Texas K–6 music standards

The student describes and analyzes musical sound. The student is expected to: identify the differences between the five voices, including singing, speaking, inner, whispering, and calling voices;

The student describes and analyzes musical sound. The student is expected to: identify the timbre of adult and child singing voices;

The student describes and analyzes musical sound. The student is expected to: identify the timbre of instrument families;

The student describes and analyzes musical sound. The student is expected to: identify same/different in beat/rhythm, higher/lower, louder/softer, faster/slower, and simple patterns in musical performances; and

The student describes and analyzes musical sound. The student is expected to: identify beat, rhythm, and simple two-tone or three-tone melodies using iconic representation.

The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: sing or play classroom instruments independently or in groups;

The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: sing songs or play classroom instruments from diverse cultures and styles independently or in groups;

The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: move alone or with others to a varied repertoire of music using gross and fine locomotor and non-locomotor movement;

The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: perform simple partwork, including beat versus rhythm; and

The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: perform music using louder/softer and faster/slower.

The student examines music in relation to history and cultures. The student is expected to: sing songs and play musical games, including rhymes, folk music, and seasonal music; and

The student examines music in relation to history and cultures. The student is expected to: identify simple interdisciplinary concepts related to music.

The student listens to, responds to, and evaluates music and musical performances. The student is expected to: identify and demonstrate appropriate audience behavior during live or recorded performances;

The student listens to, responds to, and evaluates music and musical performances. The student is expected to: identify steady beat in musical performances; and

The student listens to, responds to, and evaluates music and musical performances. The student is expected to: compare same/different in beat/rhythm, higher/lower, louder/softer, faster/slower, and simple patterns in musical performances.

The student describes and analyzes musical sound and reads, writes, and reproduces music notation. The student is expected to: identify the known five voices and adult/children singing voices;

The student describes and analyzes musical sound and reads, writes, and reproduces music notation. The student is expected to: identify visually and aurally the instrument families;

The student describes and analyzes musical sound and reads, writes, and reproduces music notation. The student is expected to: use basic music terminology in describing changes in tempo, including allegro/largo, and dynamics, including forte/piano; and

The student describes and analyzes musical sound and reads, writes, and reproduces music notation. The student is expected to: identify and label repetition and contrast in simple songs such as ab, aaba, or abac patterns.

The student reads, writes, and reproduces music notation. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to: read, write, and reproduce rhythmic patterns, including quarter note/paired eighth notes and quarter; and

The student reads, writes, and reproduces music notation. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to: read, write, and reproduce melodic patterns, including three tones from the pentatonic scale.

The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: sing tunefully or play classroom instruments, including rhythmic and melodic patterns, independently or in groups;

The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: sing songs or play classroom instruments from diverse cultures and styles, independently or in groups;

The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: move alone or with others to a varied repertoire of music using gross and fine locomotor and non-locomotor movement;

The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: perform simple part work, including beat versus rhythm, rhythmic ostinato, and vocal exploration; and

The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: perform music using tempo, including allegro/largo, and dynamics, including forte/piano.

The student creates and explores new musical ideas. The student is expected to: create short, rhythmic patterns using known rhythms;

The student creates and explores new musical ideas. The student is expected to: create short, melodic patterns using known pitches; and

The student creates and explores new musical ideas. The student is expected to: explore new musical ideas using singing voice and classroom instruments.

The student examines music in relation to history and cultures. The student is expected to: sing songs and play musical games, including rhymes, patriotic events, folk music, and seasonal music;

The student examines music in relation to history and cultures. The student is expected to: identify steady beat in short musical excerpts from various periods or times in history and diverse cultures; and

The student examines music in relation to history and cultures. The student is expected to: identify simple interdisciplinary concepts relating to music.

The student listens to, responds to, and evaluates music and musical performances. The student is expected to: identify and demonstrate appropriate audience behavior during live or recorded performances;

The student listens to, responds to, and evaluates music and musical performances. The student is expected to: recognize known rhythmic and melodic elements in simple aural examples using known terminology;

The student listens to, responds to, and evaluates music and musical performances. The student is expected to: distinguish same/different between beat/rhythm, higher/lower, louder/softer, faster/slower, and simple patterns in musical performances; and

The student listens to, responds to, and evaluates music and musical performances. The student is expected to: respond verbally or through movement to short musical examples.

