Tennessee K–6 music standards

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music (such as expressing personal preferences in music or how music is used in daily life).

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and/or daily life (such as exploring the connection between poems and songs through rhyme).

With guidance, explore and experience music concepts such as pitch, short rhythms, different vocal timbres, movement, musical contrasts, textures, sequence, and ways to define music.

With guidance, using voices, body percussion, instruments, and movement, improvise musical ideas (rhythmically and non-rhythmically) to accompany songs, poems, stories, or listening examples.

With guidance, using ideas from songs, poems, or stories for performance, demonstrate, choose, and justify favorite musical ideas.

With guidance, using digital media or pictures to notate a short musical idea, organize personal musical ideas using iconic notation and/or recording technology.

With guidance, using teacher-given vocabulary, apply feedback to refine personal musical ideas.

With guidance, using created vocal, instrumental, or movement pieces, demonstrate a final version of personal musical ideas.

With guidance, explore and experience music concepts such as pitch, rhythms, vocal timbres, movement, musical contrasts, textures, sequence, and ways to define music.

With guidance, using voices, instruments, or movement, explore and demonstrate awareness of music contrasts* in a variety of music selected for performance.

With guidance, using voices, instruments, or movement, demonstrate awareness of expressive qualities (such as voice quality, dynamics, or tempo).

With guidance, apply feedback to refine performances.

With guidance, use suggested strategies in rehearsal to improve ￿ the expressive qualities of music (such as voice quality, dynamics, or tempo). ￿

With guidance, sing, alone and with others, with expression* ￿

With guidance, using body percussion and/or instruments, ￿ perform, alone ￿ and with others, with expression* ￿

Perform appropriately for the audience; demonstrate appropriate posture, and evaluate performance etiquette.

Demonstrate appropriate audience behavior, and evaluate student behavior during a performance.

With guidance, list personal interests and experiences explaining musical preference.

With guidance, demonstrate awareness of music concepts (such as same/different sections of music, musical sounds, or simple musical characteristics in a listening selection).

With guidance, apply personal preferences in the evaluation of music, and discuss a musical performance.

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music (such as expressing personal preferences in music or how music is used in daily life).

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and/or daily life (such as exploring the relationship between songs and historical events).

With limited guidance, explore and improvise musical ideas such as pitch, short rhythms, different vocal or instrumental timbres, musical textures, or movement.

With limited guidance, using voices, body percussion, instruments, and movement, generate musical ideas (such as beat/rhythm patterns, melodies with limited pitches, movement, etc.) to accompany a song, poem, or story.

With limited guidance, using short musical ideas to be performed, demonstrate and discuss personal reasons for selecting musical ideas.

With limited guidance, using digital media or pictures to notate a short musical passage, organize personal musical ideas (such as limited pitches, sound/silence, high/low, long/short, etc.).

With limited guidance, using vocabulary such as voices/instruments, beginning, middle, sequence, and ending, discuss and apply feedback to refine personal musical ideas.

With guidance, using created vocal, instrumental, or movement pieces, demonstrate a final version of personal musical ideas.

With limited guidance, demonstrate and discuss personal interest in, knowledge about, and purpose of varied musical selections.

With limited guidance, using voices, instruments, or movement, demonstrate knowledge of music concepts in music from a variety of cultures selected for performance.

Demonstrate and describe music's expressive qualities such as dynamics and tempo).

When analyzing selected music, read and perform rhythmic patterns with voice, body percussion, and/or instruments, using iconic or standard notation.

With limited guidance, apply feedback to refine performances.

With limited guidance, use suggested strategies in rehearsal to improve the expressive qualities of music (such as dynamics, voice quality, and tempo).

With limited guidance, sing, alone and with others, with ￿ expression* ￿

With limited guidance, using body percussion oU￿ instruments, ￿ perform, alone and with others, with expression* ￿

Perform appropriately for the audience and context; demonstrate appropriate posture, and evaluate performance etiquette.

Demonstrate appropriate audience behavior, and evaluate student ￿ behavior during a performance￿

With limited guidance, identify and explain how personal interests and experience influence musical selection.

