MD Music · 2020 · 92 standards
Maryland Elementary Music Standards
Every Maryland PK–5 general music standard in one place, grade by grade, with the Prodigies lesson that teaches each one.
Maryland elementary music is taught to the Maryland Fine Arts Standards: Music (P-12), published by the Maryland State Department of Education in 2020.
They are organized by Anchor Standard 1, Anchor Standard 2, Anchor Standard 3, Anchor Standard 4, Anchor Standard 5, Anchor Standard 6, Anchor Standard 7, Anchor Standard 8, Anchor Standard 9, Anchor Standard 10, and Anchor Standard 11.
| Official name | Maryland Fine Arts Standards: Music (P-12) |
|---|---|
| Published by | Maryland State Department of Education |
| Adopted | 2020 |
| Grades on this page | PK–5 |
| Standards on this page | 92 |
| Code format | A1.I:P-2:1 |
| Organized by | Anchor Standard 1, Anchor Standard 2, Anchor Standard 3, Anchor Standard 4, Anchor Standard 5, Anchor Standard 6 |
| Official source | marylandpublicschools.org |
Maryland Grades PK–2 music standards
47 standards. Grades PK–2 page, with more lesson ideas →
Anchor Standard 1 3
A1.I:P-2:1Generate musical ideas for an artistic purpose, using appropriate technology as available.
Taught in Prodigies PK-5: C Major Scale (PK, Wk 32); Hello Bells (K, Wk 4)
A1.E:P-2:1With teacher guidance, create musical ideas for classroom composition activities, using appropriate technology as available.
Taught in Prodigies PK-5: Hello Bells (K, Wk 4); C Chord Slide (PK, Wk 10)
A1.E:P-2:2Create music with simple melodic, rhythmic, dynamic, and formal elements, in response to artistic stimuli, using appropriate technology as available.
Taught in Prodigies PK-5: C Major Scale (PK, Wk 32); Hello Bells (K, Wk 4)
Anchor Standard 2 3
A2.I:P-2:1Select, discuss, and document musical ideas.
Taught in Prodigies PK-5: Beet & Cherry (PK, Wk 25); Triad Part I (PK, Wk 29)
A2.I:P-2:2Select, discuss, and
Taught in Prodigies PK-5: Beet & Cherry (PK, Wk 25); Triad Part I (PK, Wk 29)
A2.E:P-2:1With teacher guidance, use standard and/or iconic notation or recording technology to create and document personal musical ideas.
Taught in Prodigies PK-5: Beet & Shh (K, Wk 6); Rhythim Review (2, Wk 4)
Anchor Standard 3 4
A3.I:P-2:1Apply feedback to develop and refine personal musical ideas.
Taught in Prodigies PK-5: Blues in C Major (2, Wk 19); Lightly Row Performance Part IV - Performance (2, Wk 36)
A3.I:P-2:2Present a classroom version of personal musical ideas demonstrating artistic purpose.
Taught in Prodigies PK-5: Welcome to Music (K, Wk 1); C Major Scale Review Part II (2, Wk 2)
A3.E:P-2:1Refine personal musical ideas in response to feedback.
Taught in Prodigies PK-5: Beet & Avocado (PK, Wk 26); Sweet Beets (PK, Wk 35)
A3.E:P-2:2Present a classroom version, incorporating refinements, and demonstrate artistic purpose, using appropriate technology as available.
Taught in Prodigies PK-5: Hello Bells (K, Wk 4); Major Chords (2, Wk 18)
Anchor Standard 4 8
A4.I:P-2:1Describe personal preferences when making musical selections from a variety of contexts.
Taught in Prodigies PK-5: Welcome to Music (K, Wk 1); 5 Note Melodies (1, Wk 27)
A4.I:P-2:2Make appropriate performance choices according to context.
Taught in Prodigies PK-5: Mi, Sol, La (1, Wk 8); Fa, Sol, La (1, Wk 13)
A4.I:P-2:3Demonstrate artistic qualities in performing musical ideas.
Taught in Prodigies PK-5: Muffin Man (2, Wk 29); Skidamarink (2, Wk 30)
A4.I:P-2:4Read and perform from iconic or standard notation.
Taught in Prodigies PK-5: Beet & Shh (K, Wk 6); Finding notes on the Treble Clef (1, Wk 3)
A4.E:P-2:1With teacher guidance, select a piece of music to read and perform, considering creative intent.
Related Prodigies PK-5 lessons: Mi, Sol, La (1, Wk 8); Fa, Sol, La (1, Wk 12)
A4.E:P-2:2Demonstrate knowledge of musical contexts when describing choices of music selected for performance.
Taught in Prodigies PK-5: The Chords on the Bus (PK, Wk 14); Twinkle Twinkle Little Star (1, Wk 29)
A4.E:P-2:3Demonstrate awareness of artistic qualities when performing musical ideas.
Taught in Prodigies PK-5: Lightly Row Performance Part III - Rehearsal (2, Wk 35); Lightly Row Performance Part IV - Performance (2, Wk 36)
A4.E:P-2:4Read iconic or standard notation in preparing for performance.
Taught in Prodigies PK-5: Beet & Shh (K, Wk 6); Ode to Joy Performance (1, Wk 34)
Anchor Standard 5 3
A5.I:P-2:1Apply feedback to rehearse and refine performance.
Taught in Prodigies PK-5: Lightly Row Performance Part IV - Performance (2, Wk 36); Sweet Beets (PK, Wk 35)
A5.E:P-2:1With teacher guidance, identify feedback and explore multiple points of view during the rehearsal process, in order to address performance suggestions.
Taught in Prodigies PK-