Common Planner
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K–12 Standards

General Music

Other South Carolina Visual and Performing Arts sets

Creating – I can use the elements of music to communicate new musical ideas and works. CR

  • 1

    I can compose and arrange music.

    1. NL.1

      I can imitate a musical statement by sight and sound.GM.CR.NL.1

      1. 1

        I can match sound and pattern.GM.CR.NL.1.1

      2. 2

        I can imitate a given music rhythm or sound using symbols.GM.CR.NL.1.2

    2. NM.1

      I can answer a musical question.GM.CR.NM.1

      1. 1

        I can identify simple forms.GM.CR.NM.1.1

      2. 2

        I can identify same and different patterns.GM.CR.NM.1.2

    3. NH.1

      I can arrange a musical idea.GM.CR.NH.1

      1. 1

        I can use rhythm patterns, songs, or words to create a musical idea.GM.CR.NH.1.1

      2. 2

        I can create a musical idea based on specific instructions.GM.CR.NH.1.2

    4. IL.1

      I can combine musical ideas to create phrases for voice, instruments, or body movement.GM.CR.IL.1

      1. 1

        I can compose and arrange melodic ideas.GM.CR.IL.1.1

      2. 2

        I can construct arrangements of simple pieces for voices or instruments.GM.CR.IL.1.2

    5. IM.1

      I can compose a rhythmic and melodic phrase.GM.CR.IM.1

      1. 1

        I can organize rhythmic and melodic patterns into a musical phrase.GM.CR.IM.1.1

      2. 2

        I can create a melodic phrase over a given rhythmic idea.GM.CR.IM.1.2

    6. IH.1

      I can add harmony to compose or arrange phrases for a given mood.GM.CR.IH.1

      1. 1

        I can identify key signatures in melodic phrases.GM.CR.IH.1.1

      2. 2

        I can construct a rhythmic, melodic, and harmonic idea for a given mood.GM.CR.IH.1.2

    7. AL.1

      I can arrange, compose, and explain musical ideas using melody, rhythm, and harmony.GM.CR.AL.1

      1. 1

        I can use the circle of fifths to transpose a written musical work.GM.CR.AL.1.1

      2. 2

        I can use and explain compositional techniques to compose works in a musical form.GM.CR.AL.1.2

    8. AM.1

      I can collaborate with others to compose or arrange musical ideas in a variety of musical styles.GM.CR.AM.1

      1. 1

        I can revise a composition based on the feedback from others to improve composed works.GM.CR.AM.1.1

      2. 2

        I can work with others to compose an original composition.GM.CR.AM.1.2

    9. AH.1

      I can compose music within expanded forms.GM.CR.AH.1

      1. 1

        I can create an original composition independently.GM.CR.AH.1.1

      2. 2

        I can create a new arrangement from a given composition.GM.CR.AH.1.2

  • 2

    I can improvise music.

    1. NL.2

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

      1. 1

        I can identify same and different rhythm patterns.GM.CR.NL.2.1

      2. 2

        I can echo simple rhythm patterns.GM.CR.NL.2.2

    2. NM.2

      I can imitate simple tonal patterns within a given key and tonality.GM.CR.NM.2

      1. 1

        I can identify same and different melodic patterns.GM.CR.NM.2.1

      2. 2

        I can echo simple tonal patterns.GM.CR.NM.2.2

    3. NH.2

      I can improvise responses to given rhythmic patterns.GM.CR.NH.2

      1. 1

        I can improvise simple ostinati patterns within a given meter.GM.CR.NH.2.1

      2. 2

        I can improvise rhythm patterns, melodies, or chants to create a musical idea.GM.CR.NH.2.2

    4. IL.2

      I can improvise short melodic question and answer patterns.GM.CR.IL.2

      1. 1

        I can improvise simple tonal patterns within a given key.GM.CR.IL.2.1

      2. 2

        I can improvise rhythmic and melodic patterns to create a musical phrase.GM.CR.IL.2.2

    5. IM.2

      I can improvise a rhythm pattern to embellish a harmonic phrase.GM.CR.IM.2

      1. 1

        I can embellish a bass line with improvised rhythm from an instrument or music software.GM.CR.IM.2.1

      2. 2

        I can sing on a neutral syllable an improvised rhythm.GM.CR.IM.2.2

    6. IH.2

      I can improvise a simple melodic phrase given a harmonic phrase.GM.CR.IH.2

      1. 1

        I can identify chord changes.GM.CR.IH.2.1

      2. 2

        I can embellish a given melodic phrase that corresponds with simple chord changes.GM.CR.IH.2.2

