Alaska K–6 music standards

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

b. With guidance, demonstrate a final version of personal musical ideas to peers.

c. With guidance, demonstrate and state interest in varied musical selections. CU:

d. With guidance, demonstrate awareness of expressive qualities (voice quality, dynamics, tempo) that support the creators’ expressive intent.

a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

b. With guidance, explore and demonstrate awareness of music contrasts (high/low, loud/ soft, same/different) in a variety of music selected for performance.

c. With guidance, demonstrate how a specific music concept (beat, melodic direction) is used in music.

d. With guidance, apply personal and expressive preferences in the evaluation of music.

a. With guidance, explore and experience musical concepts (e.g. beat and melodic contour).

b. With guidance, generate musical ideas (e.g. movement).

b. With guidance, organize personal musical ideas using iconic notation and or/recording technology.

a. With guidance, demonstrate and state personal interest and cultural background in varied musical selections.

a. With guidance, apply personal, teacher, and peer feedback to refine performances.

a. With guidance, perform music with expression.

b. Perform appropriately for the audience and occasion.

a. With guidance, students list personal interests and experiences and demonstrate why they prefer some music selections over others.

b. With guidance, demonstrate how a specific music concept (beat, melodic direction) is used in music.

a. With guidance, identify expressive qualities (dynamics, tempo) that reflect creators’/ performers’ expressive intent (mood, emotion).

a. With guidance, apply personal and expressive preferences in the evaluation of music.

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

b. With some guidance, demonstrate, discuss personal reasons for selecting musical ideas that represent expressive intent.

c. With some guidance, convey expressive intent for a specific purpose by presenting a final version of musical ideas to peers or informal audience.

d. Demonstrate and describe music’s expressive qualities (dynamics, tempo).

a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

b. With some guidance, create musical ideas (answering a musical question) for a specific purpose.

c. With some guidance, demonstrate knowledge of music concepts (beat, melodic contour) in music from a variety of cultures.

d. With some guidance, perform music for a specific purpose with expression.

e. With some guidance, demonstrate and identify how music concepts (beat, pitch) are used in various styles of music for a purpose.

f. With some guidance, apply personal and expressive preferences in the evaluation of music for specific purposes.

a. With some guidance, create musical ideas (e.g. question and answer) for specific purpose.

b. With some guidance, generate musical ideas in multiple tonalities (major and minor) and meters (duple and triple).

a. With some guidance, demonstrate and discuss personal reasons for selecting musical ideas representing expressive intent.

b. With some guidance, use iconic or standard notation and/or recording technology to document and organize personal musical ideas.

a. With some guidance, demonstrate and discuss personal interest in, cultural background, knowledge about, and purpose of varied musical selections.

a. With some guidance, apply personal, teacher, and peer feedback to refine performances.

a. With some guidance, perform music for a specific purpose with expression.

b. Perform appropriately for the audience and occasion.

a. With some guidance, demostrate how personal interests and experiences influence musical selection for specific purposes.

b. With some guidance, demonstrate music concepts (beat, pitch) in various styles of music for a specific purpose.

a. With some guidance, identify expressive qualities (dynamics, tempo) that reflect creators’/ performers’ expressive intent.

a. With some guidance, apply personal and expressive preferences in the evaluation of music for specific purposes.

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

b. Demonstrate, discuss reasons for selecting patterns and ideas to represent expressive intent.

c. Convey expressive intent for a specific purpose by presenting a final version of musical ideas to peers or informal audience.

d. Demonstrate understanding of expressive qualities (dynamics, tempo) and how creators use them to convey expressive intent.

a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

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

c. Demonstrate knowledge of music concepts (tonality, meter) in music from a variety of cultures.

d. Perform music for a specific purpose with expression and technical accuracy.

e. Describe how music concepts are used to support a specific purpose in music.

f. Apply personal and expressive preferences in the evaluation of music for specific purposes.

