YourStateStandards

Arizona K–6 music standards

Arizona writes its own music standards. They are published as Arizona Academic Standards in the Arts: Music (2015), adopted 2015 and are not a version of a national framework. 126 of 154 are matched to a national standard.

Framework
Arizona Academic Standards in the Arts: Music (2015)
Adopted
2015
Source last checked
July 22, 2026
Read the official document

154 standards, kindergarten through 6th grade

  • MU:K.Cn10.aK
    With appropriate guidance, express personal preferences in music.
  • MU:K.Cn10.bK
    With appropriate guidance, explore various uses of music in daily experiences (e.g. songs of celebration, game songs, marches, T.V., movie, and video game sound tracks, dance music, and work songs).
  • MU:K.Cn11.aK
    With appropriate guidance, explore relationships between musics and other content areas (e.g. dance, visual art, dramatic arts, literature, science, math, social studies, and language arts).
  • MU:K.Cn11.bK
    With appropriate guidance, explore how context (e.g. social, cultural, and historical) can inform a performance.
  • MU:K.Cr1.aK
    With appropriate guidance, explore, experience, and improvise musical concepts (e.g. beat and melodic contour).
  • MU:K.Cr1.bK
    With appropriate guidance, explore musical features (e.g. movement, vocalizations, or instrumental accompaniments).
  • MU:K.Cr2.aK
    With appropriate guidance, demonstrate and choose favorite musical ideas (e.g. singing and playing instruments).
  • MU:K.Cr2.bK
    With appropriate guidance, organize personal musical ideas using notation (e.g. iconic notation and/or recording technology).
  • MU:K.Cr3.aK
    With appropriate guidance, apply personal, peer, and teacher feedback in refining personal musical ideas.
  • MU:K.Cr3.bK
    With appropriate guidance, demonstrate a final version of personal or collective musical ideas to peers.
  • MU:K.Pr4.aK
    With appropriate guidance, demonstrate and state personal interest in varied musical selections.
  • MU:K.Pr4.bK
    With appropriate guidance, explore and demonstrate musical contrasts of music selected for performance (e.g. high/low, loud/soft, same/different, and fast/slow).
  • MU:K.Pr4.cK
    With appropriate guidance, read and perform rhythmic and melodic patterns using notation (e.g. iconic notation).
  • MU:K.Pr4.dK
    With appropriate guidance, explore musical concepts (e.g. voice quality, movement, dynamics, tempo, and melodic contour).
  • MU:K.Pr5.aK
    With appropriate guidance, apply personal, teacher, and peer feedback to refine performances(e.g. technique and stage presence).
  • MU:K.Pr5.bK
    With appropriate guidance, use suggested strategies in rehearsal to improve expression in music.
  • MU:K.Pr6.aK
    With appropriate guidance, perform music with expression (e.g. tone and tempo).
  • MU:K.Pr6.bK
    Perform appropriately for the audience and occasion.
  • MU:K.Re7.aK
    With appropriate guidance, list personal musical interests.
  • MU:K.Re7.bK
    With appropriate guidance, demonstrate musical concepts (e.g. beat or melodic direction).
  • MU:K.Re8.aK
    With appropriate guidance, identify expressive attributes that reflect creators'/performers' expressive intent (e.g. mood and emotion).
  • MU:K.Re9.aK
    With appropriate guidance, apply teacher-provided criteria to evaluate musical works and performances.
  • MU:1.Cn10.a1
    With appropriate guidance, express personal preferences in music.
  • MU:1.Cn10.b1
    With appropriate guidance, explore various uses of music in daily experiences (e.g. songs of celebration, game songs, marches, T.V., movie, and video game sound tracks, dance music, and work songs).
  • MU:1.Cn11.a1
    With appropriate guidance, explore relationships between musics and other content areas (e.g. dance, visual art, dramatic arts, literature, science, math, social studies, and language arts).
