District of Columbia K–6 music standards

Respond to music with movement: employ large body movement; demonstrate various locomotor and non-locomotor movements; use movement to enhance music, stories, and poems; and use the body to illustrate moods and contrasts in music.

Demonstrate awareness of the elements of music and changes in their usage (e.g., steady beat, high and low sounds, same/different phrases).

Recognize when music changes from one section to a contrasting section.

Identify classroom instruments by sight and sound.

Distinguish between tone colors: voices versus instruments; men's versus women's versus children's voices.

Recognize and demonstrate elements of music: fast/slow, high/low, long/short, and loud/soft.

Use body percussion and classroom instruments to accompany songs and chants while demonstrating a steady beat.

Perform rhythmic patterns that include long and short sounds and silences.

Match movement to rhythm patterns.

Sing simple songs from memory individually and in groups.

Demonstrate the difference between a singing voice and a speaking voice.

Imitate two pitch (sol-mi) patterns.

Demonstrate steady beat when singing.

Use the singing voice to echo short melodic patterns.

Imitate sounds made with the voice.

Use the voice (singing and speaking) to create accompaniments for songs, recorded selections, stories, and poems.

Create accompaniments to stories using the voice or a variety of instruments.

Recognize symbolic representations and patterns for high/low, fast/slow, long/short, and soft/loud sounds.

Echo-clap/tap short steady beat patterns while following notation.

Recognize and produce through clapping whole, half, quarter and eighth notes.

Discuss and interpret characteristics of music heard in the home and community.

Identify family members and friends who sing or play instruments.

Sing songs and play singing games from various cultures.

Participate in activities that explore relationships between music and other arts through drawing, drama, movement, dance, and storytelling.

Participate in music activities that involve sharing, taking turns, and other ways of demonstrating good citizenship.

Respond to music with movement: perform line and circle dances; perform dances and games from various cultures; dramatize songs, stories, and poems; and perform choreographed movements.

Identify, talks about, sing, or play music written for specific purposes (e.g., work song, lullaby).

Describe how ideas or moods are communicated through music.

Recognize simple musical forms such as phrase, AB, and echo.

Identify pitched and non-pitched classroom instruments by sight and sound.

Distinguish between extreme contrasts of sound and between melodic rhythm and steady beat.

Recognize sudden dynamic and tempo changes in music.

Identify high pitches and low pitches and demonstrate different pitches vocally, instrumentally, and with movement.

Perform simple accompaniments on pitched and non-pitched classroom instruments.

Perform rhythm patterns that include long and short sounds and repeated patterns.

Relate rhythm patterns to notation.

Demonstrate melodic rhythm (ostinato, melodic patterns).

Sing from memory a variety of simple songs, echoes, and chants, individually and in groups, with accuracy.

Develop a repertoire of songs with and without accompaniment.

Demonstrate use of pitch (high/low, upward/downward, melody skips, repeats. melodic patterns, ostinatos) and timbre of the voice.

Demonstrate melodic rhythm when singing.

Imitate and create tonal patterns that ascend, descend, and repeat.

Create melodies to familiar nursery rhymes or chants.

Create tonal patterns that ascend, descend, and repeat.

Interpret rhythmic and tonal patterns and tempo and dynamic symbols.

Read (using rhythmic solfege) simple sets of rhythms using quarter and eighth note patterns.

Imitate use of solfege syllables (e.g., do, re, mi...) to read short tonal patterns that move up, down, or repeat.

Describe the purpose of notes, staff, and clef signs.

Listen to/sing music and folk songs of various countries/regions.

Identify roles of musicians in various settings and the uses of specific music in daily or special events.

Name and characterize the use of specific instruments by people of a particular culture (e.g., conga drums and shakers African & Latino, castanets- Spanish, tom tom drums and bell clusters- Native American).

Describe relationships between music and other arts through drawing, drama, movement, dance, and storytelling.

Use music, together with dance, theatre, and the visual arts, for storytelling.

