| BENCHMARK CODE | BENCHMARK |
| MU.K.C.1.1 | Respond to music from various sound sources to show awareness of steady beat. Remarks: e.g., steady beat, pulse
|
| MU.K.C.1.2 | Identify various sounds in a piece of music. Remarks: e.g., vocal/instrumental timbres, environmental sounds
|
| MU.K.C.1.3 | Identify, visually and aurally, pitched and unpitched classroom instruments. Remarks: e.g., rhythm sticks, woodblock, xylophone, metallophone, autoharp
|
| MU.K.C.1.4 | Identify singing, speaking, and whispering voices.
|
| BENCHMARK CODE | BENCHMARK |
| MU.K.C.2.1 | Identify similarities and/or differences in a performance.
|
| BENCHMARK CODE | BENCHMARK |
| MU.K.C.3.1 | Share opinions about selected pieces of music.
|
| BENCHMARK CODE | BENCHMARK |
| MU.K.S.1.1 | Improvise a response to a musical question sung or played by someone else. Remarks: e.g., melodic, rhythmic
|
| BENCHMARK CODE | BENCHMARK |
| MU.K.S.2.1 | Sing or play songs from memory. Remarks: e.g., rhymes, chants, poems
|
| BENCHMARK CODE | BENCHMARK |
| MU.K.S.3.1 | Sing songs of limited range appropriate to the young child and use the head voice.
|
| MU.K.S.3.2 | Perform simple songs and accompaniments. Remarks: e.g., singing, using body percussion or classroom instruments
|
| MU.K.S.3.3 | Match pitches in a song or musical phrase in one or more keys. Remarks: e.g., la, sol, mi
|
| MU.K.S.3.4 | Imitate simple rhythm patterns played by the teacher or a peer. Remarks: e.g., quarter note, quarter rest, beamed eighth notes
|
| BENCHMARK CODE | BENCHMARK |
| MU.K.O.1.1 | Respond to beat, rhythm, and melodic line through imitation. Remarks: e.g., locomotor and non-locomotor movement, body levels
|
| MU.K.O.1.2 | Identify similarities and differences in melodic phrases and/or rhythm patterns. Remarks: e.g., visually, aurally
|
| BENCHMARK CODE | BENCHMARK |
| MU.K.O.3.1 | Respond to music to demonstrate how it makes one feel. Remarks: e.g., movement, drawings
|
| BENCHMARK CODE | BENCHMARK |
| MU.K.H.1.1 | Respond to music from diverse cultures through singing and movement. Remarks: e.g., nursery rhymes, singing games, folk dances
|
| BENCHMARK CODE | BENCHMARK |
| MU.K.H.2.1 | Respond to and/or perform folk music of American cultural sub-groups. Remarks: e.g., African American, Anglo-American, Latin American, Native American
|
| BENCHMARK CODE | BENCHMARK |
| MU.K.H.3.1 | Perform simple songs, finger plays, and rhymes to experience connections among music, language, and numbers. Remarks: e.g., decoding simple words, phonemes, rhyming words, vocabulary, making predictions, cardinal numbers, sequencing
|
| BENCHMARK CODE | BENCHMARK |
| MU.K.F.1.1 | Respond to and explore music through creative play and found sounds in the music classroom. Remarks: e.g., creative play, drama/acting, kinesthetic response, vocalizations, sound carpets
|
| BENCHMARK CODE | BENCHMARK |
| MU.K.F.3.1 | Exhibit age-appropriate music and life skills that will add to the success in the music classroom. Remarks: e.g., take turns, share, be a good listener, be respectful, display good manners
|
| BENCHMARK CODE | BENCHMARK |
| MU.1.C.1.1 | Respond to specific, teacher-selected musical characteristics in a song or instrumental piece. Remarks: e.g., beat, rhythm, phrasing, dynamics, tempo
|
| MU.1.C.1.2 | Respond to music from various sound sources to show awareness of differences in musical ideas. Remarks: e.g., moods, images |
| MU.1.C.1.3 | Classify instruments into pitched and unpitched percussion families. Remarks: e.g., xylophone, glockenspiel, woodblock, tambourine
|
| MU.1.C.1.4 | Differentiate between music performed by one singer and music performed by a group of singers.
|
| BENCHMARK CODE | BENCHMARK |
| MU.1.C.2.1 | Identify the similarities and differences between two performances of a familiar song. Remarks: e.g., tempo, lyrics/no lyrics, style
|
| BENCHMARK CODE | BENCHMARK |
| MU.1.C.3.1 | Share different thoughts or feelings people have about selected pieces of music.
|
| BENCHMARK CODE | BENCHMARK |
| MU.1.S.1.1 | Improvise a four-beat response to a musical question sung or played by someone else. Remarks: e.g., melodic, rhythmic
|
| MU.1.S.1.2 | Create short melodic and rhythmic patterns based on teacher-established guidelines.
|
| BENCHMARK CODE | BENCHMARK |
| MU.1.S.2.1 | Sing or play songs, which may include changes in verses or repeats, from memory.
|
| BENCHMARK CODE | BENCHMARK |
| MU.1.S.3.1 | Sing simple songs in a group, using head voice and maintaining pitch. Remarks: e.g., folk songs, finger-plays, call-and-response, echo songs
|
| MU.1.S.3.2 | Play three- to five-note melodies and/or accompaniments on classroom instruments.
