GENERAL

MUSIC - Perform
Foundation P1: Select, analyze, and interpret artistic work for performance.
Standard GM.P1.A
K 1st 2nd 3rd 4th 5th 6th 7th
K.GM.P1.A 1.GM.P1.A 2.GM.P1.A 3.GM.P1.A 4.GM.P1.A 5.GM.P1.A 6.GM.P1.A 7.GM.P1.A
With guidance, With limited Demonstrate and Demonstrate and Demonstrate Demonstrate and Apply teacher- Apply A
explore and guidance, explain personal explain how the (through explain how the provided criteria collaboratively- d
experience music demonstrate and interest in, selection of music performance) and selection of music for selecting music developed criteria f
concepts such as discuss personal knowledge about, to perform is explain how the to perform is to perform for a for selecting music o
pitch, rhythms, interest in, and purpose of influenced by selection of music influenced by specific purpose of contrasting s
vocal timbres, knowledge about, varied musical personal interest, to perform is personal interest, and/or context, styles for a p
movement, and purpose of selections (such as knowledge, influenced by knowledge, and explain why program with a s
musical contrasts, varied musical performing songs purpose, and personal interest, context, and each was chosen. specific purpose a
textures, sequence, selections. and dances from context. knowledge, technical skill. and/or context, a
and ways to define various cultures context, and and, after d
music. and historical technical skill. discussion, identify e
periods). expressive q
qualities, technical c
challenges, and r
reasons for c
choices.

Foundation P1: Select, analyze, and interpret artistic work for performance.
Standard GM.P1.B
K 1st 2nd 3rd 4th 5th 6th 7th
K.GM.P1.B 1.GM.P1.B 2.GM.P1.B 3.GM.P1.B 4.GM.P1.B 5.GM.P1.B 6.GM.P1.B 7.GM.P1.B

With guidance, With limited Using voices, Demonstrate Demonstrate Demonstrate Explain how Explain and C
using voices, guidance, using instruments, or understanding of understanding of understanding of understanding the demonstrate the s
instruments, or voices, movement, the structure and the structure and the structure and structure and the structure of c
movement, instruments, or demonstrate elements of music the elements of elements of music elements of music contrasting pieces o
explore and movement, knowledge of (such as rhythm or music (such as (such as rhythm, are used in music of music selected f
demonstrate demonstrate music concepts in melodic direction) rhythm, pitch, and pitch, form, and selected for for performance e
awareness of knowledge of music from a in music selected form) in music harmony) in music performance. and how elements e
music contrastsi in music concepts in variety of cultures for performance. selected for selected for of music are used. a
a variety of music music from a selected for performance. performance.
selected for variety of cultures performance.
performance. selected for
performance.




 Foundation P1: Select, analyze, and interpret artistic work for performance.
Standard GM.P1.C
K 1st 2nd 3rd 4th 5th 6th 7th
K.GM.P1.C 1.GM.P1.C 2.GM.P1.C 3.GM.P1.C 4.GM.P1.C 5.GM.P1.C 6.GM.P1.C 7.GM.P1.C

With guidance, Demonstrate and Demonstrate Describe how Explain how Explain how Perform a selected When analyzing W
using voices, describe music’s understanding of context (such as context (such as context (such as piece of music, selected music, s
instruments, or expressive music’s expressive personal and social and cultural) social, cultural, demonstrating read and identify s
movement, qualities (such as qualities and how social) can inform informs a and historical) how by name or o
demonstrate dynamics and creators use them a performance. performance. informs interpretations of function standard r
awareness of tempo). to convey performances. the elements of symbols for a
expressive expressive intent. music and the rhythm, pitch, n
qualities (such as expressive articulation,
voice quality, qualities (such as dynamics, tempo,
dynamics, or dynamics, tempo, and form.
tempo). timbre,
articulation/style,
and phrasing)
convey intent.

