Virginia K–6 music standards

Recognize basic contrasts in music, including fast/slow, high/low, loud/soft, and same/different.

Improvise simple movement.

Improvise melodic or rhythmic patterns.

Improvise using instruments, voice, and music to enhance stories and poems.

Ask questions about music.

Identify ways to create music.

Share ideas with a group.

Identify selected instruments visually and aurally.

Classify sound sources as vocal, instrumental, or environmental.

The student will express personal feelings evoked by a musical experience.

The student will identify how people work as a team while participating in music experiences.

Listen to and recognize patriotic songs.

Respond to music from a variety of time periods and places.

The student will identify how music is part of personal and community events.

The student will identify the value of creating personal music.

The student will identify people who create music (e.g., singers, instrumentalists, composers, conductors).

The student will identify technology tools for creating music.

The student will recognize relationships between music and other fields of knowledge.

The student will explore music literacy, including high and low pitches and rhythms represented by a variety of notational systems.

Sing songs using echo and ensemble singing.

Sing at the appropriate time following a musical introduction.

Match pitches within an appropriate range.

Demonstrate expressive qualities of music, including loud/soft and fast/slow.

Demonstrate high and low.

Demonstrate loud/soft and fast/slow.

Accompany songs and chants using body percussion as well as instruments.

Include patterns that suggest duple and triple meter.

Use instruments, body percussion, and voice.

Include sounds and silence.

The student will demonstrate a steady beat using movement, body percussion, instruments, and voice.

Use locomotor and non-locomotor movements.

Demonstrate expressive qualities of music, including loud/soft and fast/slow.

Illustrate moods and contrast in music and children’s literature.

Perform dances and other music activities.

Improvise vocal responses to given melodic questions.

Improvise body percussion.

Improvise to enhance stories, songs, and poems.

Compose simple rhythmic patterns.

Brainstorm multiple solutions to a musical prompt.

Identify steps taken in the creation of music.

Share ideas for creating music with a group.

Identify and classify the timbres of pitched and non-pitched instruments by sounds.

Differentiate vocal and instrumental music.

Distinguish between accompanied and unaccompanied vocal music.

Recognize differences in melodic and rhythmic patterns and dynamics.

The student will describe personal ideas and emotions evoked by music.

Use etiquette appropriate to different types of events/situations (e.g., classical concert, rock concert, sporting event).

Understand active listening as a musician.

Work together to reach a common goal.

Recognize how music is used in the customs and traditions of a variety of cultures.

Describe how people participate in music experiences.

The student will identify musicians in the school, community, and media.

The student will identify appropriate sources of information for learning about music.

The student will describe the roles of music and musicians.

The student will recognize how music can be created using innovative tools and new media.

The student will identify relationships between music and concepts learned in another content area.

Identify high and low pitches represented by a variety of notational systems.

Read and notate rhythmic patterns that include quarter notes, paired eighth notes, and quarter rests represented by a variety of notational systems.

Identify basic music symbols.

Sing high/low pitches and melodic contour.

Demonstrate expressive qualities of music, including changes in dynamics and tempo.

Use the head voice when singing or matching high pitches.

Sing songs using echo and ensemble singing.

Play two-pitch melodies using imitation.

Play expressively with appropriate dynamics and tempo.

Accompany songs and chants using body percussion as well as instruments.

Use proper playing techniques.

Include patterns that suggest duple and triple meter.

Use instruments, body percussion, and voice.

Include quarter notes, paired eighth notes, and quarter rests.

The student will understand and apply the difference between melodic rhythm and steady beat using body percussion, instruments, and voice.

Use locomotor and non-locomotor movements.

Demonstrate high and low pitches.

Demonstrate expressive qualities of music, including changes in dynamics and tempo.

Perform dances and other music activities.

Dramatize songs, stories, and poems.

Improvise simple rhythmic question-and-answer phrases.

Improvise accompaniments, including ostinatos.

Improvise to enhance stories, songs, and poems.

Compose simple pentatonic melodies represented by a variety of notational systems.

Brainstorm ideas for creating music.

Describe steps taken in the creation of music.

Develop questions for evaluating and revising music ideas as a group.

Identify selected instruments visually and aurally.

Describe sudden and gradual changes in dynamics and tempo using music terminology.

Identify and categorize selected musical forms.

Use music vocabulary to describe music.

The student will describe how music evokes personal ideas and emotions.

Use audience and participant etiquette appropriate for the purposes and settings in which music is performed.

Use active listening as a musician.

Work together to reach a common goal.

Identify music representing heritage, customs, and traditions of a variety of cultures.

Explore styles of musical examples from various historical periods.

The student will describe roles of music and musicians in communities.

The student will identify appropriate sources for listening to music.

The student will identify how individuals create music.

The student will identify how music can be created using technology tools.

The student will identify relationships between music and other fields of knowledge.

Identify written melodic patterns that move upward, downward, and stay the same.

Use the musical alphabet to notate melodic patterns.

Read and notate melodies based on a pentatonic scale.

Read and notate rhythmic patterns that include half notes, half rests, whole notes, and whole rests.

Use basic music symbols.

