South Carolina K–6 music standards

I can change a musical work using the elements of music from a culture or time period.

I can apply concepts from other arts disciplines and content areas to my music.

I can research skills needed for various music careers.

I can examine music from multiple cultures and time periods.

I can apply music concepts to other arts disciplines and content areas.

I can demonstrate and describe the skills needed for careers in music.

I can research a specific culture/time period and perform a song from that culture/time period.

I can examine the relationship between music and specific content from another arts discipline and content area.

I can examine the educational requirements needed for a variety of careers in music.

I can demonstrate and describe the relationship between music and a concept from another subject in my school.

I can identify specific careers in music.

I can recognize that all cultures perform music.

I can identify the relationship between music and another subject in my school.

I can identify and discuss examples of musicians in my community.

I can recognize similar elements of music in a specific culture.

I can demonstrate a relationship between music and another subject in my school.

I can identify life skills necessary for a music career.

I can combine different voices to create various tone colors in my arrange-ment.

I can experiment with changes in tone color, creating variety and contrast through a combination of different voices.

I can experiment with non-chord tones and chord pro-gressions.

I can identify chord changes to improvise a short melody.

I can improvise simple melodic phrases that correspond with chord progressions in an unfamiliar song.

I can create a simple tune (monopho-nic melody) without accompaniment, within specified guidelines.

I can create a melody using rhythms that are appropriate for the time signature.

I can improvise my own simple rhythmic pattern using a neutral syllable.

I can improvise my own simple rhythm patterns using ta-ka-di-mi or a counting system.

I can develop a simple tune with accompanying parts (homopho-nic work).

I can develop an original arrange-ment of a traditional canon or round.

I can develop my song using I, IV, and V chord pro-gressions.

I can improvise my own simple tonal patterns on a neutral syllable.

I can improvise my own simple tonal patterns using solfege.

I can sing a variety of pitches and rhythms and label a music staff with clef and metric symbols.

I can write note and rest values on a music staff.

I can write beats and rhythms within measures.

I can imitate simple melodic phrases given simple chord progres-sions.

I can embellish a given melodic phrase that corresponds with a simple chord progression.

I can recognize long and short sounds and identify simple rhythms from notation.

I can write music rhythms or sounds, using symbols.

I can identify same and different rhythm patterns.

I can imitate rhythm using a neutral syllable (shhh, ba, etc.)

I can imitate rhythm using a ta-ka-di-mi or a counting system.

I can create and recognize high and low sounds to represent some pitches.

I can write high and low notes on a music staff to represent pitches.

I can identify same and different melodic patterns.

I can produce one-phrase responses using two to three pitches on a neutral syllable (such as loo or la).

I can echo simple tonal patterns using solfege.

I can sing 2-3 part songs with centered tone quality, in tune, while demonstrating articulation changes.

I can interpret a conductor's gesture with rhythmic and melodic precision.

I can interpret a conductor's dynamic, articulation, and phrasing cues.

I can perform at sight moderately complex unfamiliar musical works with accurate pitches.

I can notate intermediate note values and time signatures.

I can apply intermediate tempo markings in my music.

I can apply advanced expressive markings in my music.

I can use the elements of music to evaluate my performance or the performance of others.

I can sing with a resonant, centered, and free tone in harmony.

I can produce a centered tone in a comfortable tessitura. can sing in tune my assigned part with clear tone quality, using breath control and correct posture.

I can sing, observing a variety of dynamic markings in songs.

I can sing, observing phrasing suggestions and markings in music.

I can identify sharps, flats, naturals, and simple key signatures.

I can sight-read stepwise tonic (do, re, mi, fa, so) patterns and simple meter based (2/4, 3/4, 4/4) rhythmic patterns.

I can identify advanced note values and time signatures that represent syncopation and smaller beat subdivisions in my music.

I can identify expressive markings in my music.

I can describe the characteristics of a quality performance using musical terms.

I can sing 2-3 part songs with centered tone quality, in tune, while demonstrating dynamic changes.

I can sing with a centered tone and a steady tempo.

I can interpret a conductor's dynamic and phrasing cues when singing.

I can sing, observing phrasing markings and breathing appropriate-ly alone and in groups.

I can perform at sight simple unfamiliar musical works with accurate pitches.

I can sight read using reading systems such as ta-ka-di-mi, Gordon, count singing, and neutral syllables to unfamiliar melodies with tonic triad skips.

