YourStateStandards

Oregon K–6 music standards

Oregon writes its own music standards. They are published as Oregon Arts Content Standards: Music PreK-8, adopted 2015 and are not a version of a national framework. 139 of 142 are matched to a national standard.

Framework
Oregon Arts Content Standards: Music PreK-8
Adopted
2015
Source last checked
August 18, 2026
Read the official document

142 standards, kindergarten through 6th grade

  • MU.1.CR1.K.1K
    With guidance, generate musical ideas (such as movements or motives).
  • MU.2.CR2.K.1K
    With guidance, demonstrate and choose favorite musical ideas.
  • MU.2.CR2.K.2K
    With guidance, organize personal musical ideas using iconic notation and/or recording technology.
  • MU.3.CR3.K.1K
    With guidance, apply personal, peer, and teacher feedback in refining personal musical ideas.
  • MU.3.CR3.K.2K
    With guidance, demonstrate a final version of personal musical ideas to peers.
  • MU.4.PR1.K.1K
    With guidance, demonstrate and state personal interest in varied musical selections.
  • MU.4.PR1.K.2K
    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.
  • MU.4.PR1.K.3K
    With guidance, demonstrate awareness of expressive qualities (such as voice quality, dynamics, and tempo) that support the creators' expressive intent.
  • MU.5.PR2.K.1K
    With guidance, apply personal, teacher, and peer feedback to refine performances.
  • MU.5.PR2.K.2K
    With guidance, use suggested strategies in rehearsal to improve the expressive qualities of music.
  • MU.6.PR3.K.1K
    With guidance, perform music with expression.
  • MU.6.PR3.K.2K
    Perform appropriately for the audience.
  • MU.7.RE1.K.1K
    With guidance, list personal interests and experiences and demonstrate why they prefer some music selections over others.
  • MU.7.RE1.K.2K
    With guidance, demonstrate how a specific music concept (such as beat or melodic direction) is used in music.
  • MU.8.RE2.K.1K
    With guidance, demonstrate awareness of expressive qualities (such as dynamics and tempo) that reflect creators'/performers' expressive intent.
  • MU.9.RE3.K.1K
    With guidance, apply personal and expressive preferences in the evaluation of music.
  • MU.10.CO1.K.1K
    Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
  • MU.11.CO2.K.1K
    Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
  • MU.1.CR1.1.11
    With limited guidance, create musical ideas (such as answering a musical question) for a specific purpose.
  • MU.1.CR1.1.21
    With limited guidance, generate musical ideas in multiple tonalities (such as major and minor) and meters (such as duple and triple).
  • MU.2.CR2.1.11
    With limited guidance, demonstrate and discuss personal reasons for selecting musical ideas that represent expressive intent.
  • MU.2.CR2.1.21
    With limited guidance, use iconic or standard notation and/or recording technology to document and organize personal musical ideas.
  • MU.3.CR3.1.11
    With limited guidance, discuss and apply personal, peer, and teacher feedback to refine personal musical ideas.
  • MU.3.CR3.1.21
    With limited guidance, convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience.
  • MU.4.PR1.1.11
    With limited guidance, demonstrate and discuss personal interest in, knowledge about, and purpose of varied musical selections.
  • MU.4.PR1.1.21
    With limited guidance, demonstrate knowledge of music concepts (such as beat and melodic contour) in music from a variety of cultures selected for performance.
  • MU.4.PR1.1.31
    When analyzing selected music, read and perform rhythmic patterns using iconic or standard notation.
  • MU.4.PR1.1.41
    Demonstrate and describe music's expressive qualities (such as dynamics and tempo).
  • MU.5.PR2.1.11
    With limited guidance, apply personal, teacher, and peer feedback to refine performances.
  • MU.5.PR2.1.21
    With limited guidance, use suggested strategies in rehearsal to address interpretive challenges of music.
  • MU.6.PR3.1.11
    With limited guidance, perform music for a specific purpose with expression.
  • MU.6.PR3.1.21
    Perform appropriately for the audience and purpose.
  • MU.7.RE1.1.11
    With limited guidance, identify and demonstrate how personal interests and experiences influence musical selection for specific purposes.
  • MU.7.RE1.1.21
    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.
  • MU.8.RE2.1.11
    With limited guidance, demonstrate and identify expressive qualities (such as dynamics and tempo) that reflect creators'/performers' expressive intent.
  • MU.9.RE3.1.11
    With limited guidance, apply personal and expressive preferences in the evaluation of music for specific purposes.
  • MU.10.CO1.1.11
    Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
  • MU.11.CO2.1.11
    Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
  • MU.1.CR1.2.12
    Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.
  • MU.1.CR1.2.22
    Generate musical patterns and ideas within the context of a given tonality (such as major and minor) and meter (such as duple and triple).
  • MU.2.CR2.2.12
    Demonstrate and explain personal reasons for selecting patterns and ideas for music that represent expressive intent.
  • MU.2.CR2.2.22
    Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas.
  • MU.3.CR3.2.12
    Interpret and apply personal, peer, and teacher feedback to revise personal music.
  • MU.3.CR3.2.22
    Convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience.
  • MU.4.PR1.2.12
    Demonstrate and explain personal interest in, knowledge about, and purpose of varied musical selections.
  • MU.4.PR1.2.22
    Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.
  • MU.4.PR1.2.32
    When analyzing selected music, read and perform rhythmic and melodic patterns using iconic or standard notation.