With limited guidance, demonstrate music concepts (such as steady beat or singing voice) in various styles of music.

With limited guidance, identify expressive qualities or other characteristics of music (such as same/different sections within a simple form, types of voices, or individual instruments and identifying how sound is produced).

With limited guidance, apply personal preferences in the evaluation of music; discuss a musical performance using grade-appropriate vocabulary.

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music (such as expressing personal preferences in music or how music is used in daily life).

Demonstrate understanding of relation ships between music and the other arts, other disciplines, varied contexts, and/or daily life (such as exploring the connections between art and music).

Use pentatonic melodies, short rhythms, movement, and vocal/instrumental timbres to improvise rhythmic/melodic patterns and movement.

Use body percussion, instruments, movement, singing, and/or vocal timbres to generate musical ideas (such as rhythm patterns, pentatonic melodies, etc.).

Using short musical ideas to be performed, demonstrate and discuss personal reasons for selecting musical ideas.

Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas (such as four beat rhythm/melodic patterns, introduction, coda, etc.).

Interpret and apply feedback, using vocabulary such as voices/instruments, same/different, introduction sequence, and coda, to revise personal music.

Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces.

Demonstrate and explain personal interest in, knowledge about, and purpose of varied musical selections (such as performing songs and dances from various cultures and historical periods).

Using voices, instruments, or movement, demons trate knowledge of music concepts in music from a variety of cultures selected for performance.

Demonstrate understanding of music's expressive qualities and how creators use them to convey expressive intent.

When analyzing selected music, read and perform rhythmic patterns with voice, body percussion, and/or instruments using iconic or standard notation.

Apply established criteria to judge student rehearsal and/or performance.

Rehearse, identify, and apply strategies to address performance challenges.

Sing￿ alone and with others, with expression and skill* ￿

Using body percussion or instruments, perform, alone and with ￿ others, with expression and skill* ￿

Perform appropriately for the audience and context; demonstrate appropriate posture, and evaluate performance etiquette.

Demonstrate appropriate audience behavior, and evaluate student behavior during a performance.

Identify and explain how personal interests and experience influence musical selection; list and explain personal musical interests.

Describe how specific music concepts are used to support a specific purpose in music; demonstrate and identify how specific musical concepts are used in various styles of music (such as meter and timbre).

Demonstrate knowledge of how expressive qualities and music concepts support a musical creation/performance (such as recognizing same/different sections, classroom and/or selected orchestral instruments, or how tempo and dynamics affect the mood of a piece).

Apply personal preferences in the evaluation of music; discuss a musical performance using grade-appropriate music vocabulary.

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music (such as identifying pieces of music that are important to one's family or how music is used in daily life).

Demonstrate understanding of relationships between music and the other arts, other discip lines, varied contexts, and/or daily life (such as understanding the science of sound).

Use pitch and rhythm to improvise vocal, instrumental, and/or movement ideas within a context (such as question and answer phrases or a simple accompaniment/ostinato).

Use parameters such as improvising/composing a 2 - 4 measure musical idea, a pentatonic melody, or a rhythm pattern using limited note values to generate musical ideas.

Using musical ideas to be performed, demonstrate and discuss personal reasons for selecting musical ideas.

Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas (such as grade-appropriate rhythm/melodic pattern, introduction, coda, interlude, etc.).

Interpret and apply feedback, using vocabulary such as introduction, sequence, interlude, coda, and grade-appropriate musical characteristics, to revise personal music.

Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces through performance.

Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context.

Demonstrate understanding of the structure and elements of music (such as rhythm or melodic direction) in music selected for performance.

Describe how context (such as personal and social) can inform a performance.

When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation.

Apply teacher-provided and collaboratively developed criteria and feedback to evaluate accuracy of solo/ensemble rehearsals/performances.

Rehearse to refine technical accuracy, expressive qualities, and identified performance challenges.

Sing, alone and with others, with expression and skill*￿

Using body percussion or instruments, perform instrumentally ￿ (pitched/unpitched), alone and with others, with expression and skill*￿ ￿

Perform appropriately for the audience and context; demonstrate appropriate posture, and evaluate performance etiquette.

