New York K–6 music standards

Explore and imitate sounds found in the environment.

Imagine and describe places, times, and reasons for making and listening to music.

Illustrate musical ideas through movements (such as dramatizations of books or stories).

Manipulate music concepts (such as tempo and dynamics) in order to express ideas.

Explore folk music from a music from a variety of cultures.

With guidance, discuss preferences for varied musical styles and repertoire.

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

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

With guidance, demonstrate and select favorite 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 musical ideas.

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

With guidance, demonstrate and state personal interest in varied musical selections provided by the teacher.

With guidance, explore and demonstrate awareness of music contrasts (such as high/low, loud/soft, same/different) in a variety of same/different) in a variety of in music selected for performance. performance. performance. music selected for performance. elements of music are elements of music are 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, apply personal, teacher, and peer feedback to refine performances.

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

Respond appropriately to aural and visual cues.

With guidance, perform music with expression.

Perform appropriately for the audience.

Respond appropriately to aural and visual cues.

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

With guidance, demonstrate how a specific music concept (such as beat or melodic direction) is used in music.

With guidance, demonstrate awareness 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.

Explore and imitate sounds found in the environment.

Imagine and describe places, times, and reasons for making and listening to music.

Illustrate musical ideas through movements (such as dramatizations of books or stories).

Manipulate music concepts (such as tempo, dynamics, and articulations) in order to express ideas.

Perform folk music from variety of cultures and discuss the music's culture of origin.

With limited guidance, state preferences for varied musical styles and repertoire.

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 musical ideas.

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

With limited guidance, present a final version of musical ideas for a specific purpose to peers or an informal audience that conveys expressive intent for a specific purpose.

With limited guidance, demonstrate and discuss personal interest in, knowledge of, and purpose of varied musical selections provided by the teacher.

With limited guidance, demonstrate knowledge of music concepts (such as beat and melodic contour) in music selected for performance.

When analyzing selected music, read and perform rhythmic patterns, using iconic or standard notation, as appropriate to the musical tradition.

Demonstrate and describe music's expressive qualities (such as dynamics and tempo).

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.

Respond appropriately to aural and visual cues.

With limited guidance, perform music for a specific purpose with expression.

Perform appropriately for the audience and purpose.

Respond appropriately to aural and visual cues.

With limited guidance, identify and demonstrate how personal interests and experiences influence selection of teacher-provided music 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.

Generate musical soundscapes to portray stories, characters, emotions, and/or ideas.

Identify places, times, and reasons for making and listening to music.

Illustrate musical ideas through movements (such as dramatizations of books or stories).

Manipulate music concepts in order to express ideas.

Perform folk music from a variety of cultures and discuss the music's culture of origin.

Describe and document preferences for varied musical styles and repertoire.

Generate rhythmic and melodic patterns and musical ideas for a specific purpose.

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

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

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

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

Present a final version of musical ideas for a specific purpose to peers or an informal audience that conveys expressive intent for a specific purpose.

Demonstrate and explain personal interest in, knowledge of, and purpose of varied musical selections provided by the teacher.

Demonstrate knowledge of music concepts (such as major/minor tonality and meter) in music selected for performance.

When analyzing selected music, read and perform rhythmic and melodic patterns, using iconic or standard notation, as appropriate to the musical tradition.

Demonstrate knowledge of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.

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.

Respond appropriately to aural and visual cues.

Perform music for a specific purpose with expression and technical accuracy.

Perform appropriately for the audience and purpose.

Respond appropriately to aural and visual cues.

Explain and demonstrate how personal interests and experiences influence selection of teacher-provided music for specific purposes.

Describe and demonstrate 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.

Apply personal and expressive preferences in the evaluation of music for specific purposes.

Generate musical soundscapes to portray stories, characters, emotions, and/or ideas.

Describe places, times, and reasons for making and listening to music.

Perform folk dances from a variety of cultures.

Manipulate music concepts in order to express ideas.

Perform folk music from a variety of cultures and identify the music's culture of origin.

Document and preserve musical ideas or insights from varied musical styles and repertoire, using standard notation, as appropriate to the musical appropriate to the musical tradition.

Generate rhythmic and melodic ideas, and identify connection to specific purpose and/or context (such as personal and social).

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

Demonstrate and identify selected musical ideas for a simple arrangement or composition to express intent, and identify connection to a specific purpose and/or context.

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

Evaluate, refine, and document revisions to music, applying teacher-provided criteria and feedback.

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

Demonstrate and explain how the music that they selected to perform (from teacher-or student-provided options) is influenced by personal interest, knowledge, purpose, and context.

Demonstrate knowledge of the elements of music (such as rhythm and pitch) n music selected for performance.

When analyzing selected music, read and perform rhythmic and melodic patterns, using standard notation, as appropriate to the musical tradition.