|
| MU.1.S.3.3 | Sing simple la-sol-mi patterns at sight. Remarks: e.g., reading from hand signs or iconic representations
|
| MU.1.S.3.4 | Match simple aural rhythm patterns in duple meter with written patterns. Remarks: e.g., quarter note/rest, beamed eighth notes
|
| MU.1.S.3.5 | Show visual representation of simple melodic patterns performed by the teacher or a peer. Remarks: e.g., draw, body/hand signs, manipulatives, la-sol-mi
|
| BENCHMARK CODE | BENCHMARK |
| MU.1.O.1.1 | Respond to contrasts in music as a foundation for understanding structure. Remarks: e.g., high/low, fast/slow, long/short, phrases
|
| MU.1.O.1.2 | Identify patterns of a simple, four-measure song or speech piece. Remarks: e.g., AABA, ABCA, ABAC
|
| BENCHMARK CODE | BENCHMARK |
| MU.1.O.3.1 | Respond to changes in tempo and/or dynamics within musical examples.
|
| BENCHMARK CODE | BENCHMARK |
| MU.1.H.1.1 | Perform simple songs, dances, and musical games from a variety of cultures. Remarks: e.g., nursery rhymes, singing games, play parties, folk dances
|
| MU.1.H.1.2 | Explain the work of a composer.
|
| BENCHMARK CODE | BENCHMARK |
| MU.1.H.2.1 | Identify and perform folk music used to remember and honor America and its cultural heritage. Remarks: e.g., "This Land is Your Land," "Short'nin' Bread," "America"
|
| BENCHMARK CODE | BENCHMARK |
| MU.1.H.3.1 | Explore the use of instruments and vocal sounds to replace or enhance specified words or phrases in children's songs, choral readings of poems and stories, and/or chants. Remarks: e.g., rhyming words, vowel sounds, characters, setting, mood
|
| BENCHMARK CODE | BENCHMARK |
| MU.1.F.1.1 | Create sounds or movement freely with props, instruments, and/or found sounds in response to various music styles and/or elements. Remarks: e.g., staccato/legato, phrasing, melodic direction, steady beat, rhythm; props: use scarves, ribbon sticks, fabric shapes
|
| BENCHMARK CODE | BENCHMARK |
| MU.1.F.2.1 | Describe how he or she likes to participate in music. Remarks: e.g., sing with a family member or friend, make up songs, tap rhythms, play a musical instrument
|
| BENCHMARK CODE | BENCHMARK |
| MU.1.F.3.1 | Demonstrate appropriate manners and teamwork necessary for success in a music classroom. Remarks: e.g., take turns, share, be a good listener, be respectful, display good manners
|
| BENCHMARK CODE | BENCHMARK |
| MU.2.C.1.1 | Identify appropriate listening skills for learning about musical examples selected by the teacher. Remarks: e.g., listen for form, voices/instruments; organize thoughts using listening maps, active listening, checklists
|
| MU.2.C.1.2 | Respond to a piece of music and discuss individual interpretations. Remarks: e.g., move, write, draw, describe, gesture
|
| MU.2.C.1.3 | Classify unpitched instruments into metals, membranes, shakers, and wooden categories.
|
| MU.2.C.1.4 | Identify child, adult male, and adult female voices by timbre.
|
| BENCHMARK CODE | BENCHMARK |
| MU.2.C.2.1 | Identify strengths and needs in classroom performances of familiar songs.
|
| BENCHMARK CODE | BENCHMARK |
| MU.2.C.3.1 | Discuss why musical characteristics are important when forming and discussing opinions about music. Remarks: e.g., tempo, rhythm, dynamics, instrumentation
|
| BENCHMARK CODE | BENCHMARK |
| MU.2.S.1.1 | Improvise short phrases in response to a given musical question.
|
| MU.2.S.1.2 | Create simple ostinati to accompany songs or poems.
|
| BENCHMARK CODE | BENCHMARK |
| MU.2.S.2.1 | Sing or play songs, which may include changes in dynamics, lyrics, and form, from memory.
|
| BENCHMARK CODE | BENCHMARK |
| MU.2.S.3.1 | Sing songs in an appropriate range, using head voice and maintaining pitch.
|
| MU.2.S.3.2 | Play simple melodies and/or accompaniments on classroom instruments.
|
| MU.2.S.3.3 | Sing simple la-sol-mi-do patterns at sight. Remarks: e.g., reading from hand signs and/or iconic or traditional representations
|
| MU.2.S.3.4 | Compare aural melodic patterns with written patterns to determine whether they are the same or different. Remarks: e.g., la-sol-mi-do; quarter note/rest, beamed eighth notes
|
| MU.2.S.3.5 | Show visual, gestural, and traditional representation of simple melodic patterns performed by someone else. Remarks: e.g., draw, body/hand signs, manipulatives, la-sol-mi
|
| BENCHMARK CODE | BENCHMARK |
| MU.2.O.1.1 | Identify basic elements of music in a song or instrumental excerpt. Remarks: e.g., melody, rhythm, pitch, form
|
| MU.2.O.1.2 | Identify the form of a simple piece of music. Remarks: e.g., AB, ABA, call-and-response
|
| BENCHMARK CODE | BENCHMARK |
| MU.2.O.3.1 | Describe changes in tempo and dynamics within a musical work.
|
| BENCHMARK CODE | BENCHMARK |
| MU.2.H.1.1 | Perform songs, musical games, dances, and simple instrumental accompaniments from a variety of cultures. Remarks: e.g., multi-cultural and classroom pitched or non-pitched instruments; bordun, ostinato
|
| MU.2.H.1.2 | Identify the primary differences between composed and folk music.
|
| BENCHMARK CODE | BENCHMARK |
| MU.2.H.2.1 | Discuss how music is used for celebrations in American and other cultures. Remarks: e.g., birthdays, New Year, national and religious holidays
|
| BENCHMARK CODE | BENCHMARK |
| MU.2.H.3.1 | Perform and compare patterns, aurally and visually, found in songs, finger plays, or rhymes to gain a foundation for exploring patterns in other contexts.
