Music Standard 1 – Singing - Students will sing alone and with others, a varied repertoire of music.
Grade Grade Level SPI Level 1 SPI Level 2 SPI Level 3
Expectation (GLE) 1.1
K.1.1 Develop skill in singing Demonstrate, vocally, singing and Sing, with others, a simple song on Sing, alone, a simple song on pitch.
simple songs. speaking voices pitch.
1.1.1 Develop skill in singing Sing, with others, a simple song on Sing a simple song on pitch. Sing a simple song on pitch in an
a variety of children’s pitch. established key.
songs.
2.1.1 Develop skill in singing, Sing pentatonic songs accurately. Sing pentatonic and diatonic songs Sing pentatonic and diatonic songs
alone and with others, accurately. accurately with good vocal technique
major/minor pentatonic (e.g., posture, breathing, blending).
and major/minor
diatonic songs.
3.1.1 Sing melodies, Sing a melody with accurate rhythm Sing a melody with accurate rhythm, Sing a melody with accurate rhythm,
expressively, with and pitch (solfege and/or lyrics). pitch (solfege and/or lyrics), and pitch (solfege and/or lyrics),
accurate rhythm and dynamics. dynamics, and tempo.
pitch (solfege and/or
lyrics)..
4.1.1 Sing melodies in varied Sing a melody with accurate pitch Sing a melody with accurate pitch, Sing a melody with accurate pitch,
styles with accurate and rhythm. rhythm, and dynamics. rhythm, dynamics, and tempo.
pitch and rhythm.
5.1.1 Sing melodies in varied Sing a melody with accurate pitch, Sing a melody with accurate pitch, Sing a melody with accurate pitch,
modes with appropriate rhythm, dynamics, and tempo. rhythm, dynamics, tempo, and rhythm, and musicality.
style, accurate pitch, and phrasing.
rhythm.
Not from the State of Tennessee
Compiled from State documents.
Music Standard 1 – Singing - Students will sing alone and with others, a varied repertoire of music.
Grade Grade Level SPI Level 1 SPI Level 2 SPI Level 3
Expectation (GLE) 1.2
K.1.2 Explore high and low Demonstrate, vocally, high and low Sing a so-mi pattern Sing, matching pitch, a so-mi pattern.
pitches. pitches.
1.1.2 Reproduce high, middle, Perform, vocally, a high-middle-low Sing a so-mi-la pattern. Sing, matching pitch, a so-mi-la
and low pitches vocally. pattern. pattern.
2.1.2 Develop proper vocal Exhibit correct singing posture. Exhibit correct singing posture and Exhibit correct singing posture, open
technique. open mouth. mouth, and good tone.
3.1.2 Demonstrate proper Exhibit good posture, grade- Exhibit good posture, grade- Exhibit good posture, grade-
vocal technique. appropriate diction, and breath appropriate diction, breath control, appropriate diction, breath control,
control. and tone in head and/or chest voice. and tone in both head and chest
voice.
4.1.2 Demonstrate proper Exhibit, within a large group setting, Exhibit, in a group setting, good Demonstrate, alone, proper posture,
vocal technique. good posture, grade-appropriate posture, grade-appropriate diction, grade-appropriate diction, breath
diction, breath control, and tone in breath control, and tone in both head control, and tone in both head and
head and/or chest voice. and chest voice. chest voice.
5.1.2 Demonstrate the ability Exhibit good posture, grade- Demonstrate proper posture, grade- Demonstrate proper vocal technique
to sing expressively appropriate diction, breath control, appropriate diction, breath control, in both head and chest voice.
using proper vocal and tone in both head and chest and tone in both head and chest
technique. voice. voice.
Not from the State of Tennessee
Compiled from State documents.
Music Standard 1 – Singing - Students will sing alone and with others, a varied repertoire of music.
Grade Grade Level SPI Level 1 SPI Level 2 SPI Level 3
Expectation (GLE) 1.3
K.1.3 Explore upward and Create vocal sounds that move Sing, with a group, short melodic Sing, with a group, a simple song that
downward direction upward and downward in response to patterns that move upward and moves upward and downward.
vocally. visual and movement cues. downward.
1.1.3 Reproduce upward and Sing, with a group, short melodic Sing, with a group, a simple song that Sing a simple song, accurately
downward directions patterns that move upward and moves upward and downward. reproducing melodic direction.
vocally. downward.
2.1.3 Develop skill in Speak, in a group, a vocal ostinato to Speak/sing, in a group, a vocal Sing, in a group, a vocal ostinato
speaking/singing simple accompany a poem or song. ostinato while the teacher speaks a while the teacher sings a melody.
ostinati to produce poem or sings a melody.
harmony.
3.1.3 Develop skills for Speak simple ostinati in small and/or Sing simple ostinati in small and/or Sing partner songs in small and/or
singing harmony. large groups. large groups. large groups.
4.1.3 Demonstrate skills for Sing partner songs (two songs) in Sing partner songs (two or three Sing partner songs and rounds and/or
singing harmony. small and/or large groups. songs) in small and/or large groups. canons in small and/or large groups.
5.1.3 Demonstrate skills for Sing partner songs and/or rounds and Sing rounds and canons while Sing two-part harmony of varied
singing in parts. canons. maintaining tempo and pitch. repertoire.
Not from the State of Tennessee
Compiled from State documents.
Music Standard 2 – Playing Instruments- Students will perform on instruments, alone and with others, a varied repertoire of music.
Grade Grade Level SPI Level 1 SPI Level 2 SPI Level 3
Expectation (GLE) 2.1
K.2.1 Develop skill in Identify a steady beat. Imitate a steady beat (using body percussion Maintain a steady beat independently.
reproducing steady beat. or instruments).
1.2.1 Reproduce and maintain Imitate a steady beat (using body percussion Maintain a steady beat independently. Maintain a steady beat at varying tempos.
a steady beat. or instruments).
2.2.1 Perform steady beat and Maintain a steady beat independently. Play simple rhythmic patterns in duple meter. Maintain a steady beat in group A while group
simple rhythm patterns B plays a simple rhythm.
in duple meter.
3.2.1 Play rhythmic patterns Demonstrate basic rhythmic patterns (quarter Perform basic rhythmic patterns (half notes, Perform basic rhythmic patterns (dotted half
on non-pitched notes, paired eighth notes, quarter rests) on quarter notes, paired eighth notes, quarter notes, half notes, quarter notes, paired eighth
non-pitched instruments using proper rests) in duple meter on non-pitched notes, quarter rests) in duple and triple meters
instruments. technique. instruments using proper technique. on non-pitched instruments using proper
technique.
4.2.1 Demonstrate basic Perform basic rhythmic patterns (half notes, Perform basic rhythmic patterns (dotted half Perform rhythmic patterns (dotted half notes,
rhythmic patterns in quarter notes, paired eighth notes, quarter notes, half notes, quarter notes, paired eighth half notes, quarter notes, eighth notes, half
rests) in duple meter on non-pitched notes, quarter rests) in duple and triple meters rests and quarter rests) in duple and triple
duple and triple meter instruments using proper technique. on non-pitched instruments using proper meters on non-pitched instruments using
on non-pitched technique. proper technique.
instruments using
correct technique.
5.2.1 Demonstrate simple and Perform basic rhythmic patterns (dotted half Perform rhythmic patterns (dotted half, half, Perform simple and complex rhythm patterns
complex patterns notes, half notes, quarter notes, paired eighth dotted quarter, quarter, eighth, and sixteenth in small and large ensembles.
notes, half rests, quarter rests) in duple and notes, and half, quarter, and eighth rests) in
including syncopation triple meters on non-pitched instruments using duple and triple meters on non-pitched
in various meters on proper technique. instruments using proper technique.
pitched and/or non-
pitched instruments
using correct technique.