I can apply basic tempo markings in my music.

I can apply expressive markings in my music.

I can use the elements of music to evaluate a composi-tion.

I can blend my voice with others singing in tune in my head voice.

I can sing in tune with breath support.

I can demonstrate dynamic levels in response to a conductor.

I can respond to a conductor's gradual dynamic cues when singing.

I can perform simple unfamiliar rhythm patterns using music notation.

I can perform simple unfamiliar tonal patterns using music notation.

I can sing in unison and simple 2-part music.

I can sing simple patterns in multiple tonalities.

I can identify some criteria for music performance.

I can identify similar elements of music in different cultures.

I can sing some simple patterns alone and with others.

I can demonstrate correct singing posture.

I can speak, chant to the beat.

I can sing and move to the beat.

I can use non-traditional notation to identify pitches in a clef.

I can identify note values.

I can identify simple familiar rhythm patterns with correspond-ing notation.

I can identify simple familiar tonal patterns with correspond-ing notation.

I can discuss my preference for a piece of music.

I can identify and sing in my head and chest voices

I can sing songs based on the pentatonic scale.

I can demonstrate different tempo markings when singing and moving to the beat.

I can demonstrate dynamic levels when singing and moving to the beat.

I can sing tonal patterns using a sight-reading system.

I can identify basic time signatures.

I can sing using eighth, quarter, half and whole notes and rests.

I can sing a variety of tempos in music.

I can identify characteristics of a performance that I like/dislike.

I can identify advanced musical symbols, key signatures, and complex meter.

I can explain why advanced musical symbols, key signatures, and complex meter are used in music.

I can use the elements of music to offer suggestions for improve-ment.

I can compare my performance to the performance of others.

I can explain how music elements are used to communicate ideas.

I can describe how the elements of music affect the mood of a song.

I can use the elements of music to describe my emotional response to a music performance.

I can define all the elements of music.

I can identify how the melody, harmony, rhythm, timbre, texture, form, and expressive elements are different in varying genres of music.

I can describe common elements found in various genres of music.

I can use the elements of music to describe why I like particular genres.

I can identify specific criteria I use when I critique others' perform-ances.

I can recognize patterns in the music that I hear.

I can identify common forms such as call and response, verse and refrain, ABA.

I can identify criteria for a music performance.

I can describe some of the elements of music.

I can identify rhythm, dynamics, pitch, harmony, tone color, texture, and form.

I can identify instrument families in the symphony orchestra.

I can identify different voice types.

I can recognize some elements of music, such as loud/soft, fast/slow.

I can identify basic music symbols and terms in written music.

I can apply my knowledge of musical symbols and terminology to a performance.

I can identify characteristics of a performance that I like/dislike.

I can define basic music terminology using my own words.

I can change a musical work using the elements of music from a culture or time period.

I can apply concepts from other arts disciplines and content areas to my music.

I can compare similarities and differences in a variety of music careers and roles of musicians in those careers.

I can identify similarities and differences in music from multiple cultures and time periods.

I can apply music concepts to other arts disciplines and content areas.

I can demonstrate and describe the skills needed for careers in music.

I can use music vocabulary terms such as form, tempo, dynamics, etc. to describe musical works from similar cultures and time periods.

I can examine the relationship between music and specific content from another arts discipline and content area.

I can examine the educational requirements needed for a variety of careers in music.

I can find similar elements of music in different cultures/time periods.

I can demonstrate and describe the relationship between music and a concept from another subject in my school.

I can identify specific careers in music.

I can recognize that all cultures and time periods use music.

I can identify the relationship between music and another subject in my school.

I can identify topics in music that interest me.

I can find similar elements of music within a culture/time period.

I can make connections between music and another subject in my school.

I can identify life skills necessary for a music career.

I can identify key signatures in melodic phrases.

I can construct a rhythmic, melodic and harmonic idea for a given mood.

I can identify chord changes.

I can embellish a given melodic phrase that corresponds with simple chord changes.

I can explain the use of ostinato to arrange a melodic idea.

I can construct arrange-ments of simple pieces for voices or instruments.

I can improvise simple tonal patterns within a given key.

I can improvise rhythmic and melodic patterns to create a musical phrase.

I can organize rhythmic and melodic patterns into a musical phrase.

I can create a melodic phrase over a given rhythmic idea.

I can embellish a bass line with improvised rhythm from an instrument or music software.

I can sing on a neutral syllable an improvised rhythm.

