North Dakota K–6 music standards

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

Incorporate traditional and emerging technologies to create, perform, and respond to music.

Analyze and evaluate the effect of technology on development of music and performance.

Make connections among the arts and other disciplines which strengthen learning and transfer knowledge and skills to and from other fields.

Explain how the arts reflect cultural trends and historical events across the world and how new directions in the arts have emerged.

Explore careers in and related to the arts and how they impact local and global economies.

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

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

With guidance, demonstrate and choose favorite musical ideas.

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

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

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

With guidance, perform music with expression.

Perform appropriately for audience.

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

With guidance, demonstrate how specific music concepts (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' or performers' expressive intent.

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

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

Incorporate traditional and emerging technologies to create, perform, and respond to music.

Analyze and evaluate the effect of technology on development of music and performance.

Make connections among the arts and other disciplines which strengthen learning and transfer knowledge and skills to and from other fields.

Explain how the arts reflect cultural trends and historical events across the world and how new directions in the arts have emerged.

Explore careers in and related to the arts and how they impact local and global economies.

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, organize and document personal musical ideas using iconic or standard notation and/or recording technology.

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

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

When analyzing selected music, read and perform rhythmic patterns using iconic or standard notation.

With limited guidance, demonstrate and describe expressive qualities (such as dynamics and tempo) that support the creators’ expressive intent.

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.

Perform appropriately for 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’ or performers’ expressive intent.

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

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

Incorporate traditional and emerging technologies to create, perform, and respond to music.

Analyze and evaluate the effect of technology on development of music and performance.

Make connections among the arts and other disciplines which strengthen learning and transfer knowledge and skills to and from other fields.

Explain how the arts reflect cultural trends and historical events across the world and how new directions in the arts have emerged.

Explore careers in and related to the arts and how they impact local and global economies.

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

Combine, sequence and document personal musical ideas using iconic or standard notation and/or recording technology.

Interpret and apply personal, peer, and teacher feedback to revise personal musical ideas.

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

Demonstrate and explain personal interest in, knowledge about, and purpose of varied musical selections.

Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.

When analyzing selected music, read and perform rhythmic and melodic patterns using iconic or standard notation.

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

Apply teacher provided criteria to judge accuracy, expressiveness, and effectiveness of performances.

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

Perform music for a specific purpose with expression.

Demonstrate performance decorum and audience etiquette appropriate for purpose.

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

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

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

Incorporate traditional and emerging technologies to create, perform, and respond to music.

Analyze and evaluate the effect of technology on development of music and performance.

Make connections among the arts and other disciplines which strengthen learning and transfer knowledge and skills to and from other fields.

Explain how the arts reflect cultural trends and historical events across the world and how new directions in the arts have emerged.

Explore careers in and related to the arts and how they impact local and global economies.

Improvise rhythmic and melodic ideas and describe connection to specific purpose and context (such as personal and social).

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

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

Document personal rhythmic and melodic musical ideas using standard and/or iconic notation and/or recording technology.

Evaluate, refine, and document revisions to personal music, 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 explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context.

Demonstrate understanding of the structure in music selected for performance.

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

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

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

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

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

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

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

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

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

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

Evaluate musical works and performances, applying established criteria.

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

Incorporate traditional and emerging technologies to create, perform, and respond to music.

Analyze and evaluate the effect of technology on development of music and performance.

Make connections among the arts and other disciplines which strengthen learning and transfer knowledge and skills to and from other fields.

Explain how the arts reflect cultural trends and historical events across the world and how new directions in the arts have emerged.

Explore careers in and related to the arts and how they impact local and global economies.

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

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

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

Document personal rhythmic, melodic, and simple harmonic musical ideas using standard and/or iconic notation and/or recording technology.

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 personal created music to others and explain connection to expressive intent.

Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, context, and technical skill.

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

When analyzing selected music, read and perform using 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 timbre).

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 for a specific purpose with expression and technical accuracy and appropriate interpretation.

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

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

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

Demonstrate and describe how 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 context.

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

Incorporate traditional and emerging technologies to create, perform, and respond to music.

Analyze and evaluate the effect of technology on development of music and performance.

Make connections among the arts and other disciplines which strengthen learning and transfer knowledge and skills to and from other fields.

Explain how the arts reflect cultural trends and historical events across the world and how new directions in the arts have emerged.

Explore careers in and related to the arts and how they impact local and global economies.

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

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

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

Document personal rhythmic, melodic, and two-chord harmonic musical ideas using standard and/or iconic notation and/or recording technology.

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

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

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

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

When analyzing selected music, read, identify by name standards symbols for rhythm, pitch, articulation, and dynamics, and perform using standard notation..

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

Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, timbre, and articulation/style).

Apply established criteria and feedback to evaluate 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 for a specific purpose with expression, technical accuracy, and refined interpretation.

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

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

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

Demonstrate and explain how 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 context, citing evidence from elements of music.

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

Incorporate traditional and emerging technologies to create, perform, and respond to music.

Analyze and evaluate the effect of technology on development of music and performance.

Make connections among the arts and other disciplines which strengthen learning and transfer knowledge and skills to and from other fields.

Explain how the arts reflect cultural trends and historical events across the world and how new directions in the arts have emerged.

Explore careers in and related to the arts and how they impact local and global economies.

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

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

Document personal rhythmic, melodic phrases, with simple chord progressions, using standard and/or iconic notation and/or audio/video recording.

Evaluate, refine, and document revisions to personal music, applying student-developed criteria.

Present the final version of personal composition or arrangement, using craftsmanship to demonstrate an effective beginning, middle, and ending, that conveys expressive intent.

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

Demonstrate and explain how the structure and elements of music are used in music selected for performance.

When analyzing selected music, read, identify musical elements by name or function.

Identify how cultural and historical context inform performances.

Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing).

Identify and apply established 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 music for a specific purpose with technical accuracy to convey creator's intent..

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

Select or choose music and explain connections to specific interests or experiences for a specific purpose or context.

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

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

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

Apply established criteria to evaluate musical works or performances and explain appropriateness to context, citing evidence from elements of music.