Count note values/patterns and model properties of numbers.

Respond to music with movement: perform traditional folk dances (choreographed and non-choreographed), and interpretive movement.

Create movements to music that reflect the pitch, tempo, and dynamics in music.

Develop an opinion, contribute, and take turns to discuss music in terms of likes and dislikes.

Recognize musical forms such as like and unlike melodic phrases; music in twopart (AB) form; and the beginning and ending of phrases.

Identify selected orchestral and folk instruments by sight and sound.

Distinguish between accompanied and unaccompanied vocal music.

Recognize sudden and gradual changes in music, especially the dynamics and tempo.

Use music terminology to identify and describe melody patterns that move upward, downward, and remain the same, and demonstrate different patterns vocally, instrumentally, and with movement.

Perform rhythmic ostinatos and single-chord accompaniments on classroom instruments.

Perform and match notated rhythm patterns.

Play instruments to demonstrate awareness of beat, tempo, dynamics, and melodic direction.

Sing a variety of songs in various keys, meters, and genres, alone and with a group, with accuracy in rhythm and pitch, from memory.

Develop a repertoire of songs, including those with and without accompaniment, with and without harmony, and songs with ostinatos and meter in 2 and 3.

Match single pitches and groups of pitches played on the piano, individually, and in groups.

Read lyrics containing more than one verse and including words divided into syllables.

Sing in a two-part ensemble.

Improvise simple rhythmic and melodic accompaniments, using voice, body percussion, or classroom instruments.

Improvise accompaniments and ostinatos (melodic, rhythmic) to enhance songs, stories, and poems (e.g., match sounds with visuals/images to create improvisations inspired by an event, poem or story).

Compose and arrange simple rhythmic and melodic accompaniments using voice, body percussion, or classroom instruments.

Notate rhythm patterns using traditional notation.

Read (using in rhythmic solfege) sets of simple rhythms that use the quarter rest with quarter, half, and eighth note patterns.

Read (sing) easy melodic patterns using letters (e.g., A, B, C, D, E, F, G) and also using solfege syllables (e.g., do, re, mi, fa, sol, la, si).

Interpret holiday songs.

Identify the uses of music in various cultures and time periods.

Listen to a variety of folk music (e.g., American, African, Latin, Asian), identify the artists, and describe their similarities and differences in terms of rhythm, mood, instruments and tone color.

Recognize and talk about music and celebrations of the cultures represented in the school population.

Explore meaning and relationships of terms that express "rhythm" among the arts (e.g., fast, slow, accent, rhythm patterns, beat, etc.).

Interpret song lyrics/describe sounds of classroom instruments.

Interpret patterns and model properties of numbers.

Demonstrate appropriate audience behavior and contribute to a post-concert discussion of performance events, likes and dislikes.

Use music vocabulary (e.g. tempo speed, dynamics - loud/soft, pitch - high/low, rhythm - beat and mood - feeling) to describe music.

Respond through physical movement to selected prominent music characteristics or to specific music events while listening to music (e.g., changes in pitch direction, tempo, and dynamics).

Identify simple musical forms, emphasizing verse/refrain, AB and ABA forms.

Identify ascending/descending melody in selected pieces of music.

Identify the four orchestral families (woodwind, string, brass, percussion) by sight and sound and the way in which sound is produced on various instruments.

Perform (by printed notation and by note) major and minor scales.

Perform on instruments using a wide range of tempos and dynamics.

Perform in a two-part music ensemble.

Identify and perform sets of beats that are grouped in twos and threes using descriptive terminology to identify which beats are strong and which beats are weak.

Maintain instruments, voice, performance and practice areas carefully and responsibly.

Sing from memory a variety of seasonal, game, folk, and patriotic songs with or without accompaniment.

Develop a repertoire of familiar songs from diverse cultures, including melodies, rounds/canons, partner songs, and songs with ostinatos and meters in 2, 3, and 4.

