YourStateStandards

Michigan K–6 music standards

Michigan writes its own music standards. They are published as Michigan Merit Curriculum: Visual Arts, Music, Dance, and Theater, adopted 2011 and are not a version of a national framework. 84 of 203 are matched to a national standard.

Row-level discipline split of CSP's arts umbrella (all 4 disciplines were classified into `music`): ART.D/ART.T/ART.VA -> art, ART.M -> music.

Framework
Michigan Merit Curriculum: Visual Arts, Music, Dance, and Theater
Adopted
2011
Source last checked
July 24, 2026
Read the official document

203 standards, kindergarten through 6th grade

  • ART.M.I.K.1K
    Demonstrate uses of the voice, proper instrumental technique, and steady beat.
  • ART.M.I.K.2K
    Sing and play music from a variety of styles and cultures.
  • ART.M.I.K.3K
    Sing and play expressively utilizing extreme opposites of dynamics and interpretation.
  • ART.M.I.K.4K
    Sing melodies with confidence in a large group.
  • ART.M.I.K.5K
    Follow cues of the conductor to begin and for a cut-off.
  • ART.M.I.K.6K
    Play a steady beat.
  • ART.M.I.K.7K
    Replicate short rhythmic and melodic patterns.
  • ART.M.I.K.8K
    Play a steady beat in a group while other students sing a song.
  • ART.M.I.K.9K
    Use a system to read quarter notes and quarter rests.
  • ART.M.I.K.10K
    Use a system to read two or more pitches. (sol, mi)
  • ART.M.I.K.11K
    Recognize contrasting expressions of music.
  • ART.M.II.K.1K
    Create through exploration, improvisation, and composition, an accompaniment for a selection with nonpitched percussion classroom instruments.
  • ART.M.II.K.2K
    Create through exploration, improvisation, and composition, an answer to a melodic question.
  • ART.M.II.K.3K
    Create vocal embellishments for a song or rhyme.
  • ART.M.II.K.4K
    Create a song about self and family.
  • ART.M.II.K.5K
    Use a variety of traditional and non-traditional sound sources and electronic media when composing, arranging, and improvising appropriate to kindergarten.
  • ART.M.II.K.6K
    Add vocal and physical responses to a selection presented in kindergarten.
  • ART.M.III.K.1K
    Identify echo songs and recognize the same and different sections of the music when presented aurally.
  • ART.M.III.K.2K
    Use invented or standard notation to transcribe increasingly difficult rhythms and melodies.
  • ART.M.III.K.3K
    Describe the music performed and presented in kindergarten by moving, drawing, or through other appropriate responses.
  • ART.M.III.K.4K
    Introduce music vocabulary emphasizing opposites; i.e. fast and slow, loud and soft.
  • ART.M.III.K.5K
    Categorize the timbre of non-pitched percussion instruments. Identify male, female, and children's voices.
  • ART.M.III.K.6K
    Devise student-created criteria for objective evaluation of performances and compositions.
  • ART.M.III.K.7K
    Identify and support personal reactions to a musical selection.
  • ART.M.IV.K.1K
    Identify and describe distinguishing characteristics of starkly contrasting styles.
  • ART.M.IV.K.2K
    Describe how elements of music are used in examples from world cultures, using music performed and presented in kindergarten.
  • ART.M.IV.K.3K
    Demonstrate audience appropriate behavior for the context and style of music presented and performed in kindergarten.
  • ART.M.V.K.1K
    Observe and identify similarities and differences in the meanings of common vocabulary used in the various kindergarten arts.
  • ART.M.V.K.2K
    Observe and identify cross-curricular connections within the kindergarten curriculum.
  • ART.M.V.K.3K
    Discuss the various rationales for using music in daily experiences.
  • ART.M.I.11
    Demonstrate uses of the voice, proper instrumental technique, steady beat, and melodic rhythm.
  • ART.M.I.1.21
    Sing and play from memory songs representing several cultures.
  • ART.M.I.1.31
    Sing and play expressively with phrasing and interpretation.
  • ART.M.I.1.41
    Sing a melody in a small group.
  • ART.M.I.1.51
    Follow cues of the conductor for expressive qualities.
  • ART.M.I.1.61
    Play a variety of rhythmic instruments.
  • ART.M.I.1.71
    Replicate longer rhythmic and melodic patterns.