Foundation P1: Select, analyze, and interpret artistic work for performance.
Standard GM.P1.D
1st 2nd 3rd 4th 5th 7th

1.GM.P1.D 2.GM.P1.D 3.GM.P1.D 4.GM.P1.D 5.GM.P1.D 7.GM.P1.D
When analyzing When analyzing When analyzing When analyzing When analyzing Identify how I
selected music, selected music, selected music, selected music, selected music, cultural and c
read and perform read and perform read and perform read and perform read and perform historical context h
rhythmic patterns rhythmic patterns rhythmic patterns using standard using standard inform i
with voice, body with voice, body and/or melodic notation (including notation in treble performances and p
percussion, and/or percussion, and/or phrases with voice, treble clef) with clef with voice, result in different r
instruments, using instruments using body percussion, voice, body body percussion, music m
iconic or standard iconic or standard and/or percussion, and/or and/or interpretations.
notation. notation. instruments, using instruments. instruments.
iconic or standard
notation.
 Foundation P1: Select, analyze, and interpret artistic work for performance.
Standard GM.P1.E
7th

7.GM.P1.E
Perform
contrasting pieces
of music
demonstrating
how
interpretations of
the elements of
music and
expressive
qualities (such as
dynamics, tempo,
timbre,
articulation/style,
and phrasing)
convey intent.





















 GENERAL MUSIC - Perform
Foundation P2: Develop and refine artistic techniques and work for performance.
Standard GM.P2.A
K 1st 2nd 3rd 4th 5th 6th 7th
K.GM.P2.A 1.GM.P2.A 2.GM.P2.A 3.GM.P2.A 4.GM.P2.A 5.GM.P2.A 6.GM.P2.A 7.GM.P2.A
With guidance, With limited Apply established Apply teacher- Apply teacher- Apply established Identify and apply Identify and apply I
apply feedback to guidance, apply criteria to judge provided and provided and criteria to judge teacher-provided collaboratively- p
refine feedback to refine student rehearsal collaboratively collaboratively student rehearsal criteria (such as developed criteria d
performances. performances. and/or developed criteria developed criteria and/or correct (such as (
performance. and feedback to and feedback to performance. interpretation of demonstrating d
evaluate accuracy evaluate accuracy notation, technical correct c
of solo/ensemble and accuracy, interpretation of i
rehearsals/ expressiveness of originality, and notation, technical n
performances. solo/ensemble interest) to skill of performer, s
rehearsals/ rehearse, refine, originality, o
performances. and determine emotional impact, e
when a piece is and interest) to v
ready to perform. rehearse, refine, i
and determine r
when music is a
ready to perform. w
r

Foundation P2: Develop and refine artistic techniques and work for performance.
Standard GM.P2.B
K 1st 2nd 3rd 4th 5th

K.GM.P2.B 1.GM.P2.B 2.GM.P2.B 3.GM.P2.B 4.GM.P2.B 5.GM.P2.B
With guidance, use With limited Rehearse, identify, Rehearse to refine Rehearse to refine Rehearse to refine
suggested guidance, use and apply technical accuracy, technical accuracy technical accuracy
strategies in suggested strategies to expressive and expressive and expressive
rehearsal to strategies in address qualities, and qualities, and qualities, and
improve the rehearsal to performance identified address address
expressive improve the challenges. performance performance performance
qualities of music expressive challenges. challenges. challenges,
(such as voice qualities of music showing
quality, dynamics, (such as dynamics, improvement.
or tempo). voice quality, and
tempo).




 Foundation P2: Develop and refine artistic techniques and work for performance.
Standard GM.P2.C

 GENERAL MUSIC - Perform
Foundation P3: Convey and express meaning through the presentation of artistic work.
Standard GM.P3.A
K 1st 2nd 3rd 4th 5th 6th 7th
K.GM.P3.A 1.GM.P3.A 2.GM.P3.A 3.GM.P3.A 4.GM.P3.A 5.GM.P3.A 6.GM.P3.A 7.GM.P3.A
With guidance, With limited Sing, alone and Sing, alone and Sing, alone and Sing, alone and Perform music Perform music P
sing, alone and guidance, sing, with others, with with others, with with others, with with others, with with technical with technical w
with others, with alone and with expression and expression and expression, expression, accuracy to convey accuracy and a
expression. ii others, with skill.iv skill.v technical accuracy, technical accuracy, the creator’s stylistic expression e
expression.iii and appropriate and appropriate intent. to convey the c
interpretation.vi interpretation.vii creator’s intent. a
i
t
i

