Georgia K–6 music standards

Georgia writes its own music standards. They are published as Fine Arts Georgia Standards of Excellence: Music, adopted 2017 and are not a version of a national framework. 820 of 874 are matched to a national standard.

485 of the 874 rows are grade 6, which is correct rather than a defect: Georgia publishes nineteen distinct grade-6 music courses (general music, beginning/intermediate/advanced band, chorus and orchestra, jazz, guitar, piano, music technology, media arts). Grade 7 and 8 courses are excluded on their course titles — their items are all mis-tagged educationLevel '06', which is what makes CSP land 475 of its 765 rows on grade 6. CSP also re-punctuates Georgia's codes (ESBB.4-5.CR.1.a for Georgia's ESBB4-5.CR.1.a, 47 rows) and its framework string arrives truncated to 'Georgia Standards of'.

Framework: Fine Arts Georgia Standards of Excellence: Music
Adopted: 2017
Source last checked: July 23, 2026

Read the official document

874 standards, kindergarten through 6th grade

ESBB4-5.CN.1.aK–5
Describe the relationship between music and other arts.
ESBB4-5.CN.1.bK–5
Describe the relationship between music and other disciplines.
ESBB4-5.CN.1.cK–5
Identify genres, styles, and composers within specific time periods.
ESBB4-5.CN.1.dK–5
Describe the relationship between music and musicians, and society and culture.
ESBB4-5.CR.1.aK–5
Improvise or compose rhythmic patterns (e.g. clapping, singing, playing an instrument).
ESBB4-5.CR.1.bK–5
Improvise or compose a melody and/or variation of a melody (e.g. using a five-note diatonic, pentatonic, or blues scale).
ESBB4-5.CR.1.cK–5
Use teacher-created criteria to refine improvised or composed pieces.
ESBB4-5.PR.1.aK–5
Sing to recognize fundamentals of tone production.
ESBB4-5.PR.1.bK–5
Sing to match pitch.
ESBB4-5.PR.2.aK–5
Analyze characteristic tone quality utilizing playing technique (e.g. proper embouchure, playing position, posture, breathing techniques, articulation, appropriate percussion technique).
ESBB4-5.PR.2.bK–5
Demonstrate proper warm-up techniques (e.g. long tones, lip slurs, chorales, technical exercises).
ESBB4-5.PR.2.cK–5
Recognize ensemble skills through performance of musical literature (e.g. rehearsal etiquette, dynamic expression, style, blend and balance, steady tempo, rhythmic accuracy, intonation).
ESBB4-5.PR.2.dK–5
Respond to the cues of the conductor with appropriate dynamics, phrasing, and interpretation.
ESBB4-5.PR.2.eK–5
Demonstrate all ensemble skills through sight-reading performance of music literature at the appropriate level.
ESBB4-5.PR.3.aK–5
Identify and define standard notation symbols (e.g. pitch, rhythm, dynamics, tempo, articulation, expression).
ESBB4-5.PR.3.bK–5
Define and describe the musical terms incorporated in the literature and identify key signatures.
ESBB4-5.PR.3.cK–5
Demonstrate a steady beat, rhythms, and meters through a systematic counting procedure.
ESBB4-5.RE.1.aK–5
Identify and describe compositional elements (e.g. techniques, meter, tempo, tonality, intervals, chords).
ESBB4-5.RE.1.bK–5
Compare and contrast musical works based on genre and culture.
ESBB4-5.RE.2.aK–5
Determine the criteria for a successful performance (e.g. compositions, arrangements, improvisations).
ESBB4-5.RE.2.bK–5
Evaluate the quality and effectiveness of performances (e.g. compositions, arrangements, improvisations).
ESBB4-5.RE.2.cK–5
Compile a list of strengths and weaknesses in performances using self-reflection and peer feedback and suggest areas of improvement.
ESBB4-5.RE.2.dK–5
Identify the interpretations in a band performance in relation to the expressive intent of the composer.
ESBB4-5.RE.2.eK–5
Describe and demonstrate appropriate ensemble and audience etiquette for a performance.
ESBC.CN.1.aK–5
Discuss how music relates to personal development and enjoyment of life.
ESBC.CN.1.bK–5
Describe how a musician’s interests, knowledge, and skills determine how they create, perform, and respond to music.
ESBC.CN.2.aK–5
Identify historical and cultural characteristics of a varied repertoire, including world music.
ESBC.CN.2.bK–5
Demonstrate stylistic characteristics of a varied repertoire, including world music, through vocal performance.
ESBC.CN.2.cK–5
Identify the historical period, composer, culture, and style of music presented in class.
ESBC.CN.2.dK–5
Discuss and apply appropriate audience etiquette and active listening in selected musical settings.
ESBC.CR.1.aK–5
Improvise simple rhythmic and melodic patterns.
ESBC.CR.1.bK–5
Create basic rhythmic and melodic accompaniments to support other elements of musical performance (e.g. ostinato).
ESBC.CR.1.cK–5
Create physical movements for warm-ups and repertoire to distinguish various musical ideas.
ESBC.CR.1.dK–5
Set short poetic phrases and texts to music.
ESBC.CR.1.eK–5
Compose original rhythms and melodies.
ESBC.CR.2.aK–5
Share improvised, composed, or arranged pieces.
ESBC.CR.2.bK–5
Use teacher-created criteria to refine improvised or composed pieces.
ESBC.PR.1.aK–5
Utilize a rhythmic and melodic system to read and sing music appropriate to ability.
ESBC.PR.1.bK–5
Identify basic music vocabulary and symbols representing tempo, meter, dynamics, and other expressive elements.
ESBC.PR.1.cK–5
Notate simple rhythms and melodies from aural examples utilizing a dictation method.
ESBC.PR.1.dK–5
Read and notate music using available technology.
ESBC.PR.2.aK–5
Demonstrate appropriate singing posture and breathing techniques.
ESBC.PR.2.bK–5
Identify basic vocal anatomy.
ESBC.PR.2.cK–5
Identify aspects of vocal range and tone.
ESBC.PR.2.dK–5
Demonstrate pure vowel sounds and articulate voiced and unvoiced consonants.
ESBC.PR.2.eK–5
Utilize aural skills to match pitch, improve intonation, and sing with attention to ensemble balance and blend, in one or more vocal parts.
ESBC.PR.3.aK–5
Demonstrate technical accuracy and expressive qualities in performance of a varied repertoire of music.
ESBC.PR.3.bK–5
Demonstrate and respond to basic conducting patterns and gestures representing tempo, expression, and vocal technique.
ESBC.PR.3.cK–5
Sing selected music from memory for public performance at least twice per year.
ESBC.PR.3.dK–5
Exhibit appropriate rehearsal and performance etiquette.
ESBC.RE.1.aK–5
Describe a musical score in terms of rhythm, melody, and form.
ESBC.RE.1.bK–5
Listen to and describe the elements of a musical performance including form, voicing, and dynamic contrast.
ESBC.RE.1.cK–5
Describe the emotions and thoughts that music conveys.
ESBC.RE.1.dK–5
Discuss how the basic elements of music, including mood, tempo, contrast, and repetition, in selected examples (e.g. aural, written, performed), are important to a performance.
ESBC.RE.2.aK–5
Using self-reflection and peer feedback, listen to and evaluate group music performances with attention to vocal technique, accuracy of pitch, and rhythm, diction, and dynamics.
ESBO.CN.1.aK–5
Explain the benefits of musical study as part of a well-rounded education.
ESBO.CN.1.bK–5
Discuss how other subjects are related to music.
ESBO.CN.2.aK–5
Identify and compare performance styles of music learned in class.
ESBO.CN.2.bK–5
Discuss how the music performed in class relates to the culture and society in which we live.
ESBO.CR.1.aK–5
Improvise, compose, or arrange rhythmic patterns (e.g. clapping, singing, playing an instrument).
ESBO.CR.1.bK–5
Improvise, compose, or arrange a melody or variation of a melody.
ESBO.CR.1.cK–5
Share improvised, composed, or arranged pieces.
ESBO.CR.1.dK–5
Use teacher-created criteria to refine improvised or composed pieces.
ESBO.PR.1.aK–5
Demonstrate the ability to match pitch and adjust intonation through playing and singing.
ESBO.PR.1.bK–5
Demonstrate an understanding of phrasing through performing simple melodies.
ESBO.PR.1.cK–5
Discuss and demonstrate characteristic tone production on a string instrument.
ESBO.PR.1.dK–5
Demonstrate correct left-hand position and finger placement, right hand position (bow hold), posture, instrument position, and bow placement.
ESBO.PR.1.eK–5
Produce a characteristic sound using legato, staccato, slurs, detached slur, accent, and pizzicato.
ESBO.PR.1.fK–5
Utilize correct finger patterns in performing scales and repertoire in the keys of D, G, and C.
ESBO.PR.1.gK–5
Demonstrate awareness of individual and group roles within the ensemble relating to balance, blend, dynamics, phrasing, and tempo.
ESBO.PR.2.aK–5
Identify notes in the staff and on ledger lines of respective clef.
ESBO.PR.2.bK–5
Read and notate notes within key signatures D, G, and C.
ESBO.PR.2.cK–5
Read and notate rhythms (e.g. whole notes, half notes, quarter notes, eighth notes, dotted half notes and their corresponding rests in the time signatures of 4/4, 3/4, and 2/4).
ESBO.PR.2.dK–5
Recognize basic symbols for dynamics, tempo, articulation, and expression as used in corresponding literature.
ESBO.RE.1.aK–5
Discuss how the basic elements of music, including mood, tempo, contrast, and repetition in selected examples (e.g. aural, written, performed) are important to a performance.
ESBO.RE.1.bK–5
Identify the difference between melody and accompaniment in given examples (e.g. aural, written, performed).
ESBO.RE.2.aK–5
Distinguish between correct and incorrect notes and intonation, and demonstrate the ability to adjust accordingly.
ESBO.RE.2.bK–5
Evaluate the accuracy of rhythm and tempos for individual and ensemble playing.
ESBO.RE.2.cK–5
Use teacher-based criteria to assess the quality of performance in tone, intonation, balance, dynamics, and rhythm.
ESBO.RE.2.dK–5
Use self-reflection and peer feedback to discuss ideas to improve the quality of a performance.
ESGMK.CN.1.aK
Describe connections between music and the other fine arts.
ESGMK.CN.1.bK
Describe connections between music and disciplines outside the fine arts.
ESGMK.CN.2.aK
Perform and respond to music from various historical periods and cultures.
ESGMK.CN.2.bK
Describe how sounds and music are used in daily lives.
ESGMK.CN.2.cK
Demonstrate performance etiquette and appropriate audience behavior.
ESGMK.CR.1.aK
Improvise simple body percussion patterns.
ESGMK.CR.1.bK
Improvise soundscapes (e.g. weather, animals, other sound effects).
ESGMK.CR.1.cK
Improvise using various sound sources (e.g. electronic sounds, found sounds, body percussion, classroom instruments).
ESGMK.CR.2.aK
Create sound effects to accompany songs, poems, and stories.
ESGMK.CR.2.bK
Create simple rhythmic patterns (e.g. quarter notes, quarter rests, barred eighth notes).
ESGMK.CR.2.cK
Vary the text for familiar melodies, chants, and poems.
ESGMK.CR.3.aK
With guidance, share a final version of personal musical work with peers.
ESGMK.PR.1.aK
Sing simple accompanied and unaccompanied melodies in a limited range, using head voice.
ESGMK.PR.1.bK
Echo simple singing and speech patterns.
ESGMK.PR.1.cK
Sing multiple songs representing various genres, tonalities, meters, and cultures, including at least one song in a foreign language.
ESGMK.PR.2.aK
Echo simple rhythmic patterns with appropriate technique using body percussion and classroom instruments.
ESGMK.PR.2.bK
Perform steady beat and simple rhythmic patterns with appropriate technique using body percussion and classroom instruments.
ESGMK.PR.3.aK
Read, notate, and identify quarter notes, quarter rests, and barred eighth notes using iconic or standard notation.
ESGMK.PR.3.bK
Read simple melodic contour representations (e.g. roller coaster).
ESGMK.RE.1.aK
Distinguish between contrasts in music (e.g. pitch, duration, dynamics, tempo, timbre, form).
ESGMK.RE.1.bK
Describe music using appropriate vocabulary (e.g. high/low, loud/soft, fast/slow, long/short).
ESGMK.RE.1.cK
Identify basic classroom instruments by sight and sound.
ESGMK.RE.1.dK
Aurally distinguish between different voices (e.g. whisper, shout, talk, sing).
ESGMK.RE.2.aK
Evaluate music (e.g. learned, student-composed, improvised) and musical performances, by self and others, when given specific criteria.
ESGMK.RE.2.bK
Refine music and music performances by applying personal, peer, and teacher feedback.
ESGMK.RE.2.cK
Explain personal preferences for specific musical works using appropriate vocabulary.
ESGMK.RE.3.aK
Respond to contrasts and events in music with locomotor movement (e.g. walk, run, hop, jump, gallop, skip) and non-locomotor movement (e.g. bend, twist, stretch, turn).