    7. AL.2

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

      1. 1

        I can improvise harmonizing parts.GM.CR.AL.2.1

      2. 2

        I can improvise short melodies using accurate and consistent style, meter, and tonality.GM.CR.AL.2.2

    8. AM.2

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

      1. 1

        I can perform an improvisation on a given motive.GM.CR.AM.2.1

      2. 2

        I can improvise extended passages using consistent style, meter, and tonality.GM.CR.AM.2.2

    9. AH.2

      I can perform and refine an extended spontaneous improvisation independently in multiple meters and tonalities.GM.CR.AH.2

      1. 1

        I can improvise responding to aural cues.GM.CR.AH.2.1

      2. 2

        I can demonstrate and refine musicality during improvisational solos.GM.CR.AH.2.2

Performing – I can perform a variety of music with fluency and expression.P

  • 3

    I can sing alone and with others.

    1. NL.3

      I can use my voice in many ways.GM.P.NL.3

      1. 1

        I can sing songs in my range.GM.P.NL.3.1

      2. 2

        I can use my voice to imitate other sounds.GM.P.NL.3.2

    2. NM.3

      I can use my singing voice to match pitch on musical phrases and tonal patterns.GM.P.NM.3

      1. 1

        I can match pitch when I sing.GM.P.NM.3.1

      2. 2

        I can sing with my head voice and chest voice.GM.P.NM.3.2

    3. NH.3

      I can sing, chant, and move to demonstrate a steady beat.GM.P.NH.3

      1. 1

        I can sing or move using a steady beat.GM.P.NH.3.1

      2. 2

        I can use good posture and breath support when I sing.GM.P.NH.3.2

    4. IL.3

      I can sing a variety of simple melodies and part songs.GM.P.IL.3

      1. 1

        I can sing 2-part songs.GM.P.IL.3.1

      2. 2

        I can sing with appropriate diction and articulation.GM.P.IL.3.2

    5. IM.3

      I can sing with expression and technical accuracy.GM.P.IM.3

      1. 1

        I can sing with proper intonation alone and in different ensembles.GM.P.IM.3.1

      2. 2

        I can apply dynamics and expression when I sing.GM.P.IM.3.2

    6. IH.3

      I can sing a variety of songs with expression and technical accuracy.GM.P.IH.3

      1. 1

        I can perform a vocal phrase while responding to a director’s cues.GM.P.IH.3.1

      2. 2

        I can sight-read in multiple tonalities and rhythms.GM.P.IH.3.2

    7. AL.3

      I can sing expressively and apply technical and stylistic criteria in a variety of songs alone and in various ensembles.GM.P.AL.3

      1. 1

        I can sing in a group with balance.GM.P.AL.3.1

      2. 2

        I can blend with others in an ensemble.GM.P.AL.3.2

    8. AM.3

      I can collaborate with other singers to make technical and stylistic decisions.GM.P.AM.3

      1. 1

        I can sing in ensembles with proper vocal tone, phrasing, and pitch accuracy.GM.P.AM.3.1

      2. 2

        I can rehearse with an ensemble to improve my work.GM.P.AM.3.2

    9. AH.3

      I can make technical and stylistic choices about my performance as a singer alone and in various ensembles.GM.P.AH.3

      1. 1

        I can use a variety of technical and stylistic choices in my performance.GM.P.AH.3.1

      2. 2

        I can apply a variety of musical choices for performance.GM.P.AH.3.2

  • 4

    I can play instruments alone and with others.

    1. NL.4

      I can make sounds with classroom instruments and other sound sources.GM.P.NL.4

      1. 1

        I can use body percussion to make sounds.GM.P.NL.4.1

      2. 2

        I can play pitched and unpitched instruments.GM.P.NL.4.2

      3. 3

        I can follow the teacher’s verbal and non-verbal instructions when I use classroom instruments.GM.P.NL.4.3

    2. NM.4

      I can imitate short rhythmic and melodic patterns on appropriate instruments.GM.P.NM.4

      1. 1

        I can echo an ostinato rhythm pattern.GM.P.NM.4.1

      2. 2

        I can play melodic patterns using steps and skips.GM.P.NM.4.2

      3. 3

        I can ask and answer musical questions using call and response.GM.P.NM.4.3

    3. NH.4

      I can play and read rhythmic, melodic, and chord patterns.GM.P.NH.4

      1. 1

        I can use music notation to play instruments.GM.P.NH.4.1

      2. 2

        I can play pentatonic scales on instruments.GM.P.NH.4.2

      3. 3

        I can identify rhythmic notation.GM.P.NH.4.3

    4. IL.4

      I can play accompaniments and simple songs on classroom instruments.GM.P.IL.4

      1. 1

        I can play accompaniments and songs in major and minor tonalities.GM.P.IL.4.1

      2. 2

        I can play multiple classroom instruments using proper technique and posture.GM.P.IL.4.2

