Alabama K–6 music standards

Demonstrate how their own interests relate to personal choices when creating, performing, and responding to music.

Demonstrate understanding of relationships between music and daily life.

Demonstrate performer and audience behaviors appropriate for grade K-2 students for a variety of venues and contexts.

Explore and experience music concepts.

Generate musical ideas.

Develop plans and/or models for media artworks.

Create and record their musical ideas using iconic notation.

Apply teacher feedback in refining their musical ideas.

Present a final version of their creation for a specific purpose.

State personal preference for varied musical selections.

Demonstrate awareness of music contrasts in a variety of music selected for performance.

Demonstrate awareness of expressive qualities in music that support the creators’ expressive intent.

Apply teacher feedback to refine performances.

Perform a varied repertoire of music alone and with others and evaluate their performance based on personal, peer, teacher, or professional criteria.

Explain why they prefer some music selections over others.

Use movement to demonstrate how a specific music concept is used in selected pieces of music.

Compare the use of expressive qualities in selected pieces of music.

Apply teacher criteria to evaluate selected pieces of music.

Demonstrate how their own interests relate to personal choices when creating, performing, and responding to music.

Demonstrate understanding of relationships between music and daily life.

Demonstrate performer and audience behaviors appropriate for grade K-2 students for a variety of venues and contexts.

Create musical ideas for a specific purpose

Generate musical ideas in various meters.

Demonstrate and discuss their reasons for selecting musical ideas that represent intent.

Organize their musical ideas using systems of notation or recording technology.

Discuss and apply personal and teacher feedback to refine personal musical ideas.

Present a final version of their creation for a specific purpose.

List personal, historical, and cultural reasons for selecting music for performance.

Discuss how creators use musical concepts in the music selected for performance.

Read and demonstrate musical concepts in music selected for performance, using systems of notation.

Compare and contrast the use of expressive qualities in pieces of music selected for performance.

Apply personal and teacher feedback to refine performances.

Perform a varied repertoire of music alone and with others and evaluate their performance based on personal, peer, teacher, or professional criteria.

Identify and describe how personal interests and experiences influence the selection of music for specific purposes.

Describe how music concepts are used in a variety of music.

Describe and demonstrate how expressive elements used in selected music reflect the creators' and/or performers' intent.

Identify personal criteria and list musical reasons to evaluate music for specific purposes.

Demonstrate how their own interests relate to personal choices when creating, performing, and responding to music.

Demonstrate understanding of relationships between music and daily life.

Demonstrate performer and audience behaviors appropriate for grade K-2 students for a variety of venues and contexts.

Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.

Create musical patterns and ideas within the context of a given tonality and meter.

Demonstrate and explain their reasons for selecting musical patterns and ideas that represent expressive intent.

Use systems of notation or recording technology to combine, sequence, and document their musical ideas.

Interpret and apply personal, peer, and teacher feedback to revise personal music.

Present a final version of their creation for a specific purpose.

Explain personal interest in, knowledge about, and purpose of varied music selected for performances.

Demonstrate the use of musical concepts in music selected from a variety of cultures for performance.

Read and perform rhythmic and melodic patterns in music selected for performance, using systems of notation.

Explain how creators use expressive qualities to convey expressive intent in the music selected for performance.

Apply peer, personal, and teacher feedback to evaluate the accuracy, expressiveness, and effectiveness of performances.

Perform a varied repertoire of music alone and with others and evaluate their performance based on personal, peer, teacher, or professional criteria.

Compare and contrast the ways personal interests and experiences influence the selection of music for a specific purpose.

Compare and describe the social and cultural context of their response to the structure and expressive elements of music.

Compare how expressive elements used in a variety of music reflect the creators’ and/or performers’ intent.

Apply personal and peer criteria to evaluate music for specific purposes.

Demonstrate and explain how their personal knowledge, interests, ideas, and choices aid them when creating, performing, and responding to music.

Investigate how cultural, historical, and societal context contribute to musicians' understanding when creating, performing, and responding to music.

Demonstrate performer and audience behaviors appropriate for Grades 3-5 students for a variety of venues and contexts.

Improvise rhythmic and melodic ideas and describe their connection to specific purposes and contexts .

Create short melodic patterns and ideas within the context of a given tonality and meter.

Explain their reasons for selecting patterns and ideas for music to represent expressive intent.