ESGMK.RE.3.bK
Perform choreographed and non-choreographed movements.
ESP.CN.1.aK–5
Describe how music relates to fine arts and other disciplines.
ESP.CN.1.bK–5
Describe the characteristics of music from different cultures.
ESP.CN.1.cK–5
Identify distinguishing characteristics of repertoire representing various periods, composers, cultures, styles, and genres.
ESP.CR.1.aK–5
Improvise rhythmic patterns by clapping, singing, or playing a repeated note or chord.
ESP.CR.1.bK–5
Improvise a melody using scales (e.g. pentatonic, major, minor, blues).
ESP.CR.1.cK–5
Demonstrate a rhythmic or melodic ostinato.
ESP.CR.2.aK–5
Compose rhythmic exercises and short melodies using traditional and/or non-traditional notations, which incorporate dynamics.
ESP.CR.2.bK–5
Set a short poetic phrase and/or text to music.
ESP.PR.1.aK–5
Recognize characteristic playing position, posture, and fingering techniques.
ESP.PR.1.bK–5
Recognize skills through performance of musical literature (e.g. rehearsal procedures, steady tempo, rhythmic accuracy, dynamic expression, style).
ESP.PR.1.cK–5
Demonstrate all performance skills through performance of music literature at the appropriate level.
ESP.PR.2.aK–5
Utilize a counting system and pitch learning procedure to read music appropriate to ability.
ESP.PR.2.bK–5
Notate simple rhythms and melodies utilizing a dictation method.
ESP.PR.2.cK–5
Notate simple rhythms and melodies utilizing a dictation method.
ESP.PR.2.dK–5
Notate a simple musical composition.
ESP.PR.3.aK–5
Describe how pianists decide which pieces to learn and perform.
ESP.PR.3.bK–5
Student will point out characteristics of pieces being studied and performed (e.g. chords, melodies, context of composition).
ESP.RE.1.aK–5
Read about appropriate music based on skill level.
ESP.RE.1.bK–5
Listen to a musical recording or video in terms of form, voicing, and dynamic contrast.
ESP.RE.1.cK–5
Utilize writing skills to describe the elements of music, and the emotions and thoughts that music communicates.
ESP.RE.2.aK–5
Evaluate a piano performance using teacher-based criteria (e.g. attention to accuracy of correct notes, written or improvised, rhythm and dynamics).
ESP.RE.2.bK–5
Demonstrate practice strategies to refine a performance using teacher-based criteria.
ESP.RE.2.cK–5
Recognize and demonstrate context-appropriate performer and audience etiquette.
ESP.RE.2.dK–5
Explain how people from different backgrounds judge music and music performances.
MAAMK.CN.1.aK
With guidance, share ideas about the relationship between media arts music productions and/or projects and everyday life.
MAAMK.CN.1.bK
With guidance, begin building digital citizenship skills by interacting safely and appropriately with media arts tools and environments.
MAAMK.CN.2.aK
Use personal experiences to make choices when creating media arts music productions and/or projects.
MAAMK.CN.2.bK
Share memorable experiences of media arts music productions and/or projects.
MAAMK.CR.1.aK
Discover, explore, and share ideas for media arts music productions and/or projects through a variety of methods including, but not limited to, play and experimentation.
MAAMK.CR.2.aK
With guidance, use ideas to form plans or models for media arts music productions and/or projects.
MAAMK.CR.3.aK
With guidance, create, edit, and share media arts content for expression and meaning in media arts music productions and/or projects.
MAAMK.PR.1.aK
With guidance, combine art forms and media content (e.g. recording sound, film) to create media arts music productions and/or projects.
MAAMK.PR.2.aK
Explore basic artistic and technical skills (e.g. selecting and properly handling creation tools, making choices, cooperating) when creating media arts music productions and/or projects.
MAAMK.PR.2.bK
Identify and demonstrate creative skills (e.g. problem solving, performing) within media arts music productions and/or projects.
MAAMK.PR.3.aK
With guidance, identify and share how time and place affect the presentation of media arts music productions and/or projects.
MAAMK.PR.3.bK
With guidance, identify and share reactions to the presentation of media arts music productions and/or projects.
MAAMK.PR.3.cK
Title and sign finished media arts music productions and/or projects.
MAAMK.RE.1.aK
Recognize and share components and messages in media arts music productions and/or projects.
MAAMK.RE.1.bK
With guidance, identify how different media arts music productions and/or projects create different experiences.
MAAMK.RE.2.aK
With guidance, share observations regarding a variety of media arts music productions and/or projects.
MAAMK.RE.3.aK
Share thoughts about positive and negative qualities of a media arts music production and/or project.
ESGM1.CN.1.a1
Describe connections between music and the other fine arts.
ESGM1.CN.1.b1
Describe connections between music and disciplines outside the fine arts.
ESGM1.CN.2.a1
Perform and respond to music from various historical periods and cultures.
ESGM1.CN.2.b1
Describe how sounds and music are used in daily lives.
ESGM1.CN.2.c1
Demonstrate performance etiquette and appropriate audience behavior.
ESGM1.CR.1.a1
Improvise simple body percussion patterns.
ESGM1.CR.1.b1
Improvise using various sound sources (e.g. electronic sounds, found sounds, body percussion, classroom instruments).
ESGM1.CR.2.a1
Create sound effects to accompany songs, poems, and stories.
ESGM1.CR.2.b1
Create simple rhythmic patterns (e.g. quarter notes, quarter rests, barred eighth notes).
ESGM1.CR.2.c1
Vary the text for familiar melodies, chants, and poems.
ESGM1.CR.3.a1
With limited guidance, share a final version of personal musical work.
ESGM1.PR.1.a1
Sing accompanied and unaccompanied melodies in a limited range, using head voice.
ESGM1.PR.1.b1
Echo simple singing and speech patterns and perform call and response songs.
ESGM1.PR.1.c1
Sing multiple songs representing various genres, tonalities, meters, and cultures, including at least one song in a foreign language.
ESGM1.PR.2.a1
Echo simple rhythmic patterns with appropriate technique using body percussion and classroom instruments.
ESGM1.PR.2.b1
Perform steady beat and simple rhythmic patterns with appropriate technique using body percussion and classroom instruments.
ESGM1.PR.3.a1
Read, notate, and identify quarter notes, quarter rests, and barred eighth notes using iconic or standard notation.
ESGM1.PR.3.b1
Read contour representations and simple melodic patterns within a reduced staff.
ESGM1.RE.1.a1
Distinguish between contrasts in music (e.g. pitch, duration, dynamics, tempo, timbre, form).
ESGM1.RE.1.b1
Describe music using appropriate vocabulary (e.g. high/low, upward/downward, loud/soft, fast/slow, long/short, same/different).
ESGM1.RE.1.c1
Identify classroom and folk instruments by sight and sound.
ESGM1.RE.1.d1
Aurally distinguish between different voices (e.g. men, women, children).
ESGM1.RE.2.a1
Evaluate music (e.g. learned, student-composed, improvised) and musical performances, by self and others, when given specific criteria.
ESGM1.RE.2.b1
Refine music and music performances by applying personal, peer, and teacher feedback.
ESGM1.RE.2.c1
Explain personal preferences for specific musical works using appropriate vocabulary.
ESGM1.RE.3.a1
Respond to contrasts and events in music with locomotor movement (e.g. walk, run, hop, jump, gallop, skip) and non-locomotor movement (e.g. bend, twist, stretch, turn).
ESGM1.RE.3.b1
Perform choreographed and non-choreographed movements.
MAAM1.CN.1.a1
Explore and describe media arts music productions and/or projects in everyday life (e.g. popular media, connections with family and friends).
MAAM1.CN.1.b1
Build digital citizenship skills by interacting safely and appropriately with media arts tools and environments.
MAAM1.CN.2.a1
Use personal experiences, interests, and models when creating media arts music productions and/or projects.
MAAM1.CN.2.b1
Share meaningful experiences of media arts music productions and/or projects.
MAAM1.CR.1.a1
Express and share ideas for media arts music productions and/or projects through a variety of methods including, but not limited to, writing rhythms and improvising simple melodies.
MAAM1.CR.2.a1
With guidance, use and evaluate student-generated ideas to form plans and models for media arts music productions and/or projects.
MAAM1.CR.3.a1
Create and share media arts content for expression and meaning in media arts music productions and/or projects, utilizing discipline-specific elements and principles.
MAAM1.CR.3.b1
Begin to recognize the effects of the editing process on finished work.
MAAM1.PR.1.a1
With guidance, combine varied academic, fine arts, and media content in media arts music productions and/or projects.
MAAM1.PR.2.a1
Identify and explore basic artistic and technical skills (e.g. selecting and properly handling creation tools, making choices, cooperating) when creating media arts music productions and/or projects.
MAAM1.PR.2.b1
Identify and demonstrate creative skills (e.g. problem solving, performing) within media arts music productions and/or projects.
MAAM1.PR.3.a1
With guidance, discuss how time, place, and audience affect the presentation of media arts music productions and/or projects and perform a related task in presenting media arts music productions and/or projects.
MAAM1.PR.3.b1
With guidance, discuss the experience of presenting media arts music productions and/or projects.
MAAM1.PR.3.c1
Sign and title selected media arts music productions and/or projects and craft an appropriate artist statement.
MAAM1.RE.1.a1
With guidance, identify and describe components and messages in media arts music productions and/or projects.
MAAM1.RE.1.b1
With guidance, identify and describe how different media arts music productions and/or projects create different experiences.
MAAM1.RE.2.a1
Interpret the intent and meaning of a variety of media arts music productions and/or projects, expressing moods, feelings, themes, and/or ideas and using self-developed criteria incorporating specific elements and principles.
MAAM1.RE.3.a1
With guidance, identify meaning in a variety of media arts music productions and/or projects.
ESGM2.CN.1.a2
Describe connections between music and the other fine arts.
ESGM2.CN.1.b2
Describe connections between music and disciplines outside the fine arts.
ESGM2.CN.2.a2
Perform and respond to music from various historical periods and cultures.
ESGM2.CN.2.b2
Describe how sounds and music are used in daily lives.
ESGM2.CN.2.c2
Demonstrate performance etiquette and appropriate audience behavior.
ESGM2.CR.1.a2
Improvise simple rhythmic patterns using a variety of sound sources (e.g. electronic sounds, found sounds, body percussion, classroom instruments).
ESGM2.CR.1.b2
Improvise simple pentatonic melodies and accompaniments.
ESGM2.CR.2.a2
Create sound effects to accompany songs, poems, and stories.
ESGM2.CR.2.b2
Compose rhythmic patterns (e.g. quarter notes, quarter rests, barred eighth notes, half notes, half rests).
ESGM2.CR.2.c2
Arrange rhythmic patterns to create simple forms and instrumentation.
ESGM2.PR.1.a2
Sing accompanied and unaccompanied pentatonic melodies using head voice.
ESGM2.PR.1.b2
Sing with others (e.g. rounds, canons, game songs, and ostinato).
ESGM2.PR.1.c2
Sing multiple songs representing various genres, tonalities, meters, and cultures, including at least one song in a foreign language.
ESGM2.PR.2.a2
Perform steady beat and simple rhythmic patterns using body percussion and a variety of instruments with appropriate technique.
ESGM2.PR.2.b2
Perform simple body percussion and instrumental parts including ostinato while other students play or sing contrasting parts.
ESGM2.PR.2.c2
Perform simple melodic patterns using instruments with appropriate technique.
ESGM2.PR.3.a2
Read, notate, and identify quarter notes, quarter rests, barred eighth notes, half notes, and half rests using iconic or standard notation.
ESGM2.PR.3.b2
Read simple melodic patterns within a treble clef staff.
ESGM2.PR.3.c2
Read, notate, and identify standard symbols (e.g. repeat sign, bar line).
ESGM2.RE.1.a2
Distinguish between repeating and contrasting sections, phrases, and simple formal structures (e.g. AB, ABA).
ESGM2.RE.1.b2
Describe music using appropriate vocabulary (e.g. upward/downward, forte/piano, presto/largo, long/short), appropriate mood (e.g. happy/sad), and timbre adjectives (e.g. dark/bright, heavy/light).
ESGM2.RE.1.c2
Identify classroom, folk, and orchestral instruments by sight and sound.
ESGM2.RE.1.d2
Aurally distinguish between solo/ensemble, and accompanied/unaccompanied singing.
ESGM2.RE.2.a2
Evaluate music (e.g. learned, student-composed, improvised) and musical performances by themselves and others with given criteria.
ESGM2.RE.2.b2
Refine music performances by applying personal, peer, and teacher feedback.
ESGM2.RE.2.c2
Explain personal preferences for specific musical works using appropriate vocabulary.
ESGM2.RE.3.a2
Respond to contrasts and events in music with locomotor movement (e.g. walk, run, hop, jump, gallop, skip) and non-locomotor movement (e.g. bend, twist, stretch, turn).
ESGM2.RE.3.b2
Perform choreographed and non-choreographed movements.
ESGM2.RE.3.c2
Perform line and circle dances.
MAAM2.CN.1.a2
Discuss and explore how media arts music productions and/or projects and ideas relate to everyday and cultural life.