      3. 3

        I can play in treble and bass clefs.GM.P.IL.4.3

    5. IM.4

      I can play and read complementary and contrasting instrumental parts accurately and independently.GM.P.IM.4

      1. 1

        I can play my part independently in an ensemble.GM.P.IM.4.1

      2. 2

        I can play melodic patterns, drones, and ostinatos with technical accuracy.GM.P.IM.4.2

      3. 3

        I can read and play songs from notation.GM.P.IM.4.3

    6. IH.4

      I can play and read my part with an ensemble using accurate technique and posture.GM.P.IH.4

      1. 1

        I can rehearse for improvement in an ensemble.GM.P.IH.4.1

      2. 2

        I can use proper technique to express music.GM.P.IH.4.2

      3. 3

        I can play my part independently while others play.GM.P.IH.4.3

    7. AL.4

      I can play an instrument expressively and apply technical and stylistic techniques in a variety of music alone and in various ensembles.GM.P.AL.4

      1. 1

        I can play in various musical styles on instruments.GM.P.AL.4.1

      2. 2

        I can balance my sound with others in an ensemble.GM.P.AL.4.2

      3. 3

        I can sight-read a musical part.GM.P.AL.4.3

    8. AM.4

      I can collaborate with others to apply technical and stylistic techniques in a variety of music alone and in various ensembles.GM.P.AM.4

      1. 1

        I can collaborate with others to improve my ensemble.GM.P.AM.4.1

      2. 2

        I can control pitch and tone quality with proper dynamics.GM.P.AM.4.2

      3. 3

        I can sight-read a musical part independently within an ensemble.GM.P.AM.4.3

    9. AH.4

      I can make technical and stylistic choices about my performance as an instrumentalist alone and in various ensembles.GM.P.AH.4

      1. 1

        I can control my instrument across expanded dynamic ranges using stylistic nuances and expressive inflections.GM.P.AH.4.1

      2. 2

        I can adjust my pitch, dynamic, and timbre relative to other parts in an ensemble.GM.P.AH.4.2

      3. 3

        I can sight-read a musical part in an ensemble while adjusting my balance, articulation, and timbre.GM.P.AH.4.3

  • 5

    I can read and notate music.

    1. NL.5

      I can read rhythm patterns.GM.P.NL.5

      1. 1

        I can read rhythm patterns with my voice, body, and instruments.GM.P.NL.5.1

      2. 2

        I can read quarter and eighth notes and rests.GM.P.NL.5.2

    2. NM.5

      I can read simple rhythmic and melodic notation.GM.P.NM.5

      1. 1

        I can name notes in treble clef.GM.P.NM.5.1

      2. 2

        I can read simple quarter, eighth, half, whole notes, and rests.GM.P.NM.5.2

    3. NH.5

      I can read simple rhythmic and melodic notation and meters.GM.P.NH.5

      1. 1

        I can read standard notation.GM.P.NH.5.1

      2. 2

        I can read meter in 4/4, 3/4, and 2/4.GM.P.NH.5.2

    4. IL.5

      I can explain note names and basic rhythms.GM.P.IL.5

      1. 1

        I can read notes in treble and bass clefs.GM.P.IL.5.1

      2. 2

        I can read dotted rhythms.GM.P.IL.5.2

    5. IM.5

      I can interpret musical symbols within multiple meters, clefs, and expressive symbols.GM.P.IM.5

      1. 1

        I can read rhythmic and melodic patterns in treble and bass clef.GM.P.IM.5.1

      2. 2

        I can identify compound, complex, and syncopated rhythms.GM.P.IM.5.2

    6. IH.5

      I can read and notate short musical works in a variety of clefs and meters.GM.P.IH.5

      1. 1

        I can read and use key signatures.GM.P.IH.5.1

      2. 2

        I can read and use meter signatures.GM.P.IH.5.2

    7. AL.5

      I can sight-read a variety of music at Grade 2 with technical accuracy.GM.P.AL.5

      1. 1

        I can sight-read musical works in simple meters and tonalities with technical accuracy.GM.P.AL.5.1

      2. 2

        I can respond to a director while sight-reading.GM.P.AL.5.2

    8. AM.5

      I can sight-read a variety of music at Grade 3 with technical accuracy.GM.P.AM.5

      1. 1

        I can sight-read musical works in a variety of keys and meters.GM.P.AM.5.1

      2. 2

        I can apply tempo and dynamic markings to my sight-reading.GM.P.AM.5.2

    9. AH.5

      I can sight-read a variety of music at Grade 4 with technical accuracy.GM.P.AH.5

      1. 1

        I can sight-read musical works using chromatic harmony and accidentals.GM.P.AH.5.1

      2. 2

        I can apply expressive music markings to my sight-reading.GM.P.AH.5.2

Responding – I can respond to musical ideas as a performer and listener. R

  • 6

    I can analyze music.