The student describes and analyzes musical sound. The student is expected to: identify choral voices, including unison versus ensemble;

The student describes and analyzes musical sound. The student is expected to: identify instruments visually and aurally;

The student describes and analyzes musical sound. The student is expected to: use known music terminology to explain musical examples of tempo, including presto, moderato, and andante, and dynamics, including fortissimo and pianissimo; and

The student describes and analyzes musical sound. The student is expected to: identify and label simple small forms such as aaba and abac.

The student reads, writes, and reproduces music notation. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to: read, write, and reproduce rhythmic patterns using standard notation in 2/4 meter, including half note/half rest;

The student reads, writes, and reproduces music notation. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to: read, write, and reproduce pentatonic melodic patterns using standard staff notation; and

The student reads, writes, and reproduces music notation. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to: read, write, and reproduce basic music terminology, including allegro/largo and forte/piano.

The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: sing tunefully or play classroom instruments, including rhythmic and melodic patterns, independently or in groups;

The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: sing songs or play classroom instruments from diverse cultures and styles, independently or in groups;

The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: move alone or with others to a varied repertoire of music using gross and fine locomotor and non-locomotor movement;

The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: perform simple part work, including rhythmic ostinato, and vocal exploration such as singing, speaking, and chanting; and

The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: perform music using tempo, including presto, moderato, and andante, and dynamics, including fortissimo and pianissimo.

The student creates and explores new musical ideas. The student is expected to: create rhythmic phrases using known rhythms;

The student creates and explores new musical ideas. The student is expected to: create melodic phrases using known pitches; and

The student creates and explores new musical ideas. The student is expected to: explore new musical ideas in phrases using singing voice and classroom instruments.

The student examines music in relation to history and cultures. The student is expected to: sing songs and play musical games, including patriotic, folk, and seasonal music;

The student examines music in relation to history and cultures. The student is expected to: examine short musical excerpts from various periods or times in history and diverse and local cultures; and

The student examines music in relation to history and cultures. The student is expected to: identify simple interdisciplinary concepts relating to music.

The student listens to, responds to, and evaluates music and musical performances. The student is expected to: begin to practice appropriate audience behavior during live or recorded performances;

The student listens to, responds to, and evaluates music and musical performances. The student is expected to: recognize known rhythmic and melodic elements in simple aural examples using known terminology;

The student listens to, responds to, and evaluates music and musical performances. The student is expected to: distinguish between rhythms, higher/lower pitches, louder/softer dynamics, faster/slower tempos, and simple patterns in musical performances; and

The student listens to, responds to, and evaluates music and musical performances. The student is expected to: respond verbally or through movement to short musical examples.

The student describes and analyzes musical sound. The student is expected to: categorize and explain a variety of musical sounds, including those of children and adult voices;

The student describes and analyzes musical sound. The student is expected to: categorize and explain a variety of musical sounds, including those of woodwind, brass, string, percussion, and instruments from various cultures;

The student describes and analyzes musical sound. The student is expected to: use known music symbols and terminology referring to rhythm; melody; timbre; form; tempo; and dynamics, including mezzo piano and mezzo forte, to identify musical sounds presented aurally; and

The student describes and analyzes musical sound. The student is expected to: identify and label small and large musical forms such as abac, AB, and ABA presented aurally in simple songs and larger works.

The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to: read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in 2/4 and 4/4 meters as appropriate;

The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to: read, write, and reproduce extended pentatonic melodic patterns using standard staff notation; and

The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to: identify new and previously learned music symbols and terms referring to tempo and dynamics, including mezzo piano and mezzo forte.

The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: sing or play classroom instruments with accurate intonation and rhythm independently or in groups;

The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: sing or play a varied repertoire of music such as American folk songs and folk songs representative of local cultures independently or in groups;

The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: move alone or with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together;

The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: perform simple part work, including rhythmic and melodic ostinati, derived from known repertoire; and

The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: interpret through performance new and previously learned music symbols and terms referring to tempo and dynamics, including mezzo piano and mezzo forte.

The student creates and explores new musical ideas within specified guidelines. The student is expected to: create rhythmic phrases through improvisation or composition;

The student creates and explores new musical ideas within specified guidelines. The student is expected to: create melodic phrases through improvisation or composition; and

The student creates and explores new musical ideas within specified guidelines. The student is expected to: create simple accompaniments through improvisation or composition.