Sing in tune with clear tone quality, dynamics, phrasing, pitch, diction, and interpretation.

Sing melodies within the range of an octave.

Compose, arrange, and improvise accompaniments and ostinato (melodic, rhythmic) for songs and chants.

Improvise lyrics to familiar melodies and new verses to songs.

Compose music to enhance stories and poems.

Read (using rhythmic solfege) half, quarter, eighth, dotted half, whole notes, and rests.

Read (sing) short melodic patterns that move up and down and repeat using syllables (e.g., do, re, mi, etc.).

Identify symbols (icons/terms) for loud (f - forte) and soft (p - piano).

Sing songs and play singing games from various cultures.

Identify and describe roles (past and present) of musicians in and/or from Washington, D.C.

Recognize the influence of various cultures on music in Washington, D.C.

Explore meaning and relationships of terms that express "melody" among the arts (e.g., melody, theme, subject, line, main idea, etc.).

Develop and use symbolic representations of number patterns.

Devise specific criteria for evaluating performances and compositions.

State personal preferences in music and explain reasons for the selections.

Identify simple music forms upon listening to a given example such as AABA, AABB, rondo, and round.

Identify phrases and sections of music that are the same, similar, or different.

Identify the sounds of a variety of instruments, including many orchestra and band instruments, and other instruments from various cultures, as well as male and female adult voices.

Use music terminology to describe how pitch levels may move upward, downward, or stay the same and demonstrate the melodic shape (contour) of a musical phrase.

Perform (by printed notation and by rote) rhythmic and melodic ostinatos and I and V (V7) chords to accompany a two-chord melody, using available pitched classroom instruments.

Perform easy rhythmic, melodic, and chordal patterns on rhythmic, melodic, and harmonic classroom instruments.

Perform on pitch, in rhythm, with appropriate dynamics and a steady tempo.

Play in instrumental groups in order to learn how to respond to the directions of a conductor.

Echo sort rhythmic and melodic patterns.

Maintain instruments, voice, performance and practice areas carefully and responsibly.

Sing from memory a varied repertoire of songs from diverse cultures, including countermelodies, rounds/canons, partner songs, descants, and songs with ostinatos, alone and with others.

Sing independently with good pitch, diction, and posture, and maintain a steady tempo.

Distinguish between the "head voice" (high register, light tone color) and the "chest voice" (low register, heavy tone color).

Improvise simple rhythmic and melodic ostinato accompaniments (meter in 2 and 3, dotted rhythm, syncopation).

Improvise short songs and instrumental pieces, using a variety of sound sources, including the voice, sounds available in the classroom (instruments), body sounds, and sounds produced by electronic means.

Compose and arrange short songs and instrumental pieces, using a variety of sound sources, including traditional sounds, sounds available in the classroom, body sounds, and sounds produced by electronic means.

Read (using rhythmic solfege) and notate whole, half, quarter, eighth, and dotted notes in duple and triple meter signatures.

Read (sing) simple pitch notation in the treble clef in major keys, using a moveable "Do" solfege system of syllables.

Identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing.

Recognize major and minor intervals (e.g., major and minor seconds, thirds).

Explain orally or in writing the relationship between music and events in early American history.

Identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use.

Explain how experiences, surroundings, stories, and history are expressed through music.

Identify similarities and differences in the meanings of common terms used in the various arts.

Identify similar themes in stories, songs, and art forms (e.g., patterns, texture).

Devise and apply specific criteria for evaluating performances and compositions.

Identify and analyze difference in tempo and dynamics in contrasting music selections.

Define the special properties of musical sounds (pitch, duration, volume and timbre).

Analyze how musical sounds are used in various genres and culture.

Identify vocal and instrumental ensembles from a variety of genres and cultures (e.g., classical, jazz, blues, gamelan, mariachi, cambia, salsa, mambo, reggae).

Demonstrate perceptual skills by listening to and comparing and contrasting music of various styles and cultures.

