Arizona K–6 music standards

With appropriate guidance, express personal preferences in music.

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).

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).

With appropriate guidance, explore how context (e.g. social, cultural, and historical) can inform a performance.

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

With appropriate guidance, explore musical features (e.g. movement, vocalizations, or instrumental accompaniments).

With appropriate guidance, demonstrate and choose favorite musical ideas (e.g. singing and playing instruments).

With appropriate guidance, organize personal musical ideas using notation (e.g. iconic notation and/or recording technology).

With appropriate guidance, apply personal, peer, and teacher feedback in refining personal musical ideas.

With appropriate guidance, demonstrate a final version of personal or collective musical ideas to peers.

With appropriate guidance, demonstrate and state personal interest in varied musical selections.

With appropriate guidance, explore and demonstrate musical contrasts of music selected for performance (e.g. high/low, loud/soft, same/different, and fast/slow).

With appropriate guidance, read and perform rhythmic and melodic patterns using notation (e.g. iconic notation).

With appropriate guidance, explore musical concepts (e.g. voice quality, movement, dynamics, tempo, and melodic contour).

With appropriate guidance, apply personal, teacher, and peer feedback to refine performances(e.g. technique and stage presence).

With appropriate guidance, use suggested strategies in rehearsal to improve expression in music.

With appropriate guidance, perform music with expression (e.g. tone and tempo).

Perform appropriately for the audience and occasion.

With appropriate guidance, list personal musical interests.

With appropriate guidance, demonstrate musical concepts (e.g. beat or melodic direction).

With appropriate guidance, identify expressive attributes that reflect creators'/performers' expressive intent (e.g. mood and emotion).

With appropriate guidance, apply teacher-provided criteria to evaluate musical works and performances.

With appropriate guidance, express personal preferences in music.

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).

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).

With appropriate guidance, explore how context (e.g. social, cultural, and historical) can inform a performance.

With appropriate guidance, improvise musical ideas (e.g. beat, meter, and rhythm).

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).

With appropriate guidance, demonstrate and discuss personal reasons for selecting musical ideas (e.g. expressive intent).

With appropriate guidance use notation to document and organize personal or collective musical ideas.

With appropriate guidance, discuss and apply personal, peer, and teacher feedback to refine personal musical ideas.

With appropriate guidance, present a final version of personal or collective musical ideas to peers or informal audience.

With appropriate guidance, demonstrate and state personal interest in varied musical selections (e.g. knowledge, purpose).

With appropriate guidance, demonstrate knowledge of musical concepts in music from a variety of cultures selected for performance (e.g. beat and melodic contour).

With appropriate guidance, read and perform rhythmic and melodic patterns using notation (e.g. traditional notation).

Explore and describe musical concepts (e.g. voice quality, movement, dynamics, tempo, and melodic contour).

With appropriate guidance, apply personal, teacher, and peer feedback to refine performance.

With appropriate guidance, use suggested strategies in rehearsal to address interpretive challenges of music.

With appropriate guidance, perform music with expression (e.g. dynamics).

Perform appropriately for the audience and occasion.

With appropriate guidance, list personal musical interests.

With appropriate guidance, demonstrate musical concepts in various styles of music (e.g. beat and pitch).

With appropriate guidance, identify expressive attributes that reflect creators'/performers' expressive intent (e.g. dynamics).

With appropriate guidance, apply teacher-provided criteria to evaluate musical works and performances.

Express personal preferences in music.

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).

relationships between music and other content areas (e.g., dance, visual art, dramatic arts, literature, science, math,

how context (e.g., social, cultural, historical) can inform performance.

Improvise rhythmic and melodic patterns and musical ideas (e.g. beat, meter, and rhythm).

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).

Demonstrate and explain personal reasons for selecting musical ideas (e.g. patterns and ideas).

Use notation to document personal or collective musical ideas (e.g. sequencing).

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

Present a final version of personal or collective musical ideas, utilizing elements of expression, to peers or informal audience.

With appropriate guidance, demonstrate and state personal interest in varied musical selections.

Demonstrate knowledge of musical concepts in music from a variety of cultures selected for performance (e.g. meter and tonality).

Read and perform rhythmic and melodic patterns using notation.

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).

Apply personal, teacher, and peer feedback to refine performance.

With an appropriate level of independence use suggested strategies in rehearsal to address interpretive challenges of music.

Perform music with appropriate expression and technique (e.g. posture, tone, and breath support).

Perform appropriately for the audience and occasion.

List and explain personal musical interests.

Demonstrate and identify how specific musical concepts are used in various styles of music (e.g. meter and tonality).

Demonstrate knowledge of expressive attributes and how they support creators'/performers' expressive intent (e.g. tempo, dynamics, mood, and emotion).

Apply teacher-provided criteria to evaluate musical works and performances.

Identify pieces of music that are important to one's family

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).

and describe relationships between music and other content areas (e.g., dance, visual art, dramatic arts, literature,

Describe how context (e.g. social, cultural, and historical) can inform a performance.

Improvise rhythmic and melodic ideas (e.g. beat, meter, and rhythm).

Generate musical ideas (e.g. rhythms and melodies) within specified tonality and/or meter.

Demonstrate selected musical ideas for a simple improvisation or composition.

Use notation to document personal or collective rhythmic and melodic musical ideas (e.g. sequencing).

Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate and revise personal musical ideas.

