YourStateStandards

Massachusetts K–6 music standards

Massachusetts writes its own music standards. They are published as Massachusetts Arts Curriculum Framework, adopted 2019 and are not a version of a national framework. 26 of 42 are matched to a national standard.

Framework
Massachusetts Arts Curriculum Framework
Adopted
2019
Source last checked
July 24, 2026
Read the official document

42 standards, kindergarten through 6th grade

  • PK-K.D.P.04K
    Dance Connection: Students select a rhythm instrument to represent the sounds a chosen creature makes and choreograph appropriate motions to represent it.
  • PK-K.M.Co.11K
    Move to different genres and styles of music (e.g., classical, jazz, rock, country, hip-hop
  • PK-K.M.Cr.01K
    With prompting and support, sing or play short original musical ideas
  • PK-K.M.Cr.02.aK
    Focus on and pursue a process or idea to completion during play and experimentation with music.
  • PK-K.M.Cr.02.bK
    Name and demonstrate vocal production types (including speaking, singing, whispering).
  • PK-K.M.Cr.03K
    With prompting and support, choose favorite musical ideas, practicing and demonstrating them vocally or on an instrument.
  • PK-K.M.P.05K
    Demonstrate beat competency by using a steady beat when performing pieces that incorporate simple rhythmic patterns (e.g., body percussion, classroom instruments, or movement).
  • PK-K.M.P.06K
    Perform a short original musical idea through singing and playing with expression.
  • PK-K.M.R.07K
    Meet expectations of an audience member (e.g., listening quietly, clapping at the end).
  • PK-K.M.R.08K
    Share observations regarding diverse musical works (e.g., world, popular, folk, classical, etc.).
  • PK-K.M.R.09K
    Articulate personal responses to music (e.g., “this piece made me feel…” “this piece made me think…”).
  • 1-2.M.Co.111–2
    Identify different genres and styles of music (e.g., folk songs, lullaby, jazz, reggae).
  • 1-2.M.Cr.011–2
    Improvise short original musical ideas.
  • 1-2.M.Cr.021–2
    Connect multiple original musical ideas together into a single piece.
  • 1-2.M.Cr.031–2
    Explore different musical ideas by experimenting with the voice or instruments.
  • 1-2.M.P.041–2
    Sing songs using head voice, appropriately produced tone quality, and correct posture.
  • 1-2.M.P.051–2
    Individually sing and play simple phrases following basic standard notation (e.g., half and quarter notes or matching simple pentatonic patterns).
  • 1-2.M.P.061–2
    Sing and play in groups matching dynamic levels and responding to the cues of a conductor.
  • 1-2.M.R.071–2
    With support, identify basic elements in familiar songs (including tempo, dynamics, rhythm, melody).
  • 1-2.M.R.81–2
    Categorize musical works by feeling or mood.
  • 1-2.M.R.091–2
    Demonstrate active listening as an audience member (e.g., noticing details, making connections).
  • 3-4.M.Cr.013–4
    Sing or play original musical ideas that explore more complex rhythmic and melodic concepts (including, syncopation, three-four time signature, and minor keys).
  • 3-4.M.Cr.023–4
    Organize original musical ideas with clear beginnings, middles, and endings; using simple binary or ternary forms.
  • 3-4.M.Cr.033–4
    Respond to a musical challenge and hypothesize possible solutions.
  • 3-4.M.P.053–4
    Sing and play musical canons, rounds, and music in at least two parts.
  • 3-4.M.P.063–4
    Sing and play in groups responding appropriately to cues of a conductor.
  • 3-4.M.R.073–4
    Analyze how expressive qualities (e.g. tempo, dynamics, timbre) are used to demonstrate a composer’s musical intent.
  • 3-4.M.R.083–4
    Explain the relationship between culture, venue, and audience behavior (e.g., street performance, symphony).
  • 3-4.M.R.093–4
    Identify how the elements of music (e.g., tempo, dynamics, rhythm, melody, harmony) can be used to support the artist's purpose.
  • 5-6.M.Co.105–6
    Describe and demonstrate one’s personal musical style and preferences.
  • 5-6.M.Co.115–6
    Identify influential music from different periods and how they impacted music at the time and potentially today.
  • 5-6.M.Cr.015–6
    Generate interdisciplinary musical ideas using a variety of non-traditional sound sources (e.g., found sounds, digital technology, unusual voices).
  • 5-6.M.Cr.02.a5–6
    Document original simple melodic ideas with standard notation.
  • 5-6.M.Cr.02.b5–6
    Organize musical ideas using expanded forms such as rondo and theme and variations.
  • 5-6.M.Cr.035–6
    Improvise and compare different versions of a single musical idea (e.g., adding flourishes, altering rhythms).
  • 5-6.M.P.045–6
    Identify standard notation symbols and musical terms referring to dynamics, tempo, articulations, meter, and expression and apply them when performing.
  • 5-6.M.P.05a5–6
    Sing and play music written in 3 parts using appropriate technique.
  • 5-6.M.P.05b5–6
    Develop awareness of where the natural break in one’s singing range is located and how to cross the break and even out the voice in this range.
  • 5-6.M.P.065–6
    Sing and play in groups responding to cues from a conductor exhibiting stylistic elements.
  • 5-6.M.R.075–6
    Analyze how an artwork's form (e.g., use of repetition, contrasting patterns, phrases, and themes) supports the composer's intention.
  • 5-6.M.R.085–6
    Use specific vocabulary to identify details about a musical work.
  • 5-6.M.R.095–6
    Apply a rubric to evaluate a musical work (e.g. a rubric that includes accuracy, sound quality, and expressiveness).

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