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  National Standards For Arts Education  
Music  
 
Grades K - 4
  
Performing, creating, and responding to music are the fundamental music processes in which humans engage. Students, particularly in grades K-4, learn by doing. Singing, playing instruments, moving to music, and creating music enable them to acquire musical skills and knowledge that can be developed in no other way. Learning to read and notate music gives them a skill with which to explore music independently and with others. Listening to, analyzing, and evaluating music are important blocks of musical learning. Further, to participate fully in a diverse, global society, students must understand their own historical and cultural heritage and those of others within their communities and beyond. Because music is a basic expression of human culture, every student should have access to a balanced, comprehensive, and sequential program of study in music.

 
  1. Content Standard: Singing,alone and with others, a varied repertoire of music
  

 

Achievement Standard: Students

  1. Sing independently, on pitch and in rhythm, with appropriate timbre, diction, and posture, and maintain a steady tempo
  2. Sing expressively, with appropriate dynamics, phrasing, and interpretation
  3. Sing from memory a varied repertoire of songs representing genres and styles from diverse cultures
  4. Sing ostinato, partner songs, and rounds
  5. Sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor
  

2. Content Standard: Performing on instruments, alone and with others, a varied repertoire of music

  
   

Achievement Standard: Students

  1. perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo
  2. perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments
  3. perform expressively a varied repertoire of music representing diverse genres and styles
  4. echo short rhythmic and melodic patterns
  5. perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor
  6. perform independent instrumental parts while other students sing or play contrasting parts

 
  3. Content Standard: Improvising melodies, variations. and accompaniments
  
   

Achievement Standard: Students

  1. improvise "answers" in the same style to given rhythmic and melodic phrases
  2. improvise simple rhythmic and melodic ostinato accompaniments
  3. improvise simple rhythmic variations and simple melodic embellishments on familiar melodies
  4. improvise short songs and instrumental pieces, using a variety of sound sources,
  5. including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means
 
  4. Content Standard: Composing and arranging music within specified guidelines  
   

Achievement Standard: Students

  1. create and arrange music to accompany readings or dramatizations
  2. create and arrange short songs and instrumental pieces within specified guidelines
  3. use a variety of sound sources when composing
 
  5. Content Standard: Reading and notating music  
   

Achievement Standard: Students

  1. read whole, half, dotted half, quarter, and eighth notes and rests in two four, three four, and four four meter signatures
  2. use a system (that is, syllables, numbers, or letters) to read simple pitch notation in the treble clef in major keys
  3. identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing
  4. use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by a teacher
 
  6. Content Standard: Listening to, analyzing, and describing music  
   

Achievement Standard: Students

  1. identify simple music forms when presented aurally
    demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures
  2. use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances
  3. identify the sounds of a variety of instruments, including many orchestral and band instruments and instruments from various cultures, as well as children's voices and male and female adult voices
  4. respond through purposeful movement to selected prominent musical characteristics or to specific musical events while listening to music
 
  7. Content Standard: Evaluating music and performances  
   

Achievement Standard: Students

  1. diverse criteria for evaluating performances and compositions
  2. explain, using appropriate music terminology, their personal preferences for specific musical works and styles
 
  8. Content Standard: Understanding relationships between music, the other arts, and disciplines outside the arts  
   

Achievement Standard: Students

  1. identify similarities and differences in the meanings of common terms used in various arts
  2. identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music
 
  9. Content Standard: Understanding music in relation to history and culture  
   

Achievement Standard: Students

  1. identify by genre or style aural examples of music from various historical periods and cultures
  2. describe in simple terms how elements of music are used in music examples from various cultures of the world
  3. identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use
  4. identify and describe roles of musicians in various music settings and cultures
    demonstrate audience behavior appropriate for the context and style of music performed
 
   
         
  Grades 5 - 8  
  The period represented by grades 5-8 is especially critical in students's musical development. The music they perform or study often becomes an integral part of their personal musical repertoire. Composing and improvising provide students with unique insight into the form and structure of music and at the same time help them to develop their creativity. Broad experience with a variety of music is necessary if students are to make informed musical judgments. Similarly, this breadth of background enables them to begin to understand the connections and relationships between music and other disciplines. By understanding the cultural and historical forces that shape social attitudes and behaviors, students are better prepared to live and work in communities that are increasingly multicultural. The role that music will play in student's lives depends in large measure on the level of skills they achieve in creating, performing, and listening to music.