|
| BENCHMARK CODE | BENCHMARK |
| MU.2.F.1.1 | Create a musical performance that brings a story or poem to life. Remarks: e.g., sound carpets, original stories and poems, literary works
|
| BENCHMARK CODE | BENCHMARK |
| MU.2.F.2.1 | Describe how people participate in music. Remarks: e.g., singing with family or friends, school music classes, live concerts, parades, sound recordings, video games, movie soundtracks, television and radio commercials
|
| BENCHMARK CODE | BENCHMARK |
| MU.2.F.3.1 | Collaborate with others in a music presentation and discuss what was successful and what could be improved. Remarks: e.g., take turns, share, be a good listener, be respectful, display good manners, work well in cooperative learning groups
|
| BENCHMARK CODE | BENCHMARK |
| MU.3.C.1.1 | Describe listening skills and how they support appreciation of musical works. Remarks: e.g., focus: form, instrumentation, tempo, dynamics; organize: listening maps, active listening, checklists
|
| MU.3.C.1.2 | Respond to a musical work in a variety of ways and compare individual interpretations. Remarks: e.g., move, draw, sing, play, gesture, conduct
|
| MU.3.C.1.3 | Identify families of orchestral and band instruments. Remarks: e.g., strings, woodwinds, brass, percussion, keyboards
|
| MU.3.C.1.4 | Discriminate between unison and two-part singing.
|
| BENCHMARK CODE | BENCHMARK |
| MU.3.C.2.1 | Evaluate performances of familiar music using teacher-established criteria.
|
| BENCHMARK CODE | BENCHMARK |
| MU.3.C.3.1 | Identify musical characteristics and elements within a piece of music when discussing the value of the work. Remarks: e.g., tempo, rhythm, timbre, form, instrumentation, texture
|
| BENCHMARK CODE | BENCHMARK |
| MU.3.S.1.1 | Improvise rhythms or melodies over ostinati.
|
| MU.3.S.1.2 | Create an alternate ending to a familiar song. Remarks: e.g., dynamics, tempo, lyrics
|
| BENCHMARK CODE | BENCHMARK |
| MU.3.S.2.1 | Identify patterns in songs to aid the development of sequencing and memorization skills. Remarks: e.g., parts of a round, parts of a layered work
|
| BENCHMARK CODE | BENCHMARK |
| MU.3.S.3.1 | Sing rounds, canons, or ostinati in an appropriate range, using head voice and maintaining pitch.
|
| MU.3.S.3.2 | Play melodies and layered ostinati, using proper instrumental technique, on pitched and unpitched instruments.
|
| MU.3.S.3.3 | Sing simple la-sol-mi-re-do patterns at sight. Remarks: e.g., reading from hand signs; reading from nontraditional or traditional notation
|
| MU.3.S.3.4 | Match simple aural rhythm patterns in duple and triple meter with written patterns. Remarks: e.g., 2/4, 3/4, 4/4
|
| MU.3.S.3.5 | Notate simple rhythmic and melodic patterns using traditional notation. Remarks: e.g., rhythmic: quarter notes, beamed eighth notes, half notes, quarter rests, half rests; melodic: la-sol-mi-do
|
| BENCHMARK CODE | BENCHMARK |
| MU.3.O.1.1 | Identify, using correct music vocabulary, the elements in a musical work. Remarks: e.g., rhythm, pitch, timbre, form
|
| MU.3.O.1.2 | Identify and describe the musical form of a familiar song. Remarks: e.g., AB, ABA, ABABA, call-and-response, verse/refrain, rondo, intro, coda
|
| BENCHMARK CODE | BENCHMARK |
| MU.3.O.2.1 | Rearrange melodic or rhythmic patterns to generate new phrases.
|
| BENCHMARK CODE | BENCHMARK |
| MU.3.O.3.1 | Describe how tempo and dynamics can change the mood or emotion of a piece of music.
|
| BENCHMARK CODE | BENCHMARK |
| MU.3.H.1.1 | Compare indigenous instruments of specified cultures. Remarks: e.g., congas, dundun drums, maracas, dulcimer, darabukah
|
| MU.3.H.1.2 | Identify significant information about specified composers and one or more of their musical works.
|
| MU.3.H.1.3 | Identify timbre(s) in music from a variety of cultures. Remarks: e.g., metals, woods, shakers, strings, voice: adult, child |
| BENCHMARK CODE | BENCHMARK |
| MU.3.H.2.1 | Discuss how music in America was influenced by people and events in its history. Remarks: e.g., slavery, expansion of railroad, jazz, war, politics
|
| BENCHMARK CODE | BENCHMARK |
| MU.3.H.3.1 | Experience and discuss, using correct music and other relevant content-area vocabulary, similarities in the use of pattern, line, and form in music and other teacher-selected contexts. Remarks: e.g., in dance, visual art, language arts, pulse, rhythm, fluency
|
| BENCHMARK CODE | BENCHMARK |
| MU.3.F.1.1 | Enhance the meaning of a story or poem by creating a musical interpretation using voices, instruments, movement, and/or found sounds. Remarks: e.g., sound carpets, original stories and poems, literary works
|
| BENCHMARK CODE | BENCHMARK |
| MU.3.F.2.1 | Identify musicians in the school, community, and media. Remarks: e.g., band, chorus, and/or orchestra member; music teacher; cantor, choir director, or song leader in religious services
|
| MU.3.F.2.2 | Describe opportunities for personal music-making. Remarks: e.g., performing ensembles, individual lessons, community and church music groups, family, playground, computer-generated music
|
| BENCHMARK CODE | BENCHMARK |
| MU.3.F.3.1 | Collaborate with others to create a musical presentation and acknowledge individual contributions as an integral part of the whole. Remarks: e.g., work together, communicate effectively, share tasks and responsibilities, work well in cooperative learning groups
|
| BENCHMARK CODE | BENCHMARK |
| MU.4.C.1.1 | Develop effective listening strategies and describe how they can support appreciation of musical works. Remarks: e.g., listen for form, instrumentation, tempo, dynamics, melodic line, rhythm patterns; organize thoughts using listening maps, active listening, checklists
|
| MU.4.C.1.2 | Describe, using correct music vocabulary, what is heard in a specific musical work. Remarks: e.g., movement of melodic line, tempo, repeated and contrasting patterns
|
| MU.4.C.1.3 | Classify orchestral and band instruments as strings, woodwinds, brass, percussion, or keyboard.