Not from the State of Tennessee
Compiled from State documents.
Music Standard 2 – Playing Instruments- Students will perform on instruments, alone and with others, a varied repertoire of music.
Grade Grade Level SPI Level 1 SPI Level 2 SPI Level 3
Expectation (GLE) 2.1
K.2.1 Develop skill in Identify a steady beat. Imitate a steady beat (using body percussion Maintain a steady beat independently.
reproducing steady beat. or instruments).
1.2.1 Reproduce and maintain Imitate a steady beat (using body percussion Maintain a steady beat independently. Maintain a steady beat at varying tempos.
a steady beat. or instruments).
2.2.1 Perform steady beat and Maintain a steady beat independently. Play simple rhythmic patterns in duple meter. Maintain a steady beat in group A while group
simple rhythm patterns B plays a simple rhythm.
in duple meter.
3.2.1 Play rhythmic patterns Demonstrate basic rhythmic patterns (quarter Perform basic rhythmic patterns (half notes, Perform basic rhythmic patterns (dotted half
on non-pitched notes, paired eighth notes, quarter rests) on quarter notes, paired eighth notes, quarter notes, half notes, quarter notes, paired eighth
non-pitched instruments using proper rests) in duple meter on non-pitched notes, quarter rests) in duple and triple meters
instruments. technique. instruments using proper technique. on non-pitched instruments using proper
technique.
4.2.1 Demonstrate basic Perform basic rhythmic patterns (half notes, Perform basic rhythmic patterns (dotted half Perform rhythmic patterns (dotted half notes,
rhythmic patterns in quarter notes, paired eighth notes, quarter notes, half notes, quarter notes, paired eighth half notes, quarter notes, eighth notes, half
rests) in duple meter on non-pitched notes, quarter rests) in duple and triple meters rests and quarter rests) in duple and triple
duple and triple meter instruments using proper technique. on non-pitched instruments using proper meters on non-pitched instruments using
on non-pitched technique. proper technique.
instruments using
correct technique.
5.2.1 Demonstrate simple and Perform basic rhythmic patterns (dotted half Perform rhythmic patterns (dotted half, half, Perform simple and complex rhythm patterns
complex patterns notes, half notes, quarter notes, paired eighth dotted quarter, quarter, eighth, and sixteenth in small and large ensembles.
notes, half rests, quarter rests) in duple and notes, and half, quarter, and eighth rests) in
including syncopation triple meters on non-pitched instruments using duple and triple meters on non-pitched
in various meters on proper technique. instruments using proper technique.
pitched and/or non-
pitched instruments
using correct technique.
Not from the State of Tennessee
Compiled from State documents.
Grade Grade Level SPI Level 1 SPI Level 2 SPI Level 3
Expectation (GLE) 2.2
K.2.2 Explore playing Identify long/short and fast/slow sounds. Imitate long/short and fast/slow sounds. Choose and play long/short and/or
long/short and fast/slow fast/slow sounds appropriate for song,
sounds. story, poem, or recorded selection.
2.2.2 Play instruments using Demonstrate correct technique for Demonstrate correct technique for playing Play instruments with correct technique
correct technique. holding instruments and/or mallets. instruments. producing a good tone.
3.2.2 Play melodies on Perform, in small or large groups, basic Perform, alone, basic melodies on a Perform, alone and/or in small or large
pitched instruments. melodies on a pentatonic scale (four- pentatonic scale (four-measure minimum). groups, basic melodies based on a major
measure minimum). scale including steps, skips, leaps and
repeated notes (four-measure minimum).
4.2.2 Demonstrate simple Perform, alone, simple melodies on a Perform, alone or in groups, melodies Perform melodies based on selected
melodies on pitched pentatonic scale (four-measure minimum). based on selected major scales including major and minor scales.
instruments using steps, skips, leaps and repeated notes
correct technique. (four-measure minimum).
5.2.2 Exhibit skill in playing Play, alone or in groups, simple melodies Play melodies based on selected major Play, with others, ostinati, partner songs,
simple orchestrations based on selected major scales including and minor scales. and/or rounds/canons.
on pitched and/or non- steps, skips, leaps, and repeated notes
pitched instruments (four-measure minimum).
using correct technique.
Music Standard 2 – Playing Instruments- Students will perform on instruments, alone and with others, a varied repertoire of music.
Grade Grade Level SPI Level 1 SPI Level 2 SPI Level 3
Expectation (GLE) 2.2
K.2.2 Explore playing Identify long/short and fast/slow sounds. Imitate long/short and fast/slow sounds. Choose and play long/short and/or
long/short and fast/slow fast/slow sounds appropriate for song,
sounds. story, poem, or recorded selection.
1.2.2 Perform short rhythm Imitate long/short and fast/slow sounds. Perform short rhythm patterns using body Perform short rhythm patterns using
patterns. percussion. instruments.
2.2.2 Play instruments using Demonstrate correct technique for Demonstrate correct technique for playing Play instruments with correct technique
correct technique. holding instruments and/or mallets. instruments. producing a good tone.
3.2.2 Play melodies on Perform, in small or large groups, basic Perform, alone, basic melodies on a Perform, alone and/or in small or large
pitched instruments. melodies on a pentatonic scale (four- pentatonic scale (four-measure minimum). groups, basic melodies based on a major
measure minimum). scale including steps, skips, leaps and
repeated notes (four-measure minimum).
4.2.2 Demonstrate simple Perform, alone, simple melodies on a Perform, alone or in groups, melodies Perform melodies based on selected
melodies on pitched pentatonic scale (four-measure minimum). based on selected major scales including major and minor scales.
instruments using steps, skips, leaps and repeated notes
correct technique. (four-measure minimum).
5.2.2 Exhibit skill in playing Play, alone or in groups, simple melodies Play melodies based on selected major Play, with others, ostinati, partner songs,
simple orchestrations on based on selected major scales including and minor scales. and/or rounds/canons.
pitched and/or non- steps, skips, leaps, and repeated notes
pitched instruments (four-measure minimum).
using correct technique.
Not from the State of Tennessee
Compiled from State documents.
Music Standard 2 – Playing Instruments- Students will perform on instruments, alone and with others, a varied repertoire of music.
Grade Grade Level SPI Level 1 SPI Level 2 SPI Level 3
Expectation (GLE) 2.3
K.2.3 Play high and low Identify high and low sounds. Perform high and low sounds from visual Choose and play high or low sounds
sounds. or verbal cues. appropriate for song, story, poem, or
recorded selection.
1.2.3 Reproduce upward and Identify upward and downward direction Demonstrate upward and downward Perform ascending and descending scale
downward directions of on pitched instruments. direction on pitched instruments. songs on pitched instruments.
melodies.
2.2.3 Play a simple ostinato to Play a simple ostinato. Play a simple ostinato in a group to Perform a melodic ostinato to accompany
accompany a accompany a poem/song. a song.
poem/song.
3.2.3 Play rhythmic and/or Demonstrate a basic accompaniment (steady Demonstrate a basic accompaniment in duple Demonstrate an accompaniment in duple and
melodic beat) in duple meter on non-pitched meter on pitched (two-note chords, broken triple meter using basic rhythms on pitched
instruments. two-note chords, and three-note chords) and instruments (two-note chords, broken two-
accompaniments. non-pitched (steady beat) instruments. note chords, three-note chords, and/or
arpeggios) and varying rhythm patterns (half
notes, quarter notes, paired eighth notes,
quarter rests) on non-pitched instruments.