  • ART.M.I.1.81
    Play instrumental parts in a group while other students sing or recite rhymes.
  • ART.M.I.1.91
    Use a system to read quarter notes, quarter rests, and eighth notes.
  • ART.M.I.1.101
    Use a system to read four or more pitches (sol, mi, la, do).
  • ART.M.I.1.111
    Perform a variety of expressions of music.
  • ART.M.II.1.11
    Create through exploration, improvisation, and composition, an accompaniment for a selection with pitched and non-pitched classroom instruments and voices.
  • ART.M.II.1.21
    Create through exploration, improvisation, and composition, an answer to a rhythmic question.
  • ART.M.II.1.31
    Create vocal and rhythmic embellishments for a song or rhyme.
  • ART.M.II.1.41
    Create a song about community.
  • ART.M.II.1.51
    Use a variety of traditional and non-traditional sound sources and electronic media when composing arranging and improvising appropriate to 1st grade.
  • ART.M.II.1.61
    Add vocal, instrumental, and physical responses to a selection presented in 1st grade.
  • ART.M.III.1.11
    Identify call and response, solo, chorus, and ABA when presented aurally.
  • ART.M.III.1.21
    Use invented or standard notation to transcribe increasingly difficult rhythms and melodies.
  • ART.M.III.1.31
    Describe the music performed and presented in 1st grade by moving, drawing, or through other appropriate responses.
  • ART.M.III.1.41
    Introduce music vocabulary for the elements of music; i.e. melody, harmony, rhythm, tone color/timbre, form.
  • ART.M.III.1.51
    Identify the timbre of pitched classroom instruments.
  • ART.M.III.1.61
    Devise student-created criteria for objective evaluation of performances and compositions.
  • ART.M.III.1.71
    Introduce aesthetic responses to music.
  • ART.M.IV.1.11
    Identify and describe distinguishing characteristics of several different styles presented in 1st grade.
  • ART.M.IV.1.21
    Describe how elements of music are used in examples from world cultures, using music performed and presented in 1st grade.
  • ART.M.IV.1.31
    Demonstrate audience appropriate behavior for the context and style of music presented and performed in 1st grade.
  • ART.M.V.1.11
    Observe and identify similarities and differences in the meanings of common vocabulary used in the various 1st grade arts.
  • ART.M.V.1.21
    Observe and identify cross-curricular connections within the 1st grade curriculum.
  • ART.M.V.1.31
    Discuss the various rationales for using music in daily experiences.
  • ART.M.I.2.12
    Use developmentally appropriate singing voice and physically show melodic contour.
  • ART.M.I.2.22
    Sing and play from memory songs representing various cultures and genres.
  • ART.M.I.2.32
    Sing and play expressively with phrasing and appropriate dynamics.
  • ART.M.I.2.42
    Sing an ostinato.
  • ART.M.I.2.52
    Respond to the cues of the conductor for dynamic levels and expressive qualities.
  • ART.M.I.2.62
    Play melodic instruments.
  • ART.M.I.2.72
    Expand the complexity of patterns.
  • ART.M.I.2.82
    Play instrumental parts independently.
  • ART.M.I.2.92
    Use a system to read quarter notes and rests, eighth notes, and half notes.
  • ART.M.I.2.102
    Use a system to read pitch notation for a pentatonic scale.
  • ART.M.I.2.112
    Know and use beginning vocabulary for articulation and tempo.
  • ART.M.II.2.12
    Create through exploration, improvisation, and composition, rhythmic and melodic ostinati accompaniments.
  • ART.M.II.2.22
    Create through exploration, improvisation, and composition, answers that are rhythmic and melodic.
  • ART.M.II.2.32
    Create through exploration, improvisation, and composition, rhythmic variations for a familiar song.
  • ART.M.II.2.42
    Create a pentatonic instrumental song.
  • ART.M.II.2.52
    Use a variety of traditional and non-traditional sound sources and electronic media when composing, arranging, and improvising appropriate to 2nd grade.
  • ART.M.II.2.62
    Add vocal, instrumental, and physical responses to a selection presented in 2nd grade.
  • ART.M.III.2.12
    Identify phrases, verse, and refrain when presented aurally.
  • ART.M.III.2.22
    Use invented or standard notation to transcribe increasingly difficult rhythms and melodies.
  • ART.M.III.2.32
    Describe the music performed and presented in 2nd grade by moving, drawing, or through other appropriate responses.