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

b. Generate musical patterns and ideas within a a given tonality (major and minor) and meter (duple and triple).

a. Demonstrate and explain personal reasons for selecting patterns and ideas for music representing expressive intent.

b. Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas.

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

a. Demonstrate and explain personal interest in, cultural background, knowledge about, and purpose of varied musical selections.

a. Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances.

a. Perform music for a specific purpose with expression and technical accuracy.

b. Perform appropriately for the audience and purpose.

a. Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes.

b. Describe how specific music concepts (meter, tonality) are used in various styles of music for a specific purpose.

a. Demonstrate knowledge of expressive qualities and how they support creators’/performers’ expressive intent (tempo, dynamics, mood, emotion).

a. Apply personal and epxressive preferences in the evaluation of music for specific purposes.

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

b. Demonstrate selected musical ideas for a simple improvisation or composition to express intent; describe connection to a specific purpose and context.

c. Present the final version of created music for others, and describe connection to expressive intent.

d. Demonstrate and explain how the selection of music to perform is influenced by interest, knowledge, purpose, and context.

a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

b. Improvise rhythmic and melodic ideas, and describe connection to specific purpose and context (personal, social).

c. Demonstrate how context (personal, social) can inform a performance.

d. Demonstrate performance decorum and audience etiquette appropriate for the context and venue.

e. Demonstrate and describe how a response to music can be informed by the structure, the use of the elements of music, and context (personal, social).

f. Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

a. Improvise rhythmic and melodic ideas, and describe connections to specific purpose and context (personal and social/ cultural).

b. Generate musical ideas (rhythms and melodies) within a given tonality and/or meter.

a. Demonstrate selected musical ideas for simple improvisation or composition to express intent, and describe connection to specific purpose/context.

b. Use standard or iconic notation and/or recording technology to document personal rhythmic and melodic musical ideas.

a. Evaluate, refine, and document revisions to personal music applying collaborativelydeveloped and teacher criteria/feedback.

a. Demonstrate and explain how the selection of music to perform is influenced by personal interest, cultural background, knowledge, and context.

a. Apply established criteria and teacher/peer feedback to evaluate accuracy of ensemble performances.

a. Perform music with expression and technical accuracy.

b. Demonstrate performance and audience etiquette appropriate for context and venue.

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

b. Demonstrate and explain how a response to music can be informed by structure, the use of the elements of music and context (personal, cultural, social).

a. Demonstrate knowledge of expressive qualities (dynamics, tempo) and how they support creators’/performers’ expressive intent.

a. Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

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

b. Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent; explain connection to purpose and context.

c. Present the final version of created music for others, and explain connection to expressive intent.

d. Demonstrate and explain how the selection of music to perform is influenced by interest, knowledge, context, and technical skill.

a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

b. Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (social, cultural).

c. Explain how context (social, cultural) informs a performance.

d. Demonstrate performance decorum and audience etiquette appropriate for the context, venue, and genre.

e. Demonstrate and explain how responses to music are informed by the structure, the use of the elements of music, and context (social, cultural).

f. Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

a. Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (personal and social/cultural).

b. Generate musical ideas (rhythms, melodies, and simple accompaniment patterns) within related tonalities (major and minor) and meters.

a. Demonstrate selected and organized musical ideas for improvisation, arrangement, or composition to express intent and explain connection to purpose/ context.

b. Use standard or iconic notation and/or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas.

a. Evaluate, refine, and document revisions to personal music, applying collaborativelydeveloped and teacher criteria/feedback, to show improvement over time.

a. Demonstrate and explain how the selection of music to perform is influenced by personal interest, cultural background, knowledge, context, and technical skill.

a. Apply established criteria and teacher/peer feedback to evaluate accuracy of ensemble and personal performances.

a. Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation.

b. Demonstrate performance and audience etiquette appropriate for context, venue, and genre.