Describe how context (Describe how context social) can inform a performance.

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

Apply established criteria and feedback to evaluate accuracy of performances.

Identify and apply appropriate rehearsal strategies and show readiness to present.

Respond appropriately to aural and visual cues.

Perform music with expression and technical accuracy.

Perform appropriately for the audience, venue, and context, demonstrating performance decorum.

Respond appropriately to aural and visual cues.

Demonstrate and identify how selected music (from teacher or student-provided options) connects to and is influenced by specific interests, experiences, or purposes.

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

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

Apply established criteria to evaluate musical works and performances, identifying appropriateness to the context.

Create musical ostinati and/or sounds to accompany or portray events, a story, or to illustrate an abstract idea.

Describe places, times, and reasons for making and listening to music.

Perform folk dances from a variety of time periods and/or cultures.

Manipulate music concepts in order to express ideas.

Perform folk music from a variety of cultures and identify the music's role(s) or meaning in its culture of origin.

Document and preserve musical ideas or insights from varied musical styles and repertoire, using standard notation as appropriate to the musical tradition.

Generate rhythmic and melodic ideas, and describe connection to specific purpose and context (such as social and cultural).

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

Demonstrate selected and organized musical ideas for an arrangement and composition to express intent, and describe connection to purpose and context.

Use standard notation and/or recording technology to combine, sequence, and document musical ideas.

Evaluate, refine, and document revisions to music, applying teacher-provided and collaboratively selected criteria and feedback.

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

Demonstrate and explain how the music that they selected to perform (from teacher- or student-provided options) is influenced by personal interest, knowledge, purpose, context, and technical skills.

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

When analyzing selected music, read and perform, using standard notation, as appropriate to the musical tradition.

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

Demonstrate and identify the context and how intent is conveyed through interpretive decisions (such as dynamics and tempo).

Apply established or collaboratively selected criteria and feedback to evaluate accuracy and expressiveness of performances.

Identify and apply appropriate rehearsal strategies and show readiness to present.

Respond appropriately to aural and visual cues.

Perform music with expression and technical accuracy.

Perform appropriately for the audience, venue, context, and genre, demonstrating performance decorum.

Respond appropriately to aural and visual cues.

Demonstrate and describe how selected music (from teacher or student-provided options) connects to and is influenced by specific interests, experiences, purposes, or contexts.

Demonstrate and describe how responses to music are informed by the use of the elements of music and by context (such as social and cultural).

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

Apply established criteria to evaluate musical works and performances, describing appropriateness to the context.

Create musical ostinati and/or motifs to accompany or portray events, a story, or to illustrate an abstract idea.

Describe places, times, and reasons for making and listening to music.

Perform folk dances from a variety of time periods and cultures.

Identify how sound is created on a variety of instruments and other sound sources.

Improvise musical motifs to accompany or portray events, a story, or to illustrate an abstract idea.

Relate musical experiences to personal accomplishments in order to create new goals.

Improvise musical ostinati and/or motifs to accompany or portray events, a story, or to illustrate an abstract idea.

Discuss places, times, and reasons for making and listening to music.

Consider personal accomplishments and experiences in shaping new musical goals.

Identify how sound is created on a familiar instrument and other sound sources.

Perform folk music from a variety of cultures an identify the music's role(s) and meaning in its culture of origin.

Document and preserve musical ideas or insights from varied musical styles and repertoire, using standard notation as appropriate to the musical tradition.

Perform and listen to music from various times and cultures and describe how that music reflects those times and cultures.

Identify the cultural and social uses for music.

Identify ways in which music is used to represent and reflect group identity.

Generate rhythmic and melodic ideas and explain connection to specific purpose and context.

Generate musical ideas and phrases within specific tonalities and meters.

Generate melodic, rhythmic, and timbral ideas.

Generate melodic, rhythmic, and harmonic ideas for melodies (such as two-phrase).

Generate simple chordal accompaniments for teacher-provided melodies.

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

Use standard notation and/or recording technology to combine, sequence, and document musical ideas.

Select from and develop previously generated ideas into musical patterns.

Preserve drafts of creative work through standard notation and/or recording technology.

Select, develop, and arrange harmonic ideas and chordal accompaniments for teacher-provided melodies, and rhythmic or melodic ideas for melodies (such as two-phrase) and explain connection to purpose and context.

Use standard notation and/or recording technology to combine, sequence, and document musical ideas.

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

Apply teacher-provided criteria to evaluate and refine drafts of simple melodies (such as two-phrase) and chordal accompaniments to short or simple melodies.

Explain the rationale for changes.

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

Share completed chordal accompaniments to short or simple melodies (such as two-phrase).

Demonstrate and explain expressive intent, and development and organization of musical ideas.