Sing melodic patterns that move upward, downward, and stay the same.

Sing melodies within the range of a sixth.

Increase pitch accuracy while singing phrases and simple songs.

Demonstrate expressive singing by changing dynamics and tempo.

Play melodic patterns that move upward, downward, and stay the same.

Play expressively, following changes in dynamics and tempo.

Accompany songs and chants with ostinatos and single-chords.

Use proper playing techniques.

Use a counting system.

Include patterns that suggest duple and triple meter.

Use instruments, body percussion, and voice.

Include half notes, half rests, whole notes, and whole rests.

The student will understand and apply the difference between melodic rhythm and steady beat using body percussion, instruments, and voice.

Use locomotor and non-locomotor movements.

Demonstrate high and low pitches.

Demonstrate expressive qualities of music, including changes in dynamics and tempo.

Perform dances and other music activities.

Dramatize songs, stories, and poems.

Improvise rhythmic question-and-answer phrases.

Improvise accompaniments, including ostinatos.

Compose melodies represented by a variety of notational systems.

Brainstorm multiple ideas for creating music as a group.

Identify elements of a creative process for music.

Reflect on the quality and technical skill of a personal or group music performance.

Identify and explain examples of musical form.

Compare and contrast instruments visually and aurally.

Listen to and describe basic music elements using music terminology.

Compare and contrast stylistic differences in music from a variety of cultures.

Describe music compositions and performances.

The student will explain personal motivations for making music.

Use audience and participant etiquette appropriate for the purposes and settings in which music is performed.

Demonstrate active listening for musical understanding.

Use nonverbal communication (e.g., eye contact, body language).

Recognize music compositions from different periods of music history.

Listen to and describe instruments from a variety of time periods and places.

The student will describe why music has value to people and communities.

The student will recognize ethical use of the Internet for exploring music topics.

The student will identify a variety of careers in music.

The student will identify how music can be created using innovative tools and new media.

The student will describe relationships between music and other fields of knowledge.

Identify written melodic movement as step, leap, or repeat.

Demonstrate the melodic shape (contour) of a written musical phrase.

Use a variety of notational systems.

Read melodies of increasing complexity based on a pentatonic scale.

Divide rhythms into measures.

Read and notate rhythmic patterns that include sixteenth notes, single eighth notes, eighth rests, and dotted half notes.

Explain the functions of basic music symbols.

Sing in tune with a clear tone quality.

Sing melodies within the range of an octave.

Sing melodies notated in varying forms.

Sing with expression using a wide range of tempos and dynamics.

Sing rounds, partner songs, and ostinatos in two-part ensembles.

Maintain proper posture for singing.

Play music in two-part ensembles.

Play melodies notated in varying forms.

Play a given melody on an instrument.

Play with expression using a wide range of tempos and dynamics.

Accompany songs and chants with tonic and dominant chords.

Demonstrate proper playing techniques.

Use a counting system.

Include patterns that suggest duple and triple meter.

Use instruments, body percussion, and voice.

Include sixteenth notes, single eighth notes, eighth rests, and dotted half notes.

Determine strong and weak beats.

Perform sets of beats grouped in twos and threes.

Illustrate rondo form (ABACA).

Perform non-choreographed and choreographed movements.

Perform dances and other music activities.

Improvise melodies and rhythms using a variety of sound sources.

Compose short melodic and rhythmic phrases within specified guidelines.

Describe ideas for creating music as a group.

Describe elements of a creative process for music.

Reflect on the process and outcome of creating music and revise work based on peer and teacher feedback.

Identify instruments from a variety of music ensembles both visually and aurally.

Distinguish between major and minor tonality.

Listen to, compare, and contrast music compositions from a variety of cultures and time periods.

Identify elements of music through listening using music terminology.

Identify rondo form (ABACA).

Review criteria used to evaluate compositions and performances.

Describe performances and offer constructive feedback.

The student will explain personal preferences for musical works and performances using music terminology.

Demonstrate audience and participant etiquette appropriate for the purposes and settings in which music is performed.

Explain active listening for musical understanding.

Give and receive age-appropriate feedback on performance.

Describe music compositions from different periods of music history.

Describe musical styles from a variety of time periods and places.

Listen to and describe music from a variety of world cultures.

Examine how music from popular culture reflects the past and influences the present.

Explain how criteria used to value music may vary between people and communities.

The student will explain how music is an integral part of one’s life and community.

The student will describe digital citizenship for exploring music topics.

The student will identify skills learned in music class that relate to a variety of career options.

The student will compare and contrast digital and traditional methods for creating music.

The student will explore connections between music and other fields of knowledge for the development of problem-solving skills.

Read melodies based on a hexatonic scale.

Use traditional notation to write melodies containing stepwise motion.

Read two-note accompaniment patterns (bordun).

Read and notate rhythmic patterns that include dotted quarter note followed by an eighth note.

Use a system to sight-read melodic and rhythmic patterns.

Identify the meaning of the upper and lower numbers of simple time signatures ( 2 4, 3 4, 4 4).

Identify dynamic markings (e.g., p, mp, mf, f).