 
  Every course in music, including performance courses, should provide instruction in creating, performing, listening to, and analyzing music, in addition to focusing on its specific subject matter.

 
       
  1. Content Standard: Singing,alone and with others, a varied repertoire of music  
   

Achievement Standard: Students

  1. sing accurately with good breath control throughout their singing ranges, alone and in small and large ensembles
  2. sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6, including some songs performed from memory
    sing music representing diverse genres and cultures, with expression appropriate for the work being performed
  3. sing music written in two and three parts
    who participate in a choral ensemble sing with expression and technical accuracy a varied repertoire of vocal literature with a level of difficulty of 3, on a scale of 1 to 6, including some songs performed from memory
 
  2. Content Standard: Performing on instruments, alone and with others, a varied repertoire of music  
   

Achievement Standard: Students

  1. perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control
  2. perform with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument a repertoire of instrumental literature with a difficulty level of 2, on a scale of 1 - 6
  3. perform music representing diverse genres and cultures, with expression approximate for the work being performed
  4. play by ear simple melodies on a melodic instrument and simple accompaniment on a harmonic instrument
  5. who participate in an instrumental ensemble or class perform with expression and technical accuracy a varied repertoire of instrumental literature with a level of difficulty of 3 on a scale of 1 - 6, including some solos performed from memory
 
  3. Content Standard: Improvising melodies, variations. and accompaniments  
   

Achievement Standard: Students

  1. improvise simple harmonic accompaniments
  2. improvise melodic embellishments and simple rhythmic variations on given pentatonic melodies and melodies in major keys
  3. improvise short melodies unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality
 
  4. Content Standard: Composing and arranging music within specified guidelines  
   

Achievement Standard: Students

  1. compose short pieces within specified guidelines, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance
    arrange simple pieces for voices or instruments other than those for which the pieces were written
  2. use a variety of traditional and nontraditional sounds and electronic media when composing and arranging
 
  5. Content Standard: Reading and notating music  
   

Achievement Standard: Students

  1. read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in two-four, three-four, four-four, six-eight, three-eight, and ala breve meter signatures
    read at sight simple melodies in both the treble and bass clefs
  2. identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression
  3. use standard notation to record their musical ideas and the musical ideas of others
    who participate in a choral or instrumental ensemble or class sight read, accurately and expressively, music with a difficulty level of 2, on a scale of 1 - 6
 
  6. Content Standard: Listening to, analyzing, and describing music  
   

Achievement Standard: Students

  1. describe specific music events in a given aural example, using appropriate terminology
    analyze the uses of elements of music in aural examples representing diverse genres and cultures
  2. demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music
 
  7. Content Standard: Evaluating music and performances  
   

Achievement Standard: Students

  1. describe specific music events in a given aural example, using appropriate terminology
    analyze the uses of elements of music in aural examples representing diverse genres and cultures
  2. demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music
 
  8. Content Standard: Understanding relationships between music, the other arts, disciplines outside the arts  
   

Achievement Standard: Students

  1. compare in two or more arts how the characteristic material of each art (that is, sound in music, visual stimuli in visual arts, movement in dance, human interrelationships in theater) can be used to transform similar events, scenes, emotions, or ideas into works of art
  2. describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music
 
  9. Content Standard: Understanding music in relation to history and culture  
   

Achievement Standard: Students

  1. describe distinguishing characteristics of representative music genres and styles from a variety of cultures
  2. classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (that is, high-quality and characteristic) musical works and explain the characteristics that cause each work to be considered exemplary
  3. compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed
 
         
         
   
   

Grades 9 -12

  
    The study of music contributes in important ways to the quality of every student's life. Every musical work is a product of its time and place, although some works transcend their original settings and continue to appeal to humans through their timeless and universal attraction. Though singing, playing instruments, and com[posing, students can express themselves creatively, while a knowledge of notation and performance traditions enables them to learn new music independently throughout there lives. Skills in analysis, evaluation, and synthesis are important because they enable students to recognize and pursue excellence in their musical experiences and to understand and enrich their environment. Because music is an integral part of human history, the ability to listen with understanding is essential if students are to gain a broad cultural and historical perspective. The adult life of every student is enriched by the skills, knowledge, and habits acquired in the study of music.

 
    Every Course in music, including performance courses, should provide instruction in creating, performing, listening to, and analyzing music, in addition to focusing on its specific subject matter.