Foundation P3: Convey and express meaning through the presentation of artistic work.
Standard GM.P3.B
K
1st 2nd 3rd 4th 5th 6th 7th
K.GM.P3.B
1.GM.P3.B 2.GM.P3.B 3.GM.P3.B 4.GM.P3.B 5.GM.P3.B 6.GM.P3.B 7.GM.P3.B

With guidance, With limited Using body Using body Using body Using body Demonstrate Demonstrate D
using body guidance, using percussion or percussion or percussion or percussion or performance performance p
percussion and/or body percussion instruments, instruments, instruments, instruments, decorum (such as decorum (such as d
instruments, or instruments, perform, alone and perform perform perform stage presence, stage presence, s
perform, alone and perform, alone and with others, with instrumentally instrumentally instrumentally attire, and attire, and a
with others, with with others, with expression and (pitched/ (pitched/ (pitched/ behavior) and behavior) and b
expression.viii expression.ix skill.x unpitched), alone unpitched), alone unpitched), alone audience etiquette audience etiquette a
and with others, and with others, and with others, appropriate for appropriate for a
with expression with expression, with expression, venue and venue, purpose, v
and skill.xi technical accuracy, technical accuracy, purpose. and context. c
and appropriate and appropriate
interpretation.xii interpretation.xiii
 Foundation P3: Convey and express meaning through the presentation of artistic work.
Standard GM.P3.C
K 1st 2nd 3rd 4th 5th

K.GM.P3.C 1.GM.P3.C 2.GM.P3.C 3.GM.P3.C 4.GM.P3.C 5.GM.P3.C

Perform Perform Perform Perform Perform Perform

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

Foundation P3: Convey and express meaning through the presentation of artistic work.
Standard GM.P3.D
K 1st 2nd 3rd 4th 5th

K.GM.P3.D 1.GM.P3.D 2.GM.P3.D 3.GM.P3.D 4.GM.P3.D 5.GM.P3.D
Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate
appropriate appropriate appropriate appropriate appropriate appropriate
audience behavior, audience behavior, audience behavior, audience behavior, audience behavior, audience behavior,
and evaluate and evaluate and evaluate and evaluate and evaluate and evaluate
student behavior student behavior student behavior student behavior student behavior student behavior
during a during a during a during a during a during a
performance. performance. performance. performance. performance. performance.

 GENERAL MUSIC - Create
Foundation Cr1: Generate and conceptualize artistic ideas and work.
Standard GM.Cr1.A
K 1st 2nd 3rd 4th 5th 6th 7th
K.GM.Cr1.A 1.GM.Cr1.A 2.GM.Cr1.A 3.GM.Cr1.A 4.GM.Cr1.A 5.GM.Cr1.A 6.GM.Cr1.A 7.GM.Cr1.A
With guidance, With limited Use pentatonic Use pitch and Use pentatonic Use modal/scale Generate simple Generate G
explore and guidance, explore melodies, short rhythm to melodies in based melodies in rhythmic, melodic, rhythmic, melodic, r
experience music and improvise rhythms, improvise vocal, major/minor, major/minor, and harmonic and harmonic a
concepts such as musical ideas such movement, and instrumental, simple simple/complex phrases within AB phrases and p
pitch, short as pitch, short vocal/ and/or movement accompaniments, rhythms, and and ABA forms variations over h
rhythms, different rhythms, different instrumental ideas within a introductions, accompaniments that convey harmonic a
vocal timbres, vocal or timbres to context (such as codas, or to improvise expressive intent. accompaniments w
movement, instrumental improvise question and question/answer rhythmic, melodic, within AB, ABA, or f
musical contrasts, timbres, musical rhythmic/ melodic answer phrases or phrases to harmonic, and/or theme and i
textures, sequence, textures, or patterns and a simple improvise movement ideas variation forms t
and ways to define movement. movement. accompaniment/ rhythmic, melodic, within a context that convey c
music. ostinato). harmonic, and/or (such as social, expressive intent. e
movement ideas cultural, historical,
within a context etc.).
(such as social,
cultural, historical,
etc.).

