YourStateStandards

Florida K–6 music standards

Florida writes its own music standards. They are published as Fine Arts Next Generation Sunshine State Standards - Music, adopted 2014 and are not a version of a national framework. Every one is matched to a national standard.

Framework
Fine Arts Next Generation Sunshine State Standards - Music
Adopted
2014
Source last checked
July 23, 2026
Read the official document

205 standards, kindergarten through 6th grade

  • MU.K.C.1.1K
    Respond to music from various sound sources to show awareness of steady beat.
  • MU.K.C.1.2K
    Identify various sounds in a piece of music.
  • MU.K.C.1.3K
    Identify, visually and aurally, pitched and unpitched classroom instruments.
  • MU.K.C.1.4K
    Identify singing, speaking, and whispering voices.
  • MU.K.C.2.1K
    Identify similarities and/or differences in a performance.
  • MU.K.C.3.1K
    Share opinions about selected pieces of music.
  • MU.K.F.1.1K
    Respond to and explore music through creative play and found sounds in the music classroom.
  • MU.K.F.3.1K
    Exhibit age-appropriate music and life skills that will add to the success in the music classroom.
  • MU.K.H.1.1K
    Respond to music from diverse cultures through singing and movement.
  • MU.K.H.2.1K
    Respond to and/or perform folk music of American cultural sub-groups.
  • MU.K.H.3.1K
    Perform simple songs, finger plays, and rhymes to experience connections among music, language, and numbers.
  • MU.K.O.1.1K
    Respond to beat, rhythm, and melodic line through imitation.
  • MU.K.O.1.2K
    Identify similarities and differences in melodic phrases and/or rhythm patterns.
  • MU.K.O.3.1K
    Respond to music to demonstrate how it makes one feel.
  • MU.K.S.1.1K
    Improvise a response to a musical question sung or played by someone else.
  • MU.K.S.2.1K
    Sing or play songs from memory.
  • MU.K.S.3.1K
    Sing songs of limited range appropriate to the young child and use the head voice.
  • MU.K.S.3.2K
    Perform simple songs and accompaniments.
  • MU.K.S.3.3K
    Match pitches in a song or musical phrase in one or more keys.
  • MU.K.S.3.4K
    Imitate simple rhythm patterns played by the teacher or a peer.
  • MU.1.C.1.11
    Respond to specific, teacher-selected musical characteristics in a song or instrumental piece.
  • MU.1.C.1.21
    Respond to music from various sound sources to show awareness of differences in musical ideas.
  • MU.1.C.1.31
    Classify instruments into pitched and unpitched percussion families.
  • MU.1.C.1.41
    Differentiate between music performed by one singer and music performed by a group of singers.
  • MU.1.C.2.11
    Identify the similarities and differences between two performances of a familiar song.
  • MU.1.C.3.11
    Share different thoughts or feelings people have about selected pieces of music.
  • MU.1.F.1.11
    Create sounds or movement freely with props, instruments, and/or found sounds in response to various music styles and/or elements.
  • MU.1.F.2.11
    Describe how he or she likes to participate in music.
  • MU.1.F.3.11
    Demonstrate appropriate manners and teamwork necessary for success in a music classroom.
  • MU.1.H.1.11
    Perform simple songs, dances, and musical games from a variety of cultures.
  • MU.1.H.1.21
    Explain the work of a composer.
  • MU.1.H.2.11
    Identify and perform folk music used to remember and honor America and its cultural heritage.
  • MU.1.H.3.11
    Explore the use of instruments and vocal sounds to replace or enhance specified words or phrases in children's songs, choral readings of poems and stories, and/or chants.
  • MU.1.O.1.11
    Respond to contrasts in music as a foundation for understanding structure.
  • MU.1.O.1.21
    Identify patterns of a simple, four-measure song or speech piece.
  • MU.1.O.3.11
    Respond to changes in tempo and/or dynamics within musical examples.
  • MU.1.S.1.11
    Improvise a four-beat response to a musical question sung or played by someone else.
  • MU.1.S.1.21
    Create short melodic and rhythmic patterns based on teacher-established guidelines.
  • MU.1.S.2.11
    Sing or play songs, which may include changes in verses or repeats, from memory.
  • MU.1.S.3.11
    Sing simple songs in a group, using head voice and maintaining pitch.