  • ART.M.III.2.42
    Introduce music vocabulary to describe the qualities of music of various styles.
  • ART.M.III.2.52
    Identify the timbre of instrument families.
  • ART.M.III.2.62
    Devise student-created criteria for objective evaluation of performances and compositions.
  • ART.M.III.2.72
    Support personal aesthetic response to musical works and styles.
  • ART.M.IV.2.12
    Identify and describe distinguishing characteristics of several different styles presented in 2nd grade.
  • ART.M.IV.2.22
    Describe how elements of music are used in examples from world cultures using music performed and presented in 2nd grade.
  • ART.M.IV.2.32
    Demonstrate audience appropriate behavior for the context and style of music presented and performed in 2nd grade.
  • ART.M.V.2.12
    Observe and identify similarities and differences in the meanings of common vocabulary used in the various 2nd grade arts.
  • ART.M.V.2.22
    Observe and identify cross-curricular connections within the 2nd grade curriculum.
  • ART.M.V.2.32
    Discuss the various rationales for using music in daily experiences.
  • ART.M.I.3.13
    Use developmentally appropriate singing voice, sing melodies accurately, and physically demonstrate macro and micro beat.
  • ART.M.I.3.23
    Continue to develop repertoire.
  • ART.M.I.3.33
    Sing and play expressively utilizing a broader continuum of dynamics and interpretation.
  • ART.M.I.3.43
    Sing melodies with confidence in a large group.
  • ART.M.I.3.53
    Blend timbres and match dynamic levels in response to the cues of the conductor.
  • ART.M.I.3.63
    Play rhythmic and chordal ostinati and melodies.
  • ART.M.I.3.73
    Expand the complexity of patterns.
  • ART.M.I.3.83
    Play instrumental parts independently while other students sing.
  • ART.M.I.3.93
    Use a system to read quarter notes and rests, eighth notes, half notes, and whole notes.
  • ART.M.I.3.103
    Use a system to read pitch notation for a major scale.
  • ART.M.I.3.113
    Perform music with a variety of expressive qualities, articulation, and tempo.
  • ART.M.II.3.13
    Create through exploration, improvisation, and composition, rhythmic and melodic ostinati accompaniments.
  • ART.M.II.3.23
    Create through exploration, improvisation, and composition, answers that are rhythmic and melodic.
  • ART.M.II.3.33
    Create through exploration, improvisation, and composition, melodic embellishments for a familiar song.
  • ART.M.II.3.43
    Create an instrumental song with lyrics.
  • ART.M.II.3.53
    Use a variety of traditional and non-traditional sound sources and electronic media when composing, arranging, and improvising appropriate to 3rd grade.
  • ART.M.II.3.63
    Add vocal, instrumental, and physical responses to a selection presented in 3rd grade.
  • ART.M.III.3.13
    Identify round and canon when presented aurally.
  • ART.M.III.3.23
    Use invented or standard notation to transcribe increasingly difficult rhythms and melodies.
  • ART.M.III.3.33
    Describe the music performed and presented in 3rd grade by moving, drawing, or through other appropriate responses.
  • ART.M.III.3.43
    With teacher guidance, use music vocabulary to analyze, describe, and evaluate music of various styles.
  • ART.M.III.3.53
    Identify the timbre of specific instruments in string, brass, woodwinds, and percussion families.
  • ART.M.III.3.63
    Devise student-created criteria for objective evaluation of performances and compositions.
  • ART.M.III.3.73
    Use music vocabulary to express personal reactions for musical works and styles.
  • ART.M.IV.3.13
    Identify and describe distinguishing characteristics of contrasting styles.
  • ART.M.IV.3.23
    Describe how elements of music are used in examples from world cultures, using music performed and presented in 3rd grade.
  • ART.M.IV.3.33
    Demonstrate audience appropriate behavior for the context and style of music presented and performed in 3rd grade.
  • ART.M.V.3.13
    Observe and identify similarities and differences in the meanings of common vocabulary used in the various 3rd grade arts.
  • ART.M.V.3.23
    Observe and identify cross-curricular connections within the 3rd grade curriculum.
  • ART.M.V.3.33
    Discuss the various rationales for using music in daily experiences.
  • ART.M.I.4.14
    Sing and play in a small group with accurate pitch, intonation, rhythm, and technique within various music contexts.