Foundation Cr1: Generate and conceptualize artistic ideas and work.

Standard GM.Cr1.B
K 1st 2nd 3rd 4th 5th

K.GM.Cr1.B 1.GM.Cr1.B 2.GM.Cr1.B 3.GM.Cr1.B 4.GM.Cr1.B 5.GM.Cr1.B

With guidance, With limited Use body Use parameters Use parameters such Use parameters such
using voices, body guidance, using percussion, such as as improvising/ as improvising/
percussion, voices, body instruments, improvising/ composing a 2-4 composing a 2-4
measure musical measure musical
instruments, and percussion, movement, composing a 2-4
idea, a pentatonic idea, a modal/scale-
movement, instruments, and singing, and/or measure musical melody, or a rhythm based melody, or an
improvise musical movement, vocal timbres to idea, a pentatonic pattern using grade- extended rhythm
ideas generate musical generate musical melody, or a appropriate note pattern using grade-
(rhythmically and ideas (such as ideas (such as rhythm pattern values in appropriate note
non-rhythmically) beat/rhythm rhythm patterns, using limited note binary/ternary form values in various
to accompany patterns, melodies pentatonic values to generate to generate musical forms to generate
songs, poems, with limited melodies, etc.). musical ideas. ideas within a given musical ideas within
stories, or pitches, tonality, form, a given tonality,
and/or rhythmic set. form, and/or
listening examples. movement, etc.) to
rhythmic set.
accompany a song,
poem, or story.

 GENERAL MUSIC - Create
Foundation Cr2: Organize and develop artistic ideas and work.
Standard GM.Cr2.A
K 1st 2nd 3rd 4th 5th 6th 7th
K.GM.Cr2.A 1.GM.Cr2.A 2.GM.Cr2.A 3.GM.Cr2.A 4.GM.Cr2.A 5.GM.Cr2.A 6.GM.Cr2.A 7.GM.Cr2.A
With guidance, With limited Using short Using musical Using musical Using musical Select, organize, Select, organize, S
using ideas from guidance, using musical ideas to be ideas to be ideas to be ideas to be construct, and develop, and a
songs, poems, or short musical performed, performed, performed, performed, document document p
stories for ideas to be demonstrate and demonstrate and demonstrate and demonstrate and personal musical personal musical i
performance, performed, discuss personal discuss personal discuss personal discuss personal ideas for ideas for a
demonstrate, demonstrate and reasons for reasons for reasons for reasons for arrangements and arrangements, s
choose, and justify discuss personal selecting musical selecting musical selecting musical selecting musical compositions songs, and c
favorite musical reasons for ideas. ideas. ideas for ideas for within AB or ABA compositions w
ideas. selecting musical arrangement, arrangement, form that within AB, ABA, or f
ideas. improvisation, or improvisation, or demonstrate an theme and d
composition. composition. effective variation forms t
beginning, middle, that demonstrate r
and ending, and unity and variety v
convey expressive and convey b
intent. expressive intent. c
i
Foundation Cr2: Organize and develop artistic ideas and work.
Standard GM.Cr2.B
K 1st 2nd 3rd 4th 5th 6th 7th
K.GM.Cr2.B 1.GM.Cr2.B 2.GM.Cr2.B 3.GM.Cr2.B 4.GM.Cr2.B 5.GM.Cr2.B 6.GM.Cr2.B 7.GM.Cr2.B
With guidance, With limited Use iconic or Use iconic or Use notation Use notation Use standard Use standard
using digital media guidance, using standard notation standard notation and/or recording and/or recording and/or iconic and/or iconic
or pictures to digital media or and/or recording and/or recording technology to technology to notation and/or notation and/or
notate a short pictures to notate technology to technology to document document audio/video audio/video
musical idea, a short musical sequence and sequence and personal musical personal musical recording to recording to
organize personal passage, organize document document ideas (such as ideas (such as document document
musical ideas personal musical personal musical personal musical grade-appropriate grade-appropriate personal simple personal simple
using iconic ideas (such as ideas (such as four ideas (such as rhythm/melodic rhythm/melodic rhythmic phrases, rhythmic phrases,
notation and/or limited pitches, beat grade-appropriate pattern, simple pattern, two-chord melodic phrases, melodic phrases,
recording sound/silence, rhythm/melodic rhythm/melodic harmonies, harmonies, and two- chord and harmonic
technology. high/low, patterns, pattern, introduction, coda, introduction, coda, harmonic musical sequences.
long/short, etc.). introduction, coda, introduction, coda, interlude, etc.). interlude, etc.). ideas.
etc.). interlude, etc.).

