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This essay argues for the articulation of learning goals at all levels of teaching in music theory, from the curriculum to the individual lesson plan. It summarizes the use of cognitive-process verbs from the field of learning theory and acknowledges a confusing overlap between common music theory tasks and cognitive-process verbs. It suggests a model for stating learning goals in music theory that blends our current terminology with more universal and established terms. It concludes with a detailed discussion of several models of learning goals at the assignment, course, and curricular levels.