Completion requirements
The Music Standards of Learning identify the essential knowledge and skills required in the music curriculum for each grade level or course in Virginia’s public schools. The standards outline the minimum criteria for a sequential course of study within a comprehensive music education program. The standards are designed to be cumulative, progressing in complexity by grade level from kindergarten through several sequences of high school courses. (Board of Education Commonwealth of Virginia, 2020)
Browse the glossary using this index
Special | A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | ALL
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6.12The student will read and notate music. a) Identify tonal, rhythmic, and melodic patterns containing steps, skips, and leaps. b) Recognize diatonic intervals. c) Identify and notate melodies on the musical staff. d) Read and notate rhythmic patterns that include whole notes, half notes, quarter notes, eighth notes, and corresponding rests. e) Identify the meaning of the upper and lower numbers of time signatures. | |
6.15The student will read, count, and perform rhythmic patterns. a) Use a counting system. b) Include patterns that suggest duple and triple meter. c) Use instruments, body percussion, and voice. d) Include whole notes, half notes, quarter notes, eighth notes, and corresponding rests. | |
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7.1The student will demonstrate creative thinking by composing and improvising original music. a) Improvise eight-measure melodic and rhythmic phrases. b) Compose eight-measure melodies and rhythms. c) Arrange an existing musical antecedent phrase and consequent phrase. | |
7.12The student will read and notate music. a) Identify and perform tonal, rhythmic, and melodic patterns containing steps, skips, and leaps. b) Notate melodies on the treble and bass staves. c) Read melodic patterns using the diatonic scale. d) Read and notate rhythmic patterns that include sixteenth notes, dotted notes, and corresponding rests. | |
7.15The student will read, count, and perform rhythmic patterns. a) Use a counting system. b) Include patterns that suggest duple and triple meter. c) Use instruments, body percussion, and voice. d) Include sixteenth notes, dotted notes, and corresponding rests. | |
8 |
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8.1The student will demonstrate creative thinking by composing and improvising original music. a) Improvise sixteen-measure melodic and rhythmic phrases. b) Compose sixteen-measure melodies and rhythms. c) Arranging an existing musical tune. | |
8.12The student will read and notate music. a) Identify and perform melodic patterns using specific interval names (e.g., third, fifth). b) Read and notate rhythmic patterns of increasing complexity, including tied rhythms, eighth note triplets, syncopation. | |
8.15The student will read, count, and perform rhythmic patterns. a) Use a counting system. b) Include patterns that suggest duple and triple meter. c) Use instruments, body percussion, and voice. d) Include complex rhythms and syncopation. | |
C |
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Composing Websites | |
Creative ProcessStudents apply creative thinking to music when they use their skills and knowledge flexibly to create work that has individual voice and vision. A creative process is not a specific formula for developing creative work. Instead, it is following a course of action to guide the development of original work. A creative process includes inquiry and questioning, researching, interpreting, generating, testing, and discussing ideas and solutions, refining work as part of a creative community, and reflecting on the process, product, and performance of making music. (Board of Education Commonwealth of Virginia, 2020) | |
Critical Thinking and CommunicationCritical thinking, communication, and collaboration are inherent attributes in the creation, rehearsal, refinement, and performance of music. Students understand that critique is an integral part of an artistic learning environment. Students analyze, classify, and evaluate music, compare and contrast aspects of the art form, and develop a music vocabulary that allows them to recognize, describe, and justify personal responses, beliefs, and opinions regarding music. They recognize the value in evaluating diverse opinions and responses to music. They are responsive to the talents, interests, and cultural perspectives of others. Communication and collaboration, including both verbal and nonverbal cues, active listening, problem- solving, and performance agreement, are integral to the creation, rehearsal, refinement, and performance of music. (Board of Education Commonwealth of Virginia, 2020) | |
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History, Culture, and CitizenshipStudents hear and understand musical works from many time periods and places and respond to a variety of music and musical styles from diverse composers and performers. Students identify the values, roles, and reasons for the creation and performance of music from the perspective of many time periods, people, and places. Students develop a lifelong engagement with music as a performer, community member, supporter, and advocate. They understand and respect the ethical and legal considerations for engaging with music as a responsible citizen. Board of Education Commonwealth of Virginia, 2020) | |
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Innovation in the ArtsInnovation thrives by cultivating authentic connections between fields of knowledge. Students in music courses focus on music’s role in the rapidly changing world and explore the newest tools, instruments, media, and processes in music through demonstrations, experiences, and experimentation that merge traditional forms of musical expression with emerging technologies and innovative techniques. Students are future-ready for evolving opportunities and advancements in music. They explore opportunities to connect fine arts experiences, content, and skills to college preparation, college and career opportunities, and to an expanding range of career prospects in the field of music. (Board of Education Commonwealth of Virginia, 2020) | |
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Teachers Pay TeachersTeachers Pay Teachers is the go-to platform created by teachers for teachers to access the community, content, and tools they need to teach at their best. https://www.teacherspayteachers.com/ | |
Technique and ApplicationStudents develop and apply the technical skills necessary to express their musical ideas and engage deeply with music. Standards in this strand describe the essential skills necessary at each level to promote high quality instruction for every music student in the Commonwealth. Through sequential study and practice, students develop the physical, conceptual, intellectual, intuitive, and artistic skills necessary for success in music. Education Commonwealth | |