Nevada K–6 music standards

Describe how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music. Embedded within:

Compare and contrast relationships between music and the other arts other disciplines, varied contexts, and daily life. Embedded within:

With guidance, explore and experience music concepts (such as pulse and melodic contour).

With guidance, generate musical ideas (such as movements or motives).

With guidance, choose and demonstrate and choose musical ideas.

With guidance, organize personal musical ideas using iconic notation and/or recording technology.

With guidance, apply personal, peer, and teacher feedback in refining personal musical ideas.

With guidance, demonstrate a final version of personal musical ideas to peers.

With guidance, demonstrate and state personal interest in varied musical selections.

With guidance, explore and demonstrate awareness of music contrasts (such as high/low, loud/soft, same/different) in a variety of music selected for performance.

With guidance, demonstrate awareness of expressive qualities (such as voice quality, dynamics, and tempo) that support the creators’ expressive intent.

With guidance, sing and play instruments with age-appropriate literature.

With guidance, apply personal, teacher, and peer feedback to refine performances.

With guidance, use suggested strategies in rehearsal to improve the expressive qualities of music.

With guidance, perform music with expression. MU:Pr6.2.K Perform appropriately for the audience.

With guidance, list personal interests and experiences and demonstrate why they prefer some music selections over others.

With guidance, listen to and identify specific music concepts (such as pulse or melodic direction) used in music.

With guidance, interact with of expressive qualities (such as dynamics and tempo) that reflect creators’/performers’ expressive intent.

With guidance, apply personal and expressive preferences in the evaluation of music

Demonstrate Describe how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music. Embedded within:

Demonstrate understanding relationships between music and the other arts, other disciplines, varied contexts, and daily life. Embedded within:

With limited guidance, demonstrate knowledge of listen to, sing, perform, and/or respond to concepts in music from a variety of cultures.

With limited guidance, create musical ideas (such as answering a musical question) for a specific purpose.

With limited guidance, generate musical ideas in multiple tonalities (such as major and minor) and meters (such as duple and triple).

With limited guidance, demonstrate and discuss personal reasons for selecting musical ideas that represent expressive intent.

With limited guidance, use iconic or standard notation and/or recording technology to document and organize personal musical ideas.

With limited guidance, discuss and apply personal, peer, and teacher feedback to refine personal musical ideas.

With limited guidance, convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience.

With guidance, sing and play instruments to age-appropriate literature.

With limited guidance, select and discuss personal interest in, knowledge about, and purpose of varied musical repertoire.

With limited guidance, listen to, sing, perform, and respond to music concepts (such as pulse and melodic contour) in selected repertoire.

Analyze, classify, or compare and contrast selected music,

Read and perform rhythmic patterns using iconic or standard notation.

With limited guidance, apply personal, teacher, and peer feedback to refine performances.

With limited guidance use suggested strategies in rehearsal to address interpretive challenges of music.

With limited guidance, perform music for a specific purpose with expression through singing, playing and moving.

Perform appropriately for the audience and purpose.

With limited guidance, identify and demonstrate how personal interests and experiences influence musical selection for specific purposes.

With limited guidance, demonstrate and identify how specific music concepts (such as beat or pitch) are used in various styles of music for a purpose.

With limited guidance, demonstrate and identify expressive qualities (such as dynamics and tempo) that reflect creators’/ performers’ expressive intent.

With limited guidance, apply personal and expressive preferences in the evaluation of music for specific purposes.

Identify and describe how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music. Embedded within:

Describe, classify or explain relationships between music and the other arts, other disciplines, varied contexts, and daily life. Embedded within:

Explore and improvise rhythmic and melodic patterns and musical ideas for a specific purpose.

Generate musical patterns and ideas within the context of a given tonality (such as major and minor) and meter (such as duple and triple).

Demonstrate Describe and explain personal reasons for selecting patterns and ideas for music that represent expressive intent.

Organize and develop musical ideas using Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas.

Interpret, explain and apply personal, peer, and teacher feedback to revise personal music.

Convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience

With guidance, sing and play instruments to age-appropriate literature.

With limited guidance, select and discuss personal interest in, knowledge about, and purpose of varied musical selections. repertoire.

With limited guidance, listen to, sing, perform, and respond to music concepts (such as pulse and melodic contour selected repertoire.

Analyze, classify, or compare and contrast selected music.

Read and perform rhythmic patterns using iconic or standard notation.

Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances.

Rehearse, identify and apply strategies to address interpretive, performance, and technical challenges of music.

Perform music for a specific purpose with expression and technical accuracy through singing, performing and/or moving.

Perform appropriately for the audience and purpose.

Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes.

Describe how specific music concepts are used to support a specific purpose in music.

Demonstrate knowledge of music concepts and how they support creators’/ performers’ expressive intent.

Critique and apply personal and expressive preferences in the evaluation of music for specific purposes

Demonstrate Describe how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music. Embedded within:

Demonstrate understanding of Describe, classify or explain relationships between music and the other arts, other disciplines, varied contexts, and daily life. Embedded within:

Listen to, sing, perform, and/or respond to concepts in music from a variety of cultures.

Explore and improvise rhythmic and melodic ideas.

Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.

Perform selected musical ideas for a simple improvisation or composition to express intent, and describe connection to a specific purpose and context.

Organize and develop musical ideas using standard and/or iconic notation and/or recording technology to document personal rhythmic and melodic musical ideas.

Evaluate, refine, and document revisions to personal musical ideas, applying teacher-provided and collaboratively-developed criteria and feedback.

Present the final version of personal created music to others, and describe connection to expressive intent.

Demonstrate and describe how intent is conveyed through expressive qualities (such as dynamics and tempo).