Demonstrate appropriate audience behavior, and evaluate student behavior during a performance.

Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes (such as how music listening is influenced by interests, experience, and context).

Using movement, manipulatives, and/or pictorial representation, demonstrate and describe how specific music concepts are used to support a specific purpose in music (such as different sections, selected orchestral, band, folk, or ethnic instruments).

Describe a listening example by using teacher-given characteristics, and describe stylistic characteristics of selected regional, national, or global styles or genres of music through teacher-given parameters (such as by guided questioning, using an element of music, or music vocabulary).

Demonstrate and describe how music concepts are used by performers to reflect intent (such as describing the mood of a piece of music using descriptive adjectives or demonstrating an understanding of how dynamics and tempo affect the mood of a piece through drawing, writing, or discussing).

Evaluate musical works and performances, applying established criteria; discuss a music selection or performance using grade-appropriate music vocabulary and teacher-given criteria.

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music (such as identifying pieces of music that are important to one's family or how music is used in daily life).

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and/or daily life (such as the connection between fractions and rhythm values).

Use pentatonic melodies in major/minor, simple accompaniments, introductions, codas, or question/answer phrases to improvise rhythmic, melodic, harmonic, and/or movement ideas within a context (such as social, cultural, historical, etc.).

Use para meters such as improvising/composing a 2 - 4 measure musical idea, a pentatonic melody, or a rhythm pattern using grade-appropriate note values in binary/ternary form to generate musical ideas within a given tonality, form, and/or rhythmic set.

Using musical ideas to be performed, demonstrate and discuss personal reasons for selecting musical ideas for arrangement, improvisation, or composition.

Use notation and/or recording technology to document personal musical ideas (such as grade-appropriate rhythm/melodic pattern, simple harmonies, introduction, coda, interlude, etc.).

Interpret and apply collaboratively developed feedback to revise personal music over time, such as a created introduction, sequence, interlude, and/or coda.

Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement piece s through performance.

Demonstrate (through performance) and explain how the selection of music to perform is influenced by personal interest, knowledge, context, and technical skill.

Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, an d form) in music selected for performance.

Explain how context (such as social and cultural) informs a performance.

When analyzing selected music, read and perform using standard notation (including treble clef) with voice, body percussion, and/or instruments.

Apply teacher-provided and collaboratively developed criteria and feedback to evaluate accuracy and expressiveness of solo/ensemble rehearsals/performances.

Rehearse to refine technical accuracy and expressive qualities, and address performance challenges.

Sing, alone and with others, with expression, technicalaccuracy, ￿ and appropriate interpretation* ￿

Usin g bo dy percussi on o r instruments, perfor m instrumentally ￿ (pitched/unpitched), alone and with others, with expression, technical ￿ accuracy, and appropriate interpretation* ￿

Perform appropriately for the audience and context; demonstrate appropriate posture, and evaluate performance etiquette.

Demonstrate appropriate audience behavior, and evaluate student behavior during a performance.

Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts (such as how music listening is influenced by interests, etc.).

Demonstrate and explain how specific music concepts (such as form, timbre, etc.) are used to support a specific purpose in music (such as social and cultural contexts) through various means (such as manipulatives, movement, and/or pictorial representation).

Demonstrate an understanding of the elements of music applied to a listening example using teacher-given vocabulary (such as different sections of complex forms, teacher-selected orchestral instruments, etc.).

Demonstrate and explain how music concepts are used by performers to reflect intent (such as comparing how tempo could be used in different arrangements to create a different mood).

Evaluate musical works and performances, applying established criteria.

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music (su ch as identifying pieces of music that are important to one's family or how music is used in daily life).

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and/or daily life (such as comparing how music is used in various cultures and performing it).

Use modal/scale based melodies in major/minor, simple/complex rhythms, and accompaniments to improvise rhythmic, melodic, harmonic, and/or movement ideas within a context (such as social, cultural, historical, etc.).

Use parameters such as improvising/composing a 2 - 4 measure musical idea, a modal/scale-based melody, or an extended rhythm pattern using grade-appropriate note values in various forms to generate musical ideas within a given tonality, form, and/or rhythmic set.