|
| MU.4.C.1.4 | Identify and describe the four primary voice parts, i.e., soprano, alto, tenor, bass.
|
| BENCHMARK CODE | BENCHMARK |
| MU.4.C.2.1 | Identify and describe basic music performance techniques to provide a foundation for critiquing one's self and others. Remarks: e.g., intonation, balance, blend, timbre, posture, breath support |
| MU.4.C.2.2 | Critique specific techniques in one's own and others performances using teacher-established criteria. |
| BENCHMARK CODE | BENCHMARK |
| MU.4.C.3.1 | Describe characteristics that make various musical works appealing. Remarks: e.g., tempo, rhythm, dynamics, blend, timbre, form, texture, instrumentation
|
| BENCHMARK CODE | BENCHMARK |
| MU.4.S.1.1 | Improvise phrases, using familiar songs. Remarks: e.g., altering text, rhythm, pitch, melody
|
| MU.4.S.1.2 | Create melodic patterns using a variety of sound sources. Remarks: e.g., voice, instrument
|
| MU.4.S.1.3 | Arrange a familiar song for voices or instruments by manipulating form. Remarks: e.g., introduction, interlude/bridge, coda, ABA, rondo
|
| BENCHMARK CODE | BENCHMARK |
| MU.4.S.2.1 | Apply knowledge of musical structure to aid in sequencing and memorization and to internalize details of rehearsal and performance.
|
| BENCHMARK CODE | BENCHMARK |
| MU.4.S.3.1 | Sing rounds, canons, and/or partner songs in an appropriate range, using proper vocal technique and maintaining pitch.
|
| MU.4.S.3.2 | Play rounds, canons, or layered ostinati on classroom instruments.
|
| MU.4.S.3.3 | Perform extended pentatonic melodies at sight. Remarks: e.g., high do, low sol, low la; vocal and/or instrumental
|
| MU.4.S.3.4 | Play simple ostinati, by ear, using classroom instruments.
|
| MU.4.S.3.5 | Notate simple rhythmic phrases and extended pentatonic melodies using traditional notation. Remarks: e.g., rhythmic: quarter notes, beamed eighth notes, half notes, whole notes; corresponding rests; dotted half note; melodic: la-sol-mi-re-do
|
| BENCHMARK CODE | BENCHMARK |
| MU.4.O.1.1 | Compare musical elements in different types of music, using correct music vocabulary, as a foundation for understanding the structural conventions of specific styles. Remarks: e.g., rules of rhythm, melody, timbre, form, tonality, harmony, meter; styles: Classical, Baroque
|
| BENCHMARK CODE | BENCHMARK |
| MU.4.O.2.1 | Create variations for selected melodies.
|
| BENCHMARK CODE | BENCHMARK |
| MU.4.O.3.1 | Identify how expressive elements and lyrics affect the mood or emotion of a song. Remarks: e.g., tempo, dynamics, phrasing, articulation
|
| MU.4.O.3.2 | Apply expressive elements to a vocal or instrumental piece and, using correct music vocabulary, explain one's choices.
|
| BENCHMARK CODE | BENCHMARK |
| MU.4.H.1.1 | Examine and describe a cultural tradition, other than one's own, learned through its musical style and/or use of authentic instruments.
|
| MU.4.H.1.2 | Describe the influence of selected composers on the musical works and practices or traditions of their time.
|
| MU.4.H.1.3 | Identify pieces of music that originated from cultures other than one's own.
|
| BENCHMARK CODE | BENCHMARK |
| MU.4.H.2.1 | Perform, listen to, and discuss music related to Florida's history. Remarks: e.g., music of Stephen Foster; Spanish, African American, and Native American influences; folk music; early music used to heal, signal, impress, intimidate, immortalize
|
| MU.4.H.2.2 | Identify ways in which individuals of varying ages and cultures experience music. Remarks: e.g., live concert, musical theatre, Internet, recordings
|
| BENCHMARK CODE | BENCHMARK |
| MU.4.H.3.1 | Identify connections among music and other contexts, using correct music and other relevant content-area vocabulary, and explore how learning in one academic area can help with knowledge or skill acquisition in a different academic area. Remarks: e.g., movement, form, repetition, rhythmic patterns/numeric patterns, fractions, vibrations/sound waves
|
| BENCHMARK CODE | BENCHMARK |
| MU.4.F.1.1 | Create new interpretations of melodic or rhythmic pieces by varying or adding dynamics, timbre, tempo, lyrics, and/or movement. Remarks: e.g., mallet use, vocal and instrumental changes, digital sounds, literature, poetry
|
| BENCHMARK CODE | BENCHMARK |
| MU.4.F.2.1 | Describe roles and careers of selected musicians. Remarks: e.g., teacher, conductor, composer, studio musician, recording technician, sound engineer, entertainer
|
| BENCHMARK CODE | BENCHMARK |
| MU.4.F.3.1 | Identify the characteristics and behaviors displayed by successful student musicians, and discuss how these qualities will contribute to success beyond the music classroom. Remarks: e.g., punctual, prepared, dependable, self-disciplined, solutions-oriented, shows initiative, uses time wisely
|
| MU.4.F.3.2 | Discuss the safe, legal way to download songs and other media. Remarks: e.g., sharing personal and financial information, copying and sharing music
|
| BENCHMARK CODE | BENCHMARK |
| MU.5.C.1.1 | Discuss and apply listening strategies to support appreciation of musical works. Remarks: e.g., focus: structure, instrumentation, tempo, dynamics, melodic line, rhythm patterns, style/genre; organize: listening maps, active listening, checklists
|
| MU.5.C.1.2 | Hypothesize and discuss, using correct music vocabulary, the composer's intent for a specific musical work. Remarks: e.g., title, historical notes, quality recordings, instrumentation, expressive elements
|
| MU.5.C.1.3 | Identify, aurally, selected instruments of the band and orchestra. Remarks: e.g., violin, cello, string bass, flute, clarinet, oboe, bassoon, trumpet, trombone, tuba, French horn, bass drum, snare drum, xylophone, chimes, piano, harpsichord
|
| MU.5.C.1.4 | Identify, aurally, the four primary voice parts, i.e., soprano, alto, tenor, bass, of a mixed choir.