4.2.3 Demonstrate simple Perform a basic accompaniment in duple Perform an accompaniment in duple and/or Perform an accompaniment on pitched and
rhythmic and/or melodic meter on pitched (two-note chords, broken triple meter using basic rhythms on pitched non-pitched instruments using a score that
two-note chords, and three-note chords) and instruments (two-note chords, broken two- includes varying rhythms, pitches, and parts.
accompaniments using on non-pitched (steady beat) instruments. note chords, three-note chords and/or
correct technique. arpeggios) and an accompaniment in duple
and/or triple meters using varying rhythm
patterns (dotted half notes, half notes, quarter
notes, paired eighth notes, quarter rests) on
non-pitched instruments.
Not from the State of Tennessee
Compiled from State documents.
Music Standard 2 – Playing Instruments- Students will perform on instruments, alone and with others, a varied repertoire of music.
5.2.3 5.2.3 Perform rhythmic Perform an accompaniment (two-note chords, Perform an accompaniment on pitched and/or Perform an accompaniment on pitched or non-
and/or melodic broken two-note chords, three-note chords, non-pitched instruments using an pitched instruments using an orchestration that
and/or arpeggios) in duple and triple meter orchestration that includes varying rhythms, includes varying instrumentation, rhythms,
accompaniments using using basic rhythms on pitched instruments, pitches, and parts. and pitches.
correct technique. and an accompaniment using varying rhythm
patterns (dotted half notes, half notes, quarter
notes, paired eighth notes, quarter rests) on
non-pitched instruments.
Not from the State of Tennessee
Compiled from State documents.
Music Standard 2 – Playing Instruments- Students will perform on instruments, alone and with others, a varied repertoire of music.
Grade Grade Level SPI Level 1 SPI Level 2 SPI Level 3
Expectation (GLE) 2.4
3.2.4 Play, using appropriate Use dynamic markings on a given Maintain a tempo by following the Demonstrate tempo and dynamic
expressive markings. melody or rhythm pattern. conductor. changes.
4.2.4 Demonstrate simple Demonstrate tempo changes and Demonstrate dynamics, phrasing, and Demonstrate expressive qualities in
melodies with dynamics when playing a music tempo changes when playing a music performance (e.g. dynamics, balance,
appropriate expressive example. example. tempo changes, phrase markings).
markings.
5.2.4 Perform with Demonstrate dynamics, phrasing, and Demonstrate expressive qualities Demonstrate, through performance,
appropriate expressive tempo changes when playing a given (e.g., dynamics, balance, tempo expressive qualities in an ensemble
qualities in various example. changes, phrasing) in performance of setting.
genres. a given example.
Not from the State of Tennessee
Compiled from State documents.
Music Standard 3 – Improvising – Students will improvise melodies, variations, and accompaniments.
Grade Grade Level SPI Level 1 SPI Level 2 SPI Level 3
Expectation (GLE) 3.1
K.3.1 Create instrumental Explore playing sounds non-rhythmically Explore playing sounds non-rhythmically Select appropriate sounds from teacher-
sounds to accompany using body percussion. using percussion instruments. provided instruments.
songs, poems, and
stories.
1.3.1 Create musical sounds Explore sounds using voice, body Improvise appropriate sounds, from Improvise appropriate sounds, using
to accompany songs, percussion, or classroom instruments in teacher-provided parameters, to voice or classroom instruments, to
poems, and/or stories. response to a song, poem, or story. accompany a song, poem, or story. accompany teacher-selected song, poem,
or story.
2.3.1 Improvise using the Improvise appropriate sounds using Improvise, on pitched instruments Improvise, on pitched instruments
word rhythms of songs, voice, body percussion or classroom (pentatonic) and/or vocally, using a given (pentatonic) and/or vocally, using the
poems, and stories. instruments within teacher-provided rhythm pattern. rhythm of a song or poem.
parameters to accompany a song, poem,
or story.
3.3.1 Improvise melodies Improvise a four-beat melody using a Improvise an eight-beat melody using a Improvise an eight-beat melody using a
using a pentatonic scale. pentatonic scale within teacher-given pentatonic scale within teacher-given pentatonic scale.
parameters. parameters.
4.3.1 Improvise, vocally Improvise an eight-beat melody using a Improvise an eight-beat melody using a Improvise, on a variety of instruments, an
and/or instrumentally, pentatonic scale within teacher-given pentatonic scale. eight-beat melody using a pentatonic
two measure melodies parameters. scale.
using a pentatonic scale.
5.3.1 Improvise, vocally and Improvise an eight-beat melody on a Improvise, on a variety of instruments Improvise, on a variety of instruments
instrumentally, a two- to pentatonic scale. (may include recorder), an eight-beat (including recorder). an eight-beat melody
four-measure melody on melody based on a pentatonic scale. using a pentatonic scale
a pentatonic scale.
Not from the State of Tennessee
Compiled from State documents.
Music Standard 3 – Improvising – Students will improvise melodies, variations, and accompaniments.
Grade Grade Level SPI Level 1 SPI Level 2 SPI Level 3
Expectation (GLE) 3.2
K.3.2 Create vocal sounds to Explore random vocal sounds. Explore selected vocal sounds. Improvise vocal sounds appropriate to the
accompany songs, teacher-selected song, poem, or story.
poems, and stories.
1.3.2 Improvise, vocally, Explore selected vocal sounds. Improvise vocal sounds and/or melodic Improvise, vocally, short melodic phrases
sounds and/or short phrases appropriate to the teacher- in response to simple musical questions.
melodic fragments. selected song, poem, or story.
2.3.2 Improvise, vocally, Improvise vocal sounds and/or Improvise, vocally, short melodic phrases Improvise a vocal phrase within teacher-
short melodic phrases. melodic phrases appropriate to a teacher- in response to simple musical questions. given parameters.
selected song, poem, or story.
3.3.2 Improvise rhythmic Improvise an eight-beat rhythm pattern Improvise an eight-beat rhythm pattern Improvise an eight-beat pattern using half
patterns. consisting of quarter notes, paired eighth consisting of half notes, quarter notes, notes, quarter notes, paired eighth notes,
notes and/or quarter rests using body paired eighth notes, and/or quarter rests. and quarter rests.
percussion or non-pitched instruments.
4.3.2 Improvise rhythm Improvise an eight-beat rhythm pattern Improvise an eight-beat pattern using half Improvise an eight-beat pattern using half
patterns consisting of half notes, quarter notes, notes, quarter notes, paired eighth notes, notes, quarter notes, paired eighth notes,
paired eighth notes, and quarter rests. and/or quarter rests while maintaining a quarter rests, and/or half rests while
steady tempo. maintaining a steady tempo.
5.3.2 Improvise a two- to four- Improvise an eight-beat pattern using half Improvise an eight-beat pattern using half Improvise a sixteen-beat pattern using
measure rhythmic notes, quarter notes, paired eighth notes notes, quarter notes, paired eighth notes, half notes, quarter notes, paired eighth
accompaniment to and/or quarter rests while maintaining a half rests,and/or quarter rests while notes, sixteenth notes, half rests, and
varying musical styles. steady tempo. maintaining a steady tempo. quarter rests while maintaining a steady
tempo.
Not from the State of Tennessee
Compiled from State documents.
Music Standard 3 – Improvising – Students will improvise melodies, variations, and accompaniments.
Grade Grade Level SPI Level 1 SPI Level 2 SPI Level 3
Expectation (GLE) 3.3
1.3.3 Improvise creative Explore movement in response to Improvise movements appropriate to Improvise, in a group, appropriate
movement within a teacher-provided parameters. teacher-selected song, poem, story or movements to show selected musical
musical context. listening example. forms and/or expressive qualities.