I can use rhythm patterns, songs or words to create a musical idea.

I can create a musical idea given specific instructions.

I can improvise simple ostinati patterns within a given meter

I can improvise rhythm patterns, songs or chants to create a musical idea.

I can match sound and pattern.

I can imitate a given music rhythm or sound using symbols.

I can identify same and different rhythms patterns.

I can echo simple rhythm patterns.

I can identify simple forms.

I can identify same and different patterns.

I can identify same and different melodic patterns.

I can echo simple tonal patterns.

I can sing phrasing while responding to a director's cues.

I can sight read in multiple tonalities and rhythms.

I can rehearse for improvement in an ensemble.

I can use proper technique to express music.

I can play my part independently while others play.

I can read and use key signatures.

I can read and use meter signatures.

I can sing 2-part songs.

I can sing with appropriate diction and articulation.

I can play accompaniments and songs in major and minor tonalities.

I can play using proper technique and posture.

I can play in treble and bass clefs.

I can read all notes in treble and bass clefs

I can read basic rhythms including dotted rhythms.

I can sing with proper intonation alone and in different ensembles.

I can apply dynamics and expression when I sing.

I can play my part independent-ly in an ensemble.

I can play my instrument with technical accuracy.

I can read from notation, songs I play.

I can read alto/tenor clef.

I can identify compound, complex, and syncopated rhythms.

I can sing or move using a steady beat.

I can use good posture and breath support when I sing.

I can use music notation to play instruments.

I can play pentatonic scales on instruments.

I can identify rhythmic notation.

I can read standard notation.

I can read meter in 4/4, 3/4, and 2/4.

I can sing songs in my range.

I can use my voice to imitate other sounds.

I can use my body to make sounds.

I can play pitched and unpitched instruments.

I can follow the teacher when I use classroom instruments.

I can read rhythm patterns with my voice, body, and instruments.

I can read basic rhythms.

I can match pitch when I sing.

I can sing with my head voice and chest voice.

I can echo an ostinato rhythm pattern.

I can play melodic patterns using steps and skips.

I can ask and answer musical questions using instruments.

I can name notes in treble clef.

I can read simple quarter, eighth, half, whole notes and rests.

I can listen, identify, and explain the elements of pitch, tempo, dynamics, and style used in different cultures and time periods.

I can examine the use of timbre and texture in music from a variety of different genres.

I can examine the use of musical forms presented in a varied repertoire of music.

I can apply assessment tools to evaluate tone quality, intonation, articulation, rhythmic accuracy, musicality, posture, and stage presence to my personal performance.

I can listen, identify and explain pitch, tempo, and dynamics to describe music of different styles.

I can listen to and identify orchestral, band, and electronic instruments by sight and sound.

I can examine musical forms to describe a musical style.

I can describe the quality of a musical performance.

I can examine the elements of pitch, tempo, and dynamics in a variety of musical styles presented aurally and visually.

I can examine the contribution of timbre in a variety of musical instruments/voices to musical style and mood.

I can identify musical forms presented aurally and visually.

I can apply assessment tools to evaluate tone quality, intonation, articulation, rhythmic accuracy, musicality, posture, and stage presence to a live or recorded performance.

I can use appropriate vocabulary to describe pitch, tempo, and dynamics.

I can identify by sight and sound voice types and classroom instruments.

I can identify examples of complex musical forms.

I can talk and write about music using musical vocabulary.

I can identify dynamics and steady beat.

I can identify same and different sound sources.

I can name same and different sections.

I can listen and respond to music.

I can identify changes in dynamics, tempo and rhythm.

I can name voice types and instrument families.

I can identify examples of some basic musical forms.

I can model and describe audience behavior in different settings.

I can consistently play in tune.

I can demonstrate dynamic contrast and play four to eight bar phrases.

I can play in tune within a limited range.

I can play scales and/or rudiments with accuracy.

I can perform an expanding variety of articulations with accuracy.

I can play in tune within an expanding range.

I can play syncopated patterns, quarter, eighth, and sixteenth note rhythms in various meters.

I can play all of the pitches I've learned with a character-istic tone and in tune.

I can demonstrate correct technique for performing loud and soft dynamics.

I can shape a basic musical phrase.

I can play the first sounds on my instrument with character-istic tone quality.

I can demonstrate correct posture and playing position.

I can hold my instrument the correct way at all times.

I can play using correct fingering/sticking technique.

I can play simple scale and/or rudimental patterns.

