Nebraska K–6 music standards

Improvise tonal and rhythmic patterns to create musical ideas, with teacher support, relating to:<ul><li>specific purpose</li><li>interest</li><li>personal experience.</li></ul>

Explore and develop musical ideas (e.g., melody, rhythm) with teacher guidance.

Share music through performance or notation (non-traditional or traditional) (e.g., singing, playing) with teacher guidance.

Connect music to personal experience through creating.

Recognize music elements (i.e., rhythm, pitch, dynamics, form), purpose, and context of selected pieces.

Acquire music performance skills (e.g., posture, technique, reading music) with teacher guidance.

Perform (formally or informally) music using correct rhythm, pitch, and dynamics. Demonstrate appropriate performance expectations.

Connect music to personal experience through performing.

Experience music from a variety of familiar and unfamiliar sources.

Recognize and demonstrate how elements of music are used by a performer or creator.

Express ideas and opinions about a music selection.

Connect music to personal experience through responding.

Generate concepts for original improvisation (glossary) or composition from contrasting ideas, with teacher support, including: <ul><li>specific purpose/function</li><li>interest</li><li>personal experience</li><li>expressive potential.</li></ul>

Create, evaluate, and refine musical ideas with teacher-generated criteria (e.g., melody, rhythm, harmony).

Present an improvisation, arrangement, or composition. Identify the use of selected elements of music.

Connect music to historical and cultural contexts and the arts through creating.

Identify expressive characteristics and components of technique, purpose, and context of selected pieces (e.g., dynamics, tempo).

Develop and refine music performance skills (e.g., posture, technique, reading music) using teacher and peer feedback.

Perform (formally or informally) music using correct posture, breath control, rhythm, pitch, and dynamics. Demonstrate appropriate performance expectations.

Connect music to historical and cultural contexts and the arts through performing.

Indicate music selections that students prefer to experience for specific purposes/settings.

Identify and describe how elements of music are used by a performer or creator.

Examine music performances using elements of music, context, and criteria (e.g., mood, interest) generated by student/teacher.

Connect music to historical and cultural contexts and the arts through responding.

Develop a compositional (glossary) idea for a specific purpose or mood, with teacher guidance, including: <ul><li>how elements of music convey expressive intent</li><li>unity/variety</li><li>tension/release</li><li>how personal experiences influence musical choices.</li></ul>

Create, evaluate, and refine musical ideas that utilize a variety of compositional devices (e.g., form, imitation).

Identify and define compositional devices in student creations.

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).

Connect music to historical and cultural contexts, the arts, and other disciplines through creating.

Discuss expressive characteristics and components of technique, function, and context of selected pieces (e.g., phrasing, articulation/diction).

Develop and refine solo/ensemble performance skills (e.g., posture, technique, reading music) using guided self-evaluation and feedback from others.

Perform (formally or informally) music of increasing difficulty using proper tone quality, phrasing, dynamics, and articulation. Demonstrate appropriate performance expectations.

Connect music to historical and cultural contexts, the arts, and other disciplines through performing.

Select appropriate music of contrasting styles to listen to or perform.

Analyze and explain how the performer/creator uses composition and performance characteristics (e.g., dynamics, phrasing) to convey expressive intent.

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.

Connect music to historical and cultural contexts, the arts, and other disciplines through responding.