YourStateStandards

Colorado K–6 music standards

Colorado writes its own music standards. They are published as Colorado Academic Standards – Music Adopted 2022, adopted 2022 and are not a version of a national framework. Every one is matched to a national standard.

Framework
Colorado Academic Standards – Music Adopted 2022
Adopted
2022
Source last checked
July 23, 2026
Read the official document

148 standards, kindergarten through 6th grade

  • MU.K.1.1.aK

    Echo and perform melodic and rhythmic patterns.

  • MU.K.1.1.bK

    Respond (sing, move, and play) to changes in mood or form (e.g., beat, tempo, dynamics, and melodic direction).

  • MU.K.1.1.cK

    Respond (sing, move, and play) to music, differentiating between sound and silence.

  • MU.K.1.2.aK

    Demonstrate using developmentally appropriate songs and singing games from a variety of cultures.

  • MU.K.1.2.bK

    Demonstrate speaking, singing, whispering, shouting, and inner voice (audiation).

  • MU.K.1.3.aK

    Engage in refinement and feedback processes to prepare music for performance.

  • MU.K.1.3.bK

    Self-evaluate to refine musical performance.

  • MU.K.2.1.aK

    Compose a short pattern to represent a character or idea in a story or poem.

  • MU.K.2.1.bK

    Improvise sound effects and simple patterns to stories and poems.

  • MU.K.2.1.cK

    Arrange sound effect patterns to embellish songs, stories and poems.

  • MU.K.3.1.aK

    Melody: Identify and demonstrate high/low, same/different, up/down.

  • MU.K.3.1.bK

    Rhythm: Identify/differentiate and demonstrate beat/no beat, same/different.

  • MU.K.3.2.aK

    Tempo: Identify/differentiate and demonstrate fast/slow.

  • MU.K.3.2.bK

    Dynamics: Identify/differentiate and demonstrate loud/quiet, sound/silence, same/different.

  • MU.K.3.3.aK

    Timbre: Aurally identify vocal/instrumental sounds, speaking/singing/whispering/shouting voices.

  • MU.K.3.3.bK

    Form: Aurally identify same/different, introduction, question/answer.

  • MU.K.4.1.aK

    Communicate understanding of musical ideas or moods through a variety of mediums and modalities (e.g., movement, drawing, story-telling).

  • MU.K.4.1.bK

    Apply musical concepts to describe personal preferences or reactions to music.

  • MU.K.4.2.aK

    Recognize the use of music in media.

  • MU.K.4.2.bK

    Listen and respond to various musical styles (such as marches and lullabies).

  • MU.K.4.2.cK

    Communicate how music for various purposes contributes to specific experiences.

  • MU.1.1.1.a1

    Demonstrate melodic patterns that include same/different and three-pitch melodies.

  • MU.1.1.1.b1

    Demonstrate rhythmic patterns that include quarter note, paired eighth notes, and quarter rest.

  • MU.1.1.1.c1

    Demonstrate a steady beat while contrasting rhythms are being played.

  • MU.1.1.1.d1

    Apply the concept of steady beat to music with contrasting rhythms and tempos.

  • MU.1.1.2.a1

    Demonstrate a variety of culturally diverse songs while maintaining steady beat.

  • MU.1.1.2.b1

    Demonstrate appropriate tempo and dynamic levels.

  • MU.1.1.3.a1

    Engage in refinement and feedback processes to prepare music for performance.

  • MU.1.1.3.b1

    Self-evaluate to refine musical performance.

  • MU.1.1.3.c1

    Critique expressive elements performed by others.

  • MU.1.2.1.a1

    Create and document a short instrumental and vocal pattern to accompany culturally diverse poems, rhymes, and stories.

  • MU.1.2.1.b1

    Improvise short patterns using learned pitches and rhythms.

  • MU.1.2.1.c1

    Arrange instrumental and vocal patterns to enhance culturally diverse poems, rhymes, stories and songs. (e.g., create a spooky soundscape to go with a Halloween poem; create a happy pattern to be background music for a happy part of a story)

  • MU.1.3.1.a1

    Melody: Identify and demonstrate same/different patterns, three-pitch patterns.

  • MU.1.3.1.b1

    Rhythm: Identify and demonstrate rhythmic patterns that include one sound for one beat, two equal sounds for one beat, and one silent beat (quarter note/rest, paired eighth notes, steady beat, strong/weak, beat vs rhythm, same/different).