  • MU:1.Cn11.b1
    With appropriate guidance, explore how context (e.g. social, cultural, and historical) can inform a performance.
  • MU:1.Cr1.a1
    With appropriate guidance, improvise musical ideas (e.g. beat, meter, and rhythm).
  • MU:1.Cr1.b1
    With appropriate guidance, generate musical ideas in multiple tonalities (e.g. major, minor, modal, and pentatonic) and meters (e.g. duple, triple, simple, and compound).
  • MU:1.Cr2.a1
    With appropriate guidance, demonstrate and discuss personal reasons for selecting musical ideas (e.g. expressive intent).
  • MU:1.Cr2.b1
    With appropriate guidance use notation to document and organize personal or collective musical ideas.
  • MU:1.Cr3.a1
    With appropriate guidance, discuss and apply personal, peer, and teacher feedback to refine personal musical ideas.
  • MU:1.Cr3.b1
    With appropriate guidance, present a final version of personal or collective musical ideas to peers or informal audience.
  • MU:1.Pr4.a1
    With appropriate guidance, demonstrate and state personal interest in varied musical selections (e.g. knowledge, purpose).
  • MU:1.Pr4.b1
    With appropriate guidance, demonstrate knowledge of musical concepts in music from a variety of cultures selected for performance (e.g. beat and melodic contour).
  • MU:1.Pr4.c1
    With appropriate guidance, read and perform rhythmic and melodic patterns using notation (e.g. traditional notation).
  • MU:1.Pr4.d1
    Explore and describe musical concepts (e.g. voice quality, movement, dynamics, tempo, and melodic contour).
  • MU:1.Pr5.a1
    With appropriate guidance, apply personal, teacher, and peer feedback to refine performance.
  • MU:1.Pr5.b1
    With appropriate guidance, use suggested strategies in rehearsal to address interpretive challenges of music.
  • MU:1.Pr6.a1
    With appropriate guidance, perform music with expression (e.g. dynamics).
  • MU:1.Pr6.b1
    Perform appropriately for the audience and occasion.
  • MU:1.Re7.a1
    With appropriate guidance, list personal musical interests.
  • MU:1.Re7.b1
    With appropriate guidance, demonstrate musical concepts in various styles of music (e.g. beat and pitch).
  • MU:1.Re8.a1
    With appropriate guidance, identify expressive attributes that reflect creators'/performers' expressive intent (e.g. dynamics).
  • MU:1.Re9.a1
    With appropriate guidance, apply teacher-provided criteria to evaluate musical works and performances.
  • MU:2.Cn10.a2
    Express personal preferences in music.
  • MU:2.Cn10.b2
    Explore various uses of music in daily experiences (e.g. songs of celebration, game songs, marches, T.V., movie, and video game sound tracks, dance music, and work songs).
  • MU:2.Cn11.a2
    relationships between music and other content areas (e.g., dance, visual art, dramatic arts, literature, science, math,
  • MU:2.Cn11.b2
    how context (e.g., social, cultural, historical) can inform performance.
  • MU:2.Cr1.a2
    Improvise rhythmic and melodic patterns and musical ideas (e.g. beat, meter, and rhythm).
  • MU:2.Cr1.b2
    With appropriate guidance, generate musical ideas in multiple tonalities (e.g. major, minor, modal, and pentatonic) and meters (e.g. duple, triple, simple, and compound).
  • MU:2.Cr2.a2
    Demonstrate and explain personal reasons for selecting musical ideas (e.g. patterns and ideas).
  • MU:2.Cr2.b2
    Use notation to document personal or collective musical ideas (e.g. sequencing).
  • MU:2.Cr3.a2
    Interpret and apply personal, peer, and teacher feedback to revise personal music.
  • MU:2.Cr3.b2
    Present a final version of personal or collective musical ideas, utilizing elements of expression, to peers or informal audience.