The student examines music in relation to history and cultures. The student is expected to: perform a varied repertoire of songs, movement, and musical games representative of American and local cultures;

The student examines music in relation to history and cultures. The student is expected to: identify music from diverse genres, styles, periods, and cultures; and

The student examines music in relation to history and cultures. The student is expected to: identify the relationships between music and interdisciplinary concepts.

The student listens to, responds to, and evaluates music and musical performances. The student is expected to: exhibit audience etiquette during live and recorded performances;

The student listens to, responds to, and evaluates music and musical performances. The student is expected to: recognize known rhythmic and melodic elements in aural examples using appropriate vocabulary;

The student listens to, responds to, and evaluates music and musical performances. The student is expected to: identify specific musical events in aural examples such as changes in timbre, form, tempo, or dynamics using appropriate vocabulary;

The student listens to, responds to, and evaluates music and musical performances. The student is expected to: respond verbally and through movement to short musical examples; and

The student listens to, responds to, and evaluates music and musical performances. The student is expected to: describe a variety of compositions and formal or informal musical performances using specific music vocabulary.

The student describes and analyzes musical sound. The student is expected to: categorize and explain a variety of musical sounds, including those of children's voices and soprano and alto adult voices;

The student describes and analyzes musical sound. The student is expected to: categorize and explain a variety of musical sounds, including those of woodwind, brass, string, percussion, keyboard, electronic instruments, and instruments of various cultures;

The student describes and analyzes musical sound. The student is expected to: use known music symbols and terminology referring to rhythm; melody; timbre; form; tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato, to explain musical sounds presented aurally; and

The student describes and analyzes musical sound. The student is expected to: identify and label small and large musical forms such as, abac, AB, ABA, and rondo presented aurally in simple songs and larger works.

The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to: read, write, and reproduce rhythmic patterns using standard notation, including separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate;

The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to: read, write, and reproduce extended pentatonic melodic patterns using standard staff notation; and

The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to: identify new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato.

The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: sing and play classroom instruments with accurate intonation and rhythm, independently or in groups;

The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: sing or play a varied repertoire of music such as American and Texan folk songs and folk songs representative of local cultures, independently or in groups;

The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: move alone and with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together;

The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: perform various folk dances and play parties;

The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: perform simple part work, including rhythmic and melodic ostinati, derived from known repertoire; and

The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: interpret through performance new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato.

The student creates and explores new musical ideas within specified guidelines. The student is expected to: create rhythmic phrases through improvisation or composition;

The student creates and explores new musical ideas within specified guidelines. The student is expected to: create melodic phrases through improvisation or composition; and

The student creates and explores new musical ideas within specified guidelines. The student is expected to: create simple accompaniments through improvisation or composition.

The student examines music in relation to history and cultures. The student is expected to: perform a varied repertoire of songs, movement, and musical games representative of diverse cultures such as historical folk songs of Texas and Hispanic and American Indian cultures in Texas;

The student examines music in relation to history and cultures. The student is expected to: perform music representative of America and Texas, including "Texas, Our Texas";

The student examines music in relation to history and cultures. The student is expected to: identify and describe music from diverse genres, styles, periods, and cultures; and

The student examines music in relation to history and cultures. The student is expected to: examine the relationships between music and interdisciplinary concepts.

The student listens to, responds to, and evaluates music and musical performances. The student is expected to: exhibit audience etiquette during live and recorded performances;

The student listens to, responds to, and evaluates music and musical performances. The student is expected to: recognize known rhythmic and melodic elements in aural examples using appropriate vocabulary;

The student listens to, responds to, and evaluates music and musical performances. The student is expected to: describe specific musical events in aural examples such as changes in timbre, form, tempo, dynamics, or articulation using appropriate vocabulary;

The student listens to, responds to, and evaluates music and musical performances. The student is expected to: respond verbally and through movement to short musical examples;

The student listens to, responds to, and evaluates music and musical performances. The student is expected to: describe a variety of compositions and formal or informal musical performances using specific music vocabulary; and

The student listens to, responds to, and evaluates music and musical performances. The student is expected to: justify personal preferences for specific music works and styles using music vocabulary.