|
| BENCHMARK CODE | BENCHMARK |
| MU.5.C.2.1 | Define criteria, using correct music vocabulary, to critique one's own and others performance. Remarks: e.g., intonation, balance, blend, timbre
|
| MU.5.C.2.2 | Describe changes, using correct music vocabulary, in one's own and/or others performance over time.
|
| BENCHMARK CODE | BENCHMARK |
| MU.5.C.3.1 | Develop criteria to evaluate an exemplary musical work from a specific period or genre.
|
| BENCHMARK CODE | BENCHMARK |
| MU.5.S.1.1 | Improvise rhythmic and melodic phrases to create simple variations on familiar melodies.
|
| MU.5.S.1.2 | Compose short vocal or instrumental pieces using a variety of sound sources.
|
| MU.5.S.1.3 | Arrange a familiar song by manipulating specified aspects of music. Remarks: e.g., dynamics, tempo, lyrics, form, rhythm, instrumentation
|
| MU.5.S.1.4 | Sing or play simple melodic patterns by ear with support from the teacher.
|
| BENCHMARK CODE | BENCHMARK |
| MU.5.S.2.1 | Use expressive elements and knowledge of musical structure to aid in sequencing and memorization and to internalize details of rehearsals and performance.
|
| MU.5.S.2.2 | Apply performance techniques to familiar music.
|
| BENCHMARK CODE | BENCHMARK |
| MU.5.S.3.1 | Sing part songs in an appropriate range, using proper vocal technique and maintaining pitch. |
| MU.5.S.3.2 | Play melodies and accompaniments, using proper instrumental technique, on pitched and unpitched instruments. |
| MU.5.S.3.3 | Perform simple diatonic melodies at sight. Remarks: e.g., vocal and/or instrumental |
| MU.5.S.3.4 | Play melodies and accompaniments, by ear, using classroom instruments. |
| MU.5.S.3.5 | Notate rhythmic phrases and simple diatonic melodies using traditional notation. Remarks: e.g., rhythmic: quarter notes, beamed eighth notes, half notes, whole notes; corresponding rests; dotted half note; sixteenth notes; syncopation |
| BENCHMARK CODE | BENCHMARK |
| MU.5.O.1.1 | Analyze, using correct music vocabulary, the use of musical elements in various styles of music as a foundation for understanding the creative process. Remarks: e.g., rhythm patterns, melody, timbre, form, tonality, harmony, meter, key; styles: Classical, Baroque, Romantic, nationalistic, jazz
|
| BENCHMARK CODE | BENCHMARK |
| MU.5.O.2.1 | Create a new melody from two or more melodic motifs.
|
| BENCHMARK CODE | BENCHMARK |
| MU.5.O.3.1 | Examine and explain how expressive elements, when used in a selected musical work, affect personal response. Remarks: e.g., tempo, dynamics, timbre, texture, phrasing, articulation
|
| MU.5.O.3.2 | Perform expressive elements in a vocal or instrumental piece as indicated by the score and/or conductor.
|
| BENCHMARK CODE | BENCHMARK |
| MU.5.H.1.1 | Identify the purposes for which music is used within various cultures. Remarks: e.g., communication, celebration, ceremony
|
| MU.5.H.1.2 | Compare and describe the compositional characteristics used by two or more composers whose works are studied in class.
|
| MU.5.H.1.3 | Compare stylistic and musical features in works originating from different cultures. Remarks: e.g., use of rhythm, texture, tonality, use of folk melodies, improvisation, instrumentation, aural/oral traditions, principle drumming patterns
|
| BENCHMARK CODE | BENCHMARK |
| MU.5.H.2.1 | Examine the contributions of musicians and composers for a specific historical period.
|
| MU.5.H.2.2 | Describe how technology has changed the way audiences experience music.
|
| BENCHMARK CODE | BENCHMARK |
| MU.5.H.3.1 | Examine critical-thinking processes in music and describe how they can be transferred to other disciplines. Remarks: e.g., reading, writing, observing, listening, evaluating, embellishing, revising
|
| BENCHMARK CODE | BENCHMARK |
| MU.5.F.1.1 | Create a performance, using visual, kinesthetic, digital, and/or acoustic means to manipulate musical elements.
|
| BENCHMARK CODE | BENCHMARK |
| MU.5.F.2.1 | Describe jobs associated with various types of concert venues and performing arts centers. Remarks: e.g., music merchant, ticket agent, marketer, agent, security guard, food-and-beverage merchant
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| MU.5.F.2.2 | Explain why live performances are important to the career of the artist and the success of performance venues.