MAAM2.CN.1.b2
Build digital citizenship skills by interacting safely and appropriately with media arts tools and environments.
MAAM2.CN.2.a2
Use personal experiences, interests, and prior knowledge when creating media arts music productions and/or projects.
MAAM2.CN.2.b2
Discuss and share personal experiences related to media arts music productions and/or projects that include meaning and purpose.
MAAM2.CR.1.a2
Explore and share multiple ideas for media arts music productions and/or projects through a variety of methods including, but not limited to, brainstorming and improvising.
MAAM2.CR.2.a2
With guidance, use and evaluate student-generated ideas to create plans and models for media arts music productions and/or projects.
MAAM2.CR.3.a2
Create and organize content into unified media arts music productions and/or projects utilizing discipline-specific elements and principles.
MAAM2.CR.3.b2
Recognize the effect of the editing process on the final product.
MAAM2.PR.1.a2
Practice combining varied academic, fine arts, and media content into unified media arts music productions and/or projects.
MAAM2.PR.2.a2
Investigate basic artistic and technical skills (e.g. selection and proper handling of creation tools, making choices, cooperating) when creating media arts music productions and/or projects.
MAAM2.PR.2.b2
Identify and demonstrate use of creative thinking skills (e.g. playful practice, trial and error) within and through media arts music productions and/or projects.
MAAM2.PR.3.a2
Identify and describe how time, place, and audience affect the presentation of media arts music productions and/or projects and perform related tasks.
MAAM2.PR.3.b2
Identify, describe, and share the experience of presenting media arts music productions and/or projects.
MAAM2.PR.3.c2
Title and sign selected media arts music productions and/or projects and craft an artist statement.
MAAM2.RE.1.a2
Identify and describe the components and messages in media arts music productions and/or projects.
MAAM2.RE.1.b2
Identify and describe how different media arts music productions and/or projects create different experiences.
MAAM2.RE.2.a2
Consider context and identify purpose and meaning of various media arts music productions and/or projects.
MAAM2.RE.3.a2
Consider context and discuss thoughts about positive and negative qualities of media.
ESGM3.CN.1.a3
Describe connections between music and the other fine arts.
ESGM3.CN.1.b3
Describe connections between music and disciplines outside the fine arts.
ESGM3.CN.2.a3
Perform and respond to music from various historical periods and cultures.
ESGM3.CN.2.b3
Describe how sounds and music are used in daily lives.
ESGM3.CN.2.c3
Demonstrate performance etiquette and appropriate audience behavior.
ESGM3.CR.1.a3
Improvise rhythmic question and answer phrases using a variety of sound sources.
ESGM3.CR.1.b3
Improvise pentatonic melodies and accompaniments.
ESGM3.CR.2.a3
Create rhythmic and melodic motives to enhance literature.
ESGM3.CR.2.b3
Compose rhythmic patterns in simple meter (e.g. quarter notes, quarter rests, half notes, half rests, barred eighth notes, barred sixteenth notes).
ESGM3.CR.2.c3
Compose melodic patterns.
ESGM3.CR.2.d3
Arrange rhythmic patterns to create simple forms and instrumentation.
ESGM3.PR.1.a3
Sing accompanied and unaccompanied melodies within the range of an octave, using head voice.
ESGM3.PR.1.b3
Sing with others (e.g. rounds, game songs, ostinatos).
ESGM3.PR.1.c3
Sing multiple songs representing various genres, tonalities, meters, and cultures, including at least one song in a foreign language.
ESGM3.PR.2.a3
Perform rhythmic patterns with body percussion and a variety of instruments using appropriate technique.
ESGM3.PR.2.b3
Perform body percussion and instrumental parts, including ostinatos, while other students play or sing contrasting parts.
ESGM3.PR.2.c3
Perform melodic patterns, including pentatonic patterns, with instruments using appropriate technique.
ESGM3.PR.3.a3
Read, notate, and identify quarter notes, quarter rests, half notes, half rests, barred eighth notes, and barred sixteenth notes using iconic or standard notation in simple meter.
ESGM3.PR.3.b3
Read melodic patterns within a treble clef staff.
ESGM3.PR.3.c3
Read, notate, and identify standard symbols (e.g. repeat sign, bar line, double bar line, time signatures, crescendo/decrescendo).
ESGM3.RE.1.a3
Distinguish between repeating and contrasting sections, phrases, and simple formal structures (e.g. AB, ABA, rondo).
ESGM3.RE.1.b3
Describe music using appropriate vocabulary (e.g. upward/downward, forte/piano/mezzo, presto/largo/moderato, smooth/separated), intervals (e.g. step, skip, repeat, leap), timbre adjectives (e.g. dark/bright), and texture (e.g. thick/thin).
ESGM3.RE.1.c3
Identify and classify (e.g. families, ensembles) classroom, orchestral, and American folk instruments by sight and sound.
ESGM3.RE.1.d3
Aurally distinguish between solo/ensemble, and accompanied/unaccompanied singing.
ESGM3.RE.2.a3
With teacher’s guidance, collaborate to develop criteria for evaluation of music and music performances (e.g. learned, student-composed, improvised).
ESGM3.RE.2.b3
Use formal and/or informal criteria to evaluate music and musical performances by themselves and others.
ESGM3.RE.2.c3
Refine music performances by applying personal, peer, and teacher feedback.
ESGM3.RE.2.d3
Explain personal preferences for specific musical works using appropriate vocabulary.
ESGM3.RE.3.a3
Respond to contrasts and events in music with locomotor and non-locomotor movement.
ESGM3.RE.3.b3
Perform choreographed and non-choreographed movements.
ESGM3.RE.3.c3
Perform line and circle dances, including traditional folk dances.
MAAM3.CN.1.a3
Identify and build multimedia arts skills to address social, cultural, or societal issues while examining related careers, higher order thinking, problem-solving, creativity, personal beliefs, imagination, and lifelong learning opportunities in a local and global context.
MAAM3.CN.2.a3
Identify and demonstrate trends in the media arts to communicate cultural differences to connect people and places through values, purpose, interdisciplinary study, differing perspectives to increase innovation and the quality of work.
MAAM3.CN.2.b3
Interpret the use and impact of digital citizenship to include environments, technological contexts, copyright, plagiarism, citations, validating resources, and social media.
MAAM3.CR.1.a3
Develop and share multiple ideas for media arts music productions and/or projects using a variety of tools, methods, and/or materials.
MAAM3.CR.2.a3
Independently use and evaluate student-generated ideas to formulate plans for media arts music productions and/or projects.
MAAM3.CR.3.a3
Create, organize, and edit content into unified, meaningful media arts music productions and/or projects utilizing discipline-specific elements and principles.
MAAM3.PR.1.a3
Combine varied academic media content into unified media arts music productions and/or projects.
MAAM3.PR.2.a3
Develop basic artistic and technical skills (e.g. selecting and safely manipulating creation tools, making choices, collaborating) when creating media arts music productions and/or projects.
MAAM3.PR.2.b3
Examine fundamental creative and innovative strategies to develop solutions within and through media arts music productions and/or projects.
MAAM3.PR.3.a3
Design, evaluate, and refine presentation and distribution of multiple formats/contexts of media arts music productions and/or projects considering the impact on personal growth and meaning.
MAAM3.PR.3.b3
Analyze why and how an exhibition or production may influence ideas, beliefs, and experiences.
MAAM3.RE.1.a3
Identify and describe how messages are created through the components of a media arts music productions and/or projects.
MAAM3.RE.1.b3
Recognize and share how meaning and style in media arts music productions and/or projects affect audience experience.
MAAM3.RE.2.a3
Identify and discuss the purpose and meaning of various media arts music productions and/or projects considering the context in which they were made.
MAAM3.RE.3.a3
Analyze and interpret media arts music productions and/or projects through thoughtful discussion or written response, considering themes, ideas, mood/feeling, context, and artistic goals based on input from the critique process.
ESGM4.CN.1.a4
Discuss connections between music and the other fine arts.
ESGM4.CN.1.b4
Discuss connections between music and disciplines outside the fine arts.
ESGM4.CN.2.a4
Perform and respond to music from various historical periods and cultures.
ESGM4.CN.2.b4
Discuss how sounds and music are used in daily lives.
ESGM4.CN.2.c4
Describe and demonstrate performance etiquette and appropriate audience behavior.
ESGM4.CR.1.a4
Improvise rhythmic question and answer phrases using a variety of sound sources.
ESGM4.CR.1.b4
Improvise pentatonic melodies and accompaniments.
ESGM4.CR.2.a4
Create rhythmic and melodic motives to enhance literature.
ESGM4.CR.2.b4
Compose rhythmic patterns in simple meter (e.g. quarter notes, quarter rests, barred eighth notes, half notes, half rests, dotted half notes, sixteenth notes, whole notes, whole rests).
ESGM4.CR.2.c4
Compose melodic patterns.
ESGM4.CR.2.d4
Arrange rhythmic patterns to create simple forms and instrumentation.
ESGM4.PR.1.a4
Sing accompanied and unaccompanied melodies within an appropriate range using head voice.
ESGM4.PR.1.b4
Sing with others (e.g. rounds, canons, game songs, partner songs, and ostinato).
ESGM4.PR.1.c4
Sing multiple songs representing various genres, tonalities, meters, and cultures, including at least one song in a foreign language.
ESGM4.PR.1.d4
Sing expressively, following the cues of a conductor.
ESGM4.PR.2.a4
Perform rhythmic patterns with body percussion and a variety of instruments using appropriate technique.
ESGM4.PR.2.b4
Perform body percussion and instrumental parts, including ostinatos, while other students play or sing contrasting parts.
ESGM4.PR.2.c4
Perform simple major/minor melodic patterns with appropriate technique.
ESGM4.PR.2.d4
Perform multiple songs representing various genres, tonalities, meters, and cultures.
ESGM4.PR.2.e4
Perform instrumental parts expressively, following the cues of a conductor.
ESGM4.PR.3.a4
Read, notate, and identify, in various meters, iconic or standard notation (e.g. quarter notes, quarter rests, barred eighth notes, half notes, half rests, dotted half notes, barred sixteenth notes, whole notes, whole rests).
ESGM4.PR.3.b4
Read and notate melodic patterns within a treble clef staff.
ESGM4.PR.3.c4
Read, notate, and identify standard symbols (e.g. repeat sign, bar line, double bar line, 1st and 2nd endings, coda, time signatures, accent mark, crescendo/decrescendo).
ESGM4.RE.1.a4
Distinguish between repeating and contrasting sections, phrases, and formal structures (e.g. AB, ABA, verse/refrain, rondo, introduction, coda).
ESGM4.RE.1.b4
Describe music using appropriate vocabulary (e.g. fortissimo/pianissimo, presto/largo/moderato/allegro/adagio, legato/staccato, major/minor), intervals (e.g. step, skip, repeat, leap), timbre adjectives (e.g. dark/bright), and texture adjectives (e.g. thick/thin).
ESGM4.RE.1.c4
Identify and classify (e.g. families, ensembles) classroom, orchestral, American folk, and world instruments by sight and sound.
ESGM4.RE.1.d4
Aurally distinguish between various ensembles.
ESGM4.RE.1.e4
Aurally distinguish between soprano, alto, tenor, and bass instruments and voices.
ESGM4.RE.1.f4
Aurally identify tonal center.
ESGM4.RE.2.a4
Use teacher-provided and collaboratively developed criteria for evaluation of music and music performances (e.g. learned, student-composed, improvised).
ESGM4.RE.2.b4
Use formal and/or informal criteria to evaluate music and musical performances by themselves and others.
ESGM4.RE.2.c4
Refine music performances by applying personal, peer, and teacher feedback.
ESGM4.RE.2.d4
Explain personal preferences for specific musical works using appropriate vocabulary.
ESGM4.RE.3.a4
Respond to contrasts and events in music with locomotor and non-locomotor movement.
ESGM4.RE.3.b4
Perform choreographed and non-choreographed movements.
ESGM4.RE.3.c4
Perform line and circle dances, including traditional folk dances.
MAAM4.CN.1.a4
Identify and build media arts skills to address social, cultural, or societal issues while examining related careers, higher order thinking, problem-solving, creativity, personal beliefs, imagination, and lifelong learning opportunities in a local and global context.
MAAM4.CN.2.a4
Identify and demonstrate trends in the media arts to communicate cultural differences to connect people and places through values, purpose, interdisciplinary study, differing perspectives to increase innovation and the quality of work.
MAAM4.CN.2.b4
Interpret the use and impact of digital citizenship to include environments, technological contexts, copyright, plagiarism, citations, resource validation, and social media.
MAAM4.CR.1.a4
Identify and develop ideas, goals, and solutions for original media arts music productions and/or projects through authentic engagement focused on creative processes through divergent thinking and open-ended inquiry.
MAAM4.CR.2.a4
Structure and critique ideas, plans, prototypes, and processes for media arts music productions and/or projects, considering artistic intent, resources, presentation context, and associated elements and principles.
MAAM4.CR.3.a4
Understand and apply a variety of media arts processes to produce increasingly complex media arts music productions and/or projects that communicate personal choice.
