Oklahoma K–6 music standards

Sing and perform songs, chants, rhymes, singing games, and dances from a variety of cultures.

Beat/Meter (steady beat, strong/weak beats, long/short sounds)

Pitch (high/low)

Tempo (fast/slow)

Dynamics (loud/quiet)

Melody (up/down)

Harmony (sing in unison, accompanied using pitched and unpitched instruments)

Form (same/different)

Tone Color (four voices: whisper, talk, shout/calling, sing, as well as the sounds around us: sounds from nature, machines, and environment)

Explore melodic and rhythmic answers using voice and classroom instruments.

Improvise movement (non-locomotor and locomotor) appropriate for the musical elements heard in various listening examples.

Explore rhythmic and melodic notation through icons and pictures.

Participate in music through singing (individually and in groups, as well as accompanied and unaccompanied) and playing instruments.

Experience matching pitches, approach singing in tune, and use appropriate tone and expression.

Experience steady beat using instruments or body percussion to accompany songs and rhythm activities.

Recognize simple patterns on pitched or unpitched traditional or non-traditional instruments.

Respond, using directional movements or manipulatives, to the melodic contour of familiar and unfamiliar songs.

Respond to the beat or rhythm in music by using non-locomotor or locomotor movement, body percussion, and playing classroom instruments.

Recognize and practice appropriate audience and performer behavior appropriate for the context and style of music performed.

Sing and perform songs, chants, rhymes, singing games, and dances from a variety of cultures.

Experience American music, including work songs, holiday songs, and patriotic music.

Identify music and instruments from different cultures.

Beat/Meter (steady beat, strong/weak beats, long/short sounds, 2/4 and 4/4 meters)

Pitch (high/low)

Tempo (fast/slow, allegro/largo)

Dynamics (forte/piano)

Melody (upward/downward, steps/skips, and repeats)

Harmony (sing in unison, accompanied using pitched and unpitched instruments)

Form (introduction, call/response, Question/Answer, verse/refrain, and AB)

Tone Color (classroom percussion and instrument families of the orchestra)

Improvise melodic and rhythmic answers with or without a system of syllables, numbers or basic notation using voice, classroom instruments, or technology to demonstrate basic notation.

Improvise movement (non-locomotor and locomotor) appropriate for the musical elements heard in various listening examples.

Rhythmic (quarter note, quarter rest, paired eighth notes)

Melodic (sol mi la)

Participate in music through singing (individually and in groups, as well as accompanied and unaccompanied) and playing traditional and/or non-traditional instruments (i.e., found sounds).

Match pitches, sing in tune, and use appropriate tone and expression.

Play steady beat and simple ostinati using instruments or body percussion to accompany songs and rhythm activities.

Perform simple patterns with voice or on pitched or unpitched traditional or non-traditional instruments.

Respond to the beat or rhythm in music by using non-locomotor or locomotor movement, body percussion, and playing classroom instruments.

Recognize and practice appropriate audience and performer behavior appropriate for the context and style of music performed.

Respond, using directional movements or manipulatives, to the melodic contour of familiar and unfamiliar songs.

Discuss likes and dislikes of music in different styles.

Sing and perform songs, chants, rhymes, singing games, and dances from a variety of cultures.

Recognize American music, including work songs, holiday songs, and patriotic music.

Identify music and instruments from different cultures.

Beat/Meter (2/4 and 4/4 meter and rhythm patterns in songs and ostinati)

Pitch (high/middle/low)

Tempo (allegro, moderato, largo)

Dynamics (fortissimo/pianissimo and crescendo/decrescendo)

Melody (steps/skips/leaps )

Harmony (sing accompanied, using ostinati, chordal accompaniment, and body percussion)

Form (coda and ABA)

Tone Color (classroom percussion instruments, identify instrument families of the orchestra, as well as some individual instruments, and the timbre of a solo verses an ensemble)

Improvise melodic and rhythmic answers with or without a system of syllables, numbers or basic notation using voice, classroom instruments, or technology to demonstrate basic notation.

Improvise movement (non-locomotor and locomotor) appropriate for the musical elements heard in various listening examples.

Rhythmic (half note, half rest, and beamed sixteenth)

Melodic (sol mi la do re)

Participate in music through singing (individually and in groups, as well as accompanied and unaccompanied) and playing traditional and/or non-traditional instruments (i.e., found sounds).

Match pitches, sing in tune (C, D, F, or G-pentatone), and use appropriate tone and expression.

Perform simple ostinati using instruments or body percussion to accompany songs and rhythm activities.