Demonstrate and explain how the music that they selected to perform (from teacher-or student-provided options) is influenced by personal interest, knowledge, purpose, context, and their own and others' technical skill.

Select varied repertoire to study (from teacher- or student-provided options) based on interest, music literacy, an understanding of the structure of the music, context, and the technical skill of the individual or ensemble.

Apply teacher-provided criteria to explain and demonstrate how the music that they selected to perform (from teacher-or student-provided options) is influenced by personal interest, knowledge, purpose, context, and their own and others' technical skill.

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

When analyzing selected music, read and perform, using standard notation, as appropriate to the musical tradition.

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

Identify prominent elements of music (such as form and harmony) in a varied repertoire of music.

Use aural skills and standard notation when analyzing selected music.

Explain how elements of music inform prepared or improvised performance(s).

Demonstrate and identify the context and how intent is conveyed through interpretive decisions such as dynamics and tempo).

Demonstrate and explain how intent and consideration of performance context(s) are conveyed through interpretive decisions and elements of music (such as form and harmony) in a varied repertoire of music.

Apply established and collaboratively developed criteria and feedback to evaluate the accuracy and expressiveness of performances.

Identify and apply appropriate rehearsal strategies and show readiness to present.

Respond appropriately to aural and visual cues.

Use teacher-provided feedback and strategies to refine individual and ensemble performances.

Respond appropriately to specific aural and visual cues (such as entrances dynamics, and fermatas.)

Apply self-reflection and teacher-provided criteria to evaluate prepared or improvised ensemble and personal performances.

Implement rehearsal strategies to address challenges, refine technical accuracy and elements of music (such as form and harmony), and show improvement over time.

Respond appropriately to teacher-provided cues.

Perform music with expression, technical accuracy, and interpretation.

Perform appropriately for the audience, venue, context, genre, and style, demonstrating performance decorum.

Respond appropriately to aural and visual cues.

Perform a varied repertoire of prepared or improvised music, alone or with others, with technical accuracy and appropriate interpretation.

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

Respond appropriately to teacher-provided cues.

Demonstrate and explain how selected music (from teacher-or student-provided options) connects to and is influenced by specific interests, experiences, purposes, or contexts.

Identify reasons for selecting music (from teacher-or student-provided options), based on characteristics found in the music, connection to interest, and purpose or context.

Demonstrate and describe how selected music (from teacher-or student-provided options), based on characteristics found in the music, connects to and is influenced by interest, purpose, or personal experience.

Demonstrate and explain how responses to music are informed by the use of the elements of music and by context (such as cultural and historical).

Identify how knowledge of context and the use of repetition, similarities, and contrasts inform the response to music.

Identify and demonstrate, giving examples, the use of repetition, similarities, and contrasts in musical selections.

Identify how social or cultural context informs a response.

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

Identify and demonstrate how the expressive qualities and social or cultural context influence performers' interpretations to reflect expressive intent.

Apply established criteria to evaluate musical works and performances, explaining appropriateness to the context.

Identify and describe how interest, experiences, and personal or social contexts affect evaluation, and apply these in interpreting music.

Create musical ostinati and motifs to accompany or portray events, a story, or to illustrate an abstract idea.

Relate music to personal accomplishments and experiences.

Express and/or share a musical idea or emotion by using technological resources.

Identify how sound is created on a variety of instruments and other sound sources.

Describe effective strategies for reaching a musical goal that is of importance to you.

Design, implement, and reflect on a strategy for expanding one's knowledge of unfamiliar music.

With teacher guidance, identify the musical qualities that give persuasive music (such as soundtracks, commercials, protest songs) its effect on the perspectives and beliefs of the listener.

Design, implement, and reflect on a strategy for expanding one's knowledge of unfamiliar music.

With teacher guidance, identify the musical qualities that give persuasive music (such as soundtracks, commercials, protest songs) its effect on the perspectives and beliefs of the listener.

Describe effective strategies for reaching a musical goal that is of importance to you.

Express and share an original musical idea or emotion using instrumental resources.

Perform folk music from a variety of cultures, including some in foreign languages, and describe the music's role(s) and meaning in its culture of origin.

Use technological resources to preserve musical ideas from varied musical styles and repertoire as appropriate to the musical tradition.

Explore the skills and knowledge necessary to pursue vocational and avocational opportunities in the musical community.

Identify the cultural, social, and political uses for music.

Explain ways in which music is used to inform or change the beliefs, values, or behaviors of an individual or of a society.

Generate rhythmic and melodic ideas over given harmonic accompaniments within AB and ABA forms, and identify connection to purpose and context.

Generate melodic, rhythmic, and timbral ideas, based on characteristic(s) of music or text(s) studied in rehearsal.

Generate melodic and rhythmic phrases that exhibit cohesiveness within forms (such as AB, ABA, song form) over given chord progressions.