MAAM4.CR.3.b4
Increase technical skill using a range of elements and principles.
MAAM4.CR.3.c4
Refine and modify media arts music productions and/or projects, improving technical quality and intentionally accentuating selected expressive and stylistic elements to reflect an understanding of purpose, tone, mood, audience, and place.
MAAM4.PR.1.a4
Synthesize multiple contents and forms into unified media arts music productions and/or projects that convey a strong theme and personal voice.
MAAM4.PR.2.a4
Exhibit an increasing set of artistic, design, and technical skills through performing various roles in producing media arts music productions and/or projects through creative problem- solving, collaborative communication, and organization.
MAAM4.PR.2.b4
Demonstrate creativity, exploratory process, and adaptability using innovative tools and techniques in revising and developing solutions to achieve an assigned purpose in constructing media arts music productions and/or projects.
MAAM4.PR.3.a4
Design, evaluate, and refine presentation and distribution of multiple formats/contexts of media arts music productions and/or projects considering the impact on personal growth and meaning.
MAAM4.PR.3.b4
Analyze why and how an exhibition or production may influence ideas, beliefs, and experiences.
MAAM4.RE.1.a4
Identify, describe, and analyze methods, various styles, message, and meaning with intent to develop and organize own ideas, resolve specific audio and music problems, and create media arts music productions and/or projects to manage audience experience.
MAAM4.RE.2.a4
Interpret the intent and meanings of a variety of media arts music productions and/or projects, focusing on intentions, forms, and various contexts, by incorporating specific elements and principles.
MAAM4.RE.3.a4
Analyze and interpret media arts music productions and/or projects through thoughtful discussion or written response, considering themes, ideas, mood/feeling, context, and artistic goals, based on input from the critique process.
ESGM5.CN.1.a5
Discuss connections between music and the other fine arts.
ESGM5.CN.1.b5
Discuss connections between music and disciplines outside the fine arts.
ESGM5.CN.1.c5
Describe various career paths in music.
ESGM5.CN.2.a5
Perform and respond to music from various historical periods and cultures.
ESGM5.CN.2.b5
Discuss how sounds and music are used in daily lives.
ESGM5.CN.2.c5
Describe and demonstrate performance etiquette and appropriate audience behavior.
ESGM5.CR.1.a5
Improvise melodies and accompaniments.
ESGM5.CR.2.a5
Create rhythmic and melodic motives to enhance literature.
ESGM5.CR.2.b5
Compose music (with or without text) within an octave scale in simple meter (e.g. quarter notes, quarter rests, barred eighth notes, half notes, half rests, dotted half notes, barred sixteenth notes, whole notes, whole rests, dotted quarter notes, single eighth notes, eighth rests, triplets).
ESGM5.CR.2.c5
Arrange rhythmic patterns to create simple forms, instrumentation, and various styles.
ESGM5.PR.1.a5
Sing accompanied and unaccompanied melodies within an appropriate range using head voice.
ESGM5.PR.1.b5
Sing with others (e.g. rounds, canons, game songs, partner songs, ostinatos).
ESGM5.PR.1.c5
Sing multiple songs representing various genres, tonalities, meters, and cultures, including at least one song in a foreign language.
ESGM5.PR.1.d5
Sing expressively, following the cues of a conductor.
ESGM5.PR.2.a5
Perform rhythmic patterns with body percussion and a variety of instruments using appropriate technique.
ESGM5.PR.2.b5
Perform simple major/minor melodic patterns with appropriate technique.
ESGM5.PR.2.c5
Perform body percussion and instrumental parts, including ostinatos, while other students play or sing contrasting parts.
ESGM5.PR.2.d5
Perform multiple songs representing various genres, tonalities, meters, and cultures.
ESGM5.PR.2.e5
Perform instrumental parts expressively, following the cues of a conductor.
ESGM5.PR.3.a5
Read, notate, and identify, in various meters, iconic, and standard notation (e.g. quarter notes, quarter rests, barred eighth notes, half notes, half rests, dotted half notes, barred sixteenth notes, whole notes, whole rests, dotted quarter notes, single eighth notes, eighth rests, triplets).
ESGM5.PR.3.b5
Read and notate melodic patterns within a treble clef staff.
ESGM5.PR.3.c5
Read, notate, and identify standard symbols (e.g. repeat sign, bar line, double bar line, time signatures, crescendo/decrescendo, 1st and 2nd endings, coda, accent mark, accelerando/ritardando, sharp/flat).
ESGM5.RE.1.a5
Distinguish between repeating and contrasting sections, phrases, and formal structures (e.g. AB, ABA, verse/refrain, rondo, introduction, coda, theme/variations).
ESGM5.RE.1.b5
Describe music using appropriate vocabulary (e.g. fortissimo/pianissimo, presto/largo/moderato/allegro/adagio, legato/staccato, major/minor), intervals (e.g. step, skip, repeat, leap), timbre adjectives (e.g. dark/bright), and texture (e.g. unison/harmony).
ESGM5.RE.1.c5
Identify and classify (e.g. families, ensembles) classroom, orchestral, American folk and world instruments by sight and sound.
ESGM5.RE.1.d5
Aurally distinguish between various ensembles.
ESGM5.RE.1.e5
Aurally distinguish between soprano, alto, tenor, and bass instruments and voices.
ESGM5.RE.1.f5
Aurally identify tonal center.
ESGM5.RE.2.a5
Use teacher-provided and collaboratively developed criteria for evaluation of music and music performances (e.g. learned, student composed, improvised).
ESGM5.RE.2.b5
Use formal and/or informal criteria to evaluate music and musical performances by themselves and others.
ESGM5.RE.2.c5
Refine music performances by applying personal, peer, and teacher feedback.
ESGM5.RE.2.d5
Explain personal preferences for specific musical works using appropriate vocabulary.
ESGM5.RE.3.a5
Respond to contrasts and events in music with locomotor and non-locomotor movement.
ESGM5.RE.3.b5
Perform choreographed and non-choreographed movements.
ESGM5.RE.3.c5
Perform line and circle dances, including traditional folk dances.
MAAM5.CN.1.a5
Identify and build media arts skills to address social, cultural, or societal issues while examining related careers, higher order thinking, problem-solving, creativity, personal beliefs, imagination, and lifelong learning opportunities in a local and global context.
MAAM5.CN.2.a5
Identify and demonstrate trends in the media arts to communicate cultural differences to connect people and places through values, purpose, interdisciplinary study, differing perspectives to increase innovation and the quality of work.
MAAM5.CN.2.b5
Interpret the use and impact of digital citizenship to include environments, technological contexts, copyright, plagiarism, citations, validating resources, and social media.
MAAM5.CR.1.a5
Identify and develop ideas, goals, and solutions for original media arts music productions and/or projects through authentic engagement focused on creative processes through divergent thinking and open-ended inquiry.
MAAM5.CR.2.a5
Structure and critique ideas, plans, prototypes, and processes for media arts music productions and/or projects, considering artistic intent, resources, presentation context, and associated elements and principles.
MAAM5.CR.3.a5
Understand and apply a variety of media arts processes to produce increasingly complex media arts music productions and/or projects, communicating personal choice and increased technical skill, using a range of elements and principles.
MAAM5.CR.3.b5
Refine and modify media arts music productions and/or projects, improving technical quality and intentionally accentuating selected expressive and stylistic elements to reflect an understanding of purpose, tone, mood, audience, and place.
MAAM5.PR.1.a5
Synthesize multiple contents and forms into unified media arts music productions and/or projects that convey a strong theme and personal voice.
MAAM5.PR.2.a5
Exhibit an increasing set of artistic, design, and technical skills through performing various roles in producing media arts music productions and/or projects through creative problem- solving, collaborative communication, and organization.
MAAM5.PR.2.b5
Demonstrate creativity, exploratory process, and adaptability using innovative tools and techniques in revising and developing solutions to achieve an assigned purpose in constructing media arts music productions and/or projects.
MAAM5.PR.3.a5
Design, evaluate, and refine presentation and distribution of multiple formats/contexts of media arts music productions and/or projects, considering the impact on personal growth and meaning.
MAAM5.PR.3.b5
Analyze why and how an exhibition and/or production may influence ideas, beliefs, and experiences.
MAAM5.RE.1.a5
Identify, describe, and analyze methods, various styles, message, and meaning with intent to develop and organize own ideas, resolve specific audio and music problems, and create media arts music productions and/or projects to manage audience experience.
MAAM5.RE.2.a5
Interpret the intent and meanings of a variety of media arts music productions and/or projects, focusing on intentions, forms, and various contexts, by incorporating specific elements and principles.
MAAM5.RE.3.a5
Analyze and interpret media arts music productions and/or projects through thoughtful discussion or written response, considering themes, ideas, mood/feeling, context and artistic goals, based on input from the critique process.
MAAM6.CN.1.a6
Access, evaluate, and use internal and external resources, such as knowledge, experiences, interests, and research, to create media arts music productions and/or projects.
MAAM6.CN.1.b6
Explain and show how media arts music productions and/or projects form new meanings for social, cultural, and historical events and experiences.
MAAM6.CN.2.a6
Research and show how media arts music productions and/or projects and ideas relate to career, personal, social, community, and cultural situations, such as personal identity, history, and entertainment.
MAAM6.CN.2.b6
Analyze and interact appropriately with media arts tools and environments, considering fair use and copyright ethics, and media literacy.
MAAM6.CR.1.a6
Brainstorm ideas for media arts music productions and/or projects with specific aesthetic or technical goals.
MAAM6.CR.1.b6
Formulate plans for media arts music productions and/or projects by practicing selected creative processes.
MAAM6.CR.2.a6
Develop and evaluate prototypes of media arts music productions and/or projects incorporating audio and music based aesthetic and technical goals.
MAAM6.CR.3.a6
Experiment with multiple approaches to create and refine content and components for determined purpose and meaning in media arts music productions and/or projects incorporating audio and music, utilizing a range of associated technical and aesthetic principles.
MAAM6.CR.3.b6
Appraise how elements and components can be altered for intentional effects and target audience, and refine media arts music productions and/or projects incorporating audio and music to reflect purpose, audience, and artistic voice.
MAAM6.PR.1.a6
Explore how integrating multiple contents, processes, and forms can support a central idea or theme in a media arts music production and/or project.
MAAM6.PR.2.a6
Develop a variety of artistic, design, technical, and collaborative skills through performing various roles in producing media arts music productions and/or projects (e.g. recording, sequencing, mixing, editing, personal choice, problem-solving).
MAAM6.PR.2.b6
Demonstrate creativity and adaptability using innovative tools and techniques in revising and developing solutions within media arts music productions and/or projects.
MAAM6.PR.3.a6
Evaluate and select various formats and mechanisms for distribution and presentation of media arts music productions and/or projects (e.g. media-sharing websites, personal blogs, streaming services, social media).
MAAM6.PR.3.b6
Analyze results from the distribution and presentation of media arts music productions and/or projects, and evaluate areas of improvement in choices of format and/or distribution mechanism.
MAAM6.RE.1.a6
Identify, describe, and analyze how messages are created by components in media arts music productions and/or projects.
MAAM6.RE.1.b6
Identify, describe, and analyze how various forms, methods, and styles in media arts music productions and/or projects manage audience experience.
MAAM6.RE.2.a6
Analyze and interpret the intent of a variety of media arts music productions and/or projects using given criteria.
MAAM6.RE.3.a6
Develop and apply criteria to evaluate various media arts music production processes, considering context by providing respectful and constructive criticism to peers in informal and/or formal class critiques.
MSAB.CN.1.a6
Analyze similarities and differences in the contextual meaning of common terms used in music, art, dance, and drama.
MSAB.CN.1.b6
Develop a thorough knowledge through performance of repertoire representing diverse cultures, historical periods, or styles at the highest level of music performance.
MSAB.CR.1.a6
Improvise, compose, and perform rhythmic patterns (e.g. clapping, singing, playing an instrument).
MSAB.CR.1.b6
Improvise, compose, and perform a melody and/or variation of a melody (e.g. using a five-note diatonic, pentatonic, or blues scale) using traditional notations which incorporate use of dynamics.
MSAB.CR.1.c6
Refine improvised or composed pieces using student-created criteria.
MSAB.PR.1.a6
Sing to reinforce fundamentals of tone production.
MSAB.PR.1.b6
Sing to develop the ability to match major, minor, and perfect intervals.
MSAB.PR.1.c6
Sing to reinforce breathing, use of the air stream, and quality of sound.
MSAB.PR.1.d6
Vocalize rhythms through counting and sing diatonic melodies in advanced literature.
MSAB.PR.2.a6
Demonstrate characteristic tone quality utilizing playing technique (e.g. proper embouchure, playing position, posture, breathing techniques, articulation, vibrato, when appropriate>, appropriate percussion technique).
MSAB.PR.2.b6
Demonstrate proper warm-up techniques (e.g. long tones, lip slurs, chorales, major scales, chromatic scale, technical exercises).
MSAB.PR.2.c6
Demonstrate ensemble skills through performance of musical literature (e.g. dynamic expression, style, blend and balance, steady tempo, rhythmic accuracy, intonation, rehearsal etiquette).