  • MU.1.S.3.21
    Play three- to five-note melodies and/or accompaniments on classroom instruments.
  • MU.1.S.3.31
    Sing simple la-sol-mi patterns at sight.
  • MU.1.S.3.41
    Match simple aural rhythm patterns in duple meter with written patterns.
  • MU.1.S.3.51
    Show visual representation of simple melodic patterns performed by the teacher or a peer.
  • MU.2.C.1.12
    Identify appropriate listening skills for learning about musical examples selected by the teacher.
  • MU.2.C.1.22
    Respond to a piece of music and discuss individual interpretations.
  • MU.2.C.1.32
    Classify unpitched instruments into metals, membranes, shakers, and wooden categories.
  • MU.2.C.1.42
    Identify child, adult male, and adult female voices by timbre.
  • MU.2.C.2.12
    Identify strengths and needs in classroom performances of familiar songs.
  • MU.2.C.3.12
    Discuss why musical characteristics are important when forming and discussing opinions about music.
  • MU.2.F.1.12
    Create a musical performance that brings a story or poem to life.
  • MU.2.F.2.12
    Describe how people participate in music.
  • MU.2.F.3.12
    Collaborate with others in a music presentation and discuss what was successful and what could be improved.
  • MU.2.H.1.12
    Perform songs, musical games, dances, and simple instrumental accompaniments from a variety of cultures.
  • MU.2.H.1.22
    Identify the primary differences between composed and folk music.
  • MU.2.H.2.12
    Discuss how music is used for celebrations in American and other cultures.
  • MU.2.H.3.12
    Perform and compare patterns, aurally and visually, found in songs, finger plays, or rhymes to gain a foundation for exploring patterns in other contexts.
  • MU.2.O.1.12
    Identify basic elements of music in a song or instrumental excerpt.
  • MU.2.O.1.22
    Identify the form of a simple piece of music.
  • MU.2.O.3.12
    Describe changes in tempo and dynamics within a musical work.
  • MU.2.S.1.12
    Improvise short phrases in response to a given musical question.
  • MU.2.S.1.22
    Create simple ostinati to accompany songs or poems.
  • MU.2.S.2.12
    Sing or play songs, which may include changes in dynamics, lyrics, and form, from memory.
  • MU.2.S.3.12
    Sing songs in an appropriate range, using head voice and maintaining pitch.
  • MU.2.S.3.22
    Play simple melodies and/or accompaniments on classroom instruments.
  • MU.2.S.3.32
    Sing simple la-sol-mi-do patterns at sight.
  • MU.2.S.3.42
    Compare aural melodic patterns with written patterns to determine whether they are the same or different.
  • MU.2.S.3.52
    Show visual, gestural, and traditional representation of simple melodic patterns performed by someone else.
  • MU.3.C.1.13
    Describe listening skills and how they support appreciation of musical works.
  • MU.3.C.1.23
    Respond to a musical work in a variety of ways and compare individual interpretations.
  • MU.3.C.1.33
    Identify families of orchestral and band instruments.
  • MU.3.C.1.43
    Discriminate between unison and two-part singing.
  • MU.3.C.2.13
    Evaluate performances of familiar music using teacher-established criteria.
  • MU.3.C.3.13
    Identify musical characteristics and elements within a piece of music when discussing the value of the work.
  • MU.3.F.1.13
    Enhance the meaning of a story or poem by creating a musical interpretation using voices, instruments, movement, and/or found sounds.
  • MU.3.F.2.13
    Identify musicians in the school, community, and media.
  • MU.3.F.2.23
    Describe opportunities for personal music-making.
  • MU.3.F.3.13
    Collaborate with others to create a musical presentation and acknowledge individual contributions as an integral part of the whole.
  • MU.3.H.1.13
    Compare indigenous instruments of specified cultures.
  • MU.3.H.1.23
    Identify significant information about specified composers and one or more of their musical works.
  • MU.3.H.1.33
    Identify timbre(s) in music from a variety of cultures.
  • MU.3.H.2.13
    Discuss how music in America was influenced by people and events in its history.
  • MU.3.H.3.13
    Experience and discuss, using correct music and other relevant content-area vocabulary, similarities in the use of pattern, line, and form in music and other teacher-selected contexts.
  • MU.3.O.1.13
    Identify, using correct music vocabulary, the elements in a musical work.
  • MU.3.O.1.23
    Identify and describe the musical form of a familiar song.