    1. NL.6

      I can identify contrasts in music.GM.R.NL.6

      1. 1

        I can identify dynamics and steady beat.GM.R.NL.6.1

      2. 2

        I can identify same and different sound sources.GM.R.NL.6.2

      3. 3

        I can name same and different sections.GM.R.NL.6.3

    2. NM.6

      I can identify the elements of music.GM.R.NM.6

      1. 1

        I can identify changes in dynamics, tempo, and rhythm.GM.R.NM.6.1

      2. 2

        I can name voice types and instrument families.GM.R.NM.6.2

      3. 3

        I can identify examples of some basic musical forms such as ABA and Rondo.GM.R.NM.6.3

    3. NH.6

      I can describe how the music elements are used.GM.R.NH.6

      1. 1

        I can use appropriate vocabulary to describe pitch, tempo, and dynamics.GM.R.NH.6.1

      2. 2

        I can identify by sight and sound voice types and classroom instruments.GM.R.NH.6.2

      3. 3

        I can identify examples of complex musical forms such as Arch and Sonata.GM.R.NH.6.3

    4. IL.6

      I can explain how the elements of music are used in a variety of genres, cultures, and time periods.GM.R.IL.6

      1. 1

        I can listen, identify, and explain pitch, tempo, and dynamics to describe music of different styles.GM.R.IL.6.1

      2. 2

        I can listen to and identify orchestral, band, and electronic instruments by sight and sound.GM.R.IL.6.2

      3. 3

        I can examine musical forms to describe a musical style.GM.R.IL.6.3

    5. IM.6

      I can examine how the elements of music are used in a variety of genres, cultures, and time periods.GM.R.IM.6

      1. 1

        I can examine the elements of pitch, tempo, and dynamics in a variety of musical styles presented aurally and visually.GM.R.IM.6.1

      2. 2

        I can examine the contribution of timbre in a variety of musical instruments/voices to musical style and mood.GM.R.IM.6.2

      3. 3

        I can identify musical forms presented aurally and visually.GM.R.IM.6.3

    6. IH.6

      I can find evidence of how the structure and elements of music are influenced by various genres, cultures, and time periods.GM.R.IH.6

      1. 1

        I can listen, identify, and explain the elements of pitch, tempo, dynamics, and style used in different cultures and time periods.GM.R.IH.6.1

      2. 2

        I can examine the use of timbre and texture in music from a variety of different genres.GM.R.IH.6.2

      3. 3

        I can examine the use of musical forms presented in a varied repertoire of music.GM.R.IH.6.3

    7. AL.6

      I can examine the use of compositional techniques within multiple musical works.GM.R.AL.6

      1. 1

        I can describe and use meter, tonality, intervals, chords, and harmonic progressions when analyzing written and aural compositions.GM.R.AL.6.1

      2. 2

        I can examine and discuss authentic practices found in musical works.GM.R.AL.6.2

      3. 3

        I can analyze and describe how the use of expressive devices and form are used in historically diverse genres.GM.R.AL.6.3

    8. AM.6

      I can collaborate with others to justify the use of compositional techniques within musical works.GM.R.AM.6

      1. 1

        I can collaborate with others to determine intent of changes in meter, tonality, and harmony that contribute to musical style.GM.R.AM.6.1

      2. 2

        I can identify compositional techniques used to achieve unity, variety, tension, and/or release in music to evoke an emotional response from the listener.GM.R.AM.6.2

      3. 3

        I can examine the use of musical form and expressive devices in a variety of 20th- and 21st-century compositions.GM.R.AM.6.3

    9. AH.6

      I can analyze compositional techniques to explain a composer’s intent.GM.R.AH.6

      1. 1

        I can determine the intent of changes in meter, tonality, and harmony in a variety of musical compositions to create tension and emotional response.GM.R.AH.6.1

      2. 2

        I can examine timbre and the use of voices, instruments, and other sound sources in a variety of musical styles, cultures, and genres.GM.R.AH.6.2

      3. 3

        I can examine the use of musical form when analyzing aural examples of a varied repertoire of music and inform my personal music preferences.GM.R.AH.6.3

  • 7

    I can evaluate music.