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

b. Demonstrate and explain how responses to music are informed by the structure, use of the elements of music, context (personal, cultural, social).

a. Demonstrate and explain expressive qualities (dynamics, tempo, timbre) and how they support creators’/performers’ expressive intent.

a. Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

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

b. Demonstrate selected and developed musical ideas for improvisations, arrangements, or compositions to express intent, and explain connection to purpose and context.

c. Present the final version of created music for others that demonstrates craftsmanship, and explain connection to expressive intent.

d. Demonstrate and explain how the selection of music to perform is influenced by interest, knowledge, context, and technical skill.

a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

b. Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (social, cultural, historical).

c. Explain how context (social, cultural, historical) informs performances.

d. Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre, and style.

e. Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context (social, cultural, historical).

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

a. Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (personal, social/cultural and historical).

b. Generae musical ideas (rhythms, melodies, and accompaniment patterns) within specific related tonalities, meters, and simple chord changes.

a. Demonstrate selected and developed musical ideas for improvisations, arrangements, or compositions to express intent and explain connection to purpose/ context.

b. Use standard or iconic notation and/or recording technology to document personal rhythmic, melodic, and two-chord harmonic musical ideas.

a. Evaluate, refine, and document revisions to personal music, applying collaborativelydeveloped and teacher criteria/feedback, and explain rationale for changes.

a. Demonstrate and explain how the selection of music to perform is influenced by personal interest, cultural background, knowledge, context, as well as their personal and others’ and technical skill.

a. Apply established criteria and teacher/peer feedback to evaluate accuracy of ensemble and personal performances.

a. Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation.

b. Demonstrate performance and audience etiquette appropriate for context, venue, genre, and style.

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

b. Demonstrate and explain, citing evidence, how musical responses to music are informed by the structure, the use of elements of music, and context (personal, cultural, social).

a. Demonstrate and explain expressive qualities (dynamics, tempo, timbre, articulation) and how they support creators’/performers’ expressive intent.

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

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

b. Select, organize, construct, and document musical ideas for arrangements and compositions within AB or ABA form that demonstrate an effective beginning, middle, and ending, and convey expressive intent.

c. Present the final version of a personal composition or arrangement, using craftsmanship and originality to demonstrate an effective beginning, middle and ending, and convey expressive intent.

d. Apply teacher-provided criteria for selecting music to perform for a specific purpose and/or context, and explain why each was chosen.

a. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

b. Generate simple rhythmic, melodic, and harmonic phrases within AB and ABA forms that convey expressive intent.

c. Identify how cultural and historical context inform performances.

d. Demonstrate performance decorum (stage presence, attire, behavior) and audience etiquette appropriate for venue and purpose.

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

f. Apply teacher-provided criteria to evaluate musical works or performances.

a. Generate simple rhythmic, melodic, and harmonic phrases within AB and ABA forms that convey expressive intent.

a. Select, organize, develop, and document personal musical ideas for arrangements and compositions within AB or ABA form that demonstrate an effective beginning, middle, and ending.

b. Use standard or iconic notation and/ or audio/video recording technology to document personal, simple, rhythmic, and melodic phrases, and two-chord harmonic musical ideas.

a. Evaluate work, applying criteria such as application of selected elements of music and use of sound sources.

a. Apply teacher-provided criteria for selecting music to perform for a specific purpose/context, and explain why each was chosen.

a. Identify and apply teacher-provided criteria (correct interpretation of notation, technical accuracy, orginality, and interest) to rehearse, refine, and determine when a piece is ready to perform.

a. Perform music with technical accuracy to convey the creator’s intent.

b. Demonstrate performance decorum (stage presence, attire, and behavior) and audience etiquette appropriate for venue and purpose.

a. Select music to listen to and explain the connections to specific interests or experiences for a specific purpose.

b.Describe how the elements of music, expressive qualities and context (personal, cultural, social), relate to the structure of musical pieces. Identify the context of music from a variety of genres, cultures, and historical periods.

a. Interpret how creators and performers apply the elements of music and expressive qualities, within genres and cultural and historical periods, to convey expressive intent.

a. Apply teacher-provided criteria to evaluate musical works or performances.