North Carolina K–6 music standards

Identify the similarities and differences of music representing diverse global communities.

Identify how music is used in school and in daily life.

Describe how music is used in personal experiences.

Identify the various roles of individuals that contribute to the creation and production of music, such as singers, instrumentalists, composers, conductors, etc.

Identify music that is created with technology tools.

Improvise rhythmic patterns and 2-pitch melodic patterns.

Notate 4-8 beats of original rhythmic ideas using iconic notation that incorporate grade-level appropriate rhythms.

Create soundscapes using a variety of traditional and non-traditional sound sources.

Explain the difference between original and copied musical ideas or works.

Improve musical skills by incorporating feedback from instructors.

Read iconic notation to sing or play melodic patterns with at least two pitches and rhythmic patterns with quarter note and beamed eighth pairs in a variety of meters.

Perform a steady beat in isolation and when singing or playing in unison.

Demonstrate opposites in tempos, form, texture, and dynamics.

Name the production elements needed to develop formal and informal performances.

Identify appropriate audience and performer etiquette.

Identify opposites in tempos, form, texture, and dynamics in aural or written musical works.

Describe emotions evoked by a given musical work.

Identify a variety of instruments and vocal timbre types by sound, including sing, speak, whisper, and shout.

Describe personal preferences for musical works.

Provide positive feedback for others.

Explain how music can reflect culture, values, and ideas.

Identify cross-curricular connections between music and other arts disciplines.

Describe how music exists in local community traditions, celebrations, entertainment, or other uses.

Identify the various roles of individuals that contribute to the support and consumption of music.

Describe how innovations and technology are used to create and present music.

Improvise 4-8 beat rhythmic patterns and 3-pitch melodic patterns.

Notate 4-8 beats of original rhythmic ideas using iconic or standard notation that incorporate grade-level appropriate rhythms.

Accompany readings, stories, or dramatizations with corresponding traditional and non-traditional sound sources.

Explain how and when to give credit to others when creating work that borrows from other musicians.

Improve musical skills by incorporating feedback from instructors and peers.

Read iconic or standard notation to sing or play music with at least three pitches and rhythms with quarter rests in 2/4 and 4/4 meters.

Sing or play in unison with simple accompaniments.

Demonstrate opposites in tempos, form, texture, articulations, and dynamics.

Identify the production elements needed to develop formal and informal performances.

Contrast audience and performer etiquette.

Identify opposites in tempos, form, texture, articulations, and dynamics in aural or written musical works.

Explain how musical works are used to communicate meaning.

Identify a variety of instruments and voices by sound, including available classroom instruments.

Describe personal preferences for music.

Provide positive feedback and areas for improvement for others.

Describe how American music reflects the heritage, customs, and traditions of people in the United States, including various indigenous and cultural groups.

Identify cross-curricular connections between music and other content areas.

Describe how music exists in national traditions, celebrations, entertainment, or other uses.

Compare the roles of various individuals that contribute to the creation, production, and consumption of music.

Explain why innovative technologies are used in music.

Improvise 8-12 beats of rhythmic patterns and melodic patterns.

Notate 8-12 beats of original rhythmic ideas using iconic or standard notation that incorporate grade-level appropriate rhythms.

Accompany readings, stories, or dramatizations with corresponding vocal or instrumental sounds.

Explain how to share music fairly.

Improve musical skills by applying feedback from instructors, peers, and self.

Read iconic or standard notation to sing or play music with three or more pitches, and half notes, half rests, and tied rhythms in 2/4 and 4/4 meters.

Sing or play in rounds and ostinatos.

Demonstrate changes in tempos, form, texture, articulations, phrasing, and dynamics.

Describe the production elements needed to develop formal and informal performances.

Demonstrate appropriate audience and performer etiquette.

Identify changes in tempos, form, texture, articulations, phrasing, and dynamics in aural and written musical works.

Identify a "story" told in a work of music.

Describe the timbres of a variety of instruments and voices, and the way in which the sound is produced.

Explain why some music is valued over others by different individuals, communities, and cultures.

Provide positive feedback to self and others.

Describe music found in the local community or region.

Compare elements of music with elements of other disciplines.

Describe personal emotions evoked by a variety of music.

Identify music careers in the local community.

Describe how music has changed over time with the introduction of new technology.

Improvise stylistically appropriate responses to given rhythmic or melodic phrases.

Notate 4-8 measures of original rhythmic ideas and melodic ideas using iconic or standard notation that incorporate grade-level appropriate rhythms and pitches.

Arrange an existing piece by changing one or more musical elements.

Identify music that can be used by everyone fairly.

Improve compositions and musical skills by applying formal or informal feedback.

Read iconic or standard notation to sing or play music using any pentatonic scale, and whole note, dotted half note, whole rest, and beamed sixteenth note rhythms in 2/4, 3/4, and 4/4 meters.

Sing or play partner songs.

Demonstrate the meaning of symbols and terminology for a variety of tempos, articulations, forms, and dynamics when performing music.

Compare, with guidance, music to perform and the production elements needed to support a performance.

Identify how audience and performer etiquette changes based on the context.

Identify symbols and terminology for a variety of tempos, articulations, forms, and dynamics in aural and written musical works.

Infer meaning from musical works using musical vocabulary.