Generate chordal accompaniments for teacher-provided or self-composed melodies.

Organize and/or demonstrate developed musical ideas for arrangements or compositions that express intent and have a clear beginning, middle, and end (such as in AB or ABA form).

Use standard notation and/or audio/video recording to combine, sequence, and document musical ideas.

Select from and develop previously generated ideas into musical patterns that demonstrate particular content of music or texts studied in rehearsal.

Preserve drafts of creative work through standard notation and/or recording technology.

Select, develop, and arrange rhythmic, melodic, and harmonic ideas to generate multi-chord accompaniments to melodies with simple forms (such as AB or ABA), and melodic phrases over specified chord progressions to express intent.

Use standard notation or recording technology to document drafts of musical ideas.

Evaluate, refine, and document revisions to music, applying criteria and feedback (related to areas such as elements of music), and explain the rationale for changes.

Apply teacher-provided and collaboratively developed criteria to evaluate and refine drafts of melodies (created over specified chord progressions or AB/ABA forms) and two to three chord accompaniments to short or simple melodies.

Explain the rationale for changes, based on evaluation criteria.

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

Share completed multi-chord accompaniments to teacher-provided or self-composed melodies and melodic phrases (created over specified chord progressions or AB/ABA forms).

Demonstrate and explain expressive intent, and development and organization of musical ideas, based on evaluation criteria and craftsmanship.

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

Select varied repertoire to study (from teacher-or student-provided options) based on music literacy, an understanding of formal design in the music, context, and the technical skill of the individual and ensemble.

Apply teacher-and collaboratively developed criteria to explain and demonstrate how a repertoire of music representing contrasting styles is selected (from teacher-or student-provided options), based on personal interest, knowledge, personal and others' technical skills, and the purpose and/or context of the performance(s).

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

When analyzing selected music, use grade-level standard notation to read and identify musical symbols and functions, as appropriate to the musical tradition.

Explain how social, cultural, and historical context inform performances.

Identify and compare prominent elements of music (such as form and harmony) in a repertoire of music representing contrasting styles.

Use aural skills and standard notation (rhythmic, melodic, and harmonic) when analyzing selected music.

Explain how elements of music and social, cultural, and/or historical context(s) inform prepared or improvised performance(s).

Demonstrate a selected piece of music that shows how their interpretations of the elements of music and the expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing) convey intent and are appropriate to the context.

Demonstrate and explain how intent and consideration of the social, cultural, and/or historical performance context(s) are conveyed through interpretive decisions and elements of music (such as form and harmony) in a repertoire of music representing contrasting styles.

Discuss and apply established and collaboratively developed criteria and feedback to evaluate the accuracy and expressiveness of performances.

Identify and apply appropriate rehearsal strategies and show readiness to present.

Respond appropriately to aural and visual cues.

Use teacher and student feedback to develop strategies that address technical challenges to refine performances.

Respond appropriately to specific aural and visual cues (such as phrasing, expression, and articulations).

Apply self-reflection and teacher-provided and collaboratively developed criteria to evaluate prepared or improvised ensemble and personal performances.

Implement rehearsal strategies to address challenges, refine technical accuracy and elements of music (such as form and harmony), show improvement over time, and determine when the music is ready to perform.

Respond appropriately to aural and visual cues.

Perform music with stylistic expression, technical accuracy, and interpretation

Perform appropriately for the audience, venue, context, genre, and style, demonstrating performance decorum.

Respond appropriately to aural and visual cues.

Perform a repertoire of prepared or improvised music representing contrasting styles, alone or with others, with expression, technical accuracy, and appropriate interpretation.

Demonstrate performance decorum (such as stage presence and behavior) and audience etiquette appropriate for the context, venue, genre, and style.

Respond appropriately to aural and visual cues.

Select and explain how contrasting musical works (from teacher-or student-provided options) connect to and are influenced by specific interests, experiences, purposes, or contexts.

Demonstrate and compare, using teacher-developed criteria, how selected music (from teacher-or student-provided options) connects to and is influenced by interest, purpose, or personal experience.

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

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

Describe how understanding context and the way that the elements of music are manipulated informs the response to music.

Demonstrate and describe, giving examples, how the elements of music are manipulated in musical selections.

Identify how social, cultural, and/or historical context informs a response.

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, conveys expressive intent.

Identify and explain how the expressive qualities; elements of music; and social, cultural, and/or historical context influence performers' interpretations to reflect expressive intent.

Apply established criteria to evaluate musical works and performances, citing evidence, explaining appropriateness to the context.

Explain how interest, experiences, and personal, social, and/or historical contexts affect evaluation, and apply these in interpreting a varied repertoire of music.

Explain reasons for selecting music (from teacher-or student-provided options) by citing characteristics found in the music and connections to interest, purpose, and context.