MSAB.PR.2.d6
Develop a strong understanding of the complex and compound rhythms, multi-meter time signatures, and simple ornamentation through literature which is stylistically representative of the period or genre of the music studied.
MSAB.PR.2.e6
Respond to the cues of the conductor with appropriate dynamics, phrasing, and interpretation.
MSAB.PR.2.f6
Demonstrate all ensemble skills through sight-reading performance of music literature at the appropriate level.
MSAB.PR.3.a6
Apply an understanding of the compound and complex counting systems to read music at the advanced middle school level.
MSAB.PR.3.b6
Incorporate standard notations and non-traditional symbols for pitch, rhythm, dynamics, tempo, articulation, and expression into individual and ensemble performances.
MSAB.PR.3.c6
Analyze compositional elements (e.g. musical terms, key signatures, tonality and form) in the study of music.
MSAB.RE.1.a6
Read, write, and/or analyze rhythmic patterns in compound meters demonstrating an advanced level of technical facility and precision.
MSAB.RE.1.b6
Demonstrate, through performance, knowledge of the pitch tendencies of the individual instrument by listening, analyzing, and making the appropriate modifications.
MSAB.RE.1.c6
Tune instrument without the use of a tuner or electronic device, and maintain relative intonation in a two-octave register.
MSAB.RE.1.d6
Describe appropriate pitch modifications based on harmonic responsibilities within the ensemble.
MSAB.RE.2.a6
Assess musical elements (e.g. tone, intonation, blend, balance, melody, harmony, rhythm, timbre) in instrumental music (recorded or live) using terminology being studied.
MSAB.RE.2.b6
Distinguish the factors which are used to evaluate the effectiveness of a performance.
MSAB.RE.2.c6
Analyze and evaluate specific musical works and styles heard through recorded or live performance using appropriate terminology.
MSAB.RE.2.d6
Critique the integrity of a performance based on concert etiquette, the characteristic style of the genre, composer’s intent, interpretation, musical technique, and aesthetic value of the performance.
MSAC.CN.1.a6
Discuss how music relates to personal development and enjoyment of life.
MSAC.CN.1.b6
Discuss how a musician’s interests, knowledge, and skills determine how they create, perform and respond to music.
MSAC.CN.1.c6
Demonstrate literacy skills through reading and discussing musical settings of varied literature.
MSAC.CN.2.a6
Analyze historical and cultural characteristics of a varied repertoire including how it relates to other art disciplines.
MSAC.CN.2.b6
Analyze stylistic characteristics of a varied repertoire including world music through vocal performance.
MSAC.CN.2.c6
Analyze historical period, composer, culture, and style of music presented in class.
MSAC.CN.2.d6
Discuss the relationship between music, world events, history, and culture.
MSAC.CN.2.e6
Discuss and apply appropriate audience etiquette and active listening in selected musical settings.
MSAC.CR.1.a6
Improvise rhythmic patterns in duple and triple meter and melodic patterns in major and minor tonality.
MSAC.CR.1.b6
Improvise variations of melodic phrases found in a varied repertoire of music.
MSAC.CR.1.c6
Create basic rhythmic and melodic accompaniments to support other elements of musical performance (e.g. ostinato, bass lines).
MSAC.CR.1.d6
Create physical movements for warm-ups and repertoire to distinguish various musical ideas.
MSAC.CR.1.e6
Arrange and perform existing songs by making creative decisions regarding tempo, dynamics, text, stress, and style, and justify those creative decisions.
MSAC.CR.1.f6
Set short poetic phrases and texts to music.
MSAC.CR.1.g6
Compose four-measure melodies in major and minor tonalities, duple and triple meters, within the range of an octave, incorporating intervals of a third, beginning and ending on tonic.
MSAC.CR.2.a6
Share improvised, composed, or arranged pieces.
MSAC.CR.2.b6
Refine improvised or composed pieces using student-created criteria.
MSAC.PR.1.a6
Utilize a rhythmic and melodic system to read and sing music appropriate to ability.
MSAC.PR.1.b6
Identify and describe music vocabulary and symbols representing tempo, meter, dynamics, articulation, and phrasing in context of repertoire.
MSAC.PR.1.c6
Notate rhythms and melodies from aural examples that demonstrate understanding of characteristics of repertoire, utilizing a dictation method.
MSAC.PR.1.d6
Read and notate music that demonstrates understanding of characteristics of repertoire, using available technology.
MSAC.PR.2.a6
Describe and explain appropriate singing posture and breathing techniques to support a clear and free tone.
MSAC.PR.2.b6
Describe vocal anatomy.
MSAC.PR.2.c6
Discuss aspects of vocal range and tone.
MSAC.PR.2.d6
Describe and explain aspects of vocal change, as reflected in physiological changes affecting range and tone.
MSAC.PR.2.e6
Demonstrate pure vowel sounds and articulate voiced and unvoiced consonants.
MSAC.PR.2.f6
Demonstrate aural skills which address technical challenges, including matching pitch, improving intonation, and singing with attention to ensemble balance and blend, in three or more parts.
MSAC.PR.3.a6
Demonstrate technical accuracy and expressive qualities in performance of a varied repertoire of music representing a diversity of cultures and styles.
MSAC.PR.3.b6
Demonstrate and respond to conducting patterns and gestures representing tempo, expression, and vocal technique.
MSAC.PR.3.c6
Sing selected music from memory for public performance at least twice per year.
MSAC.PR.3.d6
Exhibit appropriate rehearsal and performance etiquette.
MSAC.RE.1.a6
Analyze and describe components of a musical score (e.g. voicing, form, style, phrasing).
MSAC.RE.1.b6
Listen to and analyze the elements of a musical performance including form, voicing, and dynamic contrast.
MSAC.RE.1.c6
Discuss the emotions and thoughts that music conveys.
MSAC.RE.1.d6
Discuss how the basic elements of music, including mood, tempo, contrast, and repetition in selected examples (e.g. aural, written, performed) are important to a performance.
MSAC.RE.2.a6
Apply student-developed criteria to evaluate group music performances with attention to vocal technique, accuracy of pitch and rhythm, diction, and dynamics.
MSAC.RE.2.b6
Reflect on the nature of rehearsal and performance in music through discussion and writing.
MSAO.CN.1.a6
Assess the benefits of musical study as part of a well-rounded education.
MSAO.CN.1.b6
Analyze the ways in which other subjects relate to music.
MSAO.CN.2.a6
Analyze performance styles of music learned in class.
MSAO.CN.2.b6
Analyze the ways in which music performed in class relates to the culture and society of its time and other times.
MSAO.CR.1.a6
Improvise, compose, or arrange rhythmic patterns (e.g. clapping, singing, playing an instrument).
MSAO.CR.1.b6
Improvise, compose, or arrange a melody or variation of a melody.
MSAO.CR.1.c6
Share improvised, composed, or arranged pieces.
MSAO.CR.1.d6
Refine improvised or composed pieces using student-created criteria.
MSAO.PR.1.a6
Demonstrate the ability to match pitch and adjust intonation through playing and singing.
MSAO.PR.1.b6
Demonstrate an understanding of phrasing through performing simple melodies.
MSAO.PR.1.c6
Analyze characteristic tone production on a string instrument with relation to bow weight, bow speed, bow distribution and contact point.
MSAO.PR.1.d6
Demonstrate correct left hand position and finger placement, right hand position (bow hold), posture, instrument position, and bow placement while increasing the level of technical difficulty.
MSAO.PR.1.e6
Demonstrate basic vibrato.
MSAO.PR.1.f6
Exhibit the ability to accurately tune respective instrument.
MSAO.PR.1.g6
Demonstrate the ability to shift to advanced positions (Violin/Viola-III position, Cello- III and IV position, Bass ½-IV position).
MSAO.PR.1.h6
Produce a characteristic sound using legato, staccato, slurs, detached slur, accent, spiccato, hooked bowing, and pizzicato.
MSAO.PR.1.i6
Utilize correct finger patterns in performing scales and repertoire in the keys of D, G, C, A, F, Bb, and Eb and the minor keys of e, a, and d.
MSAO.PR.1.j6
Analyze individual and group roles within the ensemble relating to tone, tuning, balance, blend, dynamics, phrasing and tempo.
MSAO.PR.2.a6
Identify notes in the staff and on ledger lines of respective clef
MSAO.PR.2.b6
Read and notate notes within the following key signatures: D, G, C, A, F, Bb, and Eb and the minor keys e, a, and d.
MSAO.PR.2.c6
Read and notate rhythms, containing whole notes, half notes, quarter notes, eighth notes, dotted half notes, dotted quarter notes, dotted eighth notes, sixteenth notes and their corresponding rests, in the time signatures of 4/4, 3/4, 2/4, 6/8, alla breve and mixed meter.
MSAO.PR.2.d6
Recognize and execute symbols for dynamics, tempo, articulation, and expression as used in corresponding literature.
MSAO.PR.2.e6
Analyze sight-reading strategies and apply to appropriate pieces.
MSAO.RE.3.a6
Assess how the basic elements of music, including mood, tempo, contrast, and repetition in selected examples (e.g. aural, written, performed) impact a performance.)
MSAO.RE.3.b6
Analyze the difference between melody and accompaniment in given examples (e.g. aural, written, performed).
MSAO.RE.3.c6
Identify simple musical forms.
MSAO.RE.4.a6
Distinguish between correct and incorrect notes and intonation and demonstrate the ability to adjust accordingly.
MSAO.RE.4.b6
Evaluate the accuracy of rhythm and tempos for individual and ensemble playing.
MSAO.RE.4.c6
Using student-criteria, assess the quality of performance in tone, intonation, balance, dynamics, articulation, precision, style and rhythm.
MSAO.RE.4.d6
Critique recorded examples of music performed by the ensemble and other ensembles and assess suggestions for improvement.
MSAO.RE.4.e6
Evaluate ensemble performance recordings using the Georgia Music Educators Association Orchestra Performance Evaluation Rubric.
MSBB.CN.1.a6
Describe the relationship between music and other arts.
MSBB.CN.1.b6
Describe the relationship between music and other disciplines.
MSBB.CN.1.c6
Identify genres, styles, and composers within specific time periods.
MSBB.CN.1.d6
Describe the relationship between music and musicians, and society and culture.
MSBB.CR.1.a6
Improvise or compose rhythmic patterns (e.g. clapping, singing, playing an instrument).
MSBB.CR.1.b6
Improvise or compose a melody and/or variation of a melody (e.g. using a five-note diatonic, pentatonic, or blues scale).
MSBB.CR.1.c6
Refine improvised or composed pieces using teacher-created criteria.
MSBB.PR.1.a6
Sing to recognize fundamentals of tone production.
MSBB.PR.1.b6
Sing to match pitch.
MSBB.PR.2.a6
Analyze characteristic tone quality utilizing playing technique (e.g. proper embouchure, playing position, posture, breathing techniques, articulation, appropriate percussion technique).
MSBB.PR.2.b6
Demonstrate proper warm-up techniques (e.g. long tones, lip slurs, chorales, technical exercises).
MSBB.PR.2.c6
Recognize ensemble skills through performance of musical literature (e.g. rehearsal etiquette, dynamic expression, style, blend and balance, steady tempo, rhythmic accuracy, intonation).
MSBB.PR.2.d6
Respond to the cues of the conductor with appropriate dynamics, phrasing, and interpretation.
MSBB.PR.2.e6
Demonstrate all ensemble skills through sight-reading performance of music literature at the appropriate level.
MSBB.PR.3.a6
Identify and define standard notation symbols (e.g. pitch, rhythm, dynamics, tempo, articulation, expression).
MSBB.PR.3.b6
Define and describe the musical terms incorporated in the literature and identify key signatures.
MSBB.PR.3.c6
Demonstrate a steady beat, rhythms, and meters through a systematic counting procedure.
MSBB.RE.1.a6
Identify and describe compositional elements (e.g. techniques, meter, tempo, tonality, intervals, chords).
MSBB.RE.1.b6
Compare and contrast musical works based on genre and culture.
MSBB.RE.2.a6
Determine the criteria for a successful performance (e.g. compositions, arrangements, improvisations).
MSBB.RE.2.b6
Evaluate the quality and effectiveness of performances (e.g. compositions, arrangements, and improvisations).
MSBB.RE.2.c6
Compile a list of strengths and weaknesses in performances and suggest areas of improvement using self-reflection and peer feedback.
MSBB.RE.2.d6
Identify the interpretations in a band performance in relation to the expressive intent of the composer.
MSBB.RE.2.e6
Describe and demonstrate appropriate ensemble and audience etiquette for a performance.
MSBC.CN.1.a6
Discuss how music relates to personal development and enjoyment of life.
MSBC.CN.1.b6
Describe how a musician’s interests, knowledge, and skills determine how they create, perform, and respond to music.
MSBC.CN.2.a6
Identify historical and cultural characteristics of a varied repertoire, including world music.
MSBC.CN.2.b6
Demonstrate stylistic characteristics of a varied repertoire, including world music, through vocal performance.
MSBC.CN.2.c6
Identify the historical period, composer, culture, and style of music presented in class.