3.3.3 Improvise question and Improvise an answer to a teacher- Improvise an answer to a teacher- Improvise, in pairs, a four-or eight-
answer phrases. given four beat question using body given eight-beat question using body beat question and answer using body
percussion or non-pitched percussion or non-pitched percussion or non-pitched
instruments instruments. instruments.
5.3.3 Improvise two- to four- Improvise, in pairs, a four- or eight- Improvise, in pairs, a four- or eight- Improvise, in pairs, an eight- or
measure question and beat question and answer phrase beat question and answer phrase on sixteen-beat question and answer
answer phrases. using body percussion or non-pitched pitched instruments (may include phrase on pitched instruments (may
instruments. recorder). include recorder).
3.3.3 Improvise question and Improvise an answer to a teacher- Improvise an answer to a teacher- Improvise, in pairs, a four-or eight-
answer phrases. given four beat question using body given eight-beat question using body beat question and answer using body
percussion or non-pitched percussion or non-pitched percussion or non-pitched
instruments instruments. instruments.
4.3.3 Improvise, vocally Improvise an answer to a teacher- Improvise, with a partner, a four- or Improvise, with a partner, a four- or
and/or instrumentally, given eight-beat question using body eight-beat question and answer using eight-beat question and answer on
question and/or percussion or non-pitched body percussion or non-pitched pitched instruments (may include
answers. instruments. instruments. recorder).
5.3.3 Improvise two- to four- Improvise, in pairs, a four- or eight- Improvise, in pairs, a four- or eight- Improvise, in pairs, an eight- or
measure question and beat question and answer phrase beat question and answer phrase on sixteen-beat question and answer
answer phrases. using body percussion or non-pitched pitched instruments (may include phrase on pitched instruments (may
instruments. recorder). include recorder).
Not from the State of Tennessee
Compiled from State documents.
Music Standard 3 – Improvising – Students will improvise melodies, variations, and accompaniments.
Grade Grade Level SPI Level 1 SPI Level 2 SPI Level 3
Expectation (GLE) 3.3
K.3.3 Improvise creative Explore movement in response to a Explore movement in response to Improvise movements appropriate to
movement to given song, poem, story, or listening teacher-provided parameters. teacher-selected song, poem, story, or
accompany songs, example. listening example.
poems, stories, and
listening examples.
1.3.3 Improvise creative Explore movement in response to Improvise movements appropriate to Improvise, in a group, appropriate
movement within a teacher-provided parameters. teacher-selected song, poem, story or movements to show selected musical
musical context. listening example. forms and/or expressive qualities.
2.3.3 Improvise creative Improvise movements Improvise, in a group, appropriate Improvise, individually, appropriate
movement within a appropriate to teacher-selected song, movements to show selected musical movements to show selected musical
musical context. poem, story, or listening example. forms and/or expressive qualities. forms and/or expressive qualities.
3.3.3 Improvise question and Improvise an answer to a teacher- Improvise an answer to a teacher- Improvise, in pairs, a four-or eight-
answer phrases. given four beat question using body given eight-beat question using body beat question and answer using body
percussion or non-pitched percussion or non-pitched percussion or non-pitched
instruments instruments. instruments.
4.3.3 Improvise, vocally Improvise an answer to a teacher- Improvise, with a partner, a four- or Improvise, with a partner, a four- or
and/or instrumentally, given eight-beat question using body eight-beat question and answer using eight-beat question and answer on
question and/or percussion or non-pitched body percussion or non-pitched pitched instruments (may include
answers. instruments. instruments. recorder).
5.3.3 Improvise two- to four- Improvise, in pairs, a four- or eight- Improvise, in pairs, a four- or eight- Improvise, in pairs, an eight- or
measure question and beat question and answer phrase beat question and answer phrase on sixteen-beat question and answer
answer phrases. using body percussion or non-pitched pitched instruments (may include phrase on pitched instruments (may
instruments. recorder). include recorder).
Not from the State of Tennessee
Compiled from State documents.
Music Standard 3 – Improvising – Students will improvise melodies, variations, and accompaniments.
Grade Grade Level SPI Level 1 SPI Level 2 SPI Level 3
Expectation (GLE) 3.4
3.3.4 Improvise, vocally or Improvise a simple four-beat Improvise a simple four-beat Improvise a simple eight-beat
instrumentally, a simple accompaniment on body percussion accompaniment, vocally or on body accompaniment, vocally or on body
accompaniment or within teacher-given parameters. percussion, within teacher-given percussion or non-pitched
ostinato. parameters. instruments, within teacher-given
parameters.
4.3.4 Improvise a simple Improvise a simple four-beat Improvise a simple eight-beat Improvise a simple eight-beat
instrumental accompaniment on body percussion accompaniment on body percussion accompaniment on non-pitched or
accompaniment. or non-pitched instruments within or non-pitched instruments within pitched instruments within teacher-
teacher-given parameters. teacher-given parameters. given parameters.
5.3.4 Improvise a two- to four- Improvise a simple eight-beat Improvise a simple eight-beat Improvise an eight-beat
measure melodic accompaniment on body percussion accompaniment on pitched accompaniment on pitched
accompaniment within or non-pitched instruments within instruments within teacher-given instruments based on a pentatonic
teacher-given teacher-given parameters. parameters. scale.
parameters.
Not from the State of Tennessee
Compiled from State documents.
Music Standard 4 – Composing – Students will compose and arrange music within specific guidelines.
Grade Grade Level SPI Level 1 SPI Level 2 SPI Level 3
Expectation (GLE) 4.1
1.4.1 Compose short Create and demonstrate a composition using Create and demonstrate a composition using Create and demonstrate a four-beat rhythm
beat/rhythm patterns. sounds/silence. long/short sounds. composition using quarter notes, paired eighth
notes, and/or quarter rests.
2.4.1 Compose short rhythm Create and demonstrate a four-beat rhythm Create and demonstrate a four-beat rhythm Create and demonstrate an eight-beat rhythm
patterns. pattern. composition using quarter notes, paired eighth composition using quarter notes, paired eighth
notes, and/or quarter rests. notes, and/or quarter rests.
3.4.1 Create a rhythmic Create and demonstrate a four-measure Create and demonstrate a four-measure Create and demonstrate a four-measure
composition. rhythmic composition consisting of quarter rhythmic composition consisting of half notes, rhythmic composition that consists of half
notes, paired eighth notes and/or quarter rests. quarter notes, paired eighth notes, and/or notes, quarter notes, paired eighth notes, and
quarter rests. quarter rests.
4.4.1 Compose a simple four- Create and demonstrate a four-measure Create and demonstrate a four-measure Create and demonstrate a four-measure
measure melody in melodic question/answer composition. melodic composition in AB form. melodic composition in ABA form.
binary and/or ternary
forms.
5.4.1 Create, individually or Create and demonstrate, in a group setting, a Create and demonstrate, in a group setting, a Create and demonstrate, in a group setting, a
in groups, a simple four-measure instrumental or vocal melody four-measure instrumental or vocal melody four-measure instrumental or vocal melody
based on a pentatonic scale. based on a pentatonic scale with an ostinato based on a pentatonic scale with a simple
vocal or instrumental accompaniment. chordal accompaniment.
two-part composition
using teacher-given
parameters.
Not from the State of Tennessee
Compiled from State documents.
Music Standard 4 – Composing – Students will compose and arrange music within specific guidelines.
Grade Grade Level SPI Level 1 SPI Level 2 SPI Level 3
Expectation (GLE) 4.1
K.4.1 Create short Explore a variety of sounds. Create a composition using a variety of Create and demonstrate a composition using a
compositions using a sounds. variety of sounds.
variety of sounds.