The student describes and analyzes musical sound. The student is expected to: distinguish among a variety of musical timbres, including those of children's voices and soprano, alto, tenor, and bass adult voices;

The student describes and analyzes musical sound. The student is expected to: distinguish among a variety of musical timbres, including those of woodwind, brass, string, percussion, keyboard, electronic instruments, and instruments of various cultures;

The student describes and analyzes musical sound. The student is expected to: use known music symbols and terminology referring to rhythm; melody; timbre; form; tempo, including accelerando and ritardando; dynamics; articulation; and meter, including simple and compound, to explain musical sounds presented aurally; and

The student describes and analyzes musical sound. The student is expected to: identify and label small and large musical forms such as abac, AB, and ABA; rondo; and theme and variations presented aurally in simple songs and larger works.

The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to: read, write, and reproduce rhythmic patterns using standard notation, including syncopated patterns, and previously learned note values in 2/4, 3/4, or 4/4 meters as appropriate;

The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to: read, write, and reproduce extended pentatonic and diatonic melodic patterns using standard staff notation; and

The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to: identify and interpret new and previously learned music symbols and terms referring to tempo, including accelerando and ritardando; dynamics; articulation; and meter, including simple and compound.

The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: sing and play classroom instruments independently or in groups with accurate intonation and rhythm;

The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: sing or play a varied repertoire of music such as American folk songs, patriotic music, and folk songs representative of local and world cultures independently or in groups;

The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: move alone and with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together;

The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: perform various folk dances and play parties;

The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: perform simple two-part music, including rhythmic and melodic ostinati, rounds, partner songs, and counter melodies; and

The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: interpret through performance new and previously learned music symbols and terms referring to tempo, including accelarando and ritardando; dynamics; articulation; and meter, including simple and compound.

The student creates and explores new musical ideas within specified guidelines. The student is expected to: create rhythmic phrases through improvisation and composition;

The student creates and explores new musical ideas within specified guidelines. The student is expected to: create melodic phrases through improvisation and composition; and

The student creates and explores new musical ideas within specified guidelines. The student is expected to: create simple accompaniments through improvisation and composition.

The student examines music in relation to history and cultures. The student is expected to: perform a varied repertoire of songs, movement, and musical games representative of diverse cultures such as historical folk songs of Texas and America and European and African cultures in America;

The student examines music in relation to history and cultures. The student is expected to: perform music representative of Texas and America, including "The Star Spangled Banner";

The student examines music in relation to history and cultures. The student is expected to: identify and describe music from diverse genres, styles, periods, and cultures; and

The student examines music in relation to history and cultures. The student is expected to: examine the relationships between music and interdisciplinary concepts.

The student listens to, responds to, and evaluates music and musical performances. The student is expected to: exhibit audience etiquette during live and recorded performances;

The student listens to, responds to, and evaluates music and musical performances. The student is expected to: identify known rhythmic and melodic elements in aural examples using appropriate vocabulary;

The student listens to, responds to, and evaluates music and musical performances. The student is expected to: describe specific musical events such as changes in timbre, form, tempo, dynamics, or articulation in aural examples using appropriate vocabulary;

The student listens to, responds to, and evaluates music and musical performances. The student is expected to: respond verbally and through movement to short musical examples;

The student listens to, responds to, and evaluates music and musical performances. The student is expected to: evaluate a variety of compositions and formal or informal musical performances using specific criteria; and

The student listens to, responds to, and evaluates music and musical performances. The student is expected to: justify personal preferences for specific music works and styles using music vocabulary.

The student describes and analyzes music and musical sound. The student explores fundamental skills appropriate for a developing young musician. The student is expected to: experience and explore exemplary musical examples using technology and available live performances;

The student describes and analyzes music and musical sound. The student explores fundamental skills appropriate for a developing young musician. The student is expected to: describe tonal and rhythmic musical elements using standard terminology such as instrumentation, voicing, intervals, solfège, absolute note names, rhythmic values, and counting systems;

The student describes and analyzes music and musical sound. The student explores fundamental skills appropriate for a developing young musician. The student is expected to: describe musical elements of rhythm, including whole notes, half notes, quarter notes, paired and single eighth notes, sixteenth notes, corresponding rests, and meter, including 2/4, 3/4, and 4/4, using standard terminology;

The student describes and analyzes music and musical sound. The student explores fundamental skills appropriate for a developing young musician. The student is expected to: identify musical forms presented aurally and through music notation such as binary, ternary, phrasic, rondo, and theme and variations; and

The student describes and analyzes music and musical sound. The student explores fundamental skills appropriate for a developing young musician. The student is expected to: explore health and wellness concepts related to musical practice such as body mechanics, hearing protection, vocal health, hydration, and appropriate hygienic practice.