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| BENCHMARK CODE | BENCHMARK |
| MU.5.F.3.1 | Examine and discuss the characteristics and behaviors displayed by successful student musicians that can be applied outside the music classroom. Remarks: e.g., dedicated, works toward mastery, punctual, prepared, dependable, self-disciplined, solutions-oriented
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| MU.5.F.3.2 | Practice safe, legal, and responsible acquisition and use of music media, and describe why it is important to do so. Remarks: e.g., downloading music and other digital media, sharing personal and financial information, copying music
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| BENCHMARK CODE | BENCHMARK |
| MU.68.C.1.1 | Develop strategies for listening to unfamiliar musical works. Remarks: e.g., listening maps, active listening, checklists
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| MU.68.C.1.2 | Compare, using correct music vocabulary, the aesthetic impact of a performance to one’s own hypothesis of the composer’s intent. Remarks: e.g., quality recordings, peer group and individual performances, composer notes, instrumentation, expressive elements, title
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| MU.68.C.1.3 | Identify, aurally, instrumental styles and a variety of instrumental ensembles. Remarks: e.g., Classical, Baroque, Romantic, contemporary, jazz, pop, solo, duet, trio, quartet, small ensembles
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| MU.68.C.1.4 | Identify, aurally, a variety of vocal styles and ensembles. Remarks: e.g., chant, spiritual, folk, opera, world, jazz, pop, solo, duet, trio, quartet, small ensembles, choirs
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| BENCHMARK CODE | BENCHMARK |
| MU.68.C.2.1 | Critique personal performance, experiment with a variety of solutions, and make appropriate adjustments with guidance from teachers and peers. Remarks: e.g., intonation, balance, blend, phrasing, rhythm
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| MU.68.C.2.2 | Critique, using correct music vocabulary, changes in one’s own or others’ musical performance resulting from practice or rehearsal. Remarks: e.g., blend, balance, ensemble playing, sonority, technique, tone quality
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| MU.68.C.2.3 | Critique personal composition and/or improvisation, using simple criteria, to generate improvements with guidance from teachers and/or peers.
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| BENCHMARK CODE | BENCHMARK |
| MU.68.C.3.1 | Apply specific criteria to evaluate why a musical work is an exemplar in a specific style or genre.
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| BENCHMARK CODE | BENCHMARK |
| MU.68.S.1.1 | Improvise rhythmic and melodic phrases to accompany familiar songs and/or standard harmonic progressions. Remarks: e.g., blues, rock
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| MU.68.S.1.2 | Compose a short musical piece. Remarks: e.g., using traditional, non-traditional, digital, or classroom instruments and/or voice
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| MU.68.S.1.3 | Arrange a short musical piece by manipulating melody, form, rhythm, and/or voicing.
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| MU.68.S.1.4 | Sing or play melodies by ear with support from the teacher and/or peers. Remarks: e.g., melodies using traditional classroom instruments and/or voice
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| MU.68.S.1.5 | Perform melodies with chord progressions. Remarks: e.g., keyboard/piano, keyboard/piano and voice, guitar, voice and guitar
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| MU.68.S.1.6 | Compose a melody, with or without lyrics, over a standard harmonic progression.
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| MU.68.S.1.7 | Explain and employ basic functions of MIDI for sequencing and/or editing, including interface options and types of controllers. Remarks: e.g., generation of event messages: pitch and intensity; control signals: volume, vibrato, panning; cues; clock signals: set tempo; controllers: keyboard, pad, wind, foot
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| MU.68.S.1.8 | Demonstrate specified mixing and editing techniques using selected software and hardware.
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| MU.68.S.1.9 | Describe the function and purposes of various types of microphones and demonstrate correct set-up and use of two or more microphones for recording a music performance.
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| BENCHMARK CODE | BENCHMARK |
| MU.68.S.2.1 | Perform music from memory to demonstrate knowledge of the musical structure. Remarks: e.g., basic themes, patterns, tonality, melody, harmony
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| MU.68.S.2.2 | Transfer performance techniques from familiar to unfamiliar pieces.
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| BENCHMARK CODE | BENCHMARK |
| MU.68.S.3.1 | Sing and/or play age-appropriate repertoire expressively. Remarks: e.g., technique, phrasing, dynamics, tone quality, blend, balance, intonation, kinesthetic support/response
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| MU.68.S.3.2 | Demonstrate proper vocal or instrumental technique. Remarks: e.g., posture, breathing, fingering, embouchure, bow technique, tuning, strumming
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| MU.68.S.3.3 | Sight-read standard exercises and simple repertoire. Remarks: e.g., note and rest values, key signatures, time signatures, expressive markings, special harmonic and/or notation symbols
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| MU.68.S.3.4 | Compare written notation to aural examples and analyze for accuracy of rhythm and pitch. Remarks: e.g., error detection, interval reinforcement
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| MU.68.S.3.5 | Notate rhythmic phrases and/or melodies, in varying simple meters, performed by someone else.
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| MU.68.S.3.6 | Develop and demonstrate efficient rehearsal strategies to apply skills and techniques. Remarks: e.g., independently, collaboratively
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| BENCHMARK CODE | BENCHMARK |
| MU.68.O.1.1 | Compare performances of a musical work to identify artistic choices made by performers. Remarks: e.g., rhythm, melody, timbre, form, tonality, harmony, expressive elements; choral, orchestral, band, ensemble
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| BENCHMARK CODE | BENCHMARK |
| MU.68.O.2.1 | Create a composition, manipulating musical elements and exploring the effects of those manipulations. Remarks: e.g., using electronic or paper-and-pencil means to experiment with timbre, melody, rhythm, harmony, form, tonality
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| MU.68.O.2.2 | Demonstrate knowledge of major and minor tonalities through performance and composition. Remarks: e.g., scales; key signatures; relative major/minor; parallel major/minor
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| BENCHMARK CODE | BENCHMARK |
| MU.68.O.3.1 | Describe how the combination of instrumentation and expressive elements in a musical work can convey a specific thought, idea, mood, and/or image. Remarks: e.g., tempo markings, expression markings, articulation markings, phrasing, scales, modes, harmonic structure, timbre, rhythm, orchestration
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| MU.68.O.3.2 | Perform the expressive elements of a musical work indicated by the musical score and/or conductor, and transfer new knowledge and experiences to other musical works.