1.4.1 Compose short Create and demonstrate a composition using Create and demonstrate a composition using Create and demonstrate a four-beat rhythm
beat/rhythm patterns. sounds/silence. long/short sounds. composition using quarter notes, paired eighth
notes, and/or quarter rests.
2.4.1 Compose short rhythm Create and demonstrate a four-beat rhythm Create and demonstrate a four-beat rhythm Create and demonstrate an eight-beat rhythm
patterns. pattern. composition using quarter notes, paired eighth composition using quarter notes, paired eighth
notes, and/or quarter rests. notes, and/or quarter rests.
3.4.1 Create a rhythmic Create and demonstrate a four-measure Create and demonstrate a four-measure Create and demonstrate a four-measure
composition. rhythmic composition consisting of quarter rhythmic composition consisting of half notes, rhythmic composition that consists of half
notes, paired eighth notes and/or quarter rests. quarter notes, paired eighth notes, and/or notes, quarter notes, paired eighth notes, and
quarter rests. quarter rests.
4.4.1 Compose a simple four- Create and demonstrate a four-measure Create and demonstrate a four-measure Create and demonstrate a four-measure
measure melody in melodic question/answer composition. melodic composition in AB form. melodic composition in ABA form.
binary and/or ternary
forms.
5.4.1 Create, individually or Create and demonstrate, in a group setting, a Create and demonstrate, in a group setting, a Create and demonstrate, in a group setting, a
in groups, a simple four-measure instrumental or vocal melody four-measure instrumental or vocal melody four-measure instrumental or vocal melody
based on a pentatonic scale. based on a pentatonic scale with an ostinato based on a pentatonic scale with a simple
vocal or instrumental accompaniment. chordal accompaniment.
two-part composition
using teacher-given
parameters.
Not from the State of Tennessee
Compiled from State documents.
Music Standard 4– Composing – Students will compose and arrange music within specific guidelines.
Grade Grade Level SPI Level 1 SPI Level 2 SPI Level 3
Expectation (GLE) 4.2
2.4.2 Compose short melodies Create and demonstrate a Create and demonstrate a Create and demonstrate a
using pitches from the composition using high and low composition using so and mi. composition using so, mi, and la.
pentatonic scale. sounds.
3.4.2 Compose a simple Create and demonstrate, vocally or Create and demonstrate, vocally or Create and demonstrate, vocally or
melody. instrumentally, a four-measure instrumentally, a four-measure instrumentally, a four-measure
melody based on a pentatonic scale. melody based on a pentatonic scale melody based on a pentatonic scale,
while maintaining a steady tempo. using dynamic contrast while
maintaining a steady tempo.
4.4.2 Compose a simple four- Create and demonstrate a four- Create and demonstrate a four- Create and demonstrate a four-
measure melody on a measure melody based on a measure melody based on a given measure melody based on a given
major and/or minor pentatonic scale. pentatonic or major scale. major or minor scale.
scale.
5.4.2 Compose a short Create and demonstrate a sound Create and demonstrate a two- to four- Create and demonstrate a two-to four-
melodic vocal or introduction, interlude, and coda to a measure rhythmic interlude for a measure melodic interlude for a given
instrumental given melody. given melody. melody.
introduction, interlude
and/or coda to given
melodies on major
Not from the State of Tennessee
Compiled from State documents.
Music Standard 4– Composing – Students will compose and arrange music within specific guidelines.
Grade Grade Level SPI Level 1 SPI Level 2 SPI Level 3
Expectation (GLE) 4.2
1.4.2 Compose short melodies Create and demonstrate a Create and demonstrate a Create and demonstrate a
using limited pitches. composition using up and down composition using high and low composition using so and mi.
sounds. sounds.
2.4.2 Compose short melodies Create and demonstrate a Create and demonstrate a Create and demonstrate a
using pitches from the composition using high and low composition using so and mi. composition using so, mi, and la.
pentatonic scale. sounds.
3.4.2 Compose a simple Create and demonstrate, vocally or Create and demonstrate, vocally or Create and demonstrate, vocally or
melody. instrumentally, a four-measure instrumentally, a four-measure instrumentally, a four-measure
melody based on a pentatonic scale. melody based on a pentatonic scale melody based on a pentatonic scale,
while maintaining a steady tempo. using dynamic contrast while
maintaining a steady tempo.
4.4.2 Compose a simple four- Create and demonstrate a four- Create and demonstrate a four- Create and demonstrate a four-
measure melody on a measure melody based on a measure melody based on a given measure melody based on a given
major and/or minor pentatonic scale. pentatonic or major scale. major or minor scale.
scale.
5.4.2 Compose a short Create and demonstrate a sound Create and demonstrate a two- to four- Create and demonstrate a two-to four-
melodic vocal or introduction, interlude, and coda to a measure rhythmic interlude for a measure melodic interlude for a given
instrumental given melody. given melody. melody.
introduction, interlude
and/or coda to given
melodies on major
and/or minor pentatonic
scales.
Not from the State of Tennessee
Compiled from State documents.
Music Standard 4 – Composing – Students will compose and arrange music within specific guidelines.
Grade Grade Level SPI Level 1 SPI Level 2 SPI Level 3
Expectation (GLE) 4.3
2.4.3 Compose simple Create a simple introduction for a Create a simple coda for a given Create a simple introduction and coda
introductions and codas. given piece. piece. for a given piece.
3.4.3 Compose a short Create and demonstrate a short Create and demonstrate a short Create and demonstrate a short
melodic, vocal or introduction to a given melody. introduction and coda to a given introduction, interlude and coda to a
instrumental, melody. given melody.
introduction, interlude
and/or coda.
4.4.3 Compose a short Create and demonstrate a short Create and demonstrate a short Create and demonstrate a two- to four-
melodic, vocal or introduction and coda to a given introduction, interlude and coda for a measure interlude for a given melody.
instrumental, melody. given melody.
introduction, interlude,
and/or coda using
teacher-given
parameters.
5.4.3 Create an arrangement Create an arrangement of a simple Create an arrangement of a given Create an arrangement of a given
of a familiar melody melody by changing one element melody by changing one element melody by changing harmony, meter,
using instruments (e.g., rhythm, meter, tempo). (e.g., rhythm, meter, tempo) and tempo, or parts of the melody and
and/or movement. demonstrating through movement, demonstrating through movement,
singing, or playing an instrument. singing, or playing an instrument.
Not from the State of Tennessee
Compiled from State documents.
Music Standard 5 – Reading and Notating – Students will read and notate music.
Grade Grade Level SPI Level 1 SPI Level 2 SPI Level 3
Expectation (GLE) 5.1
K.5.1 Interpret iconic Recognize iconic notation for steady beat. Interpret iconic notation for steady beat. Interpret iconic notation for beat and no beat.
representations of
steady beat.
1.5.1 Demonstrate an Interpret and perform iconic notation for beat Interpret and perform iconic notation for one Read and perform traditional notation for
understanding of and no beat. sound on a beat, two sounds on a beat, or no quarter note, paired eighth notes, and quarter
sound on a beat. rest.
symbols which
represent beat and
rhythm patterns.
2.5.1 Read rhythmic patterns Interpret and perform iconic notation for one Read and perform traditional notation for Read and perform traditional notation for
written in traditional sound on a beat, two sounds on a beat, or no quarter note, paired eighth notes, and quarter quarter note, paired eighth notes, half notes,
sound on a beat. rest. and quarter rest.
notation.
3.5.1 Identify and explain Identify notes represented on lines and spaces Identify meters (duple and triple), note names Compare meters (duple and triple), identify
symbols represented in on treble clef staff. on treble clef staff, note values (half notes, note names on a treble clef staff, note values
quarter notes, paired eighth notes), and quarter (whole notes, half notes, quarter notes, paired
rhythm and melody. rests. eighth notes), and rest values (half rests,
quarter rests).