MSBC.CN.2.d6
Discuss the relationships between the music being studied and world events, history, and culture.
MSBC.CN.2.e6
Discuss and apply appropriate audience etiquette and active listening in selected musical settings.
MSBC.CR.1.a6
Improvise rhythmic patterns in duple meter and melodic patterns in major tonality.
MSBC.CR.1.b6
Create basic rhythmic and melodic accompaniments to support other elements of musical performance (e.g. ostinato, bass lines).
MSBC.CR.1.c6
Create physical movements for warm-ups and repertoire to distinguish various musical ideas.
MSBC.CR.1.d6
Set short poetic phrases and texts to music.
MSBC.CR.1.e6
Compose 4 measure melodies in major tonality and duple meter within the range of a fifth, beginning, and ending on tonic.
MSBC.CR.2.a6
Share improvised, composed, and/or arranged pieces.
MSBC.CR.2.b6
Refine improvised or composed pieces using teacher-created criteria.
MSBC.CR.3.b6
Share an original composition (e.g. notation, solo or group performance, technology) and demonstrate or describe how the elements of music have been employed.
MSBC.PR.1.a6
Utilize a rhythmic and melodic system to read and sing music appropriate to ability.
MSBC.PR.1.b6
Identify basic music vocabulary and symbols representing tempo, meter, dynamics, articulation, and phrasing.
MSBC.PR.1.c6
Notate simple rhythms and melodies from aural examples utilizing a dictation method.
MSBC.PR.1.d6
Read and notate music using available technology.
MSBC.PR.2.a6
Demonstrate appropriate singing posture and breathing techniques.
MSBC.PR.2.b6
Identify basic vocal anatomy.
MSBC.PR.2.c6
Identify aspects of vocal range and tone.
MSBC.PR.2.d6
Identify aspects of vocal change, as reflected in physiological changes affecting range and tone.
MSBC.PR.2.e6
Demonstrate pure vowel sounds and articulate voiced and unvoiced consonants.
MSBC.PR.2.f6
Utilize aural skills to match pitch, improve intonation, and sing with attention to ensemble balance and blend, in one or more vocal parts.
MSBC.PR.3.a6
Demonstrate technical accuracy and expressive qualities in performance, of a varied repertoire of music.
MSBC.PR.3.b6
Demonstrate and respond to basic conducting patterns and gestures representing tempo, expression, and vocal technique.
MSBC.PR.3.c6
Sing selected music from memory for public performance at least twice per year.
MSBC.PR.3.d6
Exhibit appropriate rehearsal and performance etiquette.
MSBC.RE.1.a6
Identify and describe components of a musical score (e.g. title, composer, vocal line, measure, system).
MSBC.RE.1.b6
Listen to and describe the elements of a musical performance, including form, voicing, and dynamic contrast.
MSBC.RE.1.c6
Describe the emotions and thoughts that music conveys.
MSBC.RE.1.d6
Discuss how the basic elements of music, including mood, tempo, contrast, and repetition in selected examples (e.g. aural, written, performed), are important to a performance.
MSBC.RE.2.a6
Using self-reflection and peer feedback, listen to and evaluate group music performances with attention to vocal technique, accuracy of pitch and rhythm, diction, and dynamics.
MSBC.RE.2.b6
Reflect on the nature of rehearsal and performance in music through discussion and writing.
MSBO.CN.1.a6
Explain the benefits of musical study as part of a well-rounded education.
MSBO.CN.1.b6
Discuss how other subjects relate to music.
MSBO.CN.2.a6
Identify and compare performance styles of music learned in class.
MSBO.CN.2.b6
Discuss how the music performed in class relates to the culture and society in which we live.
MSBO.CR.1.a6
Improvise, compose, or arrange rhythmic patterns (e.g. clapping, singing, playing an instrument).
MSBO.CR.1.b6
Improvise, compose, or arrange a melody or variation of a melody.
MSBO.CR.1.c6
Share improvised, composed, or arranged pieces.
MSBO.CR.1.d6
Use teacher-created criteria to refine improvised or composed pieces.
MSBO.PR.1.a6
Demonstrate the ability to match pitch and adjust intonation through playing and singing.
MSBO.PR.1.b6
Demonstrate an understanding of phrasing through performing simple melodies.
MSBO.PR.1.c6
Discuss and demonstrate characteristic tone production on a string instrument.
MSBO.PR.1.d6
Demonstrate correct left hand position and finger placement, right hand position (bow hold), posture, instrument position, and bow placement.
MSBO.PR.1.e6
Produce a characteristic sound using legato, staccato, slurs, detached slur, accent, and pizzicato.
MSBO.PR.1.f6
Utilize correct finger patterns in performing scales and repertoire in the keys of D, G, and C.
MSBO.PR.1.g6
Demonstrate awareness of individual and group roles within the ensemble relating to balance, blend, dynamics, phrasing, and tempo.
MSBO.PR.2.a6
Identify notes in the staff and on ledger lines of respective clef.
MSBO.PR.2.b6
Read and notate notes within key signatures D, G, and C.
MSBO.PR.2.c6
Read and notate rhythms (e.g. whole notes, half notes, quarter notes, eighth notes, dotted half notes and their corresponding rests) in the time signatures of 4/4, 3/4, and 2/4.
MSBO.PR.2.d6
Recognize basic symbols for dynamics, tempo, articulation, and expression as used in corresponding literature.
MSBO.RE.1.a6
Discuss how the basic elements of music, including mood, tempo, contrast, and repetition in selected examples (e.g. aural, written, performed) are important to a performance.
MSBO.RE.1.b6
Identify the difference between melody and accompaniment in given examples (e.g. aural, written, performed).
MSBO.RE.2.a6
Distinguish between correct and incorrect notes and intonation, and demonstrate the ability to adjust accordingly.
MSBO.RE.2.b6
Evaluate the accuracy of rhythm and tempos for individual and ensemble playing.
MSBO.RE.2.c6
Use teacher-based criteria to assess the quality of performance in tone, intonation, balance, dynamics, and rhythm.
MSBO.RE.2.d6
Use self-reflection and peer feedback to discuss ideas to improve the quality of a performance.
MSGM6.CN.1.a6
Compare two art forms and summarize their common characteristics (e.g. between a musical art and another type of performance art, visual art or literary art).
MSGM6.CN.1.b6
Recognize the interrelated principles between music and other subject areas.
MSGM6.CN.1.c6
Describe various career paths in music.
MSGM6.CN.2.a6
Identify distinguishing characteristics of representative music genres and styles from a variety of cultures.
MSGM6.CN.2.b6
Classify exemplary musical works by genre and style and recognize their identifying characteristics.
MSGM6.CN.2.c6
Compare music of two or more world cultures identifying function and role of the music, their musicians, and their respective performance conditions.
MSGM6.CN.2.d6
Demonstrate performance etiquette (e.g. stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, context, and style.
MSGM6.CR.1.a6
Improvise simple accompaniment (e.g. bass bordun/ostinato on Orff instruments, simple rhythms on unpitched percussion).
MSGM6.CR.1.b6
Improvise simple rhythmic and melodic variations.
MSGM6.CR.1.c6
Improvise short melodies with existing accompaniments consistent to given style, meter, and tonality.
MSGM6.CR.2.a6
Compose short pieces within specified guidelines.
MSGM6.CR.2.b6
Arrange simple pieces within specified guidelines (e.g. AB, ABA).
MSGM6.CR.2.c6
Use a variety of traditional and nontraditional sound sources and digital tools when composing and arranging.
MSGM6.PR.1.a6
Sing accurately with good breath control and attention to tone quality throughout the vocal range.
MSGM6.PR.1.b6
Sing with expression and technical accuracy in unison and simple harmonic settings.
MSGM6.PR.1.c6
Sing music of diverse genres and cultures, with appropriate representation of cultural style.
MSGM6.PR.2.a6
Perform on at least one instrument accurately and independently, alone or in a small or large ensemble, with appropriate posture, playing position, technique, and expression.
MSGM6.PR.2.b6
Play by ear simple rhythms, melodies, and harmonic accompaniments.
MSGM6.PR.2.c6
Perform music of diverse genres and cultures with appropriate representation of cultural style.
MSGM6.PR.3.a6
Identify and utilize standard notation symbols (e.g. pitch, rhythm, dynamics, form, tempo, articulation).
MSGM6.PR.3.b6
Read standard notation in various meters (e.g. whole, half, quarter, eighth, sixteenth, dotted rhythm, triplets, corresponding rests).
MSGM6.PR.3.c6
Sight read simple melodies in treble clef.
MSGM6.PR.3.d6
Recognize bass clef notation.
MSGM6.PR.3.e6
Use standard notation or digital software to record their musical ideas and the musical ideas of others.
MSGM6.RE.1.a6
Recognize and describe musical events in an aural example using appropriate musical terminology (e.g. AB, ABA, verse/refrain, rondo, introduction, coda, theme/variations, hi/low, upward/downward, forte/piano/mezzo/fortissimo/pianissimo, presto/largo/moderato/allegro/adagio, legato/staccato, major/minor, step, skip, repeat, leap, dark/bright, unison/harmony).
MSGM6.RE.1.b6
Aurally distinguish between various ensembles.
MSGM6.RE.1.c6
Aurally distinguish between soprano, alto, tenor, and bass instruments and voices.
MSGM6.RE.1.d6
Aurally identify tonal center.
MSGM6.RE.1.e6
Recognize characteristics of musical elements in music which represent diverse genres and cultures (e.g. special instruments, call-and-response, uses of music).
MSGM6.RE.2.a6
Use teacher-provided and collaboratively developed criteria for evaluation of music and music performances (e.g. learned, student-composed, improvised).
MSGM6.RE.2.b6
Use these criteria to assess the quality and effectiveness of their own and other’s performances, compositions, and arrangements, and to implement constructive suggestions for improvement.
MSGM6.RE.2.c6
Explain personal preferences for specific musical works using appropriate vocabulary.
MSGM6.RE.2.d6
Explore and compare various uses of music in daily experiences.
MSGP6.CN.1.a6
Explain how music connects and integrates multiple disciplines, social and historical contexts, and personal experiences.
MSGP6.CN.2.a6
Explore musical ideas and works with varied contexts to deepen understanding.
MSGP6.CN.2.b6
Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.
MSGP6.CN.2.c6
Explore various career paths in music.
MSGP6.CN.2.d6
Explore performances and genres of influential guitarists and musicians.
MSGP6.CR.1.a6
Generate musical ideas (e.g. melody, rhythm, harmony) for simple melodies and chordal accompaniments from a given range of pitches.
MSGP6.CR.1.b6
Improvise simple melodies.
MSGP6.CR.1.c6
Improvise simple harmonic accompaniments in a teacher provided key.
MSGP6.CR.2.a6
Select and develop musical ideas for defined purposes and contexts using a variety of media (e.g. standard and nonstandard notation, audio/visual recording).
MSGP6.CR.2.b6
Create simple guitar “riffs”, melodies, and strumming patterns in 4/4 time.
MSGP6.CR.2.c6
Apply teacher-created criteria to assess personal or peer composition and/or improvisation.
MSGP6.CR.2.d6
Share personal composition and/or improvisation.
MSGP6.PR.1.a6
Demonstrate foundational guitar performance skills.
MSGP6.PR.1.b6
Incorporate aural skills to match pitch and sing simple phrases.
MSGP6.PR.1.c6
Demonstrate correct playing posture (e.g. classical, folk, standing, crossed leg), hand position, and finger placement.
MSGP6.PR.1.d6
Produce a quality sound on single and multiple strings with fingerstyle and/or plectrum technique.
MSGP6.PR.26
Select and perform a varied repertoire of musical works using teacher- created criteria (e.g. skill level, artistic merit, personal interest).
MSGP6.PR.3.a6
Perform basic chord progressions (e.g. keys of G, A, D, C, and E).
MSGP6.PR.3.b6
Perform notes in first position.
MSGP6.PR.3.c6
Perform simple melodies.
MSGP6.PR.3.d6
Perform stylistic characteristics of a varied repertoire.
MSGP6.PR.4.a6
Demonstrate foundational reading skills.
MSGP6.PR.4.b6
Identify notes (e.g. fretboard diagrams, standard and/or tablature notation).
MSGP6.PR.4.c6
Read, notate, and perform notes in first position and basic rhythm guitar (e.g. keys of G, A, D, C, and E).
MSGP6.PR.4.d6
Identify and demonstrate basic dynamics, tempo, articulation, and expression markings.
MSGP6.RE.1.a6
Analyze how the structure and context of varied musical works inform the response (e.g. identifying verse/chorus/bridge, AB, ABA).
MSGP6.RE.2.a6
Interpret and convey the intent and meaning of musical selections (e.g. meter, rhythm, tonality, phrasing, style, instrumentation) that reflect the expressive intent of the creator or performer.
MSGP6.RE.2.b6
Individually assess solo and ensemble performances using teacher-created criteria (e.g. importance of roles, accuracy of rhythm and notes, ensemble, balance, precision, audience expectations).
MSGT6.CN.1.a6
Explain how music connects and integrates multiple disciplines, social and historical contexts, and personal experiences.
