YourStateStandards

Pennsylvania K–6 music standards

Pennsylvania writes its own music standards. They are published as Academic Standards for the Arts and Humanities, adopted 2002 and are not a version of a national framework. Every one is matched to a national standard.

PA's 2002 arts is ONE integrated framework (9.1-9.4) across dance/music/theatre/visual-arts; this discipline's 54 rows carry PA's real 9.x.<grade>.<LETTER> codes and verbatim text (only `subject` is our filing — see integratedFiling in the draft manifest). Text recovered from CSP's clean descriptions, all present in arts.pdf; real codes recovered from arts.pdf. Grades 3 & 5 (arts benchmarks 3/5/8/12); grade-independent 9.1.A/B + 9.2 filed at 3–5.

Framework
Academic Standards for the Arts and Humanities
Adopted
2002
Source last checked
August 3, 2026
Read the official document

54 standards, kindergarten through 6th grade

  • 9.1.3.A3–5
    Know and use the elements and principles of each art form to create works in the arts and humanities.
    • Elements
      • Dance: energy/force, space, time
      • Music: duration, intensity, pitch, timbre
      • Theatre: scenario, script/text, set design
      • Visual Arts: color, form/shape, line, space, texture, value
    • Principles
      • Dance: choreography, form, genre, improvisation, style, technique
      • Music: composition, form, genre, harmony, rhythm, texture
      • Theatre: balance, collaboration, discipline, emphasis, focus, intention, movement, rhythm, style, voice
      • Visual Arts: balance, contrast, emphasis/focal point, movement/rhythm, proportion/scale, repetition, unity/harmony
  • 9.1.3.B3–5
    Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
    • Dance: move, perform, read and notate dance, create and choreograph, improvise
    • Music: sing, play an instrument, read and notate music, compose and arrange, improvise
    • Theatre: stage productions, read and write scripts, improvise, interpret a role, design sets, direct
    • Visual Arts: paint, draw, craft, sculpt, print, design for environment, communication, multi-media
  • 9.1.3.C3
    Recognize and use fundamental vocabulary within each of the arts forms.
  • 9.1.3.D3
    Use knowledge of varied styles within each art form through a performance or exhibition of unique work.
  • 9.1.3.E3
    Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.
  • 9.1.3.F3
    Identify works of others through a performance or exhibition (e.g., exhibition of student paintings based on the study of Picasso).
  • 9.1.3.G3
    Recognize the function of rehearsals and practice sessions.
  • 9.1.3.H3
    Handle materials, equipment and tools safely at work and performance spaces.
    • Identify materials used.
    • Identify issues of cleanliness related to the arts.
    • Recognize some mechanical/electrical equipment.
    • Recognize differences in selected physical space/environments.
    • Recognize the need to select safe props/stage equipment.
    • Identify methods for storing materials in the arts.
  • 9.1.3.I3
    Identify arts events that take place in schools and in communities.
  • 9.1.3.J3
    Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.
    • Know and use traditional technologies (e.g., charcoal, pigments, clay, needle/thread, quill pens, stencils, tools for wood carving, looms, stage equipment).
    • Know and use contemporary technologies (e.g., CDs/software, audio/sound equipment, polymers, clays, board-mixers, photographs, recorders).
  • 9.1.3.K3
    Know and use traditional and contemporary technologies for furthering knowledge and understanding in the humanities.
  • 9.2.3.A3–5
    Explain the historical, cultural and social context of an individual work in the arts.
  • 9.2.3.B3–5
    Relate works in the arts chronologically to historical events (e.g., 10,000 B.C. to present).
  • 9.2.3.C3–5
    Relate works in the arts to varying styles and genre and to the periods in which they were created (e.g., Bronze Age, Ming Dynasty, Renaissance, Classical, Modern, Post-Modern, Contemporary, Futuristic, others).
  • 9.2.3.D3–5
    Analyze a work of art from its historical and cultural perspective.
  • 9.2.3.E3–5
    Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g., Gilbert and Sullivan operettas)
  • 9.2.3.F3–5
    Know and apply appropriate vocabulary used between social studies and the arts and humanities.
  • 9.2.3.G3–5
    Relate works in the arts to geographic regions:
    • Africa
    • Asia
    • Australia
    • Central America
    • Europe
    • North America
    • South America
  • 9.2.3.H3–5
    Identify, describe and analyze the work of Pennsylvania Artists in dance, music, theatre and visual arts.
  • 9.2.3.I3–5
    Identify, explain and analyze philosophical beliefs as they relate to works in the arts (e.g., classical architecture, rock music, Native American dance, contemporary American musical theatre).
  • 9.2.3.J3–5
    Identify, explain and analyze historical and cultural differences as they relate to works in the arts (e.g., PLAYS BY Shakespeare, works by Michelangelo, ethnic dance and music).
  • 9.2.3.K3–5
    Identify, explain and analyze traditions as they relate to works in the arts (e.g., story telling – plays, oral histories- poetry, work songs- blue grass).
  • 9.2.3.L3–5
    Identify, explain and analyze common themes, forms and techniques from works in the arts (e.g., Copland and Graham's Appalachian Spring and Millet's The Gleaners).
  • 9.3.3.A3
    Recognize critical processes used in the examination of works in the arts and humanities.
    • Compare and contrast
    • Analyze
    • Interpret
    • Form and test hypotheses
    • Evaluate/form judgments
  • 9.3.3.B3