  • MU.1.3.2.a1

    Tempo: Identify and demonstrate faster/slower.

  • MU.1.3.2.b1

    Dynamics: Identify and demonstrate louder/softer, piano, forte

  • MU.1.3.3.a1

    Form/Structure: Aurally identify phrase, AB.

  • MU.1.3.3.b1

    Meter/Beat Groupings: Identify and demonstrate steady beat, in different meters/beat groupings.

  • MU.1.3.3.c1

    Timbre: Aurally identify pitched/non-pitched instruments.

  • MU.1.4.1.a1

    Describe specific elements of music that impact thoughts or emotions.

  • MU.1.4.1.b1

    Communicate understanding of music ideas or moods through of variety of mediums (e.g., movement, drawing, storytelling).

  • MU.1.4.1.c1

    Apply musical concepts to describe personal preferences or reactions to music.

  • MU.1.4.2.a1

    Describe how ideas or moods are communicated through music written for specific purposes (such as holiday, march, lullaby).

  • MU.1.4.2.b1

    Describe specific elements of music that impact thoughts or emotions.

  • MU.1.4.2.c1

    Create developmentally appropriate responses to music from various genres, periods, and styles (rhythm, melody, form).

  • MU.2.1.1.a2

    Demonstrate and connect melodic, rhythmic, and harmonic patterns using expressive elements.

  • MU.2.1.1.b2

    Demonstrate rhythmic and melodic ostinati in small groups.

  • MU.2.1.2.a2

    Demonstrate while using an instrumental accompaniment (e.g., bourdun).

  • MU.2.1.2.b2

    Demonstrate a variety of developmentally appropriate and culturally diverse melodies with accurate rhythm, tempo and dynamics.

  • MU.2.1.2.c2

    Make observations and draw conclusions about the rhythms, tempos, and dynamics of the music to which students are singing, playing, and moving.

  • MU.2.1.2.d2

    Apply the concepts of rhythm, tempo, and dynamics to the music to which students are singing, playing, and moving.

  • MU.2.1.3.a2

    Engage in refinement and feedback processes to prepare music for performance.

  • MU.2.1.3.b2

    Self-evaluate to refine musical performance.

  • MU.2.1.3.c2

    Critique expressive elements performed by others.

  • MU.2.2.1.a2

    Create and document instrumental and vocal patterns using known rhythms and pitches.

  • MU.2.2.1.b2

    Improvise instrumentally and/or vocally question-answer patterns using known rhythms and pitches.

  • MU.2.2.1.c2

    Arrange a song by adding an ostinato using known pitches and rhythms (e.g., let students design a minor ostinato to accompany a minor song they are singing in class; instructor gives the students the pitches and the students choose how to use them).

  • MU.2.3.1.a2

    Melody: Identify and demonstrate step/skip/repeat within a melody.

  • MU.2.3.1.b2

    Rhythm: Identify and demonstrate patterns that include sounds and silence that last two beats and four beats (half note/rest, whole note/rest).

  • MU.2.3.1.c2

    Harmony: Identify and demonstrate introductory harmony using chords (e.g., intervals, borduns, ostinato, home tone).

  • MU.2.3.2.a2

    Tempo: Identify and demonstrate presto/largo.

  • MU.2.3.2.b2

    Dynamics: Identify and demonstrate forte/piano.

  • MU.2.3.2.c2

    Articulation: Identify and demonstrate smooth/connected, short/separated.

  • MU.2.3.3.a2

    Form/Structure: Aurally identify ABA, verse/refrain, coda.

  • MU.2.3.3.b2

    Meter/Beat Groupings: Identify and demonstrate duple and triple meter/beat groupings (2/4, 3/4) and strong vs. weak beat withing a measure.

  • MU.2.3.3.c2

    Timbre: Aurally organize instruments into categories.

  • MU.2.4.1.a2

    Communicate understanding of music’s expressive qualities that influence personal preference.

  • MU.2.4.1.b2

    Communicate similarities between musical pieces.

  • MU.2.4.2.a2

    Describe varying kinds of voices and instruments and their uses in various settings.

  • MU.2.4.2.b2

    Explain their own cultural and social interests in music.

