South Dakota K–6 music standards

South Dakota writes its own music standards. They are published as South Dakota Fine Arts Standards, adopted 2022 and are not a version of a national framework. Every one is matched to a national standard.

PASS structural+spot. 55 rows, SD Fine Arts Standards — Music (adopted 6 May 2022). Split (MU) from the 2022 CSP bucket. Music uses grade BANDS K-2/3-5/6-8 (per the doc's Music organization page). Verified vs FineArts-051822.pdf via render+vision; HS Novice/Intermediate/Accomplished excluded. Crosswalked to NCAS MU at anchor level (band-representative NCAS grade).

Framework: South Dakota Fine Arts Standards
Adopted: 2022
Source last checked: August 2, 2026

Read the official document

55 standards, kindergarten through 6th grade

K-2.MU.Cn.10.1K–2
Express how music relates to self and others.
K-2.MU.Cn.11.1K–2
Explore the historical and cultural contexts of music as it relates to other disciplines and arts.
K-2.MU.Cn.11.2K–2
Share various roles of performance participants in various settings.
K-2.MU.Cr.1.1K–2
Explore and experience musical ideas through simple rhythmic and melodic patterns.
K-2.MU.Cr.1.2K–2
Improvise sounds and movement to accompany artistic play and music by use of voice, instruments, and a variety of sound sources.
K-2.MU.Cr.2.1K–2
Explore the creation of short pieces using musical notations.
K-2.MU.Cr.2.2K–2
Document musical ideas through verbal, written, aural, or technological means.
K-2.MU.Cr.3.1K–2
Interpret and apply personal, peer, and teacher feedback to refine personally developed musical ideas.
K-2.MU.Cr.3.2K–2
Share a final version of personally-developed musical ideas to peers or informal audience.
K-2.MU.Pr.4.1K–2
Demonstrate and explain personal interest in varied musical selections.
K-2.MU.Pr.4.2K–2
Explore and identify the meaning of a chosen work through its text by singing or playing an instrument.
K-2.MU.Pr.4.3K–2
Explore music through both reading and aural approaches.
K-2.MU.Pr.5.1K–2
Applying teacher feedback, rehearse to refine technical accuracy and expressive qualities in varied ensembles in a classroom setting.
K-2.MU.Pr.6.1K–2
Discover how to express and convey meaning in a piece of music.
K-2.MU.Pr.6.2K–2
Identify the persons serving in the roles of performer and audience.
K-2.MU.Re.7.1K–2
Discover how interests and experiences influence musical selection for specific purposes.
K-2.MU.Re.7.2K–2
Recognize and respond to foundational musical elements.
K-2.MU.Re.8.1K–2
Identify and demonstrate expressive qualities and how they support expressive intent through verbal, kinesthetic, written, or artistic means.
K-2.MU.Re.9.1K–2
Use music terminology in the evaluation of musical work.
3-5.MU.Cn.10.13–5
Explain how music relates to self and others.
3-5.MU.Cn.11.13–5
Compare the historical and cultural contexts of music with other disciplines.
3-5.MU.Cn.11.23–5
Describe roles of performance participants in various settings.
3-5.MU.Cr.1.13–5
Explore and experience musical ideas through rhythmic, melodic, and harmonic phrases.
3-5.MU.Cr.1.23–5
Improvise rhythms and melodies with voice, instruments, and a variety of sound sources to add interest to a song.
3-5.MU.Cr.2.13–5
Create short pieces using musical notations to document personally developed musical ideas.
3-5.MU.Cr.2.23–5
Document musical ideas using musical notations through verbal, written, aural, or technological means.
3-5.MU.Cr.3.13–5
Evaluate, refine, and document revisions to personally-developed music, through collaboration and teacher feedback, explaining rationale for any changes.
3-5.MU.Cr.3.23–5
Share a final version of personally-developed to peers that demonstrates appropriate expertise.
3-5.MU.Pr.4.13–5
Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, and context.
3-5.MU.Pr.4.23–5
Demonstrate by reading, singing, or playing an instrument the musical elements of a selected work.
3-5.MU.Pr.4.33–5
Investigate musical performance using aural traditions and musical notations.
3-5.MU.Pr.5.13–5
Rehearse, identify, and apply strategies to address interpretive, performance, and technical accuracy of music in varied ensembles.
3-5.MU.Pr.6.13–5
Demonstrate expressive qualities in performance to convey meaning and intent.
3-5.MU.Pr.6.23–5
Identify the importance of the performer and the audience.
3-5.MU.Re.7.13–5
Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or context.
3-5.MU.Re.7.23–5
Recognize and define grade-appropriate foundational musical elements.
3-5.MU.Re.8.13–5
Demonstrate and describe through verbal, kinesthetic, written, or artistic means how expressive qualities are used in performances to reflect expressive intent.
3-5.MU.Re.9.13–5
Use music terminology in the analysis and evaluation of musical work.
6-8.MU.Cn.10.16
Demonstrate how interests, knowledge, and skills can relate to personal choices and intent when creating, performing, and responding to music.
6-8.MU.Cn.11.16
Analyze relationships between music, other arts, other disciplines, historical and cultural contexts, and daily life.
6-8.MU.Cn.11.26
Identify and demonstrate different roles of performance participants in various settings
6-8.MU.Cr.1.16
Create musical ideas for simple rhythmic and melodic phrases.
6-8.MU.Cr.2.16
Select, revise, and preserve previously created musical ideas.
6-8.MU.Cr.3.16
Evaluate and refine musical ideas based on knowledge, skill, and teacher-provided criteria.
6-8.MU.Cr.3.26
Share personally developed musical ideas, individually or as an ensemble.
6-8.MU.Pr.4.16
Demonstrate and explain how the selection of repertoire is influenced by personal interest, knowledge, and context, as well as their personal and others' musicianship skills.
6-8.MU.Pr.4.26
Compare, and explain the structure of contrasting repertoire.
6-8.MU.Pr.4.36
Read and identify standard symbols for musical elements.
6-8.MU.Pr.5.16
Identify and apply teacher, collaborative, or personally-developed criteria to rehearse, refine, and determine when the music is ready to perform in varied ensembles.
6-8.MU.Pr.6.16
Perform repertoire with technical accuracy, and expressive qualities, intent to convey meaning and intent.
6-8.MU.Pr.6.26
Identify intent as a means for connecting with an audience through musical work.
6-8.MU.Re.7.16
Select personal music choices based on interests and experiences.
6-8.MU.Re.7.26
Describe how musical elements and expressive qualities, genre, or culture relate to structures of pieces.
6-8.MU.Re.8.16
Describe how expressive qualities relate to structures of pieces.
6-8.MU.Re.9.16
With guidance, apply teacher-provided or personally-developed criteria to evaluate musical work.

South Dakota K–6 music standards

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