 
         
  1. Content Standard: Singing,alone and with others, a varied repertoire of music  
   

Achievement Standard: Students

  1. (Proficient)sing with expression and technical accuracy a large and varied repertoire of vocal literature with a difficulty of 4 on a scale of 1 - 6, including some songs performed from memory
  2. (Proficient)sing music written in four parts, with and without accompaniment
  3. (Proficient)demonstrate well-developed ensemble skills
  4. (Advanced)sing with expression and technical accuracy a large and varied repertoire of vocal literature with a difficulty level of 5 on a scale of 1 - 6
  5. (Advanced)sing music written in more than four parts
  6. (Advanced)sing in small ensembles with one student on a part
 
  2. Content Standard: Performing on instruments, alone and with others, a varied repertoire of music  
   

Achievement Standard: Students

  1. (Proficient)perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4 on a scale of 1 - 6
  2. (Proficient)perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills
  3. (Proficient)perform in small ensembles with one student on a part
  4. (Advanced)perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 5, on a scale of 1 - 6
 
  3. Content Standard: Improvising melodies, variations. and accompaniments  
   

Achievement Standard: Students

  1. (Proficient)improvise stylistically appropriate harmonizing parts
  2. (Proficient)improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys
  3. (Proficient)improvise original melodies over given chord progressions, each in a consistent style, meter, and tonality
  4. (Advanced)improvise stylistically appropriate harmonizing parts in a variety of styles
  5. (Advanced)improvise original melodies in a variety of styles, over given chord progressions, each in a consistent style, meter, and tonality
 
  4. Content Standard: Composing and arranging music within specified guidelines  
   

Achievement Standard: Students

  1. (Proficient)compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect
  2. (Proficient)arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music
  3. (Proficient)compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of the sound source
  4. (Advanced)compose music, demonstrating imagination and technical skill in applying the principles of composition
 
  5. Content Standard: Reading and notating music  
   

Achievement Standard: Students

  1. (Proficient)demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used
  2. (Proficient)who participate in a choral or instrumental ensemble or class sigh tread, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 - 6
  3. (Advanced)demonstrate the ability to read a full instrumental or vocal score by describing how the elements of music are used and explaining all transpositions and clefs
  4. (Advanced)interpret nonstandard notation symbols used by some 20th-century composers
  5. (Advanced)who participate in a choral or instrumental ensemble or class sight read, accurately and expressively, music with a level of difficulty of 4, on a scale of 1 - 6
 
  6. Content Standard: Listening to, analyzing, and describing music  
   

Achievement Standard: Students

  1. (Proficient)analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices
  2. (Proficient)demonstrate extensive knowledge of the technical vocabulary of music
  3. (Proficient)identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques
  4. (Advanced)demonstrate the ability to perceive and remember music events by describing in detail significant events occurring in a given aural example
  5. (Advanced)compare ways in which musical materials are used in a given example relative to ways is which they are used in other works of the same genre or style
  6. (Advanced)analyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive
 
  7. Content Standard: Evaluating music and performances  
   

Achievement Standard: Students

  1. (Proficient)evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria in their personal participation in music
  2. (Proficient)evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models
  3. (Advanced)evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions
 
  8. Content Standard: Understanding relationships between music, the other arts, disciplines outside the arts  
   

Achievement Standard: Students

  1. (Proficient)explain how elements, artistic processes (such as imagination or craftsmanship), and organizational principles (such as unity and variety or repetition and contrast) are used in similar and distinctive ways in the various arts and cite examples
  2. (Proficient)compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures
  3. (Proficient)explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music
  4. (Advanced)compare the uses of characteristic elements, artistic processes, and organizational principles among the arts in different historical periods and different cultures
  5. (Advanced)explain how the roles of creators, performers, and others involved in the production and presentation of the arts are similar to and different from one another in the various arts
 
  9. Content Standard: Understanding music in relation to history and culture  
   

Achievement Standard: Students

  1. (Proficient)classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications
  2. (Proficient)identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them
  3. (Proficient)identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements
  4. (Advanced)identify and explain the stylistic features of a given musical work that serve to define its aesthetic tradition and its historical or cultural context
  5. (Advanced)identify and describe music genres or styles that show the influence of two or more cultural traditions, identify the cultural source of each influence, and trace the historical conditions that produced the synthesis of influences
 
     
       
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