 GENERAL MUSIC - Create
Foundation Cr3: Refine and complete artistic work.
Standard GM.Cr3.A
K 1st 2nd 3rd 4th 5th 6th 7th
K.GM.Cr3.A 1.GM.Cr3.A 2.GM.Cr3.A 3.GM.Cr3.A 4.GM.Cr3.A 5.GM.Cr3.A 6.GM.Cr3.A 7.GM.Cr3.A
With guidance, With limited Interpret and Interpret and Interpret and Interpret and Self-evaluate one’s Self-evaluate one’s S
using teacher- guidance, using apply feedback, apply feedback, apply apply work, applying work, applying w
given vocabulary, vocabulary such as using vocabulary using vocabulary collaboratively collaboratively teacher-provided selected criteria a
apply feedback to voices/ such as voices/ such as developed developed criteria such as such as c
refine personal instruments, instruments, introduction, feedback to revise feedback to revise application of appropriate a
musical ideas. beginning, middle, same/different, sequence, personal music personal music selected elements application of a
sequence, and introduction interlude, coda, over time, such as over time, such as of music and use of elements of music c
ending, discuss and sequence, and and grade- a created the efficacy of a sound sources. including style, t
apply feedback to coda, to revise appropriate introduction, created form, and use of f
refine personal personal music. musical sequence, introduction, sound sources. s
musical ideas. characteristics, to interlude, and/or sequence, or coda,
revise personal coda. use of form, two-
music. part composition,
or other
characteristics of a
created piece of
music.

Foundation Cr3: Refine and complete artistic work.

Standard GM.Cr3.B
K 1st 2nd 3rd 4th 5th 6th 7th
K.GM.Cr3.B 1.GM.Cr3.B 2.GM.Cr3.B 3.GM.Cr3.B 4.GM.Cr3.B 5.GM.Cr3.B 6.GM.Cr3.B 7.GM.Cr3.B
With guidance, With guidance, Demonstrate a Demonstrate a Demonstrate a Demonstrate a Describe the Describe the D
using created using created final version of final version of final version of final version of rationale for rationale for r
vocal, vocal, personal musical personal musical personal musical personal musical making revisions making revisions r
instrumental, or instrumental, or ideas using created ideas using created ideas using created ideas using created to music, based on to music, based on e
movement pieces, movement pieces, vocal, vocal, vocal, vocal, evaluation criteria evaluation criteria c
demonstrate a demonstrate a instrumental, or instrumental, or instrumental, or instrumental, and feedback from and feedback from e
final version of final version of movement pieces. movement pieces movement pieces movement, or two- a teacher. others (teacher
personal musical personal musical through through part created pieces and peers).
ideas. ideas. performance. performance. through
performance.





