Ohio K–6 music standards

Experience how music communicates feelings, moods, images, and meaning.

Experience a wide variety of vocal and instrumental sounds.

Track steady beat and rhythm (using graphic, iconic, or traditional notation).

With prompting and support, listen to music of various styles, composers, periods, and cultures.

Attend a music performance demonstrating appropriate audience behavior for the context and style of music performed.

Compose simple rhythms using standard and/or iconic notation.

Explore the four voices—singing, speaking, whispering, and calling.

Explore a variety of classroom instruments (metals, skins, woods).

Investigate concepts shared between music, other art forms, and other subject areas.

Compose simple melodies (using contour, iconic, or kinesthetic representation).

Sing (using head voice and appropriate posture) and move to music of various styles, composers, and cultures.

Recognize same and different (fast/slow, loud/quiet, high/low, long/short).

With guidance, play a variety of classroom instruments, alone and with others, and demonstrate proper techniques.

Respond to music using movement, dance, drama, or visual art.

Demonstrate and maintain a steady beat while performing simple rhythmic echoes.

Share observations and opinions about personal musical experiences and musical selections of various styles, composers, periods, and cultures.

Duplicate same and different (fast/slow, loud/quiet, high/low, long/short).

With substantial guidance, follow and respond to the basic cues of a conductor.

Discuss and identify songs that are used for a variety of occasions in various cultures.

Experience the difference between steady beat and rhythm (through movement, body percussion).

Explore how music communicates feelings, moods, images, and meaning.

Improvise short rhythmic and melodic patterns using a variety of sound sources.

Read and perform simple four-beat rhythms using eighth notes, quarter notes, and quarter rests.

With guidance, listen to music of various styles, composers, periods, and cultures.

Attend music performances demonstrating appropriate audience behavior for the context and style of music performed.

Compose simple, four-beat rhythms using quarter notes, eighth notes, and quarter rests using standard and iconic notation and a variety of sound sources.

Read and perform bitonic, tritonic, or trichordal melodies (s-m; s-m-l or d, r, m) in different tonal centers.

Explore selected musical instruments aurally and visually.

Connect concepts shared between music, other art forms, and other subject areas.

Compose bitonic, tritonic, or trichordal melodies (s-m; s-m-l or d, r, m) in treble clef in a variety of tonal centers.

Sing (using head voice and appropriate posture) and move to music of various styles, composers, and cultures with accurate pitch and rhythm.

Identify elements of music using developmentally appropriate vocabulary.

With limited guidance, play a variety of classroom instruments, alone and with others, and demonstrate proper techniques

Respond to music using movement, dance, drama, or visual art.

Demonstrate call and response songs that include a steady beat, rhythm, and meter.

Share observations and opinions about personal musical experiences and musical selections of various styles, composers, periods, and cultures.

Maintain a steady beat independently against a different rhythm and maintain a rhythm independently against a steady beat.

With guidance, follow and respond to the cues of a conductor.

Recognize how music is used for a variety of occasions in various cultures.

With limited guidance, identify patterns of the same and different sections and phrases (AB, ABA, ABAB, ABAC) in a repertoire (simple poems, songs, folk dances).

Identify how music communicates feelings, moods, images, and meaning.

Improvise simple rhythmic and melodic phrases using known patterns and a variety of sound sources.

Read and perform using known rhythms and half notes in simple duple and quadruple meters.

Listen to and explore the music of various styles, composers, periods, and cultures.

Attend and discuss music performances demonstrating appropriate audience behavior for the context and style of music performed.

Compose simple four and eight-beat patterns using known rhythms and half-notes in simple duple and quadruple meters using phrase form, standard and iconic notation, and a variety of sound sources.

Read and perform tetratonic and pentatonic melodies (d, r, m, l; d, r, m, s, l) in different tonal centers.

Identify selected musical instruments aurally and visually.

Compare and contrast grade-appropriate concepts shared between music and other subject areas.

Compose pentatonic (d, r, m, s, l) melodies in treble clef in a variety of tonal centers.

Sing (using head voice and appropriate posture) and move to music of various styles, composers, and cultures with accurate pitch and rhythm.

Identify and apply elements of music using developmentally appropriate vocabulary.

Play a variety of classroom instruments, alone and with others, and demonstrate proper techniques.

Interpret music through movement, dance, drama, or visual art.

Maintain independent melody over melodic ostinati.

Discuss musical selections of various styles, composers, periods, and cultures.

Maintain independent, simple, four- and eight-beat rhythmic ostinati against a minimum of one separate part.

Follow and respond to the basic cues of a conductor.

Explain how music is used for a variety of purposes and occasions in various cultures.

Analyze patterns of the same and different sections and phrases.

Express how elements of music communicate feelings, moods, images, and meaning.

Improvise simple rhythmic and melodic phrases in simple forms (question and answer or alternating phrases) using a variety of sound sources.

Read and perform using known rhythms, dotted half notes, and sixteenth notes in simple duple, triple, and quadruple meters.

Listen to, discuss, and explore the music of various styles, composers, periods, and cultures.

Attend and describe music performances demonstrating appropriate audience be

Compose using known rhythms, sixteenth notes, and dotted half notes in simple duple, triple, and quadruple meters using phrase and largeform, standard and iconic notation, and a variety of sound sources.

Read and perform do or la extended pentatonic melodies in treble clef in different tonal centers.

Identify families of instruments aurally and visually.

Compare and contrast the use of similarly named elements in music and other subject areas.

Compose using extended pentatonic melodies in treble clef in a variety of tonal centers.

Sing (using head voice and appropriate posture) and move to music of various styles, composers, and cultures with accurate pitch and rhythm.

