New Hampshire K–6 music standards

sing independently, on pitch and in rhythm, with appropriate timbre, diction, and posture, and maintain a steady tempo

sing expressively, with appropriate dynamics, phrasing, and interpretation

sing from memory a varied repertoire of songs representing genres and styles from diverse cultures

sing ostinatos, partner songs, and rounds

sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor.

perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo

perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments

perform expressively a varied repertoire of music representing diverse genres and styles

echo short rhythms and melodic patterns

perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor

perform independent instrumental parts while other students sing or play contrasting parts.

improvise “answers” in the same style to given rhythmic and melodic phrases

improvise simple rhythmic and melodic ostinato accompaniments

improvise simple rhythmic variations and simple melodic embellishments on familiar melodies

improvise short songs and instrumental pieces, using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.

create and arrange music to accompany readings or dramatizations

create and arrange short songs and instrumental pieces within specified guidelines

use a variety of sound sources when composing.

read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures

use a system (that is, syllables, numbers, or letters) to read simple pitch notation in the treble clef in major keys

identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing

use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher.

identify simple music forms when presented aurally

demonstrate perceptual skills by moving to, inquiring about, and describing aural examples of music from various styles representing diverse cultures

use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances

identify the sounds of different instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children’s voices and male and female adult voices

respond through purposeful movement to selected prominent features in a piece of music.

devise criteria for evaluating performances and compositions

explain, using appropriate music terminology, personal preferences for specific musical works and styles.

identify similarities and differences in the meanings of common terms used in the various arts

identify ways in which the principles and subject matter of other disciplines are related to those of music.

identify by genre or style aural examples of music from various historical periods and cultures

describe in simple terms how elements of music are used in various world cultures

identify many uses of music in their daily experiences and describe characteristics that make certain music suitable for each use

identify and describe the roles of musicians in music settings and cultures

demonstrate audience behavior appropriate for the context and style of music performed

describe the way music has been a continuous part of the history of human culture.

identify occupations in which people sing or play musical instruments

identify local resources where people can take part in singing

identify professions where skills of arranging and composing music are used

recognize that people evaluate music and music performances.

sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles

sing with expression and technical accuracy a repertoire of vocal literature with a difficulty level of 2 on a scale of 1 to 6, including some songs performed from memory

sing music representing diverse genres and cultures, with expression appropriate for the work being performed

sing music written in two and three parts.

sing with expression and technical accuracy a varied repertoire of vocal literature with a difficulty level of 3 on a scale of 1 to 6, including some songs from memory.

perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, playing position, and good breath, bow, or stick control

perform, with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument, a repertoire of instrumental literature with a difficulty level of 2 on a scale of 1 to 6

perform music representing diverse genres and cultures, with expression appropriate for the work being performed

play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.

perform with expression and technical accuracy a varied repertoire of instrumental literature with a difficulty level of 3 on a scale of 1 to 6, including some solos performed from memory.

improvise simple harmonic accompaniments

improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys

improvise short melodies, unaccompanied and with given rhythmic accompaniments, each in a consistent style, meter, and tonality.

compose short pieces within specified guidelines, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance

arrange simple pieces for voices or instruments other than those for which the pieces were written

use traditional and nontraditional sound sources and electronic media when composing and arranging.

read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8 and alla breve meter signatures

read at sight simple melodies in both the treble and bass clefs

identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression

use standard notation to record their musical ideas and the musical ideas of others

(for choral/instrumental students) sight-read accurately and expressively, music with a difficulty level of 2 on a scale of 1 to 6.

describe specific music events in a given aural example, using appropriate terminology

analyze how elements of music are expressed in diverse genres and cultures

demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music.

develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their own personal listening and performing

evaluate the quality and effectiveness of their own and others’ performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music.

compare in two or more arts how the characteristic features of each art discipline can be used to transform similar events, scenes, emotions, or ideas into works of art

describe ways in which the principles and subject matter of other disciplines are related to those of music.

describe distinguishing characteristics of representative music genres and styles from different cultures

classify by genre, style, historical period, composer, or title bodies of exemplary musical works and explain the characteristics that cause each work to be considered exemplary

compare the role of musicians, the function music serves and conditions under which music is typically performed, in several cultures of the world.

recognize that improvisation and accompaniment are creative skills that are needed in certain music careers

identify professions where skills of arranging, composing and conducting music are used

identify local, national, or international individuals who are composers/arrangers of music

identify occupations that require people to evaluate music and music performances

recognize that music-related careers exist in musical production and direction.