 Foundation Cr3: Refine and complete artistic work.
Standard GM.Cr3.C
6th 7th

6.GM.Cr3.C 7.GM.Cr3.C
Present the final Present the final P
version of a version of a v
documented documented d
personal personal p
composition or composition, song, c
arrangement, or arrangement, o
using using u
craftsmanship and craftsmanship and c
originality to originality to o
demonstrate an demonstrate unity d
effective and variety and a
beginning, middle, convey expressive c
and ending, and intent. t
convey expressive c
intent. v
a
b
e

 GENERAL MUSIC - Respond
Foundation R1: Perceive and analyze artistic work.
Standard GM.R1.A
K 1st 2nd 3rd 4th 5th 6th 7th
K.GM.R1.A 1.GM.R1.A 2.GM.R1.A 3.GM.R1.A 4.GM.R1.A 5.GM.R1.A 6.GM.R1.A 7.GM.R1.A

With guidance, list With limited Identify and Demonstrate and Demonstrate and Demonstrate and Select or choose Select or choose S
personal interests guidance, identify explain how describe how explain how explain, citing music to listen to, contrasting music m
and experiences and explain how personal interests selected music selected music evidence, how and explain the to listen to, and C
explaining musical personal interests and experience connects to and is connects to and is selected music connections to compare the p
preference. and experience influence musical influenced by influenced by connects to and is specific interests connections to a
influence musical selection; list and specific interests, specific interests, influenced by or experiences for specific interests t
selection. explain personal experiences, or experiences, specific interests, a specific purpose. or experiences for a
musical interests. purposes (such as purposes, or experiences, a specific purpose. e
how music contexts (such as purposes, or s
listening is how music contexts.
influenced by listening is
interests, influenced by
experience, and interests, etc.).
context).

Foundation R1: Perceive and analyze artistic work.

Standard GM.R1.B
1st 2nd 3rd 4th 5th 6th 7th
1.GM.R1.B 2.GM.R1.B 3.GM.R1.B 4.GM.R1.B 5.GM.R1.B 6.GM.R1.B 7.GM.R1.B
With limited Describe how Using movement, Demonstrate and Demonstrate and Describe how the Classify and C
guidance, identify specific music manipulatives, explain how explain, citing elements of music explain how the e
and explain how concepts are used and/or pictorial specific music evidence, how and expressive elements of music a
personal interests to support a representation, concepts (such as responses to music qualities relate to and expressive q
and experience specific purpose in demonstrate and form, timbre, etc.) are informed by the structure of qualities relate to t
influence musical music; describe how are used to the structure, the the pieces. the structure of w
selection. demonstrate and specific music support a specific use of the contrasting pieces. o
identify how concepts are used purpose in music elements of music,
specific musical to support a (such as social and and context (such
concepts are used specific purpose in cultural contexts) as social, cultural,
in various styles of music (such as through various and historical)
music (such as different sections, means (such as through various
meter and timbre). selected manipulatives, means (such as
orchestral, band, movement, and/or manipulatives,
folk, or ethnic pictorial movement, and/or
instruments). representation). pictorial
representation).

 Foundation R1: Perceive and analyze artistic work.
Standard GM.R1.C
3rd 4th 5th 6th 7th

3.GM.R1.C 4.GM.R1.C 5.GM.R1.C 6.GM.R1.C 7.GM.R1.C
Describe a listening Demonstrate an Demonstrate an Identify the Identify and
example by using understanding of understanding of context of music compare the
teacher-given the elements of the elements of from a variety of context of music
characteristics, and music applied to a music applied to a genres, cultures, from a variety of
describe stylistic listening example listening example and historical genres, cultures,
characteristics of using teacher-given using teacher- periods. and historical
selected regional, vocabulary (such as given vocabulary periods.
national, or global different sections of (such as different
styles or genres of complex forms, sections of
music through teacher-selected complex forms,
teacher-given orchestral teacher-selected
parameters (such as instruments, etc.). orchestral
by guided instruments, etc.).
questioning, using
an element of music,
or music
vocabulary).