The student reads and writes music notation using an established system for rhythm and melody. The student is expected to: identify music symbols and terms referring to notation, including repeat sign; dynamics, including crescendo, decrescendo, piano, and forte; tempi, including accelerando, ritardando, moderato, and allegro; and articulations, including staccato and legato;

The student reads and writes music notation using an established system for rhythm and melody. The student is expected to: notate meter, rhythm, pitch, and dynamics using standard symbols in a handwritten or computer-generated format;

The student reads and writes music notation using an established system for rhythm and melody. The student is expected to: create rhythmic phrases using known rhythms and melodic phrases using known pitches at an appropriate level of difficulty within an established system of notation;

The student reads and writes music notation using an established system for rhythm and melody. The student is expected to: read music notation using appropriate cognitive and kinesthetic responses such as inner hearing, silent fingering, shadow bowing, or Curwen hand signs; and

The student reads and writes music notation using an established system for rhythm and melody. The student is expected to: sight read unison and homophonic music using the appropriate clef in a minimum of two keys and three meters, including 2/4, 3/4, and 4/4.

The student demonstrates musical artistry by singing or playing an instrument, alone and in groups, performing a variety of unison, homophonic, and polyphonic repertoire. The student makes music at an appropriate level of difficulty and performs in a variety of genres from notation and by memory. The student is expected to: demonstrate, alone and in groups, characteristic vocal or instrumental timbre;

The student demonstrates musical artistry by singing or playing an instrument, alone and in groups, performing a variety of unison, homophonic, and polyphonic repertoire. The student makes music at an appropriate level of difficulty and performs in a variety of genres from notation and by memory. The student is expected to: perform music alone and in groups, demonstrating appropriate physical fundamental techniques such as hand position, bowing, embouchure, articulation, and posture;

The student demonstrates musical artistry by singing or playing an instrument, alone and in groups, performing a variety of unison, homophonic, and polyphonic repertoire. The student makes music at an appropriate level of difficulty and performs in a variety of genres from notation and by memory. The student is expected to: perform independently and expressively, with accurate intonation and rhythm, developing fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques;

The student demonstrates musical artistry by singing or playing an instrument, alone and in groups, performing a variety of unison, homophonic, and polyphonic repertoire. The student makes music at an appropriate level of difficulty and performs in a variety of genres from notation and by memory. The student is expected to: perform independently and expressively a varied repertoire of music representing various styles and cultures;

The student demonstrates musical artistry by singing or playing an instrument, alone and in groups, performing a variety of unison, homophonic, and polyphonic repertoire. The student makes music at an appropriate level of difficulty and performs in a variety of genres from notation and by memory. The student is expected to: sight-read independently and expressively, with accurate intonation and rhythm, demonstrating fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques in known keys and rhythms;

The student demonstrates musical artistry by singing or playing an instrument, alone and in groups, performing a variety of unison, homophonic, and polyphonic repertoire. The student makes music at an appropriate level of difficulty and performs in a variety of genres from notation and by memory. The student is expected to: interpret music symbols and terms referring to keys; clefs; dynamics, including crescendo, decrescendo, piano, and forte; tempi, including accelerando and ritardando; and articulations, including staccato and legato, appropriately when performing; and

The student demonstrates musical artistry by singing or playing an instrument, alone and in groups, performing a variety of unison, homophonic, and polyphonic repertoire. The student makes music at an appropriate level of difficulty and performs in a variety of genres from notation and by memory. The student is expected to: create rhythmic phrases using known rhythms and melodic phrases using known pitches at an appropriate level of difficulty.