Sing with a clear tone quality and correct intonation.

Sing diatonic melodies.

Sing melodies notated in varying forms.

Sing with expression using dynamics and phrasing.

Sing in simple harmony.

Demonstrate proper posture for singing.

Play music of increasing difficulty in two-part ensembles

Play melodies of increasing difficulty notated in varying forms.

Play a given melody on an instrument.

Play with expression using dynamics and phrasing.

Accompany songs and chants with tonic, subdominant, and dominant chords.

Demonstrate proper playing techniques.

Use a counting system.

Include patterns that suggest duple and triple meter.

Use instruments, body percussion, and voice.

Include dotted quarter note followed by an eighth note.

Apply strong and weak beats.

Perform and illustrate sets of beats grouped in twos and threes.

Perform non-choreographed and choreographed movements.

Perform dances and other music activities.

Create movement to illustrate rondo (ABACA) musical form.

Improvise melodies and rhythms of increasing complexity.

Compose a short original composition within specified guidelines.

Investigate music by documenting questions and conducting research on a musical topic of interest.

Explain the role of a creative process in developing a music product or performance.

Share finished works of music with a group.

Group a variety of instruments into categories based on how their sounds are produced.

Experiment with the science of sound.

Analyze elements of music through listening using music terminology.

Explain theme-and variation form.

Apply accepted criteria when judging the quality of compositions and performances.

The student will analyze personal preferences among music compositions using music terminology.

Exhibit acceptable performance etiquette as a participant and/or listener in relation to the context and style of music performed.

Collaborate with others to create a musical presentation and acknowledge individual contributions as an integral part of the whole.

Identify representative composers and music compositions from different periods of music history.

Compare and contrast a variety of musical styles using music terminology.

Examine factors that may inspire musicians to perform or compose.

The student will describe how people may participate in music within the community as performers, consumers of music, and music advocates.

The student will define intellectual property as it relates to music and the music industry.

The student will recognize various professional music careers (e.g., music producer, recording engineer, composer, arranger, music business, arts administrator, performer, music therapist, music teacher).

The student will investigate and explore innovative ways to make music.

The student will compare and contrast relationships between music and other fields of knowledge for the development of problem-solving skills.

Identify the treble (G) and bass (F) clefs.

Use a system to sight-read melodies based on the diatonic scale.

Use traditional notation to write melodies containing skips and leaps.

Read and notate rhythmic patterns of increasing complexity.

Identify the meaning of the upper and lower numbers of compound time signatures (6/8).

Identify tempo markings.

Sing with attention to blend, balance, intonation, and expression.

Sing melodies of increasing complexity notated in varying forms.

Sing in two- and three-part harmony.

Model proper posture for singing.

Play music of increasing difficulty in a variety of ensembles.

Play melodies and accompaniments of increasing difficulty notated in varying forms.

Play with expression.

Apply proper playing techniques.

Use a counting system.

Include patterns that suggest duple and triple meter.

Use instruments, body percussion, and voice.

Increase complexity, including syncopations.

Apply accent.

Identify duple and triple meter.

Perform non-choreographed and choreographed movements, including music in duple and triple meters.

Perform dances and other music activities.

Improvise four-measure melodic and rhythmic phrases.

Compose four-measure melodies and rhythms.

Arrange an existing musical phrase.

Explore components of creative processes for music.

Define, organize, and share personal ideas, investigations, and research of music ideas and concepts.

Describe expressive qualities of works of music using inquiry skills and music terminology.

Examine and apply personal and accepted criteria for evaluating works of music.

Describe performances of music using music terminology.

Apply accepted criteria for critiquing musical works and performances of self and others.

Identify reasons for preferences among works of music using music terminology.

Identify ways in which music evokes sensory, emotional, and intellectual responses, including ways in which music can be persuasive.

The student will identify and demonstrate collaboration and communication skills for music, including active listening.

Identify the cultural influences, musical styles, composers, and historical periods associated with the music literature being studied.

Describe ways in which culture influences the development of music and music styles.

The student will explore the functions of music, including the use of music as a form of expression, communication, ceremony, and entertainment.

The student will explain intellectual property as it relates to music.

The student will describe career options in music.

The student will identify ways in which culture and technology influence the development of music and musical styles, including the ways sound is manipulated.

The student will describe the connections of music to the other fine arts and other fields of knowledge.

Identify tonal, rhythmic, and melodic patterns containing steps, skips, and leaps.

Recognize diatonic intervals.

Identify and notate melodies on the musical staff.

Read and notate rhythmic patterns that include whole notes, half notes, quarter notes, eighth notes, and corresponding rests.

Identify the meaning of the upper and lower numbers of time signatures.

Sing or play music in unison and simple harmony.

Follow dynamic and tempo markings.

Identifying appropriate performance practices.

Sing or play instruments with and without notation.

Perform music in a variety of ensembles.

Use a counting system.

Include patterns that suggest duple and triple meter

Use instruments, body percussion, and voice.

Include whole notes, half notes, quarter notes, eighth notes, and corresponding rests.

The student will respond to music with movement by performing non-choreographed and choreographed movements.