Distinguish elements of music using developmentally appropriate vocabulary.

Play a variety of classroom instruments, alone and with others while demonstrating consistently proper techniques.

Interpret music through movement, dance, drama, and visual art.

Demonstrate rounds and canons.

Explain personal preferences for musical selections using selected music vocabulary.

Maintain two or more simple, four- and eight-beat rhythmic ostinati against at least one separate part.

Follow and respond to grade-appropriate cues of a conductor.

Explore how music is celebrated and supported within the community.

Identify and respond to simple music forms.

Discuss the connection between emotion and music in selected musical works using elements of music.

Improvise rhythms and melodies with attention to cadences and tonal centers within a variety of song forms using a variety of sound sources.

Read and perform using known rhythms, whole notes, dotted notes, sixteenth-note combinations, or syncopated rhythms in a variety of meters.

Discuss the lives and times of composers from various historical periods and cultures.

Attend and reflect on music performances demonstrating appropriate audience behavior for the context and style of music performed.

Compose using known rhythms, whole notes, dotted notes, sixteenth-note combinations, or syncopated rhythms in a variety of meters using phrase and large form, standard and iconic notation, and a variety of sound sources.

Read and perform extended pentatonic melodies in treble clef using do or la tonal centers.

Classify instruments by their families.

Discuss how the elements and subject matter of music connect with other subject areas.

Compose extended pentatonic melodies in treble clef using do or la tonal centers.

Sing (using head voice and appropriate posture) and move to music of various styles, composers, and cultures with accurate pitch, rhythm, and expressive qualities.

Compare and contrast elements of music using developmentally appropriate vocabulary.

Play a variety of classroom instruments, alone and with others while demonstrating various proper techniques.

Compare interpretations of the same piece of music as it occurs in movement, dance, drama, or visual art.

Demonstrate partner songs and descants.

Explain personal preferences for musical selections using music vocabulary.

Maintain independent, simple, four- and eight-beat rhythmic stinato against at least two separate parts.

Follow and respond to grade-appropriate cues of a conductor.

Explore music created by Ohio artists and determine how their works were influenced by their Ohio roots.

Identify and respond to simple music forms (verse/refrain, rondo).

Describe the connection between emotion and music in selected musical works using elements of music.

Improvise variations on a given rhythm or melody using a variety of sound sources.

Read and perform using known rhythms, dotted and sixteenth-note combinations, and syncopated rhythms in a variety of meters.

Compare and contrast music of various styles, composers, periods, and cultures.

Attend and analyze music performances demonstrating appropriate audience behavior for the context and style of music performed.

Compose using known rhythms, whole notes, dotted notes, sixteenth-note combinations, or syncopated rhythms in a variety of meters using phrase and large form, standard and iconic notation, and a variety of sound sources.

Read and perform extended pentatonic melodies in treble clef in do or la pentatonic, diatonic scales and modes using a system.

Explore and identify modern musical instruments and groupings in various cultures.

Explain how the elements and subject matter of music connect with other subject areas.

Compose extended pentatonic melodies and diatonic scales in treble clef using do or la tonal centers.

Sing a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, good posture, and breath control.

Compare and contrast elements of music, including tonality, dynamics, tempo, and meter, using developmentally appropriate vocabulary.

Play a variety of classroom instruments, alone and with others while demonstrating proper and studentcreated techniques.

Perform and defend interpretations of music via dance, drama, and visual art using appropriate vocabulary.

Differentiate between melody and harmony while performing in chordal harmony.

Justify personal preferences for certain musical pieces, performances, composers, and musical genres both orally and in writing.

Maintain independent, simple, four- and eight-beat rhythmic ostinati against at least two separate parts.

Follow and respond to grade-appropriate cues of a conductor.

Recognize the musical traditions of various cultures.

Identify terms related to form (D.C. and D.S. al Fine; D.C. and D.S. al Coda; repeat signs; and first and second endings).

Describe the connection between emotion and music in selected musical works using elements of music.

Improvise short rhythmic, melodic, or harmonic passages for individual instruments.

Perform or present four- and eight-beat rhythmic patterns.

Identify the major periods, genres, and composers in the development of music of various cultures.

Attend and critique live music performances and demonstrate appropriate audience behavior for the context and style of music performed.

Compose rhythm patterns and simple melodies in a variety of meters using standard or iconic notation.

Read and perform extended pentatonic melodies in treble clef in do or la pentatonic, diatonic scales, and modes using a system.

Explain instrument groupings for different styles of music in various cultures.

Explain and apply skills developed in music (critical thinking, collaboration) to other subject areas and/or other art forms.

Compose extended pentatonic melodies in treble clef and bass clef in do or la pentatonic and diatonic scales.

Perform accurately, independently or collaboratively, with good posture and an appropriate tone quality.

Distinguish the use of dynamics, meter, tempo, and tonality in various pieces through active listening.

Identify how music is important in everyday life.

Identify the performers’ techniques needed to create accurate rhythm and pitch, appropriate expressive qualities, good posture, and breath control on multiple instruments.

Create interpretations of music via dance, drama, and visual art using appropriate vocabulary.

Identify different careers in music.

Describe the rhythm, pitch, and expression of varied vocal performances.

Identify criteria based on elements of music to support personal preferences for specific music works.

Identify the principles of intellectual property.

Maintain simple, four- and eight-beat rhythmic ostinati with a recorded accompaniment.

Follow and respond to grade-appropriate cues of a conductor.

Identify different functions and uses of music in American and other cultures.

Compare and discuss the musical traditions of various cultures.

Describe distinguishing characteristics of music forms (verse/refrain, AB, ABA, rondo, canon, theme, and variation) from various cultures and historical periods.