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| BENCHMARK CODE | BENCHMARK |
| MU.68.H.1.1 | Describe the functions of music from various cultures and time periods.
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| MU.68.H.1.2 | Identify the works of representative composers within a specific style or time period.
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| MU.68.H.1.3 | Describe how American music has been influenced by other cultures.
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| MU.68.H.1.4 | Classify authentic stylistic features in music originating from various cultures. Remarks: e.g., rhythm, layered texture, key patterns, tonality, melodic line, quarter- or semi-tones, national folk melodies, improvisation, instrumentation, aural/oral traditions, drumming patterns
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| MU.68.H.1.5 | Using representative musical works by selected composers, classify compositional characteristics common to a specific time period and/or genre.
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| BENCHMARK CODE | BENCHMARK |
| MU.68.H.2.1 | Describe the influence of historical events and periods on music composition and performance.
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| MU.68.H.2.2 | Analyze how technology has changed the way music is created, performed, acquired, and experienced. Remarks: e.g., from harpsichord to piano; from phonograph to CD
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| MU.68.H.2.3 | Classify the literature being studied by genre, style, and/or time period.
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| BENCHMARK CODE | BENCHMARK |
| MU.68.H.3.1 | Identify connections among music and other content areas and/or contexts through interdisciplinary collaboration. Remarks: e.g., school: other music classes, social studies, dance, physical education, science, health, math, world languages; community: cultural connections and traditions, ceremonial music, sales and advertising, communication
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| MU.68.H.3.2 | Discuss how the absence of music would affect other content areas and contexts. Remarks: e.g., theatre and dance, movies, sporting events, video games, commercial advertising, social gatherings, civic and religious ceremonies, plays
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| BENCHMARK CODE | BENCHMARK |
| MU.68.F.1.1 | Create a composition and/or performance, using visual, kinesthetic, digital, and/or acoustic means to manipulate musical elements.
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| MU.68.F.1.2 | Create an original composition that reflects various performances that use "traditional" and contemporary technologies. Remarks: e.g., MIDI, Internet video resources, personal digital assistants, MP3 players, cell phones, digital recording, music software
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| BENCHMARK CODE | BENCHMARK |
| MU.68.F.2.1 | Describe several routes a composition or performance could travel from creator to consumer. Remarks: e.g., MIDI and other technology, production, sharing on the Internet, home studios, professional recording studios, sales
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| MU.68.F.2.2 | Describe how concert attendance can financially impact a community. Remarks: e.g., increased revenues at restaurants, hotels, and travel agencies; venue maintenance, parking attendants
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| BENCHMARK CODE | BENCHMARK |
| MU.68.F.3.1 | Describe how studying music can enhance citizenship, leadership, and global thinking. Remarks: e.g., dedication to mastering a task, problem-solving, self-discipline, dependability, ability to organize, cultural awareness, mutual respect
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| MU.68.F.3.2 | Investigate and discuss laws that protect intellectual property, and practice safe, legal, and responsible acquisition and use of musical media.
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| MU.68.F.3.3 | Identify the tasks involved in the compositional process and discuss how the process might be applied in the work place. Remarks: e.g., idea, development, editing, selling, revising, testing, presenting
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| BENCHMARK CODE | BENCHMARK |
| MU.912.C.1.1 | Apply listening strategies to promote appreciation and understanding of unfamiliar musical works. Remarks: e.g., listening maps, active listening, checklists
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| MU.912.C.1.2 | Compare, using correct music vocabulary, the aesthetic impact of two or more performances of a musical work to one’s own hypothesis of the composer’s intent. Remarks: e.g., quality recordings, individual and peer-group performances, composer notes, instrumentation, expressive elements, title
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| MU.912.C.1.3 | Analyze instruments of the world and classify them by common traits. Remarks: e.g., classical and folk instruments from around the world
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| MU.912.C.1.4 | Compare and perform a variety of vocal styles and ensembles.
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| BENCHMARK CODE | BENCHMARK |
| MU.912.C.2.1 | Evaluate and make appropriate adjustments to personal performance in solo and ensembles.
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| MU.912.C.2.2 | Evaluate performance quality in recorded and/or live performances.
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| MU.912.C.2.3 | Evaluate one’s own or other’s compositions and/or improvisations and generate improvements independently or cooperatively.
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| BENCHMARK CODE | BENCHMARK |
| MU.912.C.3.1 | Make critical evaluations, based on exemplary models, of the quality and effectiveness of performances and apply the criteria to personal development in music.
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| BENCHMARK CODE | BENCHMARK |
| MU.912.S.1.1 | Improvise rhythmic and melodic phrases over harmonic progressions. Remarks: e.g., using text or scat syllables
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| MU.912.S.1.2 | Compose music for voices and/or acoustic, digital, or electronic instruments.
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| MU.912.S.1.3 | Arrange a musical work by manipulating two or more aspects of the composition. Remarks: e.g., texture, mode, form, tempo, voicing
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| MU.912.S.1.4 | Perform and notate, independently and accurately, melodies by ear. Remarks: e.g., singing, playing, writing
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| MU.912.S.1.5 | Research and report on the impact of MIDI as an industry-standard protocol.
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| MU.912.S.1.6 | Synthesize music, MIDI, pod-casting, webpage-development, and/or similar technology-based skills to share knowledge. Remarks: e.g., history of electronic music and musicians; physics of sound; signal flow; effects of MIDI on studios, instruments, musicians, and producers
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| MU.912.S.1.7 | Combine and/or create virtual and audio instruments.
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| MU.912.S.1.8 | Record, mix, and edit a recorded performance.
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| MU.912.S.1.9 | Score music and use Foley art for a video segment or full video.