 GENERAL MUSIC - Respond
Foundation R2: Interpret intent and meaning in artistic work.
Standard GM.R2.A
K 1st 2nd 3rd 4th 5th 6th 7th
K.GM.R2.A 1.GM.R2.A 2.GM.R2.A 3.GM.R2.A 4.GM.R2.A 5.GM.R2.A 6.GM.R2.A 7.GM.R2.A

With guidance, With limited Demonstrate Demonstrate and Demonstrate and Demonstrate and Describe a Describe a S
demonstrate guidance, identify knowledge of how describe how explain how music explain how music personal personal i
awareness of expressive expressive music concepts are concepts are used concepts are used interpretation of interpretation of c
music concepts qualities or other qualities and used by by performers to by performers to how creators’ and contrasting works, p
(such as characteristics of music concepts performers to reflect intent (such reflect intent (such performers’ and explain how a
same/different music (such as support a musical reflect intent (such as comparing how as instrument application of the creators’ and c
sections of music, same/different creation/ as describing the tempo could be selection by a elements of music performers’ p
musical sounds, or sections within a performance (such mood of a piece of used in different composer/ and expressive application of the t
simple musical simple form, types as recognizing music using arrangements to arranger). qualities, within elements of music m
characteristics in a of voices, or same/different descriptive create a different genres and and expressive e
listening individual sections, adjectives or mood). cultural and qualities, within q
selection). instruments and classroom and/or demonstrating an historical context, genres, cultures, g
identifying how selected orchestral understanding of convey expressive and historical a
sound is instruments, or how dynamics and intent. periods, convey p
produced). how tempo and tempo affect the expressive intent. e
dynamics affect mood of a piece
the mood of a through drawing,
piece). writing, or
discussing).

Foundation R2: Interpret intent and meaning in artistic work.

Standard GM.R2.B


GENERAL MUSIC - Respond
Foundation R3: Apply criteria to evaluate artistic work.
Standard GM.R3.A
K 1st 2nd 3rd 4th 5th 6th 7th
K.GM.R3.A 1.GM.R3.A 2.GM.R3.A 3.GM.R3.A 4.GM.R3.A 5.GM.R3.A 6.GM.R3.A 7.GM.R3.A
With guidance, With limited Apply personal Evaluate musical Evaluate musical Evaluate musical Apply teacher- Select from A
apply personal guidance, apply preferences in the works and works and works and provided criteria teacher-provided p
preferences in the personal evaluation of performances, performances, performances, to evaluate criteria to evaluate d
evaluation of preferences in the music; discuss a applying applying applying musical works or musical works or t
music, and discuss evaluation of musical established established established performances. performances. w
a musical music; discuss a performance using criteria; discuss a criteria. criteria, citing p
performance. musical grade-appropriate music selection or evidence from the
performance using music vocabulary. performance using elements of music;
grade-appropriate grade-appropriate with teacher
vocabulary. music vocabulary guidance, create a
and teacher-given rubric for
criteria. evaluating music
performances.

Foundation R3: Apply criteria to evaluate artistic work.

Standard GM.R3.B

 GENERAL MUSIC - Connect
Foundation Cn1: Synthesize and relate knowledge and personal experiences to artistic endeavors.
Standard GM.Cn1.A
K 1st 2nd 3rd 4th 5th 6th 7th
K.GM.Cn1.A 1.GM.Cn1.A 2.GM.Cn1.A 3.GM.Cn1.A 4.GM.Cn1.A 5.GM.Cn1.A 6.GM.Cn1.A 7.GM.Cn1.A

Demonstrate how Demonstrate how Demonstrate how Demonstrate how Demonstrate how Demonstrate how Demonstrate how Demonstrate how D
interests, interests, interests, interests, interests, interests, interests, interests, i
knowledge, and knowledge, and knowledge, and knowledge, and knowledge, and knowledge, and knowledge, and knowledge, and k
skills relate to skills relate to skills relate to skills relate to skills relate to skills relate to skills relate to skills relate to s
personal choices personal choices personal choices personal choices personal choices personal choices personal choices personal choices p
and intent when and intent when and intent when and intent when and intent when and intent when and intent when and intent when a
creating, creating, creating, creating, creating, creating, creating, creating, c
performing, and performing, and performing, and performing, and performing, and performing, and performing, and performing, and p
responding to responding to responding to responding to responding to responding to responding to responding to r
music (such as music (such as music (such as music (such as music (such as music (such as music. music. m
expressing expressing expressing identifying pieces identifying pieces identifying pieces
personal personal personal of music that are of music that are of music that are
preferences in preferences in preferences in important to one’s important to one’s important to one’s
music or how music or how music or how family or how family or how family or how
music is used in music is used in music is used in music is used in music is used in music is used in
daily life). daily life). daily life). daily life). daily life). daily life).