The student relates music to history, culture, and the world. The student is expected to: perform music representative of diverse cultures, including American and Texas heritage;

The student relates music to history, culture, and the world. The student is expected to: describe written and aurally presented music representative of diverse styles, periods, and cultures;

The student relates music to history, culture, and the world. The student is expected to: identify relationships of music concepts to other academic disciplines such as the relationship between music and mathematics, literature, history, and the sciences; and

The student relates music to history, culture, and the world. The student is expected to: describe music-related vocations and avocations.

The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to: demonstrate appropriate concert and stage etiquette as an informed, actively involved listener and performer during live and recorded performances in a variety of settings;

The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to: identify criteria for listening to and evaluating musical performances;

The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to: describe processes and select the tools for self-evaluation and personal artistic improvement such as critical listening and individual and group performance recordings;

The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to: evaluate the quality and effectiveness of musical performances by comparing them to exemplary models; and

The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to: demonstrate appropriate cognitive and kinesthetic responses to music and musical performances.

The student describes and analyzes music and musical sound. The student explores fundamental skills appropriate for a developing young musician. The student is expected to: compare and contrast exemplary musical examples using technology and available live performances;

The student describes and analyzes music and musical sound. The student explores fundamental skills appropriate for a developing young musician. The student is expected to: demonstrate knowledge of tonal and rhythmic musical elements using standard terminology such as instrumentation, voicing, intervals, solfège, absolute note names, rhythmic values, and counting systems;

The student describes and analyzes music and musical sound. The student explores fundamental skills appropriate for a developing young musician. The student is expected to: demonstrate knowledge of musical elements of rhythm, including whole notes, half notes, quarter notes, paired and single eighth notes, sixteenth notes, syncopated patterns, corresponding rests, and meter, including 2/4, 3/4, 4/4, and 6/8, using standard terminology;

The student describes and analyzes music and musical sound. The student explores fundamental skills appropriate for a developing young musician. The student is expected to: interpret musical forms such as binary, ternary, phrasic, rondo, and theme and variations presented aurally and through music notation; and

The student describes and analyzes music and musical sound. The student explores fundamental skills appropriate for a developing young musician. The student is expected to: describe health and wellness concepts related to musical practice such as body mechanics, hearing protection, vocal health, hydration, and appropriate hygienic practice.

The student reads and writes music notation using an established system for rhythm and melody. The student is expected to: interpret music symbols and terms referring to notation, including fermata and coda; dynamics, including pianissimo to fortissimo; tempi, including andante, largo and adagio; and articulations, including accent, marcato, and previously known elements;

The student reads and writes music notation using an established system for rhythm and melody. The student is expected to: notate meter, rhythm, pitch, and dynamics using standard symbols in a handwritten or computer-generated format;

The student reads and writes music notation using an established system for rhythm and melody. The student is expected to: create increasingly complex rhythmic phrases, using known rhythms, and melodic phrases, using known pitches, within an established system of notation;

The student reads and writes music notation using an established system for rhythm and melody. The student is expected to: read music notation using appropriate cognitive and kinesthetic responses such as inner hearing, silent fingering, shadow bowing, or Curwen hand signs; and

The student reads and writes music notation using an established system for rhythm and melody. The student is expected to: sight-read unison, homophonic, and polyphonic music using the appropriate clef in a minimum of three keys and three meters, including 2/4, 3/4, and 4/4.

The student demonstrates musical artistry by singing or playing an instrument, alone and in groups, performing a variety of unison, homophonic, and polyphonic repertoire. The student makes music at an appropriate level of difficulty and performs in a variety of genres from notation and by memory. The student is expected to: demonstrate, alone and in groups, characteristic vocal or instrumental timbre;

The student demonstrates musical artistry by singing or playing an instrument, alone and in groups, performing a variety of unison, homophonic, and polyphonic repertoire. The student makes music at an appropriate level of difficulty and performs in a variety of genres from notation and by memory. The student is expected to: perform music, alone and in groups, demonstrating appropriate physical fundamental techniques such as hand position, bowing, embouchure, articulation, and posture;

The student demonstrates musical artistry by singing or playing an instrument, alone and in groups, performing a variety of unison, homophonic, and polyphonic repertoire. The student makes music at an appropriate level of difficulty and performs in a variety of genres from notation and by memory. The student is expected to: perform independently and expressively, with accurate intonation and rhythm, demonstrating fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques;