Document their rhythmic and melodic musical ideas, using systems of notation or recording technology.

Evaluate, refine, and document revisions to their music, using personal, peer, and teacher feedback.

Present a final version of their creation for a specific purpose.

Explain their knowledge of, personal interest in, and purpose of varied music selected for performance.

Explain the structure of music selected for performance.

Use teacher-created criteria to identify and refine rhythmic and melodic patterns in the music selected for performance.

Describe how venue, occasion, and audience can inform a performance.

Demonstrate the use of expressive qualities in music and explain how creators use them to convey expressive intent.

Use teacher-created criteria to evaluate the accuracy, expressiveness, and effectiveness of music being prepared for performance.

Identify and demonstrate strategies to improve the accuracy, expressiveness, and effectiveness of performances.

Perform a varied repertoire of music alone and with others and evaluate the performance based on personal, peer, teacher, or professional criteria.

Document how selected music connects to and is influenced by specific interests, experiences, or purposes.

Explain how a response to music can be informed by its structure, the use of the elements of music, and context.

Investigate and report how expressive qualities are used in performers’ interpretations to reflect expressive intent.

Evaluate musical works and performances, applying established criteria, and describe their appropriateness for the context.

Demonstrate and explain how their personal knowledge, interests, ideas, and choices aid them when creating, performing, and responding to music.

Investigate how cultural, historical, and societal context contribute to musicians' understanding when creating, performing, and responding to music.

Demonstrate performer and audience behaviors appropriate for Grades 3-5 students for a variety of venues and contexts.

Improvise rhythmic, melodic, and harmonic ideas and explain their connection to specific social and cultural purposes and contexts.

Create short melodic ideas within related tonalities and meters.

Select and organize musical ideas to express intent in a creative product and explain the purpose and context.

Document their ideas for a creative product, using systems of notation or technology.

Evaluate, refine, and document revisions to their music, applying teacher-provided and collaboratively-developed criteria and feedback to show improvement over time.

Present a final version of their creation for a specific purpose.

Demonstrate and explain how their own technical skill, musical knowledge, and context influence the selection of music selected for performance.

Explain and demonstrate how the elements of music influence the formal structure of music selected for performance.

Use teacher and student-created criteria to identify and refine rhythmic and melodic patterns in the music selected for performance.

Explain how context informs a performance.

Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities.

Use teacher and collaboratively created criteria to evaluate the accuracy, expressiveness, and effectiveness of music being prepared for performance.

Rehearse to refine technical accuracy, expressive qualities, and identified performance challenges.

Perform a varied repertoire of music alone and with others and evaluate the performance based on personal, peer, teacher, or professional criteria.

Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

Demonstrate and explain how a response to 16. Demonstrate and explain, citing evidence, informed by its structure, the use of the music can be informed by its structure, the how responses to music are informed by its elements of music, and context. use of musical elements, and context.

Demonstrate and explain how expressive qualities are used in performers’ and personal interpretations to reflect expressive intent.

Evaluate musical works and performances, applying teacher and collaboratively created criteria, to describe their appropriateness for the context.

Demonstrate and explain how their personal knowledge, interests, ideas, and choices aid them when creating, performing, and responding to music.

Investigate how cultural, historical, and societal context contribute to musicians' understanding when creating, performing, and responding to music.

Demonstrate performer and audience behaviors appropriate for Grades 3-5 students for a variety of venues and contexts.

Improvise rhythmic, melodic, and harmonic ideas and explain their connection to specific social, cultural, and historical purposes and contexts.

Create melodic ideas within related tonalities and meters and simple chord changes.

Demonstrate musical ideas to express intent, purpose, and context in a creative product.

Document their rhythmic, melodic, and two-chord harmonic musical ideas, using systems of notation or technology.

Explain the rationale for making changes to their music based on peer and personally-developed criteria.

Present a final version of their creation for a specific purpose.

Demonstrate and explain how personal and peers' technical skill, musical knowledge, and context influence the selection of music for performance.

Explain and demonstrate understanding of the formal and harmonic structure created by the elements of music in music selected for performance.

Fluently read and perform rhythmic and melodic patterns in music selected for performance, using systems of notation.

Explain how social, cultural, and historical contexts inform performances.

Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities reflected in stylistic performance practices.

Evaluate the accuracy and expressiveness of music being prepared for ensemble and personal performances, using professionally developed criteria and feedback.