    1. NL.7

      I can communicate about music verbally.GM.R.NL.7

      1. 1

        I can listen and respond to music.GM.R.NL.7.1

    2. NM.7

      I can demonstrate how to be an audience member in different musical settings.GM.R.NM.7

      1. 1

        I can model and describe audience behavior in different settings.GM.R.NM.7.1

    3. NH.7

      I can use musical vocabulary to describe personal preference choices.GM.R.NH.7

      1. 1

        I can talk and write about music using musical vocabulary.GM.R.NH.7.1

    4. IL.7

      I can use musical vocabulary to critique a performanceGM.R.IL.7

      1. 1

        I can describe the quality of a musical performance.GM.R.IL.7.1

    5. IM.7

      I can evaluate the quality of musical performances and/or compositions of others using assessment tools.GM.R.IM.7

      1. 1

        I can apply assessment tools to evaluate tone quality, intonation, articulation, rhythmic accuracy, musicality, posture, and stage presence to a live or recorded performance.GM.R.IM.7.1

    6. IH.7

      I can evaluate the quality of personal performances and/or compositions using assessment tools.GM.R.IH.7

      1. 1

        I can apply assessment tools to evaluate tone quality, intonation, articulation, rhythmic accuracy, musicality, posture, and stage presence to my personal performance.GM.R.IH.7.1

    7. AL.7

      I can collaborate to develop strategies for improvement of group performances.GM.R.AL.7

      1. 1

        I can compare a group performance to a benchmark to refine the performance.GM.R.AL.7.1

    8. AM.7

      I can make critical evaluations of performance, compositions, arrangements, and improvisations.GM.R.AM.7

      1. 1

        I can listen to or view a variety of performances and offer suggestions for improvement.GM.R.AM.7.1

    9. AH.7

      I can justify personal performance decisions.GM.R.AH.7

      1. 1

        I can use multiple media sources to critique my personal performances.GM.R.AH.7.1

Connecting – I can connect musical ideas with personal meaning, other arts disciplines, and content areas.C

  • 8

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

    1. NL.8

      I can recognize and perform musical selections from my own culture and time periods.GM.C.NL.8

      1. 1

        I can recognize that all cultures and time periods use music.GM.C.NL.8.1

    2. NM.8

      I can identify and perform musical selections from a culture other than mine and a historical time period.GM.C.NM.8

      1. 1

        I can find similar elements of music within a culture/ time period.GM.C.NM.8.1

    3. NH.8

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

      1. 1

        I can find similar elements of music in different cultures/time periods.GM.C.NH.8.1

    4. IL.8

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

      1. 1

        I can identify similarities and differences in music from multiple cultures and time periods.GM.C.IL.8.1

    5. IM.8

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

      1. 1

        I can use music vocabulary terms such as form, tempo, dynamics, etc. to describe musical works from similar cultures and time periods.GM.C.IM.8.1

    6. IH.8

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

      1. 1

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

    7. AL.8

      I can analyze a diverse repertoire of music from a historical time period.GM.C.AL.8

      1. 1

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

    8. AM.8

      I can examine contemporary musical works to determine the influence of historical traditions.GM.C.AM.8

      1. 1

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

    9. AH.8

      I can examine, create, and perform music based on historical contributions.GM.C.AH.8

      1. 1

        I can use historical contributions to justify my musical choices.GM.C.AH.8.1

  • 9

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

    1. NL.9

      I can explore general music concepts among arts disciplines, other content areas, and related careers in familiar settings.GM.C.NL.9

      1. 1

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

      2. 2

        I can identify topics in music that interest me.GM.C.NL.9.2

    2. NM.9

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

      1. 1

        I can make connections between music and another subject in my school.GM.C.NM.9.1

      2. 2

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

    3. NH.9

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

      1. 1

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

      2. 2

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

    4. IL.9

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

      1. 1

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

      2. 2

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

    5. IM.9

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

      1. 1

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

      2. 2

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

    6. IH.9

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

      1. 1

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

      2. 2

        I can compare similarities and differences in a variety of music careers and roles of musicians in those careers.GM.C.IH.9.2

    7. AL.9

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

      1. 1

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

      2. 2

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

    8. AM.9

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

      1. 1

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

      2. 2

        I can discuss the impact of economic issues as they affect music careers.GM.C.AM.9.2

    9. AH.9

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

      1. 1

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

      2. 2

        I can analyze my personal career choices in the arts or non-arts disciplines.GM.C.AH.9.2

Frequently asked questions

What grade levels do these standards cover?
Grade 9, Grade 10, Grade 11, and Grade 12

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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