GENERAL MUSIC - Connect
Foundation Cn2: Relate artistic ideas and works with societal, cultural, and historical context.
Standard GM.Cn2.A
K 1st 2nd 3rd 4th 5th 6th 7th
K.GM.Cn2.A 1.GM.Cn2.A 2.GM.Cn2.A 3.GM.Cn2.A 4.GM.Cn2.A 5.GM.Cn2.A 6.GM.Cn2.A 7.GM.Cn2.A

Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate D

understanding of understanding of understanding of understanding of understanding of understanding of understanding of understanding of u
relationships relationships relationships relationships relationships relationships relationships relationships r
between music between music and between music between music and between music between music and between music between music b
and the other arts, the other arts, and the other arts, the other arts, and the other arts, the other arts, and the other arts, and the other arts, a
other disciplines, other disciplines, other disciplines, other disciplines, other disciplines, other disciplines, other disciplines, other disciplines, o
varied contexts, varied contexts, varied contexts, varied contexts, varied contexts, varied contexts, varied contexts, varied contexts, v
and/or daily life and/or daily life and/or daily life and/or daily life and/or daily life and/or daily life and daily life. and daily life. a
(such as exploring (such as exploring (such as exploring (such as (such as the (such as
the connection the relationship the connections understanding the connection comparing how
between poems between songs and between art and science of sound). between fractions music is used in
and songs through historical events). music). and rhythm various cultures
rhyme). values). and performing it).


i K.GM.P1.B - Music contrasts: high/low, fast/slow, loud/soft, same/different, upward/downward, smooth/jerky, heavy/light.

ii K.GM.P3.A - Echo songs, pitch-exploration games, sol-mi and la-sol-mi patterns on neutral syllables, simple songs with limited pitches, pentatonic/diatonic melodies, questions/answers, in circle fo

iii 1.GM.P3.A - Echo songs, pitch-matching games, la-sol-mi patterns on neutral syllables and with pitch names, simple songs with limited pitches, pentatonic/diatonic melodies, questions/answers, in

iv 2.GM.P3.A - Echo songs, pitch-matching games, la-sol-mi-re-do patterns on neutral syllables and with pitch names, songs with limited pitches, pentatonic/diatonic melodies,

questions/answers, in circle formation, ostinatos, simple canons, partner songs.

v 3.GM.P3.A - Pitch-matching games, la, sol, mi, re, do, do’ patterns, extended pentatonic/diatonic melodies, questions/answers, in circle formation, in major/minor, partner songs and in canon.

vi 4.GM.P3.A - Sing, alone and with others, with expression, technical accuracy, and appropriate interpretation.

vii 5.GM.P3.A - Pitch matching games, extended scales/modes, questions/answers, in circle formation, in major/minor, in canon, partner songs, and with proper posture/diction/tone/breath support

viii K.GM.P3.B - Exploring steady beat, iconic notation, chord bordun, with a song/story/poem/recording.

ix 1.GM.P3.B - Practicing steady beat, simple rhythm patterns in iconic and standard notation, beat vs. rhythm, chord bordun, with a song/story/poem/recording.

x 2.GM.P3.B - Maintaining a steady beat, rhythm patterns, iconic notation and standard notation, chord bordun, ostinatos, with a song/story/poem/recording.

xi 3.GM.P3.B - Performing standard notation, ascending/descending, a pitched accompaniment, a bordun, extended rhythm patterns, appropriate technique, with a conductor.

xii 4.GM.P3.B - Standard notation, ascending/descending, canon, pitched accompaniment, a chord/broken chord/level bordun, extended rhythm patterns, appropriate technique (mallet technique, to

tempi/dynamics, and a melody.

xiii 5.GM.P3.B - Standard notation, ascending/descending, canon, a pitched accompaniment, a chord/broken chord/level bordun, extended rhythm patterns, appropriate technique (mallet technique, t

in various tempi/dynamics, and a melody.