Identify a variety of instruments and voices by sound, including folk and orchestral instruments.

Contrast individual preferences for particular works or genres of music with preferences of peers.

Apply specific criteria to construct respectful feedback about music and composition.

Describe styles and musicians who have influenced, or been influenced by, the customs and traditions of indigenous and other cultural groups in North Carolina.

Describe how other content areas can inspire programmatic music, soundscapes, or concepts.

Describe personal emotions and memories evoked by a variety of music.

Describe music careers in North Carolina.

Compare how music has changed and remained the same with advances in technology and digital media.

Improvise pentatonic melodies over an ostinato.

Notate or record 4-8 measures of original rhythmic ideas and melodic ideas for two or more performers that incorporate grade-level appropriate rhythms and pitches.

Align original poetry with a pre-existing melody; or a pre-existing piece of poetry with an original melody.

Identify how to responsibly use resources for online access of music.

Improve compositions and musical skills by applying feedback from peers or self based on student-generated criteria.

Read standard notation to sing or play music using any major key, and dotted quarters and groups of three eighth notes and rests in 6/8 meter, and beamed sixteenth and eighth note rhythms in 2/4, 3/4, and 4/4 meters.

Sing or play songs with occasional harmonizations.

Demonstrate the meaning of symbols and terminology for the continua of tempos and dynamics, including crescendos and decrescendos, and a variety of forms and articulations when performing music.

Compare, with guidance, music to perform and the production elements needed to support the context and purpose of a performance.

Create criteria for audience and performer etiquette in a variety of contexts.

Identify symbols and terminology for tempos, dynamics, including crescendos and decrescendos, and a variety of forms and articulations in aural and written musical works.

Compare different interpretations of the same musical work using musical vocabulary.

Describe the timbres of a variety of instruments and voices used in diverse types of ensembles.

Compare personal responses to a musical work before and after engaging with similar musical works.

Generate criteria in collaboration with others for evaluating musical performances and compositions.

Describe styles and musicians who have influenced, or been influenced by, the customs and traditions of indigenous and other cultural groups in the United States.

Describe how other disciplines inspire, and can be a part of, music creation or performance.

Identify how music is used in the media to evoke emotions.

Identify the characteristics and behaviors of musicians that connect to college, career, and post-secondary skills.

Cite examples of musical works or musicians that were innovative for their time.

Improvise a 4-12 measure melody over a changing harmonic accompaniment.

Notate or record original rhythmic ideas and melodic ideas using several voices or instruments that incorporate grade-level appropriate rhythms and pitches.

Accompany an existing melody with an original rhythmic or melodic ostinato.

Cite artists correctly when utilizing or adapting their original music.

Improve compositions and musical skills by applying feedback from peers or self based on student-generated criteria.

Read standard notation to sing or play music using any major or minor key, and syncopation in 2/4, 3/4, or common time meters, including rhythms in 6/8 meter.

Sing or play songs with two-part harmony.

Demonstrate the meaning of symbols and terminology for the continua of tempos and dynamics, and a variety of forms and articulations independently when performing music.

Compare music to perform and the production elements needed to support the context and purpose of a performance, working collaboratively.

Evaluate the etiquette of the audience and performers in a variety of contexts.

Analyze symbols and terminology for the continua of tempos and dynamics, and a variety of forms and articulations in aural and written musical works.

Speculate on the composer's purpose in choosing specific qualities for a musical work using musical vocabulary.

Analyze the timbres of a variety of instruments and voices within a musical work.

Defend personal preferences for particular musical works.

Evaluate musical performances and compositions using student-generated criteria.

Explain how music expresses and reflects the values of civilizations around the world.

Explain how the development of musical ideas can be informed and inspired by concepts from other content areas.

Describe sensory, emotional, personal, or intellectual responses to a variety of music.

Identify the musical skills, characteristics, and behaviors needed for success in music careers.

Compare how innovative tools and ideas have been used in a variety of musical works.

Improvise rhythmic patterns over a rhythmic or harmonic accompaniment.

Compose 4-8 measures of original rhythmic ideas and melodic ideas through notation or recording that incorporate grade-level appropriate rhythms and pitches.

Arrange an existing piece of music, changing two or more musical elements.

Describe how fair use, copyright, public domain, open source, and creative commons affect the ability of musicians to create original and arranged music.

Apply feedback from instructors to refine musical presentations, compositions, or ideas.

Read standard notation to perform or produce music using any major or minor key and triplet rhythms in 2/4, 3/4, 4/4, 6/8, and 12/8 meters.

Perform or produce a variety of music in unison or simple harmony, using rounds, canons, or partner songs.

Demonstrate the meaning of symbols and terminology for the continua of tempos of dynamics, and an expanded range of forms and articulations with appropriate technique when performing or producing music.

Compare, with guidance, production elements, and how they enhance a musical presentation.

Demonstrate audience or performer etiquette appropriate in a variety of contexts.

Identify symbols and terminology for the continua of tempos and dynamics, and an expanded range of forms and articulations in aural and written musical works.

Identify multiple meanings for musical works, citing evidence.

Identify the timbres of a variety of instruments and voices heard in traditional, contemporary, and world music.

Identify appealing qualities and effective portions of musical works.

Evaluate musical presentations, compositions, and musical ideas using given criteria.