Using musical ideas to be performed, demonstrate and discuss personal reasons for selecting musical ideas for arrangement, improvisation, or composition.

Interpret and apply collaboratively developed feedback to revise personal music over time, such as the efficacy of a created introduction, sequence, or coda, use of form, two-part composition, or other characteristics of a created piece of music.

Demonstrate a final version of personal musical ideas using created vocal, instrumental, movement, or two-part created pieces through performance.

Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, context, and technical skill.

Demonstrate understanding of the structure and elements of music (such as rhythm, pitch, form, and harmony) in music selected for performance.

Explain how context (such as social, cultural, and historical) informs performances.

When analyzing selected music, read and perform using standard ￿ notation in treble clef with voice, body percussion, and/or instruments￿

Apply established criteria to judge student rehearsal and/or performance.

Rehearse to refine technical accuracy and expressive qualities, and address performance challenges, showing improvement.

Sing, alone and with others, with expression, technicalaccuracy, ￿ and appropriate interpretation* ￿

Usin g bo dy percussi on o r instruments, perfor m instrumentally ￿ ￿ (pitched/unpitched), alone and with others, with expression, technical accuracy, and appropriate interpretation* ￿

Perform appropriately for the audience and context; demonstrate appropriate posture, and evaluate performance etiquette.

Demonstrate appropriate audience behavior, and evaluate student behavior during a performance.

Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

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) through various means (such as manipulatives, movement, and/or pictorial representation).

Demonstrate an understanding of the elements of music applied to a listening example using teacher-given vocabulary (such as different sections of complex forms, teacher-selected orchestral instruments, etc.).

Demonstrate and explain how music concepts are used by performers to reflect intent (such as instrument selection by a composer/arranger).

Evaluate musical works and performances, applying established criteria, citing evidence from the elements of music; with teacher guidance, create a rubric for evaluating music performances.

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

Generate simple rhythmic, melodic, and harmonic phrases within AB and ABA forms that convey expressive intent.

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.

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.

Self-evaluate one's work applying teacher-provided criteria such as application of selected elements of music and use of sound sources.

Describe the rationale for making revisions to music, based on evaluation criteria and feedback from a teacher.

Present the final version of a documented personal composition or arrangement, using craftsmanship and originality to demonstrate an effective beginning, middle, and ending, and convey expressive intent.

Apply teacher-provided criteria for selecting music to perform for a specific purpose and/or context, and explain why each was chosen.

Explain how understanding the structure and the elements of music are used in music selected for performance.

Perform a selected piece of music, demonstrating how interpretations of the elements of music and the expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing) convey intent.

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.

Perform music with technical accuracy to convey the creator's intent.

Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue and purpose.

Select or choose music to listen to, and explain the connections to specific interests or experiences for a specific purpose.

Describe how the elements of music and expressive qualities relate to the structure of the pieces.

Identify the context of music from a variety of genres, cultures, and historical periods.

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.

Apply teacher-provided criteria to evaluate musical works or performances.

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

Compose and/or improvise melodic and rhythmic ideas or motives that reflect characteristic(s) of music or text(s). For example: describe the fundamental concepts of improvisation. Create a variation of a simple rhythmic pattern. Improvise a solo over a given chord (using one or more pitches). Understand individual instrument transposition (concert pitch versus actual pitch).

Select and develop draft melodic and rhythmic ideas or motives that demonstrate understanding of characteristic(s) of music or text(s). For example: create, select, and refine the final two measures for a four-measure melody within specified guidelines.

Preserve draft compositions and improvisations through standard notation and/or recording technology.

Evaluate and refine draft compositions and/or improvisations based on knowledge, skill, and teacher-provided criteria.

Share personally developed melodic and rhythmic ideas or motives, individually or as an ensemble, that demonstrate understanding of characteristics of music or texts.

Select a varied repertoire to study, based on interest, music reading skills, an understanding of the structure of the music, context, and the technical skill of the individual or ensemble. For example: select examples to be played in front of a class of peers.