Perform melodies and accompaniments from a varied repertoire of music from diverse cultures, including rounds, descants, ostinatos, and two-part harmony, by oneself and with others, on classroom instruments.

Use appropriate embouchure and breath control, bowing or drumstick grip to produce tones on instruments.

Perform independent instrumental parts while other students sing or play contrasting parts.

Accompany singing with rhythm and/or melody instruments.

Maintain instruments, voice, performance and practice areas carefully and responsibly.

Sing from memory a varied repertoire of songs representing diverse genres, styles and cultures, including rounds/canons, descants, and songs with ostinatos and songs in two-part harmony, alone and with others.

Sing with accurate pitch, rhythm, diction, and posture, maintaining a steady tempo.

Sing in groups, blending vocal timbres, dynamic levels, and respond to the cues of the conductor.

Improvise, compose, and arrange simple melodies on a given scale (e.g., pentatonic).

Improvise, compose, and arrange basic rhythmic, melodic and harmonic patterns on classroom instruments and available technology.

Improvise, compose, and arrange music to accompany readings and dramatizations.

Improvise and compose short songs and/or instrumental pieces in duple and triple meter using the following musical devises: imitation and repetition.

Read (using rhythmic solfege) rhythmic notation, including sixteenth notes, dotted notes, and syncopation (e.g., eighth/quarter/eighth note and eighthrest/quarter/eighth note).

Read (sing) melodic notation in treble clef in major keys and minor keys, using solfege.

Use standard symbols to notate meter, rhythm, pitch, and dynamics in song.

Recognize and construct basic chords and chord patterns (e.g., I, V, and V7).

Describe in writing the roles of musicians in each of the four periods of music history (e.g., Baroque, Classical, Romantic and Contemporary) and include a composer and composition representative of each period.

Listen to and identify, by genre or style, examples of music from various historical periods and world cultures.

Identify the use of similar elements in music and other art forms (e.g., form, pattern, rhythm).

Produce sound fundamentals for classroom instruments.

Develop and apply criteria for evaluating the quality of music performances and compositions and apply the criteria to personal performances.

Explain how images, feeling, or emotion are conveyed in a specific musical work.

Describe larger music forms such as sonata-allegro form, concerto, theme and variations.

Analyze and compare the use of the elements of music of several genres and cultures, emphasizing meter and rhythm.

Identify and explain the following specific musical elements while listening to a given musical example: scales, tonality, syncopation, tone color, and meter.

Perform on one or more instruments a repertoire of instrumental literature, representing various genres, styles, and cultures, demonstrating technical accuracy, tone quality and articulation, by oneself and in ensembles.

Perform music representing diverse genres and cultures, including special occasions, folk, and holiday.

Sing music representing diverse genres and cultures, with expression appropriate for the work being performed.

Sing a varied repertoire of vocal literature, alone and in ensembles, demonstrating good posture, tone quality, vowel formation, and with good breath control.

Sing music written in two and/or three parts.

Improvise, compose, and arrange melodies and harmonic accompaniments.

Improvise and compose short songs and/or instrumental pieces in duple and triple meter using the following musical devises: imitation and repetition, and ostinato.

Improvise, compose, and arrange simple melodies and harmonic accompaniments using traditional and nontraditional sources of sound, including digital/electronic (if available).

Read and perform rhythmic notation, including quarter-note triplets and tied syncopation.

Read and sing intervals and triads.

Transcribe simple aural examples into rhythmic notation.

Sight-read (sing) melodies in the treble and bass clef.

Recognize and use correct notational symbols for pitch, rhythm, articulation, and dynamics.

Describe (orally or in writing) the social functions of a variety of musical forms from various cultures and time periods (e.g., folk songs, dances).

Describe (orally or in writing) the influences of various cultures and historical events on musical forms and styles.

Describe (orally or in writing) distinguishing characteristics of representative composers, musical genres, and styles from two or more cultures.

Compare the terminology used for various artistic elements in each of two or more arts.

Explain the role of music in community events and in daily life.