Perform simple patterns with voice or on pitched or unpitched traditional or non-traditional instruments.

Respond to the beat or rhythm in music by using non-locomotor or locomotor movement, body percussion, and playing classroom instruments.

Recognize and practice appropriate audience and performer behavior appropriate for the context and style of music performed.

Respond, using directional movements or manipulatives, to the melodic contour of familiar and unfamiliar songs.

Discuss likes and dislikes of music in different styles.

Sing and perform songs, chants, rhymes, singing games, and dances from a variety of cultures.

Recognize American music, including work songs, holiday songs, and patriotic music.

Identify music and instruments from different cultures.

Beat/Meter (meter in 2/4, 3/4, and 4/4)

Pitch (high/middle/low)

Tempo (andante, presto, accelerando, and ritardando)

Dynamics (mezzo forte/mezzo piano)

Melody (steps/skips/leaps and melodic contour)

Harmony (rhythmic and melodic ostinati, canons/rounds, major/minor, and partner songs)

Form (rondo and D.C. al fine)

Tone Color (classroom percussion instruments, identify instrument families of the orchestra, as well as some individual instruments, and timbre of solo versus an ensemble)

Improvise melodic and rhythmic answers with or without a system of syllables, numbers, or basic notation using voice, classroom instruments, or technology to demonstrate basic notation.

Improvise movement (non-locomotor and locomotor) appropriate for the musical elements heard in various listening examples.

Rhythmic (dotted half note, whole note, and whole rest)

Melodic (Pentatonic Scale)

Participate in music through singing (individually and in groups, as well as accompanied and unaccompanied) and playing traditional and/or non-traditional instruments (i.e., found sounds).

Match pitches, sing in tune (C, D, F, or G-pentatone), and use appropriate tone and expression.

Perform simple ostinati using instruments or body percussion to accompany songs and rhythm activities.

Perform simple patterns with voice or on pitched or unpitched traditional or non-traditional instruments.

Sing two-part rounds, partner songs, and ostinatos.

Sing or play an instrument in an appropriate range with acceptable tone quality.

Respond to the beat or rhythm in music by using non-locomotor or locomotor movement, body percussion, and playing classroom instruments.

Recognize and practice appropriate audience and performer behavior appropriate for the context and style of music performed.

Respond with movement to basic features (dynamics, tempo, form, etc.) of familiar and unfamiliar songs.

Compare students’ likes and dislikes of music of different styles while using appropriate terms to explain opinions.

Sing and perform songs, chants, rhymes, singing games, and dances from a variety of cultures.

Recognize American music, including work songs, holiday songs, and patriotic music.

Identify music and instruments from different cultures.

Introduce the various roles musicians have in various musical settings and cultures.

Explore uses of music in everyday life (e.g., film, television, background music, commercials, and video games).

Beat/Meter (meter in 2/4, 3/4, 4/4, and syncopation)

Pitch (high/middle/low)

Tempo (vivace, adagio, grave)

Dynamics (sforzando)

Melody (octave leap and melodic contour)

Harmony (layered ostinati, both rhythmic and melodic, canons/rounds, and partner songs)

Form (interlude and first/second ending)

Tone Color (classroom percussion instruments, identify instruments and instrument families of the orchestra, timbre of solo versus ensemble, as well as soprano, alto, tenor and bass)

Improvise melodic and rhythmic answers with or without a system of syllables, numbers or basic notation using voice, classroom instruments, or technology to demonstrate basic notation.

Improvise movement (non-locomotor and locomotor) appropriate for the musical elements heard in various listening examples with and without partners or groups.

Rhythmic (syncopation and single eighth note and rest)

Melodic (high do, low la, low sol, and treble clef)

Participate in music through singing (individually and in groups, as well as accompanied and unaccompanied) and playing traditional and/or non-traditional instruments (i.e., found sounds).

Match pitches, sing in tune (C, D, F, or G-pentatone), and use appropriate tone and expression.

Perform simple ostinati using instruments or body percussion to accompany songs and rhythm activities.

Perform simple patterns or melodies in group ensembles with voice or on pitched or unpitched traditional or non-traditional instruments.

Sing two-part rounds, partner songs, and ostinatos.

Sing or play an instrument in an appropriate range with acceptable tone quality.

Respond to the beat or rhythm in music by using non-locomotor or locomotor movement, body percussion, and playing classroom instruments.

Recognize and practice appropriate audience and performer behavior appropriate for the context and style of music performed and demonstrate respect for music performed by others.

Respond with movement to basic features (dynamics, tempo, form, etc.) of familiar and unfamiliar songs.