Demonstrate, using music reading skills, how knowledge of formal aspects in musical works informs performances. For example: identify and perform basic elements related to musical events such as tempo, dynamics, orchestration, and modulation.

Identify expressive qualities in a varied repertoire of mus ic that can be demonstrated through performances.

Demonstrate the ability to read and notate music individually and in ensemble settings. For example: identify, verbalize, and perform basic rhythms and pitches. Use a system, such as syllables, numbers, or letters, to read simple pitches and rhythms.

Demonstrate fundamental control, technical accuracy, range, and fluency on the instrument, performing a varied repertoire of music individually and in ensemble settings. For example: demonstrate proper instrument care and maintenance. Produce a fundamental tone and standard artic ulations and/or bowing. Demonstrate correct posture, breath control, hand position, and instrument carriage. Perform at least two percussion rudiments and/or major scales.

Demonstrate musical literacy on the instrument, individually and in ensemble settings, by adequately sight-reading a varied repertoire of music. For example: demonstrate an understanding of basic elements associated with successful sight-reading.

Develop and apply strategies to address technical and expressive challenges in a varied repertoire of music. For example: identify basic practice tools such as tempo control, isolation, and segmentation.

Demonstrate attention to technical demands and expressive qualities in prepared and/or improvised performances of a varied repertoire of music. For example: identify and demonstrate an understanding of selected dynamic and tempo markings.

Demonstrate an awareness of the context of music through prepared and/or improvised performances.

Identify and justify reasons for selecting music based on characteristics found in music, context, and student interest.

Through visual and aural examples, analyze how context and musical elements inform student response to music.

Interpret and describe the artistic intent and aesthetic qualities of musical works, citing as evidence the treatment of the elements of music, contexts, and historical significance.

Describe the influence of experiences, performances, context, and analysis on the artistic process.

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

Demonstrate understanding of relationships between music and other disciplines, history, varied contexts, and daily life.

. Compose and improvise melodic and rhythmic ideas or motives that reflect characteristics of music or text studied in rehearsal.

Select, draft, and develop melodic and rhythmic ideas or motives that demonstrate understanding of characteristics of music or text studied in rehearsal.

Document compositions and/or improvisations through notation and/or recording.

Evaluate and refine compositions and/or improvisations based on teacher-provided criteria.

Present finalized composition and/or improvisation individually or as an ensemble.

Select varied repertoire to study, based on music reading skills and an understanding of the structure, context, and technical skill of the individual or the ensemble.

Use music reading skills to demonstrate how knowledge of compositional devices in musical works informs prepared and/or improvised performances.

Identify expressive qualities in a varied repertoire of music that can be demonstrated through prepared and/or improvised performances.

Demonstrate the ability to read and notate music individually and/or in ensemble settings.

Demonstrate fundamental voice control while performing a varied repertoire of music individually and in ensemble setting(s) while making appropriate use of: x Posture x Breath management x Tone production with freedom, resonance, control, and energy x Pitch matching, accuracy, and intonation x Balance and blend x Sense of ensemble

Demonstrate technical accuracy through appropriate use of: x Tonal center/key relations x Scale construction x Rhythm work including pulse, note, and rest values x Range development x Diction, pronunciation, and vowel formation x Expressive elements including dynamics, phrasing, and stylistic characteristics

Use self-reflection and peer feedback to refine individual and ensemble performance of a varied repertoire of music.

Demonstrate attention to musical literacy, fundamental control, technical accuracy, and expressive qualities in prepared and/or improvised performances of a varied repertoire of music representing diverse cultures, styles, and genres.

Perform music with technical accuracy to demonstrate the creator's intent.

Demonstrate performance decorum (such as stage presence, facial expression, memorization, and appropriate artistic delivery) and audience etiquette appropriate for venue and purpose.

Identify and justify reasons for selecting music based on characteristics found in music, context, and student interest.

Through written and aural examples, analyze how context and musical elements inform student response to music.

Interpret and describe the artistic intent and aesthetic qualities of musical works, citing as evidence the treatment of the elements of music, contexts, historical significance, and the setting of the text.

Describe the influence of experiences, performances, context, and analysis on the artistic process.