The student demonstrates musical artistry by singing or playing an instrument, alone and in groups, performing a variety of unison, homophonic, and polyphonic repertoire. The student makes music at an appropriate level of difficulty and performs in a variety of genres from notation and by memory. The student is expected to: perform independently and expressively a varied repertoire of music representing various styles and cultures;

The student demonstrates musical artistry by singing or playing an instrument, alone and in groups, performing a variety of unison, homophonic, and polyphonic repertoire. The student makes music at an appropriate level of difficulty and performs in a variety of genres from notation and by memory. The student is expected to: sight-read independently and expressively, with accurate intonation and rhythm, demonstrating fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques in known keys and rhythms;

The student demonstrates musical artistry by singing or playing an instrument, alone and in groups, performing a variety of unison, homophonic, and polyphonic repertoire. The student makes music at an appropriate level of difficulty and performs in a variety of genres from notation and by memory. The student is expected to: interpret music symbols and terms referring to previously known elements; notation, including fermata and coda; keys; clefs; dynamics, including pianissimo to fortissimo; tempi, including andante, largo, and adagio; and articulations, including accent and marcato, appropriately when performing; and

The student demonstrates musical artistry by singing or playing an instrument, alone and in groups, performing a variety of unison, homophonic, and polyphonic repertoire. The student makes music at an appropriate level of difficulty and performs in a variety of genres from notation and by memory. The student is expected to: create increasingly complex rhythmic phrases using known rhythms and melodic phrases using known pitches at an appropriate level of difficulty.

The student relates music to history, culture, and the world. The student is expected to: perform music such as "The Star-Spangled Banner" and "Texas, Our Texas" that is representative of diverse cultures, including American and Texas heritage;

The student relates music to history, culture, and the world. The student is expected to: examine written and aurally presented music representative of diverse genres, styles, periods, and cultures;

The student relates music to history, culture, and the world. The student is expected to: identify relationships of music content and processes to other academic disciplines such as the relationship between music and mathematics, literature, history, and the sciences; and

The student relates music to history, culture, and the world. The student is expected to: describe music-related vocations and avocations.

The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to: demonstrate appropriate concert and stage etiquette as an informed, actively involved listener and performer during live and recorded performances in a variety of settings;

The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to: apply criteria for listening to and evaluating musical performances;

The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to: demonstrate processes and select the tools for self-evaluation and personal artistic improvement such as critical listening to individual and group performance recordings;

The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to: identify and apply criteria for evaluating personal performances;

The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to: evaluate the quality and effectiveness of musical performances by comparing them to exemplary models; and

The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to: demonstrate appropriate cognitive and kinesthetic responses to music and musical performances.

The student describes and analyzes music and musical sound. The student demonstrates fundamental skills appropriate for a developing young musician. The student is expected to: compare and contrast exemplary musical examples using technology and available live performances;

The student describes and analyzes music and musical sound. The student demonstrates fundamental skills appropriate for a developing young musician. The student is expected to: demonstrate detailed knowledge of tonal and rhythmic musical elements using standard terminology such as instrumentation, voicing, intervals, solfège, absolute note names, rhythmic values, and counting systems;

The student describes and analyzes music and musical sound. The student demonstrates fundamental skills appropriate for a developing young musician. The student is expected to: demonstrate knowledge of musical elements of rhythm, including whole notes, half notes, quarter notes, paired and single eighth notes, sixteenth notes, syncopated patterns and corresponding rests, and varied meters, using standard terminology;

The student describes and analyzes music and musical sound. The student demonstrates fundamental skills appropriate for a developing young musician. The student is expected to: analyze musical forms presented aurally and through music notation such as binary, ternary, phrasic, rondo, and theme and variations; and

The student describes and analyzes music and musical sound. The student demonstrates fundamental skills appropriate for a developing young musician. The student is expected to: demonstrate health and wellness concepts related to musical practice such as hand positions, hearing protection, vocal health, hydration, and appropriate hygienic practice.

