Arkansas K–6 music standards

I can share a story that could become music.

I can identify and discuss with others a personal story that could become music

I can link music to other subjects.

I can explore different cultures through listening, singing, moving, and playing with teacher guidance.

I can identify careers in music.

I can identify basic connections between art forms and subjects.

I can explore different periods of history through listening, singing, moving, and playing with teacher guidance.

I can list several careers in music.

I can explore and create short melodic and rhythmic patterns by sight and sound.

I can experiment vocally and instrumentally with expression and elements of music.

I can improvise a musical idea using melodic and rhythmic patterns.

I can use rhythm patterns, songs, or words to create a musical idea.

I can explore found sounds, body percussion, and instruments.

I can identify high and low sounds, as well as silence.

I can understand steady beat and identify quarter notes and quarter rests.

I can create rhythmic patterns with ideas I’ve explored.

I can recognize the staff, treble clef, half notes, half rests, paired eighth notes and tell the difference between line and space notes.

I can recognize forte and piano.

I can explore my own musical ideas.

I can share my own musical ideas.

I can change my musical ideas based on feedback.

I can share revised personal musical ideas.

I can explore vocal and instrumental sounds.

I can explore patterns in music.

I can show personal interest in music I choose

I can identify different types of sound.

I can recognize simple forms.

I can explain to others why I like the music I choose.

I can sing and play a variety of simple music.

I can sing and play a variety of music with expression.

I can identify simple music symbols.

I can identify the role of the conductor and follow his or her cues.

I can use manners with guidance in rehearsal, as an audience member, or as a performer.

I can respond to my conductor’s cues.

I can use manners in rehearsal, as an audience member, or as a performer.

I can choose music based on what I like.

I can tell why a musical idea is used.

I can tell why I like or dislike a piece of music.

I can explore how a musical idea supports different styles of music.

I can explore the creator’s choices of ideas and sounds in his or her music.

I can identify musical concepts and how they support the creator’s choices.

I can explore and identify personal and expressive choices of music, using a rating system.

I can explain personal and expressive preferences with guidelines, using a rating system.

I can discuss the manner in which other people’s experiences inspire musical works.

I can discuss the manner in which my experiences influence my interpretation of the work of others.

I can identify connections between art forms and subjects.

I can experience different cultures through listening, singing, moving, and playing.

I can share stories of people who work in the field of music.

I can identify multiple connections between art forms and subjects.

I can experience different periods of history through listening, singing, moving, and playing.

I can identify career opportunities in music.

I can improvise through collaboration to arrange rhythmic and melodic ideas.

I can create musical ideas within given guidelines.

I can improvise rhythmic, melodic, and harmonic ideas.

I can use ostinato to arrange rhythmic and melodic ideas.

I can create short melodic patterns with ideas I’ve explored.

I can name the lines and spaces of the treble clef.

I can identify repeat signs, bar lines, dynamic levels, dotted half notes, whole notes and whole rests.

I can create a phrase with ideas I’ve explored using musical expression.

I can identify four sixteenth notes and triplets and compose using a variety of rhythmic patterns.

I can distinguish between the treble and bass clef.

I can improve my musical ideas based on feedback.

I can create and share a composition based on personal musical ideas.

I can revise my musical work based on teacher and peer feedback.

I can share a personal composition using the correct sequence.

I can identify musical instruments by sight and sound.

I can recognize forms.

I can explain to others the context of the music I choose.

I can hear differences in musical texture.

I can recognize more complex forms.

I can select music to perform based on personal influence and technical skill.

I can sing and play a variety of music with expression with guidance.

I can identify music symbols.

I can sing and play a variety of music with expression independently.

I can use music symbols and terms in preparing for a performance.

I can identify simple conducting patterns.

I can demonstrate with guidance appropriate stage and listening skills in rehearsal, as an audience member, or as a performer.

I can respond to simple conducting patterns.

I can demonstrate with guidance appropriate performance standards in rehearsal or on stage.

I can choose music based on specific musical ideas.

I can explore how a musical idea supports different styles of music.

I can choose music for listening based on experience and context.

I can tell why I respond to music based on specific musical ideas.

I can explain the creator’s expressive choices using musical terms.

I can describe how personal interpretations and the performer’s interpretations reflect expressive intent.

I can use guidelines to evaluate musical works and performances and describe why the music sounds the way it does.

I can use a teacher-provided rubric to evaluate musical works or performances.

I can research the manner in which individual experiences and influences impact a musical work.

I can analyze and evaluate individual experiences and influences that provide context for personal musical work.

I can analyze and evaluate the impact of a musical performance.

I can identify in-depth connections between art forms and subjects.

I can explore events from a variety of cultures through listening, singing, moving, and playing.

I can research career opportunities in music.

I can interpret in-depth connections between art forms and subjects.

I can experience events from a variety of cultures through listening, singing, moving, and playing.

I can compare and contrast career opportunities in music.

I can improvise through collaboration to arrange a variety of musical styles.

I can integrate musical ideas within guidelines.

I can improvise and explain intent using melody, rhythm, and harmony.

I can integrate more complex musical ideas within guidelines.

I can create a musical piece based on a simple (AB) form.

I can name the lines and spaces of the bass clef.

I can create a musical piece using notation.

I can create a musical piece based on an extended (rondo) form.

I can create a musical piece using more complex notation.

I can evaluate my work using a teacher-provided rubric.

I can share a personal composition using expression and correct technique.

I can evaluate my work and apply revisions independently.

I can share an original composition and explain my choices.

I can identify voice type by sound.

I can compare and contrast musical forms.

I can select music to perform based on personal influence and technical skill with my teacher’s help.

I can analyze individual voice and instrumental sounds and musical forms.

I can select music of different styles to perform with the help of my peers and teacher.

I can explain the influence of expressive elements and technical challenges of my choice.

I can sing and play a variety of complex musical works with expression.

I can read complex music symbols and terms in preparing for a performance.

I can sing and play a variety of complex musical works with expression and explain my choices.

I can interpret complex music symbols and terms in preparing for a performance.

I can demonstrate simple conducting patterns.

I can demonstrate appropriate listening skills and performance standards in rehearsal, as an audience member, or as a performer.

I can respond to and demonstrate artistic conducting.

I can adjust appropriate listening skills and performance standards to different environments.

I can use evidence from music to explain why it was selected.

I can explain how others might respond to music based on specific musical ideas.

I can use evidence to explain connections between selected music.

I can describe how the elements of music, expressive qualities, and the context of music relate to the structure of the musical ideas.

I can interpret how a composition shows expressive intent through the elements of music and context.

I can identify composers’ and performers’ use of the elements of music and expressive qualities to convey intent.

I can communicate and defend my personal interpretation of contrasting works

I can explain composers’ and performers’ use of the elements of music and expressive qualities to convey intent.

I can use a student-created rubric to evaluate musical works and performances.

I can justify the selection of criteria to evaluate musical works and performances.