  • MU:2.Pr4.a2
    With appropriate guidance, demonstrate and state personal interest in varied musical selections.
  • MU:2.Pr4.b2
    Demonstrate knowledge of musical concepts in music from a variety of cultures selected for performance (e.g. meter and tonality).
  • MU:2.Pr4.c2
    Read and perform rhythmic and melodic patterns using notation.
  • MU:2.Pr4.d2
    Demonstrate an understanding of musical concepts (e.g. physical, verbal, or written response-- understanding of musical concepts and how creators use them to convey expressive intent).
  • MU:2.Pr5.a2
    Apply personal, teacher, and peer feedback to refine performance.
  • MU:2.Pr5.b2
    With an appropriate level of independence use suggested strategies in rehearsal to address interpretive challenges of music.
  • MU:2.Pr6.a2
    Perform music with appropriate expression and technique (e.g. posture, tone, and breath support).
  • MU:2.Pr6.b2
    Perform appropriately for the audience and occasion.
  • MU:2.Re7.a2
    List and explain personal musical interests.
  • MU:2.Re7.b2
    Demonstrate and identify how specific musical concepts are used in various styles of music (e.g. meter and tonality).
  • MU:2.Re8.a2
    Demonstrate knowledge of expressive attributes and how they support creators'/performers' expressive intent (e.g. tempo, dynamics, mood, and emotion).
  • MU:2.Re9.a2
    Apply teacher-provided criteria to evaluate musical works and performances.
  • MU:3.Cn10.a3
    Identify pieces of music that are important to one's family
  • MU:3.Cn10.b3
    Explore various uses of music in daily experiences (e.g. songs of celebration, game songs, marches, T.V., movie, and video game sound tracks, dance music, and work songs).
  • MU:3.Cn11.a3
    and describe relationships between music and other content areas (e.g., dance, visual art, dramatic arts, literature,
  • MU:3.Cn11.b3
    Describe how context (e.g. social, cultural, and historical) can inform a performance.
  • MU:3.Cr1.a3
    Improvise rhythmic and melodic ideas (e.g. beat, meter, and rhythm).
  • MU:3.Cr1.b3
    Generate musical ideas (e.g. rhythms and melodies) within specified tonality and/or meter.
  • MU:3.Cr2.a3
    Demonstrate selected musical ideas for a simple improvisation or composition.
  • MU:3.Cr2.b3
    Use notation to document personal or collective rhythmic and melodic musical ideas (e.g. sequencing).
  • MU:3.Cr3.a3
    Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate and revise personal musical ideas.
  • MU:3.Cr3.b3
    Present the final version of personally or collectively created music to others and explain their creative process.
  • MU:3.Pr4.a3
    Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context.
  • MU:3.Pr4.b3
    Demonstrate understanding of the form in music selected for performance.
  • MU:3.Pr4.c3
    Read and perform rhythmic patterns and melodic phrases using notation.
  • MU:3.Pr4.d3
    Demonstrate an understanding of musical concepts (e.g. physical, verbal, or written response-- understanding of musical concepts and how creators use them to convey expressive intent).
  • MU:3.Pr5.a3
    Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate performance.
  • MU:3.Pr5.b3
    With an appropriate level of independence rehearse to refine technique, expression, and identified performance challenges.
  • MU:3.Pr6.a3
    Perform music with appropriate expression and technique (e.g. mallet placement).
  • MU:3.Pr6.b3
    Demonstrate performance and audience decorum appropriate for the occasion.
  • MU:3.Re7.a3
    Explain how music listening is influenced by personal interest, knowledge, purpose, and context.
  • MU:3.Re7.b3
    Demonstrate and explain how musical concepts and contexts affect responses to music (e.g. personal and social).
  • MU:3.Re8.a3
    Demonstrate knowledge of expressive attributes and how they support creators'/performers' expressive intent.
  • MU:3.Re9.a3
    Apply teacher-provided and collaboratively-developed criteria to evaluate musical works and performances.