  • ART.M.I.4.24
    Expand repertoire.
  • ART.M.I.4.34
    Sing and play with understanding, expressively with appropriate dynamics, phrasing and interpretation.
  • ART.M.I.4.44
    Sing a melody in a small group.
  • ART.M.I.4.54
    Blend timbres and match dynamic levels in the group in response to the cues of the conductor.
  • ART.M.I.4.64
    Play rhythmic, melodic, and harmonic instruments.
  • ART.M.I.4.74
    Perform with accuracy, rhythmic, and melodic patterns.
  • ART.M.I.4.84
    Play instrumental parts independently while other students sing a contrasting part.
  • ART.M.I.4.94
    Use a system to read quarter notes and rests, eighth notes and rests, half notes and rests, whole notes and rests.
  • ART.M.I.4.104
    Use a system to read pitch notation for a minor scale.
  • ART.M.I.4.114
    Recognize the basic expressive markings of music.
  • ART.M.II.4.14
    Create through exploration, improvisation, and composition, rhythmic and melodic ostinati accompaniments.
  • ART.M.II.4.24
    Create through exploration, improvisation, and composition, answers that are rhythmic and melodic.
  • ART.M.II.4.34
    Create through exploration, improvisation, and composition, melodic embellishments on familiar melodies.
  • ART.M.II.4.44
    Arrange songs in various ways.
  • ART.M.II.4.54
    Use a variety of traditional and non-traditional sound sources and electronic media when composing, arranging, and improvising appropriate to 4th grade.
  • ART.M.II.4.64
    Add vocal, instrumental, and physical responses to a selection presented in 4th grade.
  • ART.M.III.4.14
    Identify theme and variation, coda, D.S. (Del Segno), D.C. (Da Capo), and other forms when presented aurally.
  • ART.M.III.4.24
    Use invented or standard notation to transcribe increasingly difficult rhythms and melodies.
  • ART.M.III.4.34
    Describe the music performed and presented in 4th grade by moving, drawing, or through other appropriate responses.
  • ART.M.III.4.44
    In small groups, use music vocabulary to analyze, describe, and evaluate music.
  • ART.M.III.4.54
    Identify the timbre of non-western instruments.
  • ART.M.III.4.64
    Devise student-created criteria for objective evaluation of performances and compositions
  • ART.M.III.4.74
    Use music vocabulary and aesthetic vocabulary to describe personal response to music.
  • ART.M.IV.4.14
    Describe distinguishing instrumentation of music genres and styles from various cultures.
  • ART.M.IV.4.24
    Describe how elements of music are used in examples from world cultures, using music performed and presented in 4th grade.
  • ART.M.IV.4.34
    Demonstrate audience appropriate behavior for the context and style of music presented and performed in 4th grade.
  • ART.M.V.4.14
    Observe and identify similarities and differences in the meanings of common vocabulary used in the various 4th grade arts.
  • ART.M.V.4.24
    Observe and identify cross-curricular connections within the 4th grade curriculum.
  • ART.M.V.4.34
    Discuss the various rationales for using music in daily experiences.
  • ART.M.I.5.15
    Sing and play independently with accurate rhythm, pitch, intonation, with appropriate timbre, technique, and tempo within various musical contexts.
  • ART.M.I.5.25
    Sing from memory and play a varied repertoire of music representing genres and styles from diverse cultures.
  • ART.M.I.5.35
    Sing expressively with appropriate dynamics, phrasing, and interpretation.
  • ART.M.I.5.45
    Sing an ostinato.
  • ART.M.I.5.55
    Demonstrate ensemble techniques by blending timbre, matching dynamic levels, and responding to the cues of the conductor.
  • ART.M.I.5.65
    Demonstrate technical skills on rhythmic, melodic, and harmonic instruments.
  • ART.M.I.5.75
    Perform rhythmic and melodic patterns when presented aurally.
  • ART.M.I.5.85
    Perform independent instrumental parts while other students sing or play contrasting parts.
  • ART.M.I.5.95
    Use a system to read rhythmic notation in various meters.
  • ART.M.I.5.105
    Use a system to read pitch notation in various tonalities.
  • ART.M.I.5.115
    Recognize the basic expressive markings of music and demonstrate their understanding through performance.
  • ART.M.II.5.15
    Create through exploration, improvisation, and composition, rhythmic and melodic ostinati accompaniments.