MSGT6.CN.2.a6
Explore musical ideas and works with varied contexts to deepen understanding.
MSGT6.CN.2.b6
Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.
MSGT6.CN.2.c6
Explore various career paths in music.
MSGT6.CN.2.d6
Explore performances and genres of influential guitarists and musicians.
MSGT6.CR.1.a6
Generate musical ideas (e.g. melody, rhythm, harmony) for simple melodies and chordal accompaniments from a given range of pitches.
MSGT6.CR.1.b6
Improvise simple melodies.
MSGT6.CR.1.c6
Improvise simple harmonic accompaniments in a teacher provided key.
MSGT6.CR.2.a6
Select and develop musical ideas for defined purposes and contexts using a variety of media (e.g. standard and nonstandard notation, audio/visual recording).
MSGT6.CR.2.b6
Create simple guitar “riffs”, melodies, and strumming patterns in 4/4 time.
MSGT6.CR.2.c6
Apply teacher-created criteria to assess personal or peer composition and/or improvisation.
MSGT6.CR.2.d6
Share personal composition and/or improvisation.
MSGT6.PR.1.a6
Demonstrate foundational guitar performance skills.
MSGT6.PR.1.b6
Incorporate aural skills to match pitch and sing simple phrases.
MSGT6.PR.1.c6
Demonstrate correct playing posture (e.g. classical, folk, standing, crossed leg), hand position, and finger placement.
MSGT6.PR.1.d6
Produce a quality sound on single and multiple strings with fingerstyle and/or plectrum technique.
MSGT6.PR.26
Select and perform a varied repertoire of musical works using teacher- created criteria (e.g. skill level, artistic merit, personal interest).
MSGT6.PR.3.a6
Perform basic chord progressions (e.g., keys of G, A, D, C, and E).
MSGT6.PR.3.b6
Perform notes in first position.
MSGT6.PR.3.c6
Perform simple melodies.
MSGT6.PR.3.d6
Perform stylistic characteristics of a varied repertoire.
MSGT6.PR.4.a6
Demonstrate foundational reading skills.
MSGT6.PR.4.b6
Identify notes (e.g. fretboard diagrams, standard and/or tablature notation).
MSGT6.PR.4.c6
Read, notate, and perform notes in first position and basic rhythm guitar (e.g. keys of G, A, D, C, and E).
MSGT6.PR.4.d6
Identify and demonstrate basic dynamics, tempo, articulation, and expression markings.
MSGT6.RE.1.a6
Interpret and convey the intent and meaning of musical selections (e.g. meter, rhythm, tonality, phrasing, style, instrumentation) that reflect the expressive intent of the creator or performer.
MSGT6.RE.1.b6
Individually assess solo and ensemble performances using teacher-created criteria (e.g. importance of roles, accuracy of rhythm and notes, ensemble, balance, precision, audience expectations).
MSIB.CN.1.a6
Discuss the relationship between music and other arts.
MSIB.CN.1.b6
Discuss the relationship between music and other disciplines.
MSIB.CN.1.c6
Discuss genres, styles, and composers within specific time periods.
MSIB.CN.1.d6
Discuss the relationship between music and musicians, society, and culture.
MSIB.CR.1.a6
Improvise or compose rhythmic patterns (e.g. clapping, singing, playing an instrument).
MSIB.CR.1.b6
Improvise or compose a melody and/or variation of a melody (e.g. using a five-note diatonic, pentatonic, or blues scale).
MSIB.CR.1.c6
Compose rhythmic exercises and short melodies using traditional notations which incorporate use of dynamics.
MSIB.CR.1.d6
Refine improvised or composed pieces using student or teacher-created criteria.
MSIB.PR.1.a6
Sing to recognize fundamentals of tone production.
MSIB.PR.1.b6
Sing to match pitch.
MSIB.PR.1.c6
Sing to reinforce breathing, use of the air stream.
MSIB.PR.2.a6
Demonstrate characteristic tone quality utilizing playing technique (e.g. proper embouchure, playing position, posture, breathing techniques, articulation, appropriate percussion technique).
MSIB.PR.2.b6
Demonstrate proper warm-up techniques (e.g. long tones, lip slurs, chorales, major scales, chromatic scale, technical exercises).
MSIB.PR.2.c6
Demonstrate ensemble skills through performance of musical literature (e.g. dynamic expression, style, blend and balance, steady tempo, rhythmic accuracy, intonation, rehearsal etiquette).
MSIB.PR.2.d6
Respond to the cues of the conductor with appropriate dynamics, phrasing, and interpretation.
MSIB.PR.2.e6
Demonstrate all ensemble skills through sight-reading performance of music literature at the appropriate level.
MSIB.PR.3.a6
Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, expression, key signatures.
MSIB.PR.3.b6
Interpret the musical terms incorporated in the literature.
MSIB.PR.3.c6
Demonstrate an understanding of simple and compound meters and rhythmic patterns through a systematic counting procedure.
MSIB.RE.1.a6
Relate the use of compositional devices (e.g. techniques, meter, tempo, tonality, intervals, chords) to the interpretation of music for listening and for performance.
MSIB.RE.1.b6
Distinguish characteristics of a specific work based on genre and/or culture.
MSIB.RE.1.c6
Tune instrument with a tuner (e.g. electronic device) for the appropriate range of the instrument.
MSIB.RE.2.a6
Identify music literature and band performance of both superior and poor quality and distinguish the factors which are used to classify them as such.
MSIB.RE.2.b6
Compile a list of strengths and weaknesses in performances and suggest strategies for improvement.
MSIB.RE.2.c6
Identify and discuss the interpretations in a band performance in relation to the expressive intent of the composer.
MSIB.RE.2.d6
Describe and demonstrate appropriate ensemble and audience etiquette for a performance.
MSIC.CN.1.a6
Discuss how music relates to personal development and enjoyment of life.
MSIC.CN.1.b6
Discuss how a musician’s interests, knowledge, and skills determine how they create, perform, and respond to music.
MSIC.CN.1.c6
Demonstrate literacy skills through reading and discussing musical settings of varied literature.
MSIC.CN.2.a6
Discuss historical and cultural characteristics of a varied repertoire including how it relates to other art disciplines.
MSIC.CN.2.b6
Describe and demonstrate stylistic characteristics of a varied repertoire, including world music, through vocal performance.
MSIC.CN.2.c6
Identify the historical period, composer, culture, and style of music presented in class.
MSIC.CN.2.d6
Discuss the relationship between the music being studied and world events, history, and culture.
MSIC.CN.2.e6
Discuss and apply appropriate audience etiquette and active listening in selected musical settings.
MSIC.CR.1.a6
Improvise rhythmic patterns in duple and triple meter, and melodic patterns in major and minor tonality.
MSIC.CR.1.b6
Create basic rhythmic and melodic accompaniments to support other elements of musical performance (e.g. ostinato, bass lines).
MSIC.CR.1.c6
Create physical movements for warm-ups and repertoire to distinguish various musical ideas
MSIC.CR.1.d6
Arrange and perform existing songs by making creative decisions regarding tempo and dynamics, and explain those creative decisions.
MSIC.CR.1.e6
Set short poetic phrases and texts to music.
MSIC.CR.1.f6
Compose four measure melodies in major and minor tonalities, duple and triple meters, within the range of a fifth, beginning, and ending on tonic.
MSIC.CR.2.a6
Share improvised, composed, and/or arranged pieces.
MSIC.CR.2.b6
Refine improvised or composed pieces using teacher- or student-created criteria.
MSIC.PR.1.a6
Utilize a rhythmic and melodic system to read and sing music appropriate to ability.
MSIC.PR.1.b6
Identify and describe music vocabulary and symbols representing tempo, meter, dynamics, articulation, and phrasing.
MSIC.PR.1.c6
Notate rhythms and melodies from aural examples utilizing a dictation method.
MSIC.PR.1.d6
Read and notate music using available technology.
MSIC.PR.2.a6
Demonstrate appropriate singing posture and breathing techniques.
MSIC.PR.2.b6
Identify vocal anatomy.
MSIC.PR.2.c6
Identify aspects of vocal range and tone.
MSIC.PR.2.d6
Identify aspects of vocal changes, as reflected in physiological changes affecting range and tone.
MSIC.PR.2.e6
Demonstrate pure vowel sounds, and articulate voiced and unvoiced consonants.
MSIC.PR.2.f6
Utilize aural skills to match pitch, improve intonation, and sing with attention to ensemble balance and blend, in two or more vocal parts.
MSIC.PR.3.a6
Demonstrate technical accuracy and expressive qualities in performance of a varied repertoire of music representing a diversity of cultures and styles.
MSIC.PR.3.b6
Demonstrate and respond to conducting patterns and gestures representing tempo, expression, and vocal technique.
MSIC.PR.3.c6
Sing selected music from memory for public performance at least twice per year.
MSIC.PR.3.d6
Exhibit appropriate rehearsal and performance etiquette.
MSIC.RE.1.a6
Explain and describe components of a musical score (e.g. title, composer, vocal line, measure, system).
MSIC.RE.1.b6
Listen to and describe the elements of a musical performance including form, voicing, and dynamic contrast.
MSIC.RE.1.c6
Discuss the emotions and thoughts that music conveys.
MSIC.RE.1.d6
Discuss how the basic elements of music, including mood, tempo, contrast, and repetition in selected examples (e.g. aural, written, performed) are important to a performance.
MSIC.RE.2.a6
Develop strategies to evaluate and improve group music performances with attention to vocal technique, accuracy of pitch and rhythm, diction, and dynamics.
MSIC.RE.2.b6
Reflect on the nature of rehearsal and performance in music through discussion and writing.
MSIO.CN.1.a6
Discuss and describe the benefits of musical study as part of a well-rounded education.
MSIO.CN.1.b6
Discuss how other subjects relate to music.
MSIO.CN.2.a6
Discuss and describe performance styles of music learned in class.
MSIO.CN.2.b6
Discuss how the music performed in class relates to the culture and society in which we live.
MSIO.CR.1.a6
Improvise, compose, or arrange rhythmic patterns (e.g. clapping, singing, playing an instrument).
MSIO.CR.1.b6
Improvise, compose, or arrange a melody or variation of a melody.
MSIO.CR.1.c6
Share improvised, composed, or arranged pieces.
MSIO.CR.1.d6
Use teacher or student-created criteria to refine improvised or composed pieces.
MSIO.PR.1.a6
Demonstrate the ability to match pitch and adjust intonation through playing and singing.
MSIO.PR.1.b6
Demonstrate an understanding of phrasing through performing simple melodies.
MSIO.PR.1.c6
Discuss and demonstrate characteristic tone production on a string instrument in relation to bow weight, bow speed, bow distribution and contact point.
MSIO.PR.1.d6
Demonstrate correct left hand position and finger placement, right hand position (bow hold), posture, instrument position, and bow placement while increasing the level of technical difficulty.
MSIO.PR.1.e6
Demonstrate vibrato readiness skills through shifting exercises.
MSIO.PR.1.f6
Produce a characteristic sound using legato, staccato, slurs, detached slur, accent, spiccato, hooked bowing, and pizzicato.
MSIO.PR.1.g6
Utilize correct finger patterns in performing scales and repertoire in the keys of D, G, C, A, F and Bb, and introduce minor keys through varied musical selections.
MSIO.PR.1.h6
Demonstrate awareness of individual and group roles within the ensemble relating to tone, tuning, balance, blend, dynamics, phrasing and tempo.
MSIO.PR.2.a6
Identify notes in the staff and on ledger lines of respective clef.
MSIO.PR.2.b6
Read and notate notes within the following key signatures: D, G, C, A, F, and Bb.
MSIO.PR.2.c6
Read and notate rhythms (e.g. whole notes, half notes, quarter notes, eighth notes, dotted half notes, dotted quarter notes, dotted eighth notes, sixteenth notes and their corresponding rests) in the time signatures of 4/4, 3/4, 2/4, and 6/8.
MSIO.PR.2.d6
Recognize basic symbols for dynamics, tempo, articulation, and expression as used in corresponding literature.
MSIO.RE.1.a6
Discuss and describe how the basic elements of music, including mood, tempo, contrast, and repetition in selected examples (e.g. aural, written, performed) impact a performance.
MSIO.RE.1.b6
Discuss and describe the difference between melody and accompaniment in given examples (e.g. aural, written, performed).
MSIO.RE.2.a6
Distinguish between correct and incorrect notes and intonation, and demonstrate the ability to adjust accordingly.
MSIO.RE.2.b6
Evaluate the accuracy of rhythm and tempos for individual and ensemble playing.
MSIO.RE.2.c6
Using student- or teacher-criteria, assess the quality of performance in tone, intonation, balance, dynamics, articulation, precision, and rhythm.
MSIO.RE.2.d6
Develop strategies to improve the quality of a performance.
MSJB.CN.1.a6
Describe the relationship between music and other arts.
MSJB.CN.1.b6
Describe the relationship between music and other disciplines.
MSJB.CN.1.c6
Identify genres, styles, and composers within specific time periods.
MSJB.CN.1.d6
Describe the relationship between music and musicians, society and culture.