I can play the first 3-5 pitches on my instrument with character-istic tone quality.

I can keep a steady pulse in various meters.

I can play using basic articulations.

I can interpret how music preferences influence personal values and attitudes.

I can describe how music is a vehicle of expression that inspires listener to think differently.

I can apply concepts from other arts disciplines and content areas to my music.

I can identify materials and tools needed for specific careers in music.

I can recognize the significance and intent of music some cultures.

I can identify the appropriate music for particular events.

I can apply music concepts and skills to other arts disciplines and content areas.

I can describe the significance and intent of music from a specific culture.

I can describe how music functions in a culture.

I can identify music skills that connect to specific content from another arts discipline and content area.

I can identify skills needed for a career in music.

I can describe how music is used in my life and my community.

I can describe how the elements of music are used in my culture.

I can describe the connection between music and a concept from another subject in my school.

I can identify careers in music.

I can describe how sound and music is used in my everyday life.

I can identify the relationship between music and another subject in my school.

I can recognize musical concepts and elements specific to my culture.

I can recognize how music is used for occasions unique to my culture.

I can demonstrate a relationship between music and another subject in my school.

I can compose melodies with simple chord progressions.

I can arrange melodies with simple chord progressions.

I can identify chord changes.

I can improvise simple melodic phrases that correspond with chord changes.

I can adapt a melody for my instrument.

I can create a variation on a given theme.

I can compose using verse-refrain, AB, ABA, and theme & variation forms.

I can improvise my own simple rhythm patterns on a neutral syllable, incorporating movement.

I can improvise my own simple rhythm patterns using rhythmic solfege or a counting system.

I can improvise my own simple rhythm patterns on my instrument.

I can write basic chords in a given key.

I can write a basic chord progression in a given key.

I can write a basic harmonic accompany-ment in a given key.

I can improvise my own simple tonal patterns on a neutral syllable.

I can improvise my own simple tonal patterns using tonal solfege or pitch names.

I can improvise on my own simple tonal patterns on my instrument.

I can write a simple melody within a given key, tonality, and meter.

I can imitate simple melodic phrases given simple chord changes.

I can embellish a given melodic phrase that corresponds with simple chord changes on my instrument.

I can choose various note values to represent simple rhythm patterns.

I can write simple rhythm patterns using standard music notation.

I can echo simple rhythm patterns on a neutral syllable, incorporating movement.

I can echo simple rhythm patterns using rhythmic solfege or a counting system.

I can echo simple rhythm patterns on my instrument.

I can choose various pitches to represent simple melodic patterns.

I can write simple melodic patterns using standard music notation.

I can echo simple tonal patterns on a neutral syllable.

I can echo simple tonal patterns using tonal solfege on pitch names.

I can echo simple tonal patterns on my instrument.

I can perform using appropriate finger placement associated with extensions and shifting.

I can play in tune in higher positions, making accurate shifts.

I can play using specific contact points on my instrument and bow to create dynamics.

I can move my left hand using primary vibrato skills.

I can perform using dynamic expression.

I can perform lyrically shaped dynamics using appropriate bow control.

I can play in tune within an ensemble on an appropriate level of music.

I can identify notes that are higher or lower than first position on my instrument.

I can perform using correct hand positions to reach appropriate registers of my instrument.

I can perform with increasing tempo using precise finger placement and bow movement.

I can perform appropriate scales that use expanded registers, in tune.

I can move my left hand position to execute basic extensions and shifting finger patterns, in tune.

I can perform rhythms using a developing knowledge of note and rest values.

I can perform a variety of articulations.

I can perform music containing compound duple and triple time signatures.

I can play with my left hand in position using correct finger patterns on the fingerboard.

I can move the bow using detached and connected bow stroke techniques.

I can listen and adjust my finger placement to match a given pitch.

I can demonstrate loud and soft dynamics.

I can play musical phrases within my repertoire.

I can hold my bow correctly.

I can move the bow on open strings.

I can hold my instrument correctly at all times.

I can hold my instrument with appropriate posture.

I can pay my instrument using correct bow hold and bow movement.

I can move my bow, both up and down, while playing a selection of notes.

I can identify whole and half steps, placing my fingers on my strings accordingly.

I can perform basic rhythms, keeping a steady pulse.

I can perform music in simple duple and triple meters.

I can play using basic articulations.

I can perform at sight moderately complex unfamiliar musical works with accurate pitches.