  • ART.M.II.5.25
    Create through exploration, improvisation, and composition, answers in the same style to given rhythmic and melodic phrases.
  • ART.M.II.5.35
    Create through exploration, improvisation, and composition, simple rhythmic variations and simple melodic embellishments on familiar melodies.
  • ART.M.II.5.45
    Create and arrange songs and instrumental pieces within specified guidelines.
  • ART.M.II.5.55
    Use a variety of traditional and non-traditional sound sources and electronic media when composing, arranging, and improvising.
  • ART.M.II.5.65
    Create and arrange music to accompany readings, dramatizations, or visual media.
  • ART.M.III.5.15
    Identify music forms when presented aurally.
  • ART.M.III.5.25
    Use invented or standard notation to transcribe music.
  • ART.M.III.5.35
    Understand and respect that there are different responses to specific art works in a global community.
  • ART.M.III.5.45
    Use music vocabulary to analyze, describe, and evaluate music.
  • ART.M.III.5.55
    Identify and describe a variety of sound sources, including orchestral, band, electronic, world instruments, and voices.
  • ART.M.III.5.65
    Devise criteria for objective evaluation of performances and compositions.
  • ART.M.III.5.75
    Explain, using music vocabulary, personal aesthetic response to music.
  • ART.M.IV.5.15
    Describe distinguishing characteristics of representative music genres and styles from various historic periods and cultures.
  • ART.M.IV.5.25
    Describe how elements of music are used in examples from world cultures.
  • ART.M.IV.5.35
    Demonstrate audience appropriate behavior for the context and style of music performed.
  • ART.M.V.5.15
    Observe and identify similarities and differences in the meanings of common vocabulary used in the various arts.
  • ART.M.V.5.25
    Observe and identify cross-curricular connections.
  • ART.M.V.5.35
    Discuss the various rationales for using music in daily experiences.
  • ART.M.I.6.16
    Sing and play with expression and technical accuracy, an increasingly diverse repertoire of literature at developmentally-appropriate levels. Perform at least one selection from memory.
  • ART.M.I.6.26
    Sing melodies with confidence in a large group.
  • ART.M.I.6.36
    Sing and play accurately in both small groups and large ensembles, with appropriate technique and breath control.
  • ART.M.I.6.46
    Use technology in a variety of ways in musical performance.
  • ART.M.I.6.56
    Sight read basic melodies in treble or bass clef, using combinations of whole, half, quarter, and eighth notes and rests; in simple meter.
  • ART.M.II.6.16
    Improvise tonic accompaniments.
  • ART.M.II.6.26
    Embellish a melody of rhythmic pattern in various ways.
  • ART.M.II.6.36
    Improvise short melodies consistent in style, meter, and tonality.
  • ART.M.II.6.46
    Compose short pieces to communicate ideas and/or stories.
  • ART.M.II.6.56
    Demonstrate an understanding of some instrumental and vocal ranges.
  • ART.M.II.6.66
    Use a variety of traditional and nontraditional sound sources when composing, arranging, and improvising.
  • ART.M.III.6.16
    Identify and describe specific musical elements and events in a given aural example, using appropriate terminology.
  • ART.M.III.6.26
    Identify elements of music used in music of diverse genres and styles.
  • ART.M.III.6.36
    Demonstrate knowledge of the basic principles of rhythm, simple meter (2/4, 3/4, 4/4), and the intervals of a major scale.
  • ART.M.III.6.46
    Develop criteria based on musical knowledge and personal reflections to evaluate the quality and effectiveness of music performances. Apply these criteria as selfevaluation when performing and creating.
  • ART.M.III.6.56
    Evaluate the quality and effectiveness of one's own and others' musical performances and creations by applying specific and appropriate criteria, and offering constructive suggestions for improvement.
  • ART.M.IV.6.16
    Identify a repertoire of music from diverse cultures.
  • ART.M.IV.6.26
    Classify by genre a varied body of exemplary musical works.
  • ART.M.IV.6.36
    Compare, in several cultures of the world, the functions music serves.
  • ART.M.IV.6.46
    Identify the uses of technology in music.
  • ART.M.V.6.16
    Identify characteristics materials of each art form.
  • ART.M.V.6.26
    List musical elements and find a connection to at least one other discipline.
  • ART.M.V.6.36
    Identify at least one artistic application of current technology in music.

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