The student reads and writes music notation using an established system for rhythm and melody. The student is expected to: analyze music symbols and terms referring to notation; dynamics; tempi, including largo to presto; articulations, including sforzando; and previously known elements;

The student reads and writes music notation using an established system for rhythm and melody. The student is expected to: notate meter, rhythm, pitch, and dynamics using standard symbols in a handwritten or computer-generated format;

The student reads and writes music notation using an established system for rhythm and melody. The student is expected to: create complex rhythmic phrases, using known rhythms, and complex melodic phrases, using known pitches, within an established system of notation;

The student reads and writes music notation using an established system for rhythm and melody. The student is expected to: read music notation using appropriate cognitive and kinesthetic responses such as inner hearing, silent fingering, shadow bowing, or Curwen hand signs; and

The student reads and writes music notation using an established system for rhythm and melody. The student is expected to: sight-read unison, homophonic, and polyphonic music using the appropriate clef in a variety of keys and meters.

The student demonstrates musical artistry by singing or playing an instrument, alone and in groups, performing a variety of unison, homophonic, and polyphonic repertoire. The student makes music at an appropriate level of difficulty and performs in a variety of genres from notation and by memory. The student is expected to: model, alone and in groups, characteristic vocal or instrumental timbre;

The student demonstrates musical artistry by singing or playing an instrument, alone and in groups, performing a variety of unison, homophonic, and polyphonic repertoire. The student makes music at an appropriate level of difficulty and performs in a variety of genres from notation and by memory. The student is expected to: perform music alone and in groups, demonstrating appropriate physical fundamental techniques such as hand position, bowing, embouchure, articulation, and posture;

The student demonstrates musical artistry by singing or playing an instrument, alone and in groups, performing a variety of unison, homophonic, and polyphonic repertoire. The student makes music at an appropriate level of difficulty and performs in a variety of genres from notation and by memory. The student is expected to: perform independently and expressively, with accurate intonation and rhythm, demonstrating fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques;

The student demonstrates musical artistry by singing or playing an instrument, alone and in groups, performing a variety of unison, homophonic, and polyphonic repertoire. The student makes music at an appropriate level of difficulty and performs in a variety of genres from notation and by memory. The student is expected to: perform independently and expressively a varied repertoire of music representing various styles and cultures;

The student demonstrates musical artistry by singing or playing an instrument, alone and in groups, performing a variety of unison, homophonic, and polyphonic repertoire. The student makes music at an appropriate level of difficulty and performs in a variety of genres from notation and by memory. The student is expected to: sight-read independently and expressively, with accurate intonation and rhythm, demonstrating fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques in known keys and rhythms;

The student demonstrates musical artistry by singing or playing an instrument, alone and in groups, performing a variety of unison, homophonic, and polyphonic repertoire. The student makes music at an appropriate level of difficulty and performs in a variety of genres from notation and by memory. The student is expected to: interpret a variety of music symbols and terms, incorporating appropriate stylistic qualities when performing, including sforzando, largo to presto, and previously known elements; and

The student demonstrates musical artistry by singing or playing an instrument, alone and in groups, performing a variety of unison, homophonic, and polyphonic repertoire. The student makes music at an appropriate level of difficulty and performs in a variety of genres from notation and by memory. The student is expected to: create complex rhythmic phrases using known rhythms and complex melodic phrases using known pitches at an appropriate level of difficulty.

The student relates music to history, culture, and the world. The student is expected to: perform music such as "The Star-Spangled Banner" and "Texas, Our Texas" that is representative of diverse cultures, including American and Texas heritage;

The student relates music to history, culture, and the world. The student is expected to: compare and contrast written and aurally presented music representative of diverse genres, styles, periods, and cultures;

The student relates music to history, culture, and the world. The student is expected to: compare and contrast relationships of music content and processes to other academic disciplines such as the relationship between music and mathematics, literature, history, sciences, and language; and

The student relates music to history, culture, and the world. The student is expected to: describe music-related vocations and avocations.

The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to: model appropriate concert and stage etiquette as an informed, actively involved listener and performer during live and recorded performances in a variety of settings;

The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to: apply criteria for listening to and evaluating musical performances;

The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to: demonstrate processes and apply the tools for self-evaluation and personal artistic improvement such as critical listening to individual and group performance recordings;

The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to: apply criteria for listening to and evaluating personal performances;

The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to: evaluate the quality and effectiveness of musical performances by comparing them to exemplary models and offer constructive suggestions for improvement; and

The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to: demonstrate appropriate cognitive and kinesthetic responses to music and musical performances.