4.5.1 Identify and explain Identify meters (duple and triple), note names Compare meters (duple and triple), identify Compare and contrast meters (duple and
symbols represented in on a treble clef staff, note values (half notes, note names on a treble clef staff, note values triple), identify note names on a treble clef
quarter notes, paired eighth notes), and quarter (whole notes, half notes, quarter notes, paired staff, note values (dotted half notes, half notes,
rhythm and melody. rests. eighth notes), and rest values (half rests, quarter notes, paired eighth notes, sixteenth
quarter rests). notes), and rest values (half rests, quarter
rests).
5.5.1 Identify and explain Compare and contrast meters (duple and Compare and contrast meters (duple and Compare and contrast meters (duple and
symbols represented in triple), identify note names in the treble clef, triple), identify note names in treble clef, note triple), identify note names in treble clef, note
note values (whole notes, half notes, quarter values (whole notes, dotted half notes, half values (whole notes, dotted half notes, half
rhythm and melody. notes, paired eighth notes), and rest values notes, quarter notes, paired eighth notes, notes, quarter notes, paired eighth notes,
(half rests, quarter rests). sixteenth notes), and rest values (half rests, sixteenth notes), and rest values (half rest,
quarter rests). quarter rests, eighth rests).
Not from the State of Tennessee
Compiled from State documents.
Music Standard 5 – Reading and Notating – Students will read and notate music.
Grade Grade Level SPI Level 1 SPI Level 2 SPI Level 3
Expectation (GLE) 5.2
K.5.2 Interpret iconic Recognize iconic notation for Interpret and perform iconic notation Interpret and perform iconic notation
representation of melodic direction. for melodic direction. for high and low sounds.
melodic direction.
1.5.2 Demonstrate an Recognize and perform iconic Recognize and perform iconic Read and perform iconic notation for
understanding of notation for high and low sounds. notation for high, middle, and low simple melodic patterns.
symbols which sounds.
represent melodic
patterns.
2.5.2 Read simple melodic Recognize and perform iconic Read and perform iconic notation for Read and perform traditional notation
patterns. notation for high, middle, and low simple melodic patterns. for simple melodic patterns.
sounds.
3.5.2 Use symbols to read, Notate rhythmic patterns in Notate and demonstrate rhythmic Demonstrate pitch understanding of
notate, and perform. traditional notation by using patterns in traditional notation by solfege symbols used by the teacher.
manipulatives. using manipulatives.
4.5.2 Use symbols to read, Demonstrate pitch understanding Demonstrate pitch understanding Demonstrate an understanding of
notate, and perform. using teacher-given solfege symbols. using solfege (or other teacher- treble clef pitches by singing intervals
provided) symbols. using both solfege and letter names or
by playing intervals on an instrument.
5.5.2 Use symbols to read, Demonstrate pitch understanding by Demonstrate an understanding of Demonstrate an understanding of
notate, and perform. using solfege (or other teacher- treble clef pitches by singing intervals treble clef pitches by singing intervals
provided) symbols. using solfege and letter names or by using solfege and letter name and by
playing intervals on an instrument. notating those pitches.
Not from the State of Tennessee
Compiled from State documents.
Music Standard 5 – Reading and Notating – Students will read and notate music.
Grade Grade Level SPI Level 1 SPI Level 2 SPI Level 3
Expectation (GLE) 5.3
2.5.3 Notate simple rhythm Notate, with iconic notation, rhythm patterns Notate, with traditional notation, rhythm Notate, with traditional notation, rhythm
patterns. containing one sound on a beat, two sounds on patterns using quarter note, paired eighth patterns using quarter note, paired eighth
a beat, and no sound on a beat. notes, and quarter rest. notes, half note, and quarter rest.
3.5.3 Identify and interpret Identify various dynamic markings Identify and demonstrate dynamic markings Identify and demonstrate dynamic markings
terms and symbols (e.g., forte, mezzo forte, piano, crescendo, (e.g., forte, mezzo forte, piano, crescendo, (e.g., fortissimo, forte, mezzo forte, mezzo
decrescendo) and directional markings (e.g., decrescendo) and directional markings (e.g., piano, piano, pianissimo, crescendo,
referring to musicality. repeat sign, D. C., fine, coda). repeat sign, D. C., fine, coda).within a given decrescendo) and directional markings (e.g.,
music selection. repeat sign, D. C., fine, coda) within a given
music selection.
4.5.3 Identify and interpret Identify and demonstrate dynamic markings Identify and demonstrate dynamic markings Identify and demonstrate dynamic markings
terms and symbols (e.g., fortissimo, forte, mezzo forte, mezzo (e.g., fortissimo, forte, mezzo forte, mezzo (e.g., fortissimo, forte, mezzo forte, mezzo
piano, piano, pianissimo, crescendo, piano, piano, pianissimo, crescendo, piano, piano, pianissimo, crescendo,
referring to musicality. decrescendo) within a given music selection. decrescendo) and tempo markings (e.g., decrescendo), tempo markings (e.g., andante,
andante, largo, presto, ritardando) within a largo, presto, ritardando), and articulation
given music selection. markings (e.g., staccato, marcato, accent)
within a given music selection.
5.5.3 Identify and interpret Identify and demonstrate dynamic markings Identify and demonstrate dynamic markings Identify and demonstrate dynamic markings
terms and symbols (e.g., fortissimo, forte, mezzo forte, mezzo (e.g., fortissimo, forte, mezzo forte, mezzo (e.g., fortissimo, forte, mezzo forte, mezzo
piano, piano, pianissimo, crescendo, piano, piano, pianissimo, crescendo, piano, piano, pianissimo, crescendo,
referring to musicality. decrescendo) and tempo markings (e.g., decrescendo), tempo markings (e.g., andante, decrescendo), tempo markings (e.g., andante,
andante, largo, presto, ritardando). largo, presto, ritardando), and articulation largo, presto, ritardando), and articulation
markings (e.g., staccato, marcato, accent). markings (e.g., staccato, marcato, accent) in
music selections.
Not from the State of Tennessee
Compiled from State documents.
Music Standard 6 – Listening and Analyzing – Students will listen to, analyze, and describe music.
Grade Grade Level SPI Level 1 SPI Level 2 SPI Level 3
Expectation (GLE) 6.1
K.6.1 Recognize same and Recognize that music has a beginning Respond to same and different within Recognize same and different
different sections in and an ending. a musical selection. sections within a two-section musical
familiar pieces of selection.
music.
1.6.1 Identify the form of Respond to same and different within Recognize same and different Recognize same and different
simple pieces of music. a musical selection. sections within a two-section musical sections within extended musical
selection. selections (e.g., ABA form, rondo).
2.6.1 Recognize and label, as Respond to same and different within Recognize as same or different Recognize as same or different
same and different, a musical selection. sections within a two-section musical sections within extended musical
sections of music. selection. selections (e.g., ABA form, rondo).
3.6.1 Demonstrate same and Demonstrate an understanding of Demonstrate an understanding of Create a pictorial representation of
different sections of different sections of simple forms of different sections of simple (e.g., AB, different sections of complex forms
music through varying music (e.g., AB, ABA) by using ABA) and/or complex (e.g., rondo, e.g., rondo, theme and variations).
methods. listening maps or through movement. theme and variations) forms of music
by using manipulatives.