Present the final version of personally or collectively created music to others and explain their creative process.

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

Demonstrate understanding of the form in music selected for performance.

Read and perform rhythmic patterns and melodic phrases using notation.

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).

Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate performance.

With an appropriate level of independence rehearse to refine technique, expression, and identified performance challenges.

Perform music with appropriate expression and technique (e.g. mallet placement).

Demonstrate performance and audience decorum appropriate for the occasion.

Explain how music listening is influenced by personal interest, knowledge, purpose, and context.

Demonstrate and explain how musical concepts and contexts affect responses to music (e.g. personal and social).

Demonstrate knowledge of expressive attributes and how they support creators'/performers' expressive intent.

Apply teacher-provided and collaboratively-developed criteria to evaluate musical works and performances.

Identify pieces of music that are important to one's family or cultural heritage.

Describe the roles and impact various musics plays in one's life and the lives of others.

and describe relationships between music and other content areas (e.g., dance, visual art, dramatic arts, literature,

Describe how context (e.g. social, cultural, and historical) can inform a performance.

Improvise rhythmic, melodic, and harmonic ideas (e.g. beat, meter, rhythm, harmony, and tonality).

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

Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition.

Use notation to document personal or collective rhythmic, melodic, and simple harmonic musical ideas (e.g. chords).

Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate, revise, and document changes in personal musical ideas over time.

Present the final version of personally or collectively created music to others and explain their creative process.

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

Demonstrate understanding of the form in music selected for performance.

Read and perform using notation(e.g. syncopation).

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).

Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate personal and ensemble performance.

With an appropriate level of independence rehearse to refine technique, expression, and identified performance challenges.

Perform music with appropriate expression, technique, and interpretation.

Demonstrate performance and audience decorum appropriate for the occasion.

Explain how music listening is influenced by personal interest, knowledge, purpose, and context.

Demonstrate and explain how musical concepts and contexts affect responses to music.

Demonstrate and describe expressive attributes and how they support creators'/performers' expressive intent.

Apply teacher-provided and collaboratively-developed criteria to evaluate musical works and performances.

Explain why particular pieces of music are important to one's family or cultural heritage.

Describe the roles and impact various musics plays in one's life and the lives of others.

Explain relationships between music and other content areas (e.g., dance, visual art, dramatic arts, literature, science, math, social studies, and language arts).

Describe how context (e.g. social, cultural, and historical) can inform a performance.

Improvise rhythmic, melodic, and harmonic ideas (e.g. beat, meter, rhythm, harmony, and tonality).

Generate musical ideas (e.g. rhythms, melodies, and accompaniment patterns) within related tonalities, meters, and simple chord changes.

Demonstrate selected and developed musical ideas for improvisations, arrangements, or compositions.

Use notation to document personal or collective rhythmic, melodic, and two- or three-chord harmonic musical ideas (e.g. chords).

Describe the rationale for revising the music based on evaluation criteria and feedback from their teacher.

Present the final version of personally or collectively created music to others and explain their creative process.

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

Demonstrate understanding of the form in music selected for performance.

Read and perform using notation (e.g. syncopation).

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).

Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate personal and ensemble performance.

With an appropriate level of independence rehearse to refine technique, expression, and identified performance challenges.

Perform music with appropriate expression, technique, and interpretation.

Demonstrate performance and audience decorum appropriate for the occasion.

Explain how music listening is influenced by personal interest, knowledge, purpose, and context.

Demonstrate and explain how musical concepts and contexts affect responses to music.

Demonstrate and describe expressive attributes and how they support creators'/performers' expressive intent.

Apply teacher-provided and collaboratively-developed criteria to evaluate musical works and performances.

Explain why particular pieces of music are important to one's family or cultural heritage.

Reflect on and discuss the roles and impact various musics plays in one's life and the lives of others.

Explain relationships between music and other content areas (e.g., dance, visual art, dramatic arts, literature, science, math, social studies, and language arts).

Identify and describe how context (e.g. social, cultural, and historical) can inform a performance.

Improvise rhythmic, melodic, and harmonic ideas within a specified form (e.g. AB, ABA, rondo, theme and variations, etc).

Generate musical ideas (e.g. rhythms, melodies, and accompaniment patterns) within related tonalities, meters, and simple chord changes within a specified form.

Demonstrate selected and developed ideas for improvisations, arrangements, or compositions with (e.g. defined beginning, middle, and ending).

Use notation to document personal or collective rhythmic, melodic, and two- or three-chord harmonic musical ideas (e.g. chords).

Describe the rationale for revising the music based on evaluation criteria and feedback from their teacher.

Present the final version of personally or collectively created music to others and explain their creative process.

Select music to perform using teacher-provided criteria.

Demonstrate understanding of the form in music selected for performance.

Read and perform using notation (e.g. syncopation).

Explain how interpretation is connected to expressive intent (e.g. Context)

Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate personal and ensemble performance.

With an appropriate level of independence rehearse to refine technique, expression, and identified performance challenges.

Perform music with appropriate expression, technique, and interpretation.

Demonstrate performance and audience decorum appropriate for the occasion.

Compare and contrast one's listening preferences with those of others.

Demonstrate and explain how musical concepts and contexts affect responses to music.

Demonstrate and describe expressive attributes and context and how they support creators'/performers' expressive intent.

Apply teacher-provided and collaboratively-developed criteria to evaluate musical works and performances.