California K–6 music standards

With guidance, share how personal interests connect to creating, performing, and responding to music.

With guidance, share connections between music and culture.

With guidance, explore and experience music concepts (such as beat and melodic contour).

With guidance, generate musical ideas (such as movements or motives).

With guidance, demonstrate and choose favorite musical ideas.

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

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

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

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

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

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

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

With guidance, use suggested strategies in rehearsal to improve the expressive qualities of music.

With guidance, perform music with expression.

With guidance, demonstrate performance decorum appropriate for the audience.

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

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

With guidance, demonstrate awareness of expressive qualities that reflect creators’ and performers’ expressive intent.

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

With limited guidance, discuss how personal interests connect to creating, performing, and responding to music.

With limited guidance, discuss connections between music and culture.

With limited guidance, create musical ideas (such as answering a musical question) for a specific purpose.

With limited guidance, generate musical ideas in multiple tonalities (such as major and minor) and meters (such as duple and triple).

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

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

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

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

With limited guidance, demonstrate and discuss personal interest in, knowledge about, and purpose of varied musical selections.

With limited guidance, demonstrate knowledge of music concepts (such as beat and melodic contour) in music from a variety of cultures selected for performance.

When analyzing selected music, read and perform rhythmic patterns using iconic or standard notation.

With limited guidance, demonstrate and describe music’s expressive qualities (such as voice quality, dynamics, and tempo) that support the creators’ expressive intent.

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

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

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

With limited guidance, demonstrate performance decorum and audience etiquette appropriate for the purpose.

With limited guidance, identify and demonstrate how personal interests and experiences influence musical selection for specific purposes.

With limited guidance, demonstrate and identify how specific music concepts (such as beat or pitch) are used in various styles of music for a purpose.

With limited guidance, demonstrate and identify expressive qualities that reflect creators’ and performers’ expressive intent.

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

Describe how personal interests and experiences connect to creating, performing, and responding to music.

Describe connections between music, society, and culture.

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

Generate musical patterns and ideas within the context of a given tonality (such as major and minor) and meter (such as duple and triple).

Demonstrate and explain personal reasons for selecting patterns and ideas for music that represent expressive intent.

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

Interpret and apply personal, peer, and teacher feedback to revise personal musical ideas.

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

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

Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.

When analyzing selected music, read and perform rhythmic and melodic patterns using iconic or standard notation.

Demonstrate understanding of expressive qualities (such as voice quality, dynamics, and tempo) and how creators use them to convey expressive intent.

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

Apply rehearsal strategies to address identified interpretive, performance, and technical challenges of music.

Perform music for a specific purpose with expression.

Demonstrate performance decorum and audience etiquette appropriate for the purpose.

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

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

Demonstrate knowledge of expressive qualities and how they support creators’ and performers’ expressive intent.

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

Identify and demonstrate how personal interests, experiences, and ideas relate to creating, performing, and responding to music.

Identify and demonstrate connections between music and societal, cultural, and historical contexts.

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

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

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

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

Evaluate, refine, and document revisions to personal musical ideas, applying teacher-provided and collaboratively developed criteria and feedback.

Present the final version of personal created music to others and describe connection to expressive intent.

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

Demonstrate understanding of the structure in music selected from a variety of cultures for performance.

When analyzing selected music, read and perform rhythmic patterns and melodic phrases using iconic and standard notation.

Describe how context (such as personal and social) can inform a performance.

Demonstrate and describe how intent is conveyed through expressive qualities (such as voice quality, dynamics, and tempo).

Apply teacher-provided and collaboratively developed criteria and feedback to evaluate accuracy of ensemble performances.

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

Perform music for a specific purpose with expression and technical accuracy

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

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

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

Demonstrate and describe how expressive qualities (such as dynamics, tempo, and timbre) are used in performers’ personal interpretations to reflect creators’ expressive intent.

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

Describe and demonstrate how personal interests, experiences, ideas, and knowledge relate to creating, performing, and responding to music.

Describe and demonstrate connections between music and societal, cultural, and historical contexts.

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

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

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

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

Evaluate, refine, and document revisions to personal musical ideas, applying teacher-provided and collaboratively developed criteria and feedback.

Present the final version of personal created music to others and describe connection to expressive intent.

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

Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, and form) in music selected for performance.

When analyzing selected music, read and perform using iconic and/or standard notation.

Explain how context (such as personal, social, and cultural) informs a performance.

Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, and timbre).

Apply teacher-provided and collaboratively developed criteria and feedback to evaluate accuracy and expressiveness of ensemble and personal performances.

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

Perform music with expression, technical accuracy, and appropriate interpretation.

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

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

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

Demonstrate and explain how expressive qualities (such as dynamics, tempo, and timbre) are used in performers’ personal interpretations to reflect creators’ expressive intent.

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

Explain and demonstrate how personal interests, experiences, ideas, and knowledge relate to creating, performing, and responding to music.

Explain and demonstrate connections between music and societal, cultural, and historical contexts.

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

Generate musical ideas (such as rhythms, melodies, and accompaniment patterns) within specific related tonalities, meters, and simple chord changes.

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

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

Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively developed criteria and feedback, and explain rationale for changes.

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

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

Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, form, and harmony) in music selected for performance.

When analyzing selected music, read and perform using standard notation.

Explain how context (such as personal, social, cultural, and historical) informs performances.

Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, timbre, and articulation/style).

Apply teacher-provided and established criteria and feedback to evaluate the accuracy and expressiveness of ensemble and personal performances.

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

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

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

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 the structure, the use of the elements of music, and context (such as personal, social, cultural, and historical).

Demonstrate and explain how expressive qualities (such as dynamics, tempo, timbre, and articulation) are used in performers’ personal interpretations to reflect creators’ expressive intent.

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

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

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

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

Evaluate personal work, applying teacher-provided criteria, such as application of selected elements of music and use of sound sources.

Describe the rationale for making revisions to the music based on evaluation criteria and feedback from their teacher.

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

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

Explain how understanding the structure and the elements of music are used in music selected for performance.

When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch, articulation, and dynamics.

Identify how personal, social, cultural, and historical context inform performances.

Perform a selected piece of music demonstrating how interpretations of the elements of music and the expressive qualities (such as articulation/style and phrasing) convey intent.

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

Perform the music, alone or with others, with technical accuracy to convey the creator’s intent.

Demonstrate performance decorum and audience etiquette appropriate for venue and purpose.

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

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

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

Describe a personal interpretation of how creators’ and performers’ application of the elements of music and expressive qualities, within genres and cultural and historical context, convey expressive intent.

Select from teacher-provided criteria to evaluate musical works or performances.

Explain and demonstrate how personal interests, knowledge, and ideas relate to choices and intent when creating, performing, and responding to music.

Explain and demonstrate connections between music and societal, cultural, and historical contexts when creating, performing, and responding.