  • MU:4.Cn10.a4
    Identify pieces of music that are important to one's family or cultural heritage.
  • MU:4.Cn10.b4
    Describe the roles and impact various musics plays in one's life and the lives of others.
  • MU:4.Cn11.a4
    and describe relationships between music and other content areas (e.g., dance, visual art, dramatic arts, literature,
  • MU:4.Cn11.b4
    Describe how context (e.g. social, cultural, and historical) can inform a performance.
  • MU:4.Cr1.a4
    Improvise rhythmic, melodic, and harmonic ideas (e.g. beat, meter, rhythm, harmony, and tonality).
  • MU:4.Cr1.b4
    Generate musical ideas (e.g. rhythms, melodies, and simple accompaniment patterns) within related tonalities (e.g. major and minor) and meters.
  • MU:4.Cr2.a4
    Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition.
  • MU:4.Cr2.b4
    Use notation to document personal or collective rhythmic, melodic, and simple harmonic musical ideas (e.g. chords).
  • MU:4.Cr3.a4
    Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate, revise, and document changes in personal musical ideas over time.
  • MU:4.Cr3.b4
    Present the final version of personally or collectively created music to others and explain their creative process.
  • MU:4.Pr4.a4
    Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context.
  • MU:4.Pr4.b4
    Demonstrate understanding of the form in music selected for performance.
  • MU:4.Pr4.c4
    Read and perform using notation(e.g. syncopation).
  • MU:4.Pr4.d4
    Demonstrate an understanding of musical concepts (e.g. physical, verbal, or written response-- understanding of musical concepts and how creators use them to convey expressive intent).
  • MU:4.Pr5.a4
    Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate personal and ensemble performance.
  • MU:4.Pr5.b4
    With an appropriate level of independence rehearse to refine technique, expression, and identified performance challenges.
  • MU:4.Pr6.a4
    Perform music with appropriate expression, technique, and interpretation.
  • MU:4.Pr6.b4
    Demonstrate performance and audience decorum appropriate for the occasion.
  • MU:4.Re7.a4
    Explain how music listening is influenced by personal interest, knowledge, purpose, and context.
  • MU:4.Re7.b4
    Demonstrate and explain how musical concepts and contexts affect responses to music.
  • MU:4.Re8.a4
    Demonstrate and describe expressive attributes and how they support creators'/performers' expressive intent.
  • MU:4.Re9.a4
    Apply teacher-provided and collaboratively-developed criteria to evaluate musical works and performances.
  • MU:5.Cn10.a5
    Explain why particular pieces of music are important to one's family or cultural heritage.
  • MU:5.Cn10.b5
    Describe the roles and impact various musics plays in one's life and the lives of others.
  • MU:5.Cn11.a5
    Explain relationships between music and other content areas (e.g., dance, visual art, dramatic arts, literature, science, math, social studies, and language arts).
  • MU:5.Cn11.b5
    Describe how context (e.g. social, cultural, and historical) can inform a performance.
  • MU:5.Cr1.a5
    Improvise rhythmic, melodic, and harmonic ideas (e.g. beat, meter, rhythm, harmony, and tonality).
  • MU:5.Cr1.b5
    Generate musical ideas (e.g. rhythms, melodies, and accompaniment patterns) within related tonalities, meters, and simple chord changes.
  • MU:5.Cr2.a5
    Demonstrate selected and developed musical ideas for improvisations, arrangements, or compositions.
  • MU:5.Cr2.b5
    Use notation to document personal or collective rhythmic, melodic, and two- or three-chord harmonic musical ideas (e.g. chords).
  • MU:5.Cr3.a5
    Describe the rationale for revising the music based on evaluation criteria and feedback from their teacher.
  • MU:5.Cr3.b5
    Present the final version of personally or collectively created music to others and explain their creative process.
  • MU:5.Pr4.a5
    Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context.