    Know that works in the arts can be described by using the arts elements, principles and concepts (e.g., use of color, shape and pattern in Mondrian's Broadway Boogie-Woogie; use of dynamics, tempo, texture in Ravel's Bolero).
  • 9.3.3.C3
    Know classification skills with materials and processes used to create works in the arts (e.g., sorting and matching textiles, musical chants, television comedies).
  • 9.3.3.D3
    Explain meanings in the arts and humanities through individual works and the works of others using a fundamental vocabulary of critical response.
  • 9.3.3.E3
    Recognize and identify types of critical analysis in the arts and humanities.
    • Contextual criticism
    • Formal criticism
    • Intuitive criticism
  • 9.3.3.F3
    Know how to recognize and identify similar and different characteristics among works in the arts (e.g., Amish and Hawaiian quilts, Navaho weavings and Kente cloth from West Africa).
  • 9.3.3.G3
    Know and demonstrate what a critic's position or opinion is related to works in the arts and humanities (e.g., I like patriotic songs because…; The movie was enjoyed for its exceptional special effects).
  • 9.4.3.A3
    Know how to respond to a philosophical statement about works in the arts and humanities (e.g., "Can artworks that depict or are about ugly or unpleasant things ever be beautiful?").
  • 9.4.3.B3
    Know how to communicate an informed individual opinion about the meaning of works in the arts (e.g., works of an artist of the month).
  • 9.4.3.C3
    Recognize that the environment of the observer influences individual aesthetic responses to works in the arts (e.g., the effect of live music as opposed to listening to the same piece on a car radio).
  • 9.4.3.D3
    Recognize that choices made by artists regarding subject matter and themes communicate ideas through works in the arts and humanities (e.g., artist's interpretation through the use of classical ballet of the American West in Agnes De Mille's Rodeo).
  • 9.1.5.C5
    Know and use fundamental vocabulary within each of the arts forms.
  • 9.1.5.D5
    Describe and use knowledge of a specific style within each art form through a performance or exhibition of a unique work.
  • 9.1.5.E5
    Know and demonstrate how arts can communicate experiences, stories or emotions through the production of works in the arts.
  • 9.1.5.F5
    Describe works of others through performance or exhibition in two art forms.
  • 9.1.5.G5
    Identify the function and benefits of rehearsal and practice sessions.
  • 9.1.5.H5
    Use and maintain materials, equipment and tools safely at work and performance spaces.
    • Describe some materials used.
    • Describe issues of cleanliness related to the arts.
    • Describe types of mechanical/electrical equipment usage.
    • Know how to work in selected physical space/environments.
    • Identify the qualities of safe props/stage equipment.
    • Describe methods for storing materials in the arts.
  • 9.1.5.I5
    Describe arts events that take place in schools and in communities.
  • 9.1.5.J5
    Apply traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.
    • Experiment with traditional technologies (e.g., ceramic/wooden tools, earthen clays, masks, instruments, folk shoes, etching tools, folk looms).
    • Experiment with contemporary technologies (e.g., color fills on computers, texture methods on computers, fonts/point systems, animation techniques, video teleconferencing, multimedia techniques, internet access, library computer card catalogues).
  • 9.1.5.K5
    Apply traditional and contemporary technology in furthering knowledge and understanding in the humanities.
  • 9.3.5.A5
    Identify critical processes in the examination of works in the arts and humanities.
    • Compare and contrast
    • Analyze
    • Interpret
    • Form and test hypotheses
    • Evaluate/form judgments
  • 9.3.5.B5
    Describe works in the arts comparing similar and contrasting characteristics (e.g., staccato in Grieg's In the Hall of the Mountain King and in tap dance).
  • 9.3.5.C5
    Classify works in the arts by forms in which they are found (e.g., farce, architecture, graphic design).
  • 9.3.5.D5
    Compare similar and contrasting important aspects of works in the arts and humanities based on a set of guidelines using a comprehensive vocabulary of critical response.
  • 9.3.5.E5
    Describe and use types of critical analysis in the arts and humanities.
    • Contextual criticism
    • Formal criticism
    • Intuitive criticism
  • 9.3.5.F5
    Know how to recognize the process of criticism in identifying and analyzing characteristics among works in the arts.
  • 9.3.5.G5
    Describe a critic's position or opinion about selected works in the arts and humanities (e.g., student's presentation of a critical position on Walt Disney's Evolution of Mickey and Minnie Mouse).
  • 9.4.5.A5
    Identify uses of expressive symbols that show philosophical meanings in works in the arts and humanities (e.g., American TV ads versus Asian TV ads).
  • 9.4.5.B5
    Investigate and communicate multiple philosophical views about works in the arts.
  • 9.4.5.C5
    Identify the attributes of various audiences' environments as they influence individual aesthetic response (e.g., Beatles' music played by the Boston Pops versus video taped concerts from the 1970s).
  • 9.4.5.D5
    Explain choices made regarding media, technique, form, subject matter and themes that communicate the artist's philosophy within a work in the arts and humanities (e.g., selection of stage lighting in Leonard Bernstein's West Side Story to communicate mood).

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