  • MU.4.PR1.2.42
    Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.
  • MU.5.PR2.2.12
    Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances.
  • MU.5.PR2.2.22
    Rehearse, identify and apply strategies to address interpretive, performance, and technical challenges of music.
  • MU.6.PR3.2.12
    Perform music for a specific purpose with expression and technical accuracy.
  • MU.6.PR3.2.22
    Perform appropriately for the audience and purpose.
  • MU.7.RE1.2.12
    Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes.
  • MU.7.RE1.2.22
    Describe how specific music concepts are used to support a specific purpose in music.
  • MU.8.RE2.2.12
    Demonstrate knowledge of music concepts and how they support creators'/performers' expressive intent.
  • MU.9.RE3.2.12
    Apply personal and expressive preferences in the evaluation of music for specific purposes.
  • MU.10.CO1.2.12
    Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
  • MU.11.CO2.2.12
    Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
  • MU.1.CR1.3.13
    Improvise rhythmic and melodic ideas, and describe connection to specific purpose and context (such as personal and social).
  • MU.1.CR1.3.23
    Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.
  • MU.2.CR2.3.13
    Demonstrate selected musical ideas for a simple improvisation or composition to express intent, and describe connection to a specific purpose and context.
  • MU.2.CR2.3.23
    Use standard and/or iconic notation and/or recording technology to document personal rhythmic and melodic musical ideas.
  • MU.3.CR3.3.13
    Evaluate, refine, and document revisions to personal musical ideas, applying teacher-provided and collaboratively-developed criteria and feedback.
  • MU.3.CR3.3.23
    Present the final version of personal created music to others, and describe connection to expressive intent.
  • MU.4.PR1.3.13
    Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context.
  • MU.4.PR1.3.23
    Demonstrate understanding of the structure in music selected for performance.
  • MU.4.PR1.3.33
    When analyzing selected music, read and perform rhythmic patterns and melodic phrases using iconic and standard notation.
  • MU.4.PR1.3.43
    Describe how context (such as personal and social) can inform a performance.
  • MU.4.PR1.3.53
    Demonstrate and describe how intent is conveyed through expressive qualities (such as dynamics and tempo).
  • MU.5.PR2.3.13
    Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate accuracy of ensemble performances.
  • MU.5.PR2.3.23
    Rehearse to refine technical accuracy, expressive qualities, and identified performance challenges.
  • MU.6.PR3.3.13
    Perform music with expression and technical accuracy.
  • MU.6.PR3.3.23
    Demonstrate performance decorum and audience etiquette appropriate for the context and venue.
  • MU.7.RE1.3.13
    Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes.
  • MU.7.RE1.3.23
    Demonstrate and describe how a response to music can be informed by the structure, the use of the elements of music, and context (such as personal and social).
  • MU.8.RE2.3.13
    Demonstrate and describe how the expressive qualities (such as dynamics and tempo) are used in performers' interpretations to reflect expressive intent.
  • MU.9.RE3.3.13
    Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.
  • MU.10.CO1.3.13
    Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
  • MU.11.CO2.3.13
    Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
  • MU.1.CR1.4.14
    Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social and cultural).
  • MU.1.CR1.4.24
    Generate musical ideas (such as rhythms, melodies, and simple accompaniment patterns) within related tonalities (such as major and minor) and meters.
  • MU.2.CR2.4.14
    Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent, and explain connection to purpose and context.
  • MU.2.CR2.4.24
    Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas.
  • MU.3.CR3.4.14
    Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively-developed criteria and feedback to show improvement over time.
  • MU.3.CR3.4.24
    Present the final version of personal created music to others, and explain connection to expressive intent.
  • MU.4.PR1.4.14
    Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, context, and technical skill.
  • MU.4.PR1.4.24
    Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, and form) in music selected for performance.
  • MU.4.PR1.4.34
    When analyzing selected music, read and perform using iconic and/or standard notation.
  • MU.4.PR1.4.44
    Explain how context (such as social and cultural) informs a performance.
  • MU.4.PR1.4.54
    Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, and timbre).
  • MU.5.PR2.4.14
    Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate accuracy and expressiveness of ensemble and personal performances.
  • MU.5.PR2.4.24
    Rehearse to refine technical accuracy and expressive qualities, and address performance challenges.
  • MU.6.PR3.4.14
    Perform music, alone or with others, with expression and technical accuracy, and appropriate interpretation.
  • MU.6.PR3.4.24
    Demonstrate performance decorum and audience etiquette appropriate for the context, venue, and genre.
  • MU.7.RE1.4.14
    Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.
  • MU.7.RE1.4.24
    Demonstrate and explain how responses to music are informed by the structure, the use of the elements of music, and context (such as social and cultural).
  • MU.8.RE2.4.14
    Demonstrate and explain how the expressive qualities (such as dynamics, tempo, and timbre) are used in performers' and personal interpretations to reflect expressive intent.