Rehearse to refine technical accuracy and expressive qualities to show improvement over time.

Perform a varied repertoire of music alone and with others and evaluate the performance based on personal, peer, teacher, or professional criteria.

Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

Demonstrate and explain, citing evidence, how responses to music are informed by its structure, the use of the elements of music, and context.

Demonstrate and explain how expressive qualities, including dynamics, tempo, and articulation, are used in performers’ and personal interpretations to reflect expressive intent.

Evaluate musical works and performances, applying teacher and established criteria, and explain appropriateness for the context, citing evidence from the elements of music.

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

Describe the influence of societal, cultural, and historical context on the creation of music.

Demonstrate performer and audience behaviors appropriate for Grades 6-8 students for a variety of venues and contexts.

Identify melodic and rhythmic phrases and harmonic ideas.

Identify and describe basic musical elements as depicted in systems of notation.

Explain criteria used to critique musical works.

Present a final version of their creation for a specific purpose.

Identify technical abilities and match them with appropriate repertoire.

Identify melodic and harmonic characteristics in a varied repertoire of music.

Describe the use of expressive characteristics in music.

Identify fundamental skills and techniques used in rehearsals and performance.

Perform a varied repertoire of music alone and with others and evaluate the performance based on personal, peer, teacher, or professional criteria.

Identify reasons for selecting particular pieces of music for performance.

Identify key characteristics and events that influence the creation and performance of music.

Identify elements of music that help portray the intent and meaning of musical selections.

Analyze musical works by identifying elements and discussing how they contribute to the overall structure and meaning of a piece.

Synthesize personal knowledge, interests, ideas, and choices when creating, performing, and responding to music.

Analyze how cultural, historical, and societal context contribute to musicians' understanding when creating, performing, and responding to music.

Demonstrate performer and audience behaviors appropriate for Grades 6-8 students for a variety of venues and contexts.

Generate rhythmic, melodic, and harmonic phrases.

Generate and organize musical ideas for arrangements and compositions in several different musical forms.

Use systems of notation or recordings to document simple rhythmic, melodic, or two-chord harmonic ideas.

Evaluate their own arrangements and compositions for originality, using criteria supplied by the teacher.

Refine their original arrangements and compositions based upon criteria and feedback provided by the teacher.

Present a final version of their creation for a specific purpose.

Choose music for a specific purpose or context using teacher-provided criteria and explain the reasons for each selection.

Describe how structure and musical elements are utilized in music selected for performance.

Read and identify by name or function standard symbols for rhythm, pitch, articulation, and dynamics.

Explain how cultural and historical contexts inform performances.

Perform a chosen piece of music, demonstrating how interpretations of musical elements and expressive qualities convey intent.

Practice and refine their musical performance, applying criteria provided by the teacher to determine when the music is ready to perform.

Perform a varied repertoire of music alone and with others and evaluate the performance based on personal, peer, teacher, or professional criteria.

Select music for personal listening and explain the connections to their interests or life experiences.

Describe how the elements of music and expressive qualities relate to the structure of musical pieces.

Identify the contexts of music from a variety of genres, cultures, and historical periods.

Describe how creators and performers use musical elements and expressive qualities to convey their expressive intent in musical works across different genres, cultures, and historical contexts.

Evaluate musical works or performances, using teacher-created criteria.

Determine how their own interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

Describe the relationship between music and other arts.

Demonstrate performer and audience behaviors appropriate for Grades 6-8 students for a variety of venues and contexts.

Develop simple musical ideas by applying basic elements of artistic expression.

Create melodies using basic rhythmic patterns and a limited range of notes.

Evaluate and refine their own creations using teacher-provided criteria.

Present a final version of their creation for a specific purpose.

Select simple repertoire for performance, basing choices on their personal interests and skill level.

Identify and describe basic elements of music.

Interpret simple expressive markings and identify basic moods in selected music.

Identify fundamental skills and techniques used in rehearsals and performance.

Perform a varied repertoire of music alone and with others and evaluate the performance based on personal, peer, teacher, or professional criteria.

Identify personal preferences for music and categorize them into musical genres.

Identify social, cultural, or historical aspects of a musical work.

Identify and define musical symbols, terms, and key signatures.

Identify and define criteria to evaluate musical performances.

Describe the direction of pitch change when presented with two sequential tones.