4.6.1 Demonstrate same and Demonstrate an understanding of Create a pictorial representation of Create movement patterns to
different sections of different sections of complex forms different sections of complex forms demonstrate different sections of
music through varying (e.g., rondo, theme and variations) (e.g., rondo, theme and variations) of complex forms of music.
methods. using manipulatives. music.
5.6.1 Explain characteristics Create a pictorial representation of Create movement patterns to Identify and explain (orally and/or
of same and different different sections of complex forms demonstrate different sections of written) complex forms of music.
sections of music. (e.g., rondo, theme and variations) of complex forms of music.
music.
Not from the State of Tennessee
Compiled from State documents.
Music Standard 6 – Listening and Analyzing – Students will listen to, analyze, and describe music.
Grade Grade Level SPI Level 1 SPI Level 2 SPI Level 3
Expectation (GLE) 6.2
K.6.2 Recognize the Identify a sound as a voice or an Recognize the difference between one A. Recognize differences between
difference between instrument. voice or instrument and many voices the voices of men, women, and
voices and instruments. or instruments. children. B.
Recognize selected instruments by
sight and/or sound.
1.6.2 Recognize the Recognize the difference between one A. Recognize differences between Recognize classroom instruments, by
differences in tone color voice or instrument and many voices the voices of men, women, and sight and sound, and classify into
of voices and classroom or instruments. children. families.
instruments. B. Recognize individual instruments
and identify how sound is produced.
2.6.2 Recognize musical Recognize individual instruments and Recognize classroom instruments, by Recognize selected orchestral, band,
instruments and classify identify how sound is produced. sight and sound, and classify into folk, and/or ethnic instruments and
into families. families. classify into families.
3.6.2 Identify and classify Identify, by sight and sound, Recognize selected orchestral, band, Identify, visually, teacher-selected
orchestral instrument classroom instruments and classify folk, and/or ethnic instruments and orchestral instruments and group into
families, visually and into families. classify into families. families.
aurally.
4.6.2 Identify and classify, Recognize selected orchestral, band, Identify, visually, teacher-selected Identify, through listening examples,
visually and aurally, folk, and/or ethnic instruments and orchestral instruments and group into teacher-selected instruments,
orchestral instruments classify into families. families. individually and as families.
individually and/or by
family.
Not from the State of Tennessee
Compiled from State documents.
Music Standard 6 – Listening and Analyzing – Students will listen to, analyze, and describe music.
5.6.2 Identify and classify, Identify, visually, teacher-selected Identify, through listening examples, Identify, aurally, teacher-selected
visually and aurally, orchestral instruments and group into teacher-selected instruments, orchestral instruments in ensembles.
orchestral instruments families. individually and as families.
individually and by
family.
Not from the State of Tennessee
Compiled from State documents.
Music Standard 6 – Listening and Analyzing – Students will listen to, analyze, and describe music.
Grade Grade Level SPI Level 1 SPI Level 2 SPI Level 3
Expectation (GLE) 6.3
K.6.3 Recognize musical Demonstrate fast, slow, loud, and A. Identify a selection as fast or Identify a selection as fast or slow
characteristics in soft. slow. B. and loud or soft.
selected pieces of Identify a selection as loud or soft.
music.
1.6.3 Recognize expressive A. Identify a selection as fast or Describe the mood of music in terms Label fast/slow as tempo and
qualities in selected slow. of fast/slow and/or loud/soft. loud/soft as dynamics.
pieces of music. B. Identify a selection as loud or
soft.
2.6.3 Describe the tempo and Describe how fast/slow and/or Label tempo as fast/slow and Identify and use musical terminology
dynamics of musical loud/soft affect the mood of music. dynamics as loud/soft. to describe expressive qualities.
selections.
3.6.3 Describe characteristics Discuss a listening example through Describe a listening example using Classify the elements of music, using
of musical selections teacher-guided questioning. teacher-given characteristics. teacher-given vocabulary, for a
(vocal and listening example.
instrumental).
4.6.3 Describe, both orally Describe a listening example using Classify the elements of music using Describe a listening example using
and written, the teacher-given characteristics. teacher-given vocabulary. correct music vocabulary.
characteristics of
musical selections
(vocal and
instrumental).
Not from the State of Tennessee
Compiled from State documents.
5.6.3 Analyze, both orally and Classify the elements of music using Describe a listening example using Compare and contrast listening
written, the teacher-given vocabulary. correct music vocabulary. examples using correct music
characteristics of vocal vocabulary.
and instrumental
musical selections using
appropriate music
vocabulary.
Music Standard 6 – Listening and Analyzing – Students will listen to, analyze, and describe music.
Grade Grade Level SPI Level 1 SPI Level 2 SPI Level 3
Expectation (GLE) 6.4
1.6.4 Recognize same and Recognize music has patterns and or phrases. Recognize patterns and/or phrases can be A. Recognize phrases are same and different
different in simple same or different. rhythmically.
B. Recognize phrases are the same and
rhythm and melodic different melodically.
patterns and/or phrases.
2.6.4 Recognize and identify Recognize phrases. A. Recognize that phrases are same or Recognize that phrases are the same or
same and different different rhythmically. different rhythmically and melodically.
B. Recognize that phrases are the same or
phrases in a song. different melodically.
3.6.4 Identify various styles Discuss a variety of regional, Describe stylistic characteristics of selected Classify styles and/or genres of selected music
and/or genres (vocal and national, and/or global styles and/or genres of regional, national and/or global styles and/or using teacher-given vocabulary.
music (e.g., lullaby, march, jazz, folk song, genres of music experienced using teacher-
instrumental) of music. patriotic, work song, spirituals and various given parameters.
ethnic music).
4.6.4 Identify and describe Describe stylistic characteristics of selected Classify styles and/or genres of music using Analyze teacher-given styles and/or genres of
various styles and regional, national and/or global styles and/or teacher-given vocabulary. music.
genres (e.g., lullaby, march, jazz, folk song,
genres (vocal and patriotic, work song, spirituals, Tennessee
instrumental) of music. songs, ethnic music) of music using teacher-
given parameters.
5.6.4 Compare and contrast Classify styles and/or genres (lullaby, march, Analyze teacher-given styles and/or genres of Analyze styles and genres of music using
various styles and jazz, folk song, patriotic, work song, music. teacher-given parameters.
spirituals, Tennessee songs, Civil War songs,
genres of music, both ethnic music) using teacher-given vocabulary.
vocal and instrumental.
Not from the State of Tennessee
Compiled from State documents.
Music Standard 7 – Evaluating – Students will evaluate music and music performances.
Grade Grade Level SPI Level 1 SPI Level 2 SPI Level 3
Expectation (GLE) 7.1
K.7.1 Evaluate music Discuss a music performance using Discuss a music performance using grade- Discuss what students see and hear during
performances based on teacher-given criteria. appropriate music vocabulary. classroom performances using grade-
age-appropriate criteria. appropriate vocabulary.
1.7.1 Evaluate music Discuss a music performance using Discuss a music performance using grade- Discuss classroom performances (visually
performances based on teacher-given criteria. appropriate music vocabulary. and aurally) using grade-appropriate
age-appropriate criteria. vocabulary.
2.7.1 Evaluate music Discuss a music performance using Discuss a music performance using grade- Discuss classroom performances (visually
performances based on teacher-given criteria. appropriate music vocabulary. and aurally) using grade-appropriate
age-appropriate criteria. vocabulary.
3.7.1 Devise and apply Discuss a music selection or performance Discuss a music selection or student Discuss a student performance using
criteria for evaluating using teacher-given criteria. performance using grade-appropriate grade-appropriate music vocabulary and
music and music music vocabulary and teacher-given teacher-given criteria.
performances. criteria.
