plan and Make: Select and develop musical ideas for defined purposes and contexts. Evaluate and Refine: Evaluate and refine selected musical ideas to create musical work that meets appropriate criteria. Present: Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality. Anchor Standard 1: Generate and conceptualize artistic ideas and work. Anchor Standard 2: Organize and develop artistic ideas and work. Anchor Standard 3: Refine and complete artistic work. Create sounds (e.g. babbling, vocalizing on a vowel sound, clapping, playing simple instruments such as rattles) Explore a variety of musical ideas (e.g. through movement, vocalization, playing simple instruments) Demonstrate preferences for musical ideas (e.g. smiling, signs, bouncing, dancing, playing simple instruments such as small maracas) Create musical sounds (e.g. vocalizing on a vowel sound, singing, patting, playing simple instruments such as drums) Discover and explore a variety of musical ideas (e.g. dancing, vocalizing, experimenting with musical accompaniments with simple instruments) Discover preferences for musical ideas Share a musical idea that starts and stops on cue Create and develop simple musical ideas (e.g. singing, playing simple instruments such as drums or xylophones, patting a steady beat) Express preferences for musical ideas Share a musical idea that includes starting on cue, improvisation and stopping on cue Modify a simple personal musical idea in response to suggestions by an adult

2 Experience music that starts and stops Explore various ways to approach a musical idea (e.g. respond to verbal or physical cues indicating a change in a musical experience). Explore various ways to approach a simple musical idea Share a simple musical idea with others (18-24 months). Share a personal musical idea with others.

3 MUSIC: PERFORMING PERFORMING: Process Components: Select: Select varied musical works to present based on interest, 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. Evaluate and Refine: Evaluate and refine personal and ensemble performances, individually or in collaboration with others. Present: Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context. Anchor Standard 4: Select, analyze and interpret artistic work for presentation. Anchor Standard 5: Develop and refine artistic techniques and work for presentation. Anchor Standard 6: Convey meaning through the presentation of artistic work. Indicate preferences for a musical selection (e.g. bouncing, signs, babbling) Explore basic musical contrasts such as fast and slow (e.g. clapping, vocalizing on a vowel sound, playing a simple musical instrument such as a rattle) Explore basic expressive qualities in music such as dynamics and tempo Indicate a preferred musical selection given 2 choices (e.g. pointing, moving, singing sounds/word(s), playing a simple instrument) (18-24 months) basic musical contrasts such as fast/slow or high/ low pitch (e.g. moving, singing, playing, imitating the modeling of adults) Explore basic expressive qualities in music Indicate a preferred musical selection given 2-3 choices (e.g. moving, chanting, singing, playing simple instruments and/or answering a simple question) basic musical contrasts such as soft/loud, high/ low pitch, short/long sounds (e.g. attentive listening, chanting, singing, playing, identify the

4 (e.g. attentive listening, singing or playing an instrument using an expressive quality) Repeat a preferred musical experience through movements, sounds, word(s), playing a simple musical instrument, etc. Explore changes in a musical experience (e.g. respond to verbal or physical cues indicating a change in the musical experience) Experience music that expresses basic positive emotions such as: happiness, love, joy or serenity. such as voice quality (e.g. happy, sad, mad), dynamics and tempo through singing/vocalizing, moving, playing, etc. using an expressive quality Select one personal musical idea given two choices and repeat it (18-24 months) Explore alternate ways to approach a simple musical idea (e.g. respond to verbal or physical cues indicating a change) Sing/play music for self or others that expresses one basic emotion such as happy or sad. contrast in word/phrase or imitating/extending the modeling of adults) Explore basic expressive qualities in music such as voice quality (e.g. happy, sad, silly, mad, gentle), dynamics and tempo through listening, singing, moving and playing using an expressive quality Choose between 2-3 personal musical ideas/performances, select one and repeat it Adjust/modify music ideas/performances in response to suggestions provided by the teacher Perform/share music that expresses one basic emotion such as happy, sad, loving or mad.

5 MUSIC: RESPONDING RESPONDING: Process Components: Select: Choose music appropriate for a specific purpose or context. Analyze: Analyze how the structure and context of varied musical works inform the response. Interpret: Support interpretations of musical works that reflect creators /performers expressive intent. Evaluate: Support evaluations of musical works and performances based on analysis, interpretation, and established criteria. Anchor Standard 7: Perceive and analyze artistic work. Anchor Standard 8: Interpret intent and meaning in artistic work. Anchor Standard 9: Apply criteria to evaluate artistic work. Show preferences for a musical selection (e.g. bouncing, signs, babbling, playing a simple musical instrument such as a rattle, refusing to attend) Explore basic musical contrasts such as fast and slow (e.g. clapping, vocalizing Demonstrate personal preferences in musical selections (e.g. moving, chanting, singing, playing, asking for the selection to be repeated, More or stopped, No ) basic musical contrasts such as fast/slow or high/ low pitch (e.g. moving, Demonstrate/state personal preferences in musical selections (e.g. moving, singing, playing, asking to repeat a selection, answering a simple question in a word or phrase, repeating the selection independently, asking for the selection to be stopped)

6 on a vowel sound, playing a simple musical instrument such as a rattle) Explore and respond to basic expressive qualities in music such as dynamics and tempo (e.g. responding to soothing music or music repeated at nap time or wake-up time, singing/vocalizing, moving, or playing, using an expressive quality). singing/vocalizing, playing, imitating the modeling of adults) Explore and respond to basic expressive qualities in music such dynamics and tempo (e.g. responding to music repeated over time indicating nap time, lunch, clean up, singing/vocalizing, moving, or playing, using an expressive quality). basic musical contrasts such as soft/loud, high/ low pitch, short/long sounds (e.g. attentive listening, moving, chanting, singing, playing, identify the contrast in word/phrase or imitating/extending the modeling of adults) Explore basic expressive qualities in music such dynamics and tempo (e.g. responding to music repeated over time indicating circle time, nap time, clean up etc., responding to various styles of music, singing/vocalizing, moving, or playing using an expressive quality).

7 MUSIC: CONNECTING CONNECTING: Process Components: Connect: Synthesize and relate knowledge and personal experiences to make music. Connect: Relate musical ideas and works with varied context to deepen understanding Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Show interest and personal choices when creating and responding to music (e.g. creating sounds, singing/vocalizing, playing, responding to music by bouncing, clapping, laughing) Explore and experience music at home and/or elsewhere. Demonstrate interest and personal choices when creating, performing and responding to music (18-24 months) (e.g. request a musical idea, repeat a musical idea independently, share a musical idea, respond to a musical idea by moving, singing/vocalizing, playing) Share a music experience/selection experienced at home or elsewhere. Demonstrate interest and personal choices when creating, performing and responding to music (e.g. create a musical idea that demonstrates contrasts and/or expressive qualities, repeat a musical idea independently, share a musical idea, respond to a simple question about a personal choice) Share a music experience/selection experienced at home or elsewhere.