MSJB.CR.1.a6
Improvise or compose rhythmic patterns (e.g. clapping, singing, playing an instrument).
MSJB.CR.1.b6
Improvise or compose a melody and/or variation of a melody (e.g. using a five-note diatonic, pentatonic, or blues scale).
MSJB.CR.1.c6
Refine improvised or composed pieces using teacher-created criteria.
MSJB.PR.1.a6
Sing to recognize fundamentals of tone production.
MSJB.PR.1.b6
Sing to match pitch.
MSJB.PR.2.a6
Analyze characteristic tone quality utilizing playing technique (e.g. proper embouchure, playing position, posture, breathing techniques, articulation, appropriate percussion technique).
MSJB.PR.2.b6
Demonstrate proper warm-up techniques (e.g. long tones, lip slurs, chorales, technical exercises).
MSJB.PR.2.c6
Recognize ensemble skills through performance of musical literature (e.g. rehearsal etiquette, dynamic expression, style, blend and balance, steady tempo, rhythmic accuracy, intonation).
MSJB.PR.2.d6
Respond to the cues of the conductor with appropriate dynamics, phrasing, and interpretation.
MSJB.PR.2.e6
Demonstrate all ensemble skills through sight-reading performance of music literature at the appropriate level.
MSJB.PR.3.a6
Identify and define standard notation symbols (e.g. pitch, rhythm, dynamics, tempo, articulation, expression).
MSJB.PR.3.b6
Define and describe the musical terms incorporated in the literature and identify key signatures.
MSJB.PR.3.c6
Demonstrate a steady beat, rhythms, and meters through a systematic counting procedure.
MSJB.RE.1.a6
Identify and describe compositional elements (e.g. techniques, meter, tempo, tonality, intervals, chords).
MSJB.RE.1.b6
Compare and contrast musical works based on genre and culture.
MSJB.RE.2.a6
Determine the criteria for a successful performance (e.g. compositions, arrangements, improvisations).
MSJB.RE.2.b6
Evaluate the quality and effectiveness of performances (e.g. compositions, arrangements, improvisations).
MSJB.RE.2.c6
Using self-reflection and peer feedback, compile a list of strengths and weaknesses in performances and suggest areas of improvement.
MSJB.RE.2.d6
Identify the interpretations in a band performance in relation to the expressive intent of the composer.
MSJB.RE.2.e6
Describe and demonstrate appropriate ensemble and audience etiquette for a performance.
MSMA.CN.1.a6
Describe ways in which other disciplines taught in the school are interrelated with those of music.
MSMA.CN.1.b6
Identify and describe common terminology used in music and other fine arts.
MSMA.CN.1.c6
Discover and research persons who have achieved professional or commercial success in more than one fine art discipline, or across disciplines.
MSMA.CN.2.a6
Identify and explain a particular music example’s historical and cultural significance.
MSMA.CN.2.b6
Compare and describe the roles of musicians throughout history.
MSMA.CN.2.c6
Discuss music’s functions in the cultures of various ethnic, social, and religious groups.
MSMA.CR.1.a6
Improvise a melody or variation to a live or recorded accompaniment.
MSMA.CR.1.b6
Create melodic and rhythmic phrases from a variety of available sound sources (e.g. traditional/nontraditional instruments).
MSMA.CR.1.c6
Create rhythmic and harmonic ostinatos for accompanying other melodies.
MSMA.CR.2.a6
Demonstrate characteristics of music through an original composition (e.g. unity, variety, mood, image, storyline).
MSMA.CR.2.b6
Demonstrate musical form through an original composition (e.g. one-part, cyclical, binary, rondo, ternary).
MSMA.CR.2.c6
Arrange simple pieces for voices or instruments.
MSMA.CR.3.a6
Assess and refine an original composition using teacher or student-based criteria (e.g. technical, expressive).
MSMA.PR.1.a6
Rehearse and perform vocal selections and/or compositions in order to recognize the elements of singing (e.g. tone production, matching pitch, diction, dialect, breathing, quality of sound, response to conductor).
MSMA.PR.1.b6
Rehearse and perform vocal selections and/or compositions in order to recognize the elements of vocal music (use of text, mood, visual image, storyline, form).
MSMA.PR.1.c6
Rehearse vocal selections and/or compositions in order to recognize the elements of a rehearsal (knowledge of work, analysis of score, plan of approach, interpretive choices, decisions for presentation).
MSMA.PR.1.d6
Share vocal selections in order to recognize performance criteria (ensemble readiness, consideration of musical elements, composer intent).
MSMA.PR.2.a6
Rehearse and perform instrumental selections and/or compositions in order to recognize the elements of instrumental performance (e.g. ensemble, pitch and rhythmic accuracy, playing position, response to conductor).
MSMA.PR.2.b6
Rehearse and perform instrumental selections and/or compositions in order to recognize the elements of instrumental music (instrumentation, mood, visual image, storyline, form).
MSMA.PR.2.c6
Rehearse instrumental selections and/or compositions in order to recognize the elements of a rehearsal (knowledge of work, analysis of score, plan of approach, interpretive choices decisions for presentation).
MSMA.PR.2.d6
Share instrumental selections in order to recognize performance criteria (readiness, consideration of musical elements, composer intent).
MSMA.PR.3.a6
Identify standard notation symbols (e.g. pitch, rhythm, dynamics, tempo, articulation, expression, key signatures).
MSMA.PR.3.b6
Notate music on a staff using either staff paper or notation software.
MSMA.PR.3.c6
Analyze harmonic and tonal structures in the music being studied.
MSMA.RE.1.a6
Identify and describe simple forms of music, and relate them to the style, mood and context of the piece being studied.
MSMA.RE.1.b6
Use music terminology to describe tempo, dynamics, and texture, and relate them to the style, mood and content of the piece being studied.
MSMA.RE.1.c6
Analyze the uses of technical and expressive elements of music in terms of their effect on the listener.
MSMA.RE.2.a6
Evaluate a music performance using teacher or student-based criteria.
MSMA.RE.2.b6
Identify various uses of music in daily experiences (e.g. artistic expression, learning tool, purpose-driven, ceremonial, ambient).
MSMTC6.CN.1.a6
Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
MSMTC6.CN.2.a6
Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
MSMTC6.CR.1.a6
Generate melodic, rhythmic, and harmonic ideas for compositions or improvisations using digital tools.
MSMTC6.CR.2.a6
Select melodic, rhythmic, and harmonic ideas to develop into a larger work using digital tools and resources.
MSMTC6.CR.3.a6
Develop and implement strategies to improve and refine the technical and expressive aspects of draft compositions and improvisations, drawing off the feedback from peers.
MSMTC6.CR.4.a6
Share musical work (e.g. sound design, mixed-media project, composition, improvisation) that demonstrates a proficient level of musical and technological craftsmanship, and the use of digital tools and resources in developing and organizing musical ideas.
MSMTC6.PR.1.a6
Identify the criteria used for selecting a varied repertoire of music based on interest, music reading skills, and an understanding of the performer’s technical and technological skill.
MSMTC6.PR.2.a6
Recognize how context, structural aspects of the music, and digital media/tools inform prepared and improvised performances.
MSMTC6.PR.3.a6
Demonstrate how understanding the context, expressive challenges, and use of digital tools in a varied repertoire of music influence prepared or improvised performances.
MSMTC6.PR.4.a6
Identify and implement strategies to improve the technical and expressive aspects of prepared and improvised performances in a varied repertoire of music.
MSMTC6.PR.5.a6
Demonstrate a basic understanding of the context of music through prepared and improvised performances.
MSMTC6.PR.5.b6
Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music, using digital tools.
MSMTC6.RE.1.a6
Cite reasons for choosing music based on the use of the elements of music, digital and electronic aspects, and connections to interest or purpose.
MSMTC6.RE.2.a6
Explain how knowledge of the structure (e.g. repetition, similarities, contrasts), technological aspects, and purpose of the music informs the response.
MSMTC6.RE.3.a6
Explain and support an interpretation of the expressive intent of musical selections based on treatment of the elements of music, digital and electronic features, and purpose.
MSMTC6.RE.4.a6
Evaluate music using criteria based on analysis, interpretation, digital and electronic features, and personal interests.
MSP6.CN.1.b6
Describe the characteristics of music from different cultures.
MSP6.CN.1.c6
Identify distinguishing characteristics of repertoire representing various periods, composers, cultures, styles, and genres.
MSP6.CN.1.d6
Explain the history of the piano.
MSP6.CN.1a6
Describe how music relates to fine arts and other disciplines.
MSP6.CR.1.a6
Improvise rhythmic patterns by clapping, singing, or playing a repeated note or chord.
MSP6.CR.1.b6
Improvise a melody and/or variation of a melody using scales.
MSP6.CR.2.a6
Compose simple rhythmic exercises and short melodies using traditional and/or non- traditional notations to which incorporate the use of dynamics.
MSP6.CR.2.b6
Set a short poetic phrase and/or text to music.
MSP6.PR.1.a6
Demonstrate characteristic playing position, posture, fingering techniques, and hand and arm motion.
MSP6.PR.1.b6
Demonstrate proper warm-up techniques through playing at least one octave of C, G, and D major scales that increase playing agility and strength, including basic cadences and arpeggios.
MSP6.PR.1.c6
Use specific skills to perform appropriate music literature (e.g. dynamic expression, appropriate phrasing and articulation, style, balance, steady tempo, rhythmic accuracy).
MSP6.PR.2.a6
Describe how pianists decide which pieces to learn and perform.
MSP6.PR.2.b6
Student will point out characteristics of pieces being studied and performed (e.g. chords, melodies, context of composition).
MSP6.PR.3.a6
Notate basic rhythms and melodies utilizing a dictation method.
MSP6.PR.3.b6
Identify basic music vocabulary and symbols representing tempo, key signatures, meter, dynamics, direction, and other expressive elements.
MSP6.RE.1.a6
Read about appropriate music based on skill level.
MSP6.RE.1.b6
Listen to a musical recording or video in terms of form, voicing, and dynamic contrast.
MSP6.RE.1.c6
Analyze and describe a musical score in terms of melodic intervals, rhythmic structure, and musical form.
MSP6.RE.1.d6
Utilize writing skills to describe the elements of music, and the emotions and thoughts that music communicates.
MSP6.RE.2.a6
Evaluate piano performance based on teacher-based criteria (e.g. accuracy of pitch and rhythm, technique, dynamics, and other expressive qualities).
MSP6.RE.2.b6
Demonstrate practice strategies to refine a performance using teacher-based criteria.
MSP6.RE.2.c6
Define and apply appropriate performer etiquette, audience etiquette, and active listening in performance settings.
MSPT6.CN.1.a6
Describe how music relates to fine arts and other disciplines.
MSPT6.CN.1.b6
Describe the characteristics of music from different cultures.
MSPT6.CN.1.c6
Identify distinguishing characteristics of repertoire representing various periods, composers, cultures, styles, and genres.
MSPT6.CN.1.d6
Explain the history of the piano.
MSPT6.CR.1.a6
Improvise rhythmic patterns by clapping, singing, or playing a repeated note or chord.
MSPT6.CR.1.b6
Improvise a melody or variation of a melody using scales.
MSPT6.CR.2.a6
Compose simple rhythmic exercises and short melodies using traditional and/or non- traditional notations to which incorporate the use of dynamics.
MSPT6.CR.2.b6
Set a short poetic phrase and/or text to music.
MSPT6.PR.1.a6
Demonstrate characteristic playing position, posture, fingering techniques, and hand and arm motion.
MSPT6.PR.1.b6
Demonstrate proper warm-up techniques through playing at least one octave of C, G, and D major scales that increase playing agility and strength, including basic cadences and arpeggios.
MSPT6.PR.1.c6
Use specific skills to perform appropriate music literature (e.g. dynamic expression, appropriate phrasing and articulation, style, balance, steady tempo, rhythmic accuracy).
MSPT6.PR.2.a6
Describe how pianists decide which pieces to learn and perform.
MSPT6.PR.2.b6
Identify characteristics of pieces being studied and performed (e.g. chords, melodies, context of composition).
MSPT6.PR.3.a6
Notate basic rhythms and melodies utilizing a dictation method.
MSPT6.PR.3.b6
Identify basic music vocabulary and symbols representing tempo, key signatures, meter, dynamics, direction, and other expressive elements.
MSPT6.RE.1.a6
Read, listen to, analyze, and describe music.
MSPT6.RE.1.b6
Listen to a musical recording or video in terms of form, voicing, and dynamic contrast.
MSPT6.RE.1.c6
Analyze and describe a musical score in terms of melodic intervals, rhythmic structure, and musical form.
MSPT6.RE.1.d6
Utilize writing skills to describe the elements of music, and the emotions and thoughts that music communicates.
MSPT6.RE.2.a6
Evaluate a piano performance using teacher-based criteria (e.g. accuracy of pitch and rhythm, technique, dynamics, expressive qualities).
MSPT6.RE.2.b6
Demonstrate practice strategies to refine a performance using teacher-based criteria.
MSPT6.RE.2.c6
Define and apply appropriate performer etiquette, audience etiquette, and active listening in performance settings.

Georgia K–6 music standards

Georgia’s other subjects