  • MU.3.O.2.13
    Rearrange melodic or rhythmic patterns to generate new phrases.
  • MU.3.O.3.13
    Describe how tempo and dynamics can change the mood or emotion of a piece of music.
  • MU.3.S.1.13
    Improvise rhythms or melodies over ostinati.
  • MU.3.S.1.23
    Create an alternate ending to a familiar song.
  • MU.3.S.2.13
    Identify patterns in songs to aid the development of sequencing and memorization skills.
  • MU.3.S.3.13
    Sing rounds, canons, or ostinati in an appropriate range, using head voice and maintaining pitch.
  • MU.3.S.3.23
    Play melodies and layered ostinati, using proper instrumental technique, on pitched and unpitched instruments.
  • MU.3.S.3.33
    Sing simple la-sol-mi-re-do patterns at sight.
  • MU.3.S.3.43
    Match simple aural rhythm patterns in duple and triple meter with written patterns.
  • MU.3.S.3.53
    Notate simple rhythmic and melodic patterns using traditional notation.
  • MU.4.C.1.14
    Develop effective listening strategies and describe how they can support appreciation of musical works.
  • MU.4.C.1.24
    Describe, using correct music vocabulary, what is heard in a specific musical work.
  • MU.4.C.1.34
    Classify orchestral and band instruments as strings, woodwinds, brass, percussion, or keyboard.
  • MU.4.C.1.44
    Identify and describe the four primary voice parts, i.e., soprano, alto, tenor, bass.
  • MU.4.C.2.14
    Identify and describe basic music performance techniques to provide a foundation for critiquing one's self and others.
  • MU.4.C.2.24
    Critique specific techniques in one's own and others' performances using teacher-established criteria.
  • MU.4.C.3.14
    Describe characteristics that make various musical works appealing.
  • MU.4.F.1.14
    Create new interpretations of melodic or rhythmic pieces by varying or adding dynamics, timbre, tempo, lyrics, and/or movement.
  • MU.4.F.2.14
    Describe roles and careers of selected musicians.
  • MU.4.F.3.14
    Identify the characteristics and behaviors displayed by successful student musicians, and discuss how these qualities will contribute to success beyond the music classroom.
  • MU.4.F.3.24
    Discuss the safe, legal way to download songs and other media.
  • MU.4.H.1.14
    Examine and describe a cultural tradition, other than one's own, learned through its musical style and/or use of authentic instruments.
  • MU.4.H.1.24
    Describe the influence of selected composers on the musical works and practices or traditions of their time.
  • MU.4.H.1.34
    Identify pieces of music that originated from cultures other than one's own.
  • MU.4.H.2.14
    Perform, listen to, and discuss music related to Florida's history.
  • MU.4.H.2.24
    Identify ways in which individuals of varying ages and cultures experience music.
  • MU.4.H.3.14
    Identify connections among music and other contexts, using correct music and other relevant content-area vocabulary, and explore how learning in one academic area can help with knowledge or skill acquisition in a different academic area.
  • MU.4.O.1.14
    Compare musical elements in different types of music, using correct music vocabulary, as a foundation for understanding the structural conventions of specific styles.
  • MU.4.O.2.14
    Create variations for selected melodies.
  • MU.4.O.3.14
    Identify how expressive elements and lyrics affect the mood or emotion of a song.
  • MU.4.O.3.24
    Apply expressive elements to a vocal or instrumental piece and, using correct music vocabulary, explain one's choices.
  • MU.4.S.1.14
    Improvise phrases, using familiar songs.
  • MU.4.S.1.24
    Create melodic patterns using a variety of sound sources.
  • MU.4.S.1.34
    Arrange a familiar song for voices or instruments by manipulating form.
  • MU.4.S.2.14
    Apply knowledge of musical structure to aid in sequencing and memorization and to internalize details of rehearsal and performance.
  • MU.4.S.3.14
    Sing rounds, canons, and/or partner songs in an appropriate range, using proper vocal technique and maintaining pitch.
  • MU.4.S.3.24
    Play rounds, canons, or layered ostinati on classroom instruments.
  • MU.4.S.3.34
    Perform extended pentatonic melodies at sight.
  • MU.4.S.3.44
    Play simple ostinati, by ear, using classroom instruments.
  • MU.4.S.3.54
    Notate simple rhythmic phrases and extended pentatonic melodies using traditional notation.