  • MU:5.Pr4.b5
    Demonstrate understanding of the form in music selected for performance.
  • MU:5.Pr4.c5
    Read and perform using notation (e.g. syncopation).
  • MU:5.Pr4.d5
    Demonstrate an understanding of musical concepts (e.g. physical, verbal, or written response-- understanding of musical concepts and how creators use them to convey expressive intent).
  • MU:5.Pr5.a5
    Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate personal and ensemble performance.
  • MU:5.Pr5.b5
    With an appropriate level of independence rehearse to refine technique, expression, and identified performance challenges.
  • MU:5.Pr6.a5
    Perform music with appropriate expression, technique, and interpretation.
  • MU:5.Pr6.b5
    Demonstrate performance and audience decorum appropriate for the occasion.
  • MU:5.Re7.a5
    Explain how music listening is influenced by personal interest, knowledge, purpose, and context.
  • MU:5.Re7.b5
    Demonstrate and explain how musical concepts and contexts affect responses to music.
  • MU:5.Re8.a5
    Demonstrate and describe expressive attributes and how they support creators'/performers' expressive intent.
  • MU:5.Re9.a5
    Apply teacher-provided and collaboratively-developed criteria to evaluate musical works and performances.
  • MU:6.Cn10.a6
    Explain why particular pieces of music are important to one's family or cultural heritage.
  • MU:6.Cn10.b6
    Reflect on and discuss the roles and impact various musics plays in one's life and the lives of others.
  • MU:6.Cn11.a6
    Explain relationships between music and other content areas (e.g., dance, visual art, dramatic arts, literature, science, math, social studies, and language arts).
  • MU:6.Cn11.b6
    Identify and describe how context (e.g. social, cultural, and historical) can inform a performance.
  • MU:6.Cr1.a6
    Improvise rhythmic, melodic, and harmonic ideas within a specified form (e.g. AB, ABA, rondo, theme and variations, etc).
  • MU:6.Cr1.b6
    Generate musical ideas (e.g. rhythms, melodies, and accompaniment patterns) within related tonalities, meters, and simple chord changes within a specified form.
  • MU:6.Cr2.a6
    Demonstrate selected and developed ideas for improvisations, arrangements, or compositions with (e.g. defined beginning, middle, and ending).
  • MU:6.Cr2.b6
    Use notation to document personal or collective rhythmic, melodic, and two- or three-chord harmonic musical ideas (e.g. chords).
  • MU:6.Cr3.a6
    Describe the rationale for revising the music based on evaluation criteria and feedback from their teacher.
  • MU:6.Cr3.b6
    Present the final version of personally or collectively created music to others and explain their creative process.
  • MU:6.Pr4.a6
    Select music to perform using teacher-provided criteria.
  • MU:6.Pr4.b6
    Demonstrate understanding of the form in music selected for performance.
  • MU:6.Pr4.c6
    Read and perform using notation (e.g. syncopation).
  • MU:6.Pr4.d6
    Explain how interpretation is connected to expressive intent (e.g. Context)
  • MU:6.Pr5.a6
    Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate personal and ensemble performance.
  • MU:6.Pr5.b6
    With an appropriate level of independence rehearse to refine technique, expression, and identified performance challenges.
  • MU:6.Pr6.a6
    Perform music with appropriate expression, technique, and interpretation.
  • MU:6.Pr6.b6
    Demonstrate performance and audience decorum appropriate for the occasion.
  • MU:6.Re7.a6
    Compare and contrast one's listening preferences with those of others.
  • MU:6.Re7.b6
    Demonstrate and explain how musical concepts and contexts affect responses to music.
  • MU:6.Re8.a6
    Demonstrate and describe expressive attributes and context and how they support creators'/performers' expressive intent.
  • MU:6.Re9.a6
    Apply teacher-provided and collaboratively-developed criteria to evaluate musical works and performances.

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