  • MU.2.4.2.c2

    Identify and connect specific songs/music to specific settings (holiday, religious, celebratory).

  • MU.3.1.1.a3

    Demonstrate learned melodic, rhythmic, and harmonic phrases using expressive elements.

  • MU.3.1.1.b3

    Demonstrate and connect songs with multiple rhythmic or melodic ostinati in small groups.

  • MU.3.1.1.c3

    Demonstrate and interpret melodies based on the pentatonic scale.

  • MU.3.1.2.a3

    Use accurate vocal and instrumental techniques when singing and playing instruments.

  • MU.3.1.2.b3

    Demonstrate two-part songs (e.g., rounds, partner songs) using speech, body percussion, singing, movement, or instruments.

  • MU.3.1.2.c3

    Use notation to accurately perform rhythms and melodic direction.

  • MU.3.1.3.a3

    Engage in refinement and feedback processes to prepare music for performance.

  • MU.3.1.3.b3

    Self-evaluate to refine musical performance.

  • MU.3.1.3.c3

    Critique expressive elements performed by others.

  • MU.3.2.1.a3

    Create and document a melodic and/or rhythmic composition using known rhythms and pitches.

  • MU.3.2.1.b3

    Generate and improvise musical ideas within a musical structure (e.g. rondo).

  • MU.3.2.1.c3

    Arrange an accompaniment to support a musical idea using known rhythms or pitches.

  • MU.3.3.1.a3

    Melody: Identify and demonstrate musical symbols by name or function.

  • MU.3.3.1.b3

    Rhythm: Identify and demonstrate four sixteenth notes, dotted half note.

  • MU.3.3.1.c3

    Harmony: Identify, perform, or respond to harmonic changes using tonic and dominant chords (e.g., intervals, bourdun, ostinato, home tone).

  • MU.3.3.2.a3

    Tempo: Identify and demonstrate accelerando/ritardando.

  • MU.3.3.2.b3

    Dynamics: Identify and demonstrate crescendo/decrescendo.

  • MU.3.3.2.c3

    Articulation: Identify and demonstrate legato, staccato.

  • MU.3.3.3.a3

    Form/Structure: Aurally identify rondo.

  • MU.3.3.3.b3

    Meter/Beat Groupings: Identify and demonstrate various time signatures including 2/4, 3/4, 4/4.

  • MU.3.3.3.c3

    Timbre: Aurally identify instruments and families.

  • MU.3.4.1.a3

    Communicate how expressive qualities (such as dynamics, modality, tempo and meter) are used to reflect expressive intent.

  • MU.3.4.1.b3

    Communicate similarities and differences in music.

  • MU.3.4.2.a3

    Describe vocal and instrumental timbres and their uses in various cultures.

  • MU.3.4.2.b3

    Communicate similarities and differences in music used for holidays, celebrations, and day-to-day life from various cultures.

  • MU.3.4.2.c3

    Discuss reasons that different kinds of music are important to different people and cultures.

  • MU.4.1.1.a4

    Demonstrate three-part vocal and/or instrumental rounds.

  • MU.4.1.1.b4

    Demonstrate learned melodic, rhythmic, and harmonic patterns using expressive elements.

  • MU.4.1.1.c4

    Demonstrate and differentiate between songs in major and minor keys.

  • MU.4.1.2.a4

    Demonstrate melodic, rhythmic, and harmonic patterns with attention to tempo, dynamics, and articulation learned from notation.

  • MU.4.1.2.b4

    Demonstrate tempo, dynamic and articulation indications in musical examples.

  • MU.4.1.3.a4

    Engage in refinement and feedback processes to prepare music for performance.

  • MU.4.1.3.b4

    Self-evaluate to refine musical performance.

  • MU.4.1.3.c4

    Critique expressive elements performed by others.

  • MU.4.2.1.a4

    Create and document melodic and/or rhythmic composition in known form using known rhythms and pitches.

  • MU.4.2.1.b4

    Generate and improvise musical ideas using known rhythms and pitches.

  • MU.4.2.1.c4

    Arrange a known melody by changing a musical component such as the style (e.g., students in a small group can arrange a song giving it a rap or rock ‘n’ roll feel using cymbals and drums).

  • MU.4.3.1.a4

    Melody: Identify and perform, or respond to in major/minor tonalities.