  • MU.9.RE3.4.14
    Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.
  • MU.10.CO1.4.14
    Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
  • MU.11.CO2.4.14
    Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
  • MU.1.CR1.5.15
    Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social, cultural, and historical).
  • MU.1.CR1.5.25
    Generate musical ideas (such as rhythms, melodies, and accompaniment patterns) within specific related tonalities, meters, and simple chord changes.
  • MU.2.CR2.5.15
    Demonstrate selected and developed musical ideas for improvisations, arrangements, or compositions to express intent, and explain connection to purpose and context.
  • MU.2.CR2.5.25
    Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and two-chord harmonic musical ideas.
  • MU.3.CR3.5.15
    Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively-developed criteria and feedback, and explain rationale for changes.
  • MU.3.CR3.5.25
    Present the final version of personal created music to others that demonstrates craftsmanship, and explain connection to expressive intent.
  • MU.4.PR1.5.15
    Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, and context, as well as their personal and others' technical skill.
  • MU.4.PR1.5.25
    Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, form, and harmony) in music selected for performance.
  • MU.4.PR1.5.35
    When analyzing selected music, read and perform using standard notation.
  • MU.4.PR1.5.45
    Explain how context (such as social, cultural, and historical) informs performances.
  • MU.4.PR1.5.55
    Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, timbre, and articulation/style).
  • MU.5.PR2.5.15
    Apply teacher-provided and established criteria and feedback to evaluate the accuracy and expressiveness of ensemble and personal performances.
  • MU.5.PR2.5.25
    Rehearse to refine technical accuracy and expressive qualities to address challenges, and show improvement over time.
  • MU.6.PR3.5.15
    Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation.
  • MU.6.PR3.5.25
    Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre, and style.
  • MU.7.RE1.5.15
    Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.
  • MU.7.RE1.5.25
    Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context (such as social, cultural, and historical).
  • MU.8.RE2.5.15
    Demonstrate and explain how the expressive qualities (such as dynamics, tempo, timbre, and articulation) are used in performers' and personal interpretations to reflect expressive intent.
  • MU.9.RE3.5.15
    Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.
  • MU.10.CO1.5.15
    Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
  • MU.11.CO2.5.15
    Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
  • MU.1.CR1.6.16
    Generate simple rhythmic, melodic, and harmonic phrases within AB and ABA forms that convey expressive intent.
  • MU.2.CR2.6.16
    Select, organize, construct, and document personal musical ideas for arrangements and compositions within AB or ABA form that demonstrate an effective beginning, middle, and ending, and convey expressive intent.
  • MU.2.CR2.6.26
    Use standard and/or iconic notation and/or audio/video recording to document personal simple rhythmic phrases, melodic phrases, and two-chord harmonic musical ideas.
  • MU.3.CR3.6.16
    Evaluate their own work, applying teacher-provided criteria such as application of selected elements of music, and use of sound sources.
  • MU.3.CR3.6.26
    Describe the rationale for making revisions to the music based on evaluation criteria and feedback from their teacher.
  • MU.3.CR3.6.36
    Present the final version of their documented personal composition or arrangement, using craftsmanship and originality to demonstrate an effective beginning, middle, and ending, and convey expressive intent.
  • MU.4.PR1.6.16
    Apply teacher-provided criteria for selecting music to perform for a specific purpose and/or context, and explain why each was chosen.
  • MU.4.PR1.6.26
    Explain how understanding the structure and the elements of music are used in music selected for performance.
  • MU.4.PR1.6.36
    When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch, articulation, and dynamics.
  • MU.4.PR1.6.46
    Identify how cultural and historical context inform performances.
  • MU.4.PR1.6.56
    Perform a selected piece of music demonstrating how their interpretations of the elements of music and the expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing)convey intent.
  • MU.5.PR2.6.16
    Identify and apply teacher-provided criteria (such as correct interpretation of notation, technical accuracy, originality, and interest) to rehearse, refine, and determine when a piece is ready to perform.
  • MU.6.PR3.6.16
    Perform the music with technical accuracy to convey the creator's intent.
  • MU.6.PR3.6.26
    Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue and purpose.
  • MU.7.RE1.6.16
    Select or choose music to listen to and explain the connections to specific interests or experiences for a specific purpose.
  • MU.7.RE1.6.26
    Describe how the elements of music and expressive qualities relate to the structure of the pieces.
  • MU.7.RE1.6.36
    Identify the context of music from a variety of genres, cultures, and historical periods.
  • MU.8.RE2.6.16
    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, convey expressive intent.
  • MU.9.RE3.6.16
    Apply teacher-provided criteria to evaluate musical works or performances.
  • MU.10.CO1.6.16
    Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
  • MU.11.CO2.6.16
    Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

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