  • MU.5.C.1.15
    Discuss and apply listening strategies to support appreciation of musical works.
  • MU.5.C.1.25
    Hypothesize and discuss, using correct music vocabulary, the composer's intent for a specific musical work.
  • MU.5.C.1.35
    Identify, aurally, selected instruments of the band and orchestra.
  • MU.5.C.1.45
    Identify, aurally, the four primary voice parts, i.e., soprano, alto, tenor, bass, of a mixed choir.
  • MU.5.C.2.15
    Define criteria, using correct music vocabulary, to critique one's own and others' performance.
  • MU.5.C.2.25
    Describe changes, using correct music vocabulary, in one's own and/or others' performance over time.
  • MU.5.C.3.15
    Develop criteria to evaluate an exemplary musical work from a specific period or genre.
  • MU.5.F.1.15
    Create a performance, using visual, kinesthetic, digital, and/or acoustic means to manipulate musical elements.
  • MU.5.F.2.15
    Describe jobs associated with various types of concert venues and performing arts centers.
  • MU.5.F.2.25
    Explain why live performances are important to the career of the artist and the success of performance venues.
  • MU.5.F.3.15
    Examine and discuss the characteristics and behaviors displayed by successful student musicians that can be applied outside the music classroom.
  • MU.5.F.3.25
    Practice safe, legal, and responsible acquisition and use of music media, and describe why it is important to do so.
  • MU.5.H.1.15
    Identify the purposes for which music is used within various cultures.
  • MU.5.H.1.25
    Compare and describe the compositional characteristics used by two or more composers whose works are studied in class.
  • MU.5.H.1.35
    Compare stylistic and musical features in works originating from different cultures.
  • MU.5.H.2.15
    Examine the contributions of musicians and composers for a specific historical period.
  • MU.5.H.2.25
    Describe how technology has changed the way audiences experience music.
  • MU.5.H.3.15
    Examine critical-thinking processes in music and describe how they can be transferred to other disciplines.
  • MU.5.O.1.15
    Analyze, using correct music vocabulary, the use of musical elements in various styles of music as a foundation for understanding the creative process.
  • MU.5.O.2.15
    Create a new melody from two or more melodic motifs.
  • MU.5.O.3.15
    Examine and explain how expressive elements, when used in a selected musical work, affect personal response.
  • MU.5.O.3.25
    Perform expressive elements in a vocal or instrumental piece as indicated by the score and/or conductor.
  • MU.5.S.1.15
    Improvise rhythmic and melodic phrases to create simple variations on familiar melodies.
  • MU.5.S.1.25
    Compose short vocal or instrumental pieces using a variety of sound sources.
  • MU.5.S.1.35
    Arrange a familiar song by manipulating specified aspects of music.
  • MU.5.S.1.45
    Sing or play simple melodic patterns by ear with support from the teacher.
  • MU.5.S.2.15
    Use expressive elements and knowledge of musical structure to aid in sequencing and memorization and to internalize details of rehearsals and performance.
  • MU.5.S.2.25
    Apply performance techniques to familiar music.
  • MU.5.S.3.15
    Sing part songs in an appropriate range, using proper vocal technique and maintaining pitch.
  • MU.5.S.3.25
    Play melodies and accompaniments, using proper instrumental technique, on pitched and unpitched instruments.
  • MU.5.S.3.35
    Perform simple diatonic melodies at sight.
  • MU.5.S.3.45
    Play melodies and accompaniments, by ear, using classroom instruments.
  • MU.5.S.3.55
    Notate rhythmic phrases and simple diatonic melodies using traditional notation.
  • MU.68.C.1.16
    Develop strategies for listening to unfamiliar musical works.
  • MU.68.C.1.26
    Compare, using correct music vocabulary, the aesthetic impact of a performance to one's own hypothesis of the composer's intent.
  • MU.68.C.1.36
    Identify, aurally, instrumental styles and a variety of instrumental ensembles.
  • MU.68.C.1.46
    Identify, aurally, a variety of vocal styles and ensembles.
  • MU.68.C.2.16
    Critique personal performance, experiment with a variety of solutions, and make appropriate adjustments with guidance from teachers and peers.
  • MU.68.C.2.26
    Critique, using correct music vocabulary, changes in one's own or others' musical performance resulting from practice or rehearsal.