Sing and play instruments to age- appropriate literature.

Select, describe and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context.

Listen to, sing, perform, and respond or move to the structure in music selected for performance.

Analyze selected music, read and perform rhythmic patterns and melodic phrases using iconic and standard notation.

Describe how context (such as personal and social) can inform a performance.

Perform music with expression and

Demonstrate performance decorum and audience etiquette appropriate for the context and venue.

Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes.

Demonstrate and describe how a response to music can be informed by the structure, the use of the elements of music, and context (such as personal and social).

Demonstrate and describe how the expressive qualities (such as dynamics and tempo) are used in performers’ interpretations to reflect expressive intent

Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

Demonstrate Describe how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music. Embedded within:

Demonstrate understanding of Classify and explain relationships between music and the other arts, other disciplines, varied contexts, and daily life. Embedded within:

Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social and cultural).

Describe how sounds and short musical ideas can be used to represent personal experiences, moods, visual images, and/or storylines.

Generate musical ideas (such as rhythms, melodies, and simple accompaniment patterns) within related tonalities (such as major and minor) and meters.

Demonstrate selected Select and organize musical ideas for an improvisation, arrangement, or composition to express intent, and explain connection to purpose and context.

Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas.

Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively-developed criteria and feedback to show improvement over time.

Present the final version of personally created music to others, and explain connection to expressive intent.

With guidance, sing and play instruments to age-appropriate literature.

Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, and form) in music selected for performance.

Analyze selected music, to read and perform using iconic and/or standard notation.

Explain how context (such as social and cultural) informs a performance.

Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, and

Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate accuracy and expressiveness of ensemble and personal performances.

Rehearse to refine technical accuracy and expressive qualities, and address performance challenges.

Perform music, alone or with others, with expression and technical accuracy, and appropriate interpretation.

Demonstrate performance decorum and audience etiquette appropriate for the context,

Demonstrate Select and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

Demonstrate Analyze and explain how responses to music are informed by the structure, the use of the elements of music, and context (such as social and cultural). Re8.4.1 Demonstrate and explain how the expressive qualities (such as dynamics, tempo, and timbre) are used in performers’ and personal interpretations to reflect expressive intent.

Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Describe how interests, knowledge,

Classify and explain relationships between music and the other arts, other disciplines, varied contexts, and daily life. Embedded within

Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social, cultural, and historical). MU:Cr.1.5.2 Describe how sounds and short musical ideas can be used to represent personal experiences, moods, visual images, and/or storylines.

Generate musical ideas (such as rhythms, melodies, and accompaniment patterns) within specific related tonalities, meters, and simple chord changes.

Demonstrate Organize selected and developed musical ideas for improvisations, arrangements, or compositions to express intent, and explain connection to purpose and context.

Organize and develop musical ideas using standard and/or iconic notation and/or recording techMU:Cr3.1.5a Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively-developed criteria and feedback, and explain rationale for changes.

Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively-developed criteria and feedback, and explain rationale for changes.

Present the final version of personal created music to others that demonstrates craftsmanship, and explain connection to expressive intent.

Sing and play instruments to age- appropriate literature.

Demonstrate and Select and explain how the selection of music to perform is influenced by personal interest, knowledge, and context, as well as their personal and others’ technical skill.

Demonstrate understanding of the elements of music (such as rhythm, pitch, form, and

When analyzing Analyze selected music, read and perform using standard notation.

Describes how context (such as social, cultural, and historical) informs performances.

Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, timbre, and articulation/style). MU:Pr5.5. Apply teacher-provided and established criteria and feedback to evaluate the accuracy and expressiveness of ensemble and personal performances.

Rehearse to refine technical accuracy and expressive qualities to address challenges, and show improvement over time.

Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation.

Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre, and style.

Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

Analyze and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context (such as social, cultural, and historical).

Demonstrate and explain how the expressive qualities (such as dynamics, tempo, timbre, and articulation) are used in performers’ and personal interpretations to reflect expressive intent.

Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music. Embedded within:

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life. Embedded within:

Generate simple rhythmic, melodic, and harmonic phrases within AB and ABA forms that convey expressive intent.

Select, organize, construct, and document personal musical ideas for arrangements and compositions within AB or ABA form that demonstrate an effective beginning, middle, and ending, and convey expressive intent.

Use standard and/or iconic notation and/or audio/ video recording to document personal simple rhythmic phrases, melodic phrases, and two- chord increasingly complex harmonic musical ideas.

Evaluate their own work, applying teacher-provided criteria such as application of selected elements of music, and use of sound sources.

Describe the rationale for making revisions to the music based on evaluation criteria and feedback from their teacher.

Present the final version of their documented personal composition or arrangement, using craftsmanship and originality to demonstrate an effective beginning, middle, and ending, and convey expressive intent.

Sing, and play instruments to age- appropriate literature.

Apply teacher-provided criteria for selecting music to perform for a specific purpose and/or context, and explain why each was chosen.

Explain how understanding the structure and the elements of music are used in music selected for performances are used in music selected for performance.

Identify and apply teacher-provided criteria (such as correct interpretation of notation, technical accuracy, originality, and interest) to rehearse, refine, and determine when a piece is ready to perform.

Perform the music with technical accuracy to convey the creator’s intent.

Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue and purpose.

Sect or choose music to listen to and explain the connections to specific interests or experiences for a specific purpose.

Describe how the elements of music and expressive qualities relate to the structure of the pieces

Identify the context of music from a variety of genres, cultures, and historical periods.

Describe a personal interpretation of how creators’ and performers’ application of the elements of music and expressive qualities, within genres and cultural and historical context, convey expressive intent.

Apply teacher-provided criteria to evaluate musical works or performances.