Compare students’ likes and dislikes of music of different styles while using appropriate terms to explain opinions.

Sing and perform songs, chants, rhymes, singing games, and dances from a variety of cultures.

Recognize, describe, and listen to music from a variety of styles, periods, and cultures.

Identify music and instruments from different cultures.

Identify and describe the various roles musicians have in various musical settings and cultures.

Identify uses of music in everyday life (e.g., film, television, background music, commercials, and video games).

Identify ways in which music evokes sensory, emotional, personal, and intellectual responses, including ways in which music can be persuasive.

Beat/Meter (meter in 2/4, 3/4, 4/4, 6/8, and syncopation)

Pitch (high/middle/low)

Tempo

Dynamics

Melody (diatonic scale)

Harmony - descant and chordal changes (e.g., tonic, dominant and subdominant)

Form (D.S. al Coda)

Tone Color (duet, trio, quartet)

Improvise melodic and rhythmic answers with or without a system of syllables, numbers or basic notation using voice, classroom instruments, or technology to demonstrate basic notation.

Improvise movement (non-locomotor and locomotor) appropriate for the musical elements heard in various listening examples with and without partners or groups.

Rhythmic (combination of sixteenth and eighth notes and dotted rhythms)

Melodic (diatonic scale and treble clef)

Participate in music through singing (individually and in groups, as well as accompanied and unaccompanied) and playing traditional and/or non-traditional instruments (i.e., found sounds).

Match pitches, sing in tune (C, D, F, or G-pentatone), and use appropriate tone and expression.

Perform ostinati using instruments or body percussion to accompany songs and rhythm activities.

Perform simple patterns or melodies in group ensembles with voice or on pitched or unpitched traditional or non-traditional instruments.

Sing two-part rounds, partner songs, and ostinatos.

Sing or play an instrument in an appropriate range with acceptable tone quality.

Respond to the beat or rhythm in music by using non-locomotor or locomotor movement, body percussion, and playing classroom instruments.

Recognize and practice appropriate audience and performer behavior appropriate for the context and style of music performed and demonstrate respect for music performed by others.

Respond with movement to basic features (dynamics, tempo, form, etc.) of familiar and unfamiliar songs.

Compare students’ likes and dislikes of music of different styles and identify criteria for evaluating a musical composition or a music performance.

Sing and perform songs, chants, rhymes, singing games, and dances from a variety of cultures.

Recognize, describe, and listen to music from a variety of styles, periods, and cultures.

Identify and differentiate the use of musical elements and instruments from other parts of the world, and compare them to the use of musical elements in American music.

Explore and research the various roles and careers musicians have in various musical settings and cultures.

Explore and research uses of music in everyday life (e.g., film, television, background music, commercials, and video games).

Identify ways in which music evokes sensory, emotional, personal, and intellectual responses, including ways in which music can be persuasive.

Beat/Meter (mixed meter)

Pitch (high/middle/low)

Tempo

Dynamics

Melody (diatonic scale)

Harmony (major/minor chords)

Form (theme and variations)

Tone Color (duet, trio, quartet)

Improvise melodic and rhythmic answers with or without a system of syllables, numbers or basic notation using voice, classroom instruments, or technology to demonstrate basic notation.

Improvise movement (non-locomotor and locomotor) appropriate for the musical elements heard in various listening examples with and without partners or groups.

Rhythmic (triplets)

Melodic (bass clef, grand staff, and minor scale)

Participate in music through singing (individually and in groups, as well as accompanied and unaccompanied) and playing traditional and/or non-traditional instruments (i.e., found sounds).

Demonstrate the ability to match pitch and read music from basic notation in treble or bass clef (e.g., folk songs and patriotic songs).

Perform created ostinati using instruments or body percussion to accompany songs and rhythm activities.

Perform and create simple melodies and accompaniments in solo or group ensembles through singing and playing traditional or non-traditional instruments, demonstrating knowledge of tonal and rhythmic elements.

Sing two- or three-part rounds, partner songs, and ostinatos.

Sing or play an instrument in an appropriate range with acceptable tone quality.

Respond to the beat or rhythm in music by using non-locomotor or locomotor movement, body percussion, and playing classroom instruments.

Recognize and practice appropriate audience and performer behavior appropriate for the context and style of music performed and demonstrate respect for music performed by others.

Respond with movement to basic features (dynamics, tempo, form, etc.) of familiar and unfamiliar songs.

Compare and contrast different music styles and identify criteria for evaluating a musical composition or a music performance.