4.7.1 Devise and apply, with Discuss a music selection or student Develop criteria, with teacher guidance Evaluate, in a group, a student or
teacher guidance, performance using grade-appropriate and using grade-appropriate music professional performance using student
criteria for evaluating music vocabulary and teacher-given vocabulary, to evaluate a performance. developed criteria.
music and music criteria.
performances.
5.7.1 Devise and apply Discuss a student or professional Create, with teacher guidance, a rubric for Use student-developed rubric to evaluate
criteria for evaluating performance using grade-appropriate evaluating music performances. a music performance.
music and music music vocabulary and teacher-given
performances. criteria.
Not from the State of Tennessee
Compiled from State documents.
Music Standard 7 – Evaluating – Students will evaluate music and music performances.
Grade Grade Level SPI Level 1 SPI Level 2 SPI Level 3
Expectation (GLE) 7.2
K.7.2 Develop and evaluate Discuss appropriate audience Demonstrate appropriate audience Evaluate audience behaviors
appropriate audience behaviors during a performance. behaviors during a performance. exhibited during a performance.
behaviors during a
performance.
1.7.2 Develop and evaluate Discuss appropriate audience Demonstrate appropriate audience Evaluate audience behaviors
appropriate audience behaviors during a performance. behaviors during a performance. exhibited during a performance.
behaviors during a
performance.
2.7.2 Develop and evaluate Discuss appropriate audience Demonstrate appropriate audience Evaluate audience behaviors
appropriate audience behaviors during a performance. behaviors during a performance. exhibited during a performance.
behaviors during a
performance.
3.7.2 Demonstrate proper Discuss appropriate audience member Discuss and demonstrate appropriate Demonstrate appropriate audience
audience etiquette and behavior in a classroom setting. audience member behavior in a behavior in a formal performance
evaluate audience classroom setting. setting (live or recorded).
behavior.
4.7.2 Demonstrate proper Discuss and demonstrate appropriate Demonstrate appropriate audience Evaluate one’s own audience
audience etiquette and audience member behavior in a behavior in a formal performance behavior.
evaluate audience classroom setting. setting.
behavior during
performances.
5.7.2 Demonstrate proper Demonstrate appropriate audience Evaluate one’s own and other’s Evaluate the effect of audience
audience etiquette and behavior in a formal performance audience behavior using teacher- behavior on a musical performance.
evaluate audience setting. given criteria.
behavior during
performances.
Music Standard 8 – Interdisciplinary Connections – Students will understand relationships between music, the other arts, and disciplines outside the
arts.
Grade Grade Level SPI Level 1 SPI Level 2 SPI Level 3
Expectation (GLE) 8.1
K.8.1 Experience Experience music and dance, theatre, Explore common elements between Identify common elements between
relationships between and/or visual art. music and dance, theatre, and/or music and dance, theatre, and/or
music and dance, visual visual art. visual art.
art, and/or theatre.
1.8.1 Identify connections Experience music and dance, theatre, Explore common elements between Identify common elements between
between music and and/or visual art. music and dance, theatre, and/or music and dance, theatre, and/or
dance, theatre, and/or visual art. visual art.
visual art.
2.8.1 Recognize connections Explore common elements between Identify common elements between Recognize similarities and
between music and music and dance, theatre, and/or music and dance, theatre, and/or differences between music and dance,
dance, theatre, and/or visual art. visual art. theatre, and/or visual art.
visual art.
3.8.1 Experience and Discuss how music shares similarities Discuss how music shares similarities Demonstrate how music shares
recognize the elements with dance (e.g., movement). with dance and visual art. similarities with dance (e.g.,
of music as they relate movement) and theater (e.g.,
to other art disciplines. dramatization).
4.8.1 Experience and explain Discuss similarities between music Demonstrate similarities between Perform, combining aspects of music,
the elements of music as and dance and visual art. music and dance (e.g., movement) dance, and theater.
they relate to other art and theater (e.g., dramatization).
disciplines.
5.8.1 Experience and Demonstrate commonalities between Determine and demonstrate ways of Evaluate the relationship of music to
integrate the elements of music and dance and theater. combining elements of music, dance, other performing arts in a given
music as they relate to and theatre.. performance.
other art disciplines.
Not from the State of Tennessee
Compiled from State documents.
Music Standard 8 – Interdisciplinary Connections – Students will understand music between music, the other arts, and disciplines outside the arts.
Grade Grade Level SPI Level 1 SPI Level 2 SPI Level 3
Expectation (GLE) 8.2
K.8.2 Experience Experience music and language arts. Explore common elements between music Identify common elements between music
relationships between and language arts. and language arts.
music and language arts.
1.8.2 Identify connections Experience music and language arts. Explore common elements between music Identify common elements between music
between music and and language arts. and language arts.
language arts.
2.8.2 Recognize connections Explore common elements between music Identify common elements between music Recognize similarities and differences
between music and and language arts. and language arts. between music and language arts.
language arts.
3.8.2 Examine ways in which Demonstrate an understanding of Demonstrate ability to enhance a story Describe the literary characteristics of
music interrelates with acoustics through instrumental with the addition of singing, vocal and/or song lyrics.
other academic experiences. instrumental sounds looking for
disciplines. commonalities between music and
literature.
4.8.2 Investigate and Demonstrate an ability to enhance a story Describe the literary characteristics of Demonstrate the relationship of music to
demonstrate ways music with the addition of singing, vocal and/or song lyrics. literature, mathematics, science, and/or
interrelates with other instrumental sounds and relate it to social studies.
academic disciplines. language arts curriculum and/or relate the
study of rhythms to the mathematics
curriculum.
5.8.2 Investigate and compare Describe the literary characteristics of Investigate the relationship of music to Compare music to other selected
ways in which music song lyrics. literature, mathematics, science (e.g., academic disciplines.
interrelates with other acoustical properties of instrumental
academic disciplines. music), and/or social studies in teacher-
given classroom activities.
Not from the State of Tennessee
Compiled from State documents.
Music Standard 9 – Historical and Cultural Connections – Students will understand music in relation to history and culture
Grade Grade Level SPI Level 1 SPI Level 2 SPI Level 3
Expectation (GLE) 9.1
K.9.1 Experience music from Explore music examples from various Experience songs and singing games Recognize that music examples come
various historical historical periods and cultures. from various historical periods and from different historical periods and
periods and cultures. cultures. cultures.
1.9.1 Experience music from Experience music examples from Experience songs and singing games Recognize that music examples come
various historical various historical periods and from various historical periods and from different historical periods and
periods and cultures. cultures. cultures. cultures.
2.9.1 Perform and describe Perform songs and singing games Recognize that music examples come Discuss and understand the
music of various from various historical periods and from different historical periods and cultural/historical context of a music
historical periods and cultures. cultures. example.
cultures.
3.9.1 Recognize, describe, Distinguish between music of Describe music characteristics of Discuss characteristics of a selected
and perform music of selected cultures using teacher-given selected cultures using teacher-given culture(s) within a musical and/or
various cultures and parameters. parameters. historical context.
historical periods.
4.9.1 Describe and perform Describe music characteristics of Discuss characteristics of selected Demonstrate an understanding of
music of various selected cultures using teacher-given cultures within a musical and/or selected cultures and/or historical
cultures and historical parameters. historical context using teacher-given periods through music performance
periods. parameters. (vocal and/or instrumental).
5.9.1 Classify and/or perform Discuss characteristics of selected Demonstrate an understanding of the Compare and contrast music
music of various cultures within a musical and/or music of selected cultures and/or examples of selected cultures and
cultures and historical historical context using teacher-given historical periods through historical periods.
periods. parameters. performance of music examples
(vocal and/or instrumental).
Not from the State of Tennessee
Compiled from State documents.