  • MU.68.C.2.36
    Critique personal composition and/or improvisation, using simple criteria, to generate improvements with guidance from teachers and/or peers.
  • MU.68.C.3.16
    Apply specific criteria to evaluate why a musical work is an exemplar in a specific style or genre.
  • MU.68.F.1.16
    Create a composition and/or performance, using visual, kinesthetic, digital, and/or acoustic means to manipulate musical elements.
  • MU.68.F.1.26
    Create an original composition that reflects various performances that use "traditional" and contemporary technologies.
  • MU.68.F.2.16
    Describe several routes a composition or performance could travel from creator to consumer.
  • MU.68.F.2.26
    Describe how concert attendance can financially impact a community.
  • MU.68.F.3.16
    Describe how studying music can enhance citizenship, leadership, and global thinking.
  • MU.68.F.3.26
    Investigate and discuss laws that protect intellectual property, and practice safe, legal, and responsible acquisition and use of musical media.
  • MU.68.F.3.36
    Identify the tasks involved in the compositional process and discuss how the process might be applied in the work place.
  • MU.68.H.1.16
    Describe the functions of music from various cultures and time periods.
  • MU.68.H.1.26
    Identify the works of representative composers within a specific style or time period.
  • MU.68.H.1.36
    Describe how American music has been influenced by other cultures.
  • MU.68.H.1.46
    Classify authentic stylistic features in music originating from various cultures.
  • MU.68.H.1.56
    Using representative musical works by selected composers, classify compositional characteristics common to a specific time period and/or genre.
  • MU.68.H.2.16
    Describe the influence of historical events and periods on music composition and performance.
  • MU.68.H.2.26
    Analyze how technology has changed the way music is created, performed, acquired, and experienced.
  • MU.68.H.2.36
    Classify the literature being studied by genre, style, and/or time period.
  • MU.68.H.3.16
    Identify connections among music and other content areas and/or contexts through interdisciplinary collaboration.
  • MU.68.H.3.26
    Discuss how the absence of music would affect other content areas and contexts.
  • MU.68.O.1.16
    Compare performances of a musical work to identify artistic choices made by performers.
  • MU.68.O.2.16
    Create a composition, manipulating musical elements and exploring the effects of those manipulations.
  • MU.68.O.2.26
    Demonstrate knowledge of major and minor tonalities through performance and composition.
  • MU.68.O.3.16
    Describe how the combination of instrumentation and expressive elements in a musical work can convey a specific thought, idea, mood, and/or image.
  • MU.68.O.3.26
    Perform the expressive elements of a musical work indicated by the musical score and/or conductor, and transfer new knowledge and experiences to other musical works.
  • MU.68.S.1.16
    Improvise rhythmic and melodic phrases to accompany familiar songs and/or standard harmonic progressions.
  • MU.68.S.1.26
    Compose a short musical piece.
  • MU.68.S.1.36
    Arrange a short musical piece by manipulating melody, form, rhythm, and/or voicing.
  • MU.68.S.1.46
    Sing or play melodies by ear with support from the teacher and/or peers.
  • MU.68.S.1.56
    Perform melodies with chord progressions.
  • MU.68.S.1.66
    Compose a melody, with or without lyrics, over a standard harmonic progression.
  • MU.68.S.1.76
    Explain and employ basic functions of MIDI for sequencing and/or editing, including interface options and types of controllers.
  • MU.68.S.1.86
    Demonstrate specified mixing and editing techniques using selected software and hardware.
  • MU.68.S.1.96
    Describe the function and purposes of various types of microphones and demonstrate correct set-up and use of two or more microphones for recording a music performance.
  • MU.68.S.2.16
    Perform music from memory to demonstrate knowledge of the musical structure.
  • MU.68.S.2.26
    Transfer performance techniques from familiar to unfamiliar pieces.
  • MU.68.S.3.16
    Sing and/or play age-appropriate repertoire expressively.
  • MU.68.S.3.26
    Demonstrate proper vocal or instrumental technique.
  • MU.68.S.3.36
    Sight-read standard exercises and simple repertoire.
  • MU.68.S.3.46
    Compare written notation to aural examples and analyze for accuracy of rhythm and pitch.
  • MU.68.S.3.56
    Notate rhythmic phrases and/or melodies, in varying simple meters, performed by someone else.
  • MU.68.S.3.66
    Develop and demonstrate efficient rehearsal strategies to apply skills and techniques.

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