YourStateStandards

Nebraska K–6 music standards

Nebraska writes its own music standards. They are published as Nebraska K-12 Fine Arts Standards: Music, adopted 2014 and are not a version of a national framework. 35 of 37 are matched to a national standard.

Same 2014 Fine Arts adoption as art; music is discipline 4 (FA {band}.4.{n}.{letter}), verified against Final_FAS_Music.pdf.

Framework
Nebraska K-12 Fine Arts Standards: Music
Adopted
2014
Source last checked
July 25, 2026
Read the official document

37 standards, kindergarten through 6th grade

  • FA 2.4.1.aK–2
    Improvise tonal and rhythmic patterns to create musical ideas, with teacher support, relating to:
    • specific purpose
    • interest
    • personal experience.
  • FA 2.4.1.bK–2
    Explore and develop musical ideas (e.g., melody, rhythm) with teacher guidance.
  • FA 2.4.1.cK–2
    Share music through performance or notation (non-traditional or traditional) (e.g., singing, playing) with teacher guidance.
  • FA 2.4.1.dK–2
    Connect music to personal experience through creating.
  • FA 2.4.2.aK–2
    Recognize music elements (i.e., rhythm, pitch, dynamics, form), purpose, and context of selected pieces.
  • FA 2.4.2.bK–2
    Acquire music performance skills (e.g., posture, technique, reading music) with teacher guidance.
  • FA 2.4.2.cK–2
    Perform (formally or informally) music using correct rhythm, pitch, and dynamics. Demonstrate appropriate performance expectations.
  • FA 2.4.2.dK–2
    Connect music to personal experience through performing.
  • FA 2.4.3.aK–2
    Experience music from a variety of familiar and unfamiliar sources.
  • FA 2.4.3.bK–2
    Recognize and demonstrate how elements of music are used by a performer or creator.
  • FA 2.4.3.cK–2
    Express ideas and opinions about a music selection.
  • FA 2.4.3.dK–2
    Connect music to personal experience through responding.
  • FA 5.4.1.a3–5
    Generate concepts for original improvisation (glossary) or composition from contrasting ideas, with teacher support, including:
    • specific purpose/function
    • interest
    • personal experience
    • expressive potential.
  • FA 5.4.1.b3–5
    Create, evaluate, and refine musical ideas with teacher-generated criteria (e.g., melody, rhythm, harmony).
  • FA 5.4.1.c3–5
    Present an improvisation, arrangement, or composition. Identify the use of selected elements of music.
  • FA 5.4.1.d3–5
    Connect music to historical and cultural contexts and the arts through creating.
  • FA 5.4.2.a3–5
    Identify expressive characteristics and components of technique, purpose, and context of selected pieces (e.g., dynamics, tempo).
  • FA 5.4.2.b3–5
    Develop and refine music performance skills (e.g., posture, technique, reading music) using teacher and peer feedback.
  • FA 5.4.2.c3–5
    Perform (formally or informally) music using correct posture, breath control, rhythm, pitch, and dynamics. Demonstrate appropriate performance expectations.
  • FA 5.4.2.d3–5
    Connect music to historical and cultural contexts and the arts through performing.
  • FA 5.4.3.a3–5
    Indicate music selections that students prefer to experience for specific purposes/settings.
  • FA 5.4.3.b3–5
    Identify and describe how elements of music are used by a performer or creator.
  • FA 5.4.3.c3–5
    Examine music performances using elements of music, context, and criteria (e.g., mood, interest) generated by student/teacher.
  • FA 5.4.3.d3–5
    Connect music to historical and cultural contexts and the arts through responding.
  • FA 8.4.1.a6
    Develop a compositional (glossary) idea for a specific purpose or mood, with teacher guidance, including:
    • how elements of music convey expressive intent
    • unity/variety
    • tension/release
    • how personal experiences influence musical choices.
  • FA 8.4.1.b6
    Create, evaluate, and refine musical ideas that utilize a variety of compositional devices (e.g., form, imitation).
  • FA 8.4.1.c6
    Identify and define compositional devices in student creations.
  • FA 8.4.1.d6
    Present an improvisation, arrangement, or original composition. Explain how elements of music in the student creation are used to communicate expressive content (e.g., aurally, visually, electronically).
  • FA 8.4.1.e6
    Connect music to historical and cultural contexts, the arts, and other disciplines through creating.
  • FA 8.4.2.a6
    Discuss expressive characteristics and components of technique, function, and context of selected pieces (e.g., phrasing, articulation/diction).
  • FA 8.4.2.b6
    Develop and refine solo/ensemble performance skills (e.g., posture, technique, reading music) using guided self-evaluation and feedback from others.
  • FA 8.4.2.c6
    Perform (formally or informally) music of increasing difficulty using proper tone quality, phrasing, dynamics, and articulation. Demonstrate appropriate performance expectations.
  • FA 8.4.2.d6
    Connect music to historical and cultural contexts, the arts, and other disciplines through performing.
  • FA 8.4.3.a6
    Select appropriate music of contrasting styles to listen to or perform.
  • FA 8.4.3.b6
    Analyze and explain how the performer/creator uses composition and performance characteristics (e.g., dynamics, phrasing) to convey expressive intent.
  • FA 8.4.3.c6
    Choose appropriate criteria (e.g., dynamics, tone quality) to critique expressiveness and effectiveness of a performance or composition with teacher guidance. Work independently or with others.
  • FA 8.4.3.d6
    Connect music to historical and cultural contexts, the arts, and other disciplines through responding.

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