  • MU.4.3.1.b4

    Rhythm: Identify and demonstrate dotted quarter/eighth, eighth note triplets.

  • MU.4.3.1.c4

    Harmony: Identify, perform, or respond to basic harmonic patterns. (e.g., I-V, V-I).

  • MU.4.3.2.a4

    Tempo: Identify and demonstrate fermata.

  • MU.4.3.2.b4

    Dynamics: Identify and demonstrate mezzo forte, mezzo piano, pianissimo/fortissimo.

  • MU.4.3.2.c4

    Articulation: Identify and demonstrate accent.

  • MU.4.3.3.a4

    Form/Structure: Aurally identify a variety of forms including recurring themes, interludes, canons and theme/variations.

  • MU.4.3.3.b4

    Meter/Beat Groupings: Identify and demonstrate music in 6/8.

  • MU.4.3.3.c4

    Timbre: Aurally identify 2+ parts.

  • MU.4.4.1.a4

    Evaluate how a variety of musical elements influence musical performance and preference.

  • MU.4.4.1.b4

    Communicate similarities and differences in music from various historical periods with music of today.

  • MU.4.4.2.a4

    Describe vocal and instrumental timbres and their uses throughout American music history.

  • MU.4.4.2.b4

    Communicate similarities and differences throughout the history of American music.

  • MU.4.4.2.c4

    Analyze the influence of the musics of various cultures and their role in American history (Caribbean, Western European, Native American, African, etc.).

  • MU.5.1.1.a5

    Demonstrate and compare and contrast harmonic changes in songs (e.g., major vs. minor, blues, chord progressions, etc.).

  • MU.5.1.1.b5

    Demonstrate learned melodic, rhythmic, and harmonic patterns using expressive elements.

  • MU.5.1.1.c5

    Demonstrate songs in major and minor keys.

  • MU.5.1.2.a5

    Demonstrate multi-layered rhythmic and melodic pieces and songs (e.g., rounds, partner songs, descants) learned from notation.

  • MU.5.1.2.b5

    Demonstrate following the director’s indications for expressive elements.

  • MU.5.1.3.a5

    Engage in refinement and feedback processes to prepare music for performance.

  • MU.5.1.3.b5

    Self-evaluate to refine musical performance.

  • MU.5.1.3.c5

    Critique expressive elements performed by others.

  • MU.5.2.1.a5

    Create and document a melodic and/or rhythmic composition with accompaniment to present a chosen style or mood.

  • MU.5.2.1.b5

    Generate and improvise musical ideas over an accompaniment (e.g., 12-bar blues, changing chord ostinati or other accompaniment, vocal ostinati).

  • MU.5.2.1.c5

    Arrange an accompaniment to go with a melody

  • MU.5.3.1.a5

    Melody: Identify and demonstrate awareness of whole/half steps.

  • MU.5.3.1.b5

    Rhythm: Identify and demonstrate syncopated rhythms.

  • MU.5.3.1.c5

    Harmony: Identify, perform, or respond to extended harmonic patterns (e.g., I-V, V-I, I-IV-V-I).

  • MU.5.3.2.a5

    Tempo: Identify and demonstrate written tempo symbols.

  • MU.5.3.2.b5

    Dynamics: Identify and demonstrate the written symbols for dynamic changes.

  • MU.5.3.2.c5

    Articulation: Identify and demonstrate learned written articulations.

  • MU.5.3.3.a5

    Form/Structure: Identify D.S. al Coda, D.C. al fine, 1st/2nd endings.

  • MU.5.3.3.b5

    Meter/Beat Groupings: Identify the purpose of the top and bottom number in a time signature.

  • MU.5.3.3.c5

    Timbre: Aurally identify 3+ parts, and various world instruments.

  • MU.5.4.1.a5

    Discriminate between both musical (rhythm, melody, tempo) and nonmusical (text, feelings) elements that influence musical performance and preference.

  • MU.5.4.1.b5

    Discuss the difference between preference versus quality of musical works.

  • MU.5.4.2.a5

    Describe the use of various timbres and rhythmic patterns and their uses in various historical periods and cultures.

  • MU.5.4.2.b5

    Communicate similarities and differences in music from various historical periods.

  • MU.5.4.2.c5

    Communicate ways in which music has been important to people throughout historical periods.

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