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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