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| BENCHMARK CODE | BENCHMARK |
| MU.912.S.2.1 | Apply the ability to memorize and internalize musical structure, accurate and expressive details, and processing skills to the creation or performance of music literature. Remarks: e.g., memorization, sequential process
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| MU.912.S.2.2 | Transfer expressive elements and performance techniques from one piece of music to another.
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| BENCHMARK CODE | BENCHMARK |
| MU.912.S.3.1 | Synthesize a broad range of musical skills by performing a varied repertoire with expression, appropriate stylistic interpretation, technical accuracy, and kinesthetic energy.
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| MU.912.S.3.2 | Sight-read music accurately and expressively to show synthesis of skills. Remarks: e.g., musical elements, expressive qualities, performance technique
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| MU.912.S.3.3 | Transcribe aurally presented songs into melodic and/or rhythmic notation to show synthesis of aural and notational skills.
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| MU.912.S.3.4 | Analyze and describe the effect of rehearsal sessions and/or strategies on refinement of skills and techniques.
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| MU.912.S.3.5 | Develop and demonstrate proper vocal or instrumental technique. Remarks: e.g., posture, breathing, fingering, embouchure, bow technique, tuning, strumming |
| BENCHMARK CODE | BENCHMARK |
| MU.912.O.1.1 | Evaluate the organizational principles and conventions in musical works and discuss their effect on structure. Remarks: e.g., rhythm, melody, timbre, form, tonality, harmony, texture; solo, chamber ensemble, large ensemble
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| BENCHMARK CODE | BENCHMARK |
| MU.912.O.2.1 | Transfer accepted composition conventions and performance practices of a specific style to a contrasting style of music.
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| MU.912.O.2.2 | Transpose melodies into different modalities through performance and composition.
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| BENCHMARK CODE | BENCHMARK |
| MU.912.O.3.1 | Analyze expressive elements in a musical work and describe how the choices and manipulations of the elements support, for the listener, the implied meaning of the composer/performer. Remarks: e.g., tempo markings, expression markings, articulation markings, phrasing, scales, modes, harmonic structure, timbre choice, rhythm, orchestration
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| MU.912.O.3.2 | Interpret and perform expressive elements indicated by the musical score and/or conductor.
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| BENCHMARK CODE | BENCHMARK |
| MU.912.H.1.1 | Investigate and discuss how a culture’s traditions are reflected through its music. Remarks: e.g., patriotic, folk, celebration, entertainment, spiritual
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| MU.912.H.1.2 | Compare the work of, and influences on, two or more exemplary composers in the performance medium studied in class. Remarks: e.g., vocal, instrumental, guitar, keyboard, electronic, handbells
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| MU.912.H.1.3 | Compare two or more works of a composer across performance media. Remarks: e.g., orchestral and choral; guitar and string quartet; piano solo and piano concerto
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| MU.912.H.1.4 | Analyze how Western music has been influenced by historical and current world cultures.
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| MU.912.H.1.5 | Analyze music within cultures to gain understanding of authentic performance practices.
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| BENCHMARK CODE | BENCHMARK |
| MU.912.H.2.1 | Evaluate the social impact of music on specific historical periods.
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| MU.912.H.2.2 | Analyze current musical trends, including audience environments and music acquisition, to predict possible directions of music.
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| MU.912.H.2.3 | Analyze the evolution of a music genre. Remarks: e.g., jazz, blues
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| MU.912.H.2.4 | Examine the effects of developing technology on composition, performance, and acquisition of music.
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| BENCHMARK CODE | BENCHMARK |
| MU.912.H.3.1 | Apply knowledge of science, math, and music to demonstrate, through an acoustic or digital performance medium, how sound production affects musical performance. Remarks: e.g., acoustics, sound amplification, materials, mechanics
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| MU.912.H.3.2 | Combine personal interest with skills and knowledge from a non-music class to explore, design, and present a music-based or music-enhanced topic of interest to demonstrate the ability to make transfers across contexts. Remarks: e.g., music and health, Holocaust, tolerance, African American history, world languages, scientific research, data analysis, problem-solving, public speaking
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| BENCHMARK CODE | BENCHMARK |
| MU.912.F.1.1 | Analyze and evaluate the effect of "traditional" and contemporary technologies on the development of music.
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| MU.912.F.1.2 | Incorporate or adapt new, emerging, or previously unfamiliar technology to create an innovative composition, music project, or related product.
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| BENCHMARK CODE | BENCHMARK |
| MU.912.F.2.1 | Design or refine a résumé for application to higher education or the workforce that highlights marketable skills and knowledge gained through music training. Remarks: e.g., repertoire lists, technology-based work, ability to research and analyze, and examples of leadership and collaborative skills
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| MU.912.F.2.2 | Analyze the effect of the arts and entertainment industry on the economic and social health of communities and regions. Remarks: e.g., community revitalization, industry choosing new locations, cultural and social enrichment
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| MU.912.F.2.3 | Compare the organizational structure of a professional orchestra, chorus, quintet, or other ensemble to that of a business. Remarks: e.g., leadership, financial needs and structure, marketing, personnel matters, manager, travel
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| BENCHMARK CODE | BENCHMARK |
| MU.912.F.3.1 | Analyze and describe how meeting one’s responsibilities in music offers opportunities to develop leadership skills, and identify personal examples of leadership in school and/or non-school settings.
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| MU.912.F.3.2 | Summarize copyright laws that govern printed, recorded, and on-line music to promote legal and responsible use of intellectual property and technology.
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| MU.912.F.3.3 | Define, prioritize, monitor, and successfully complete tasks related to individual musical performance or project presentation, without direct oversight, demonstrating skills for use in the workplace.
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| MU.912.F.3.4 | Design and implement a personal learning plan, related to the study of music, which demonstrates self-assessment, brain-storming, decision-making, and initiative to advance skills and/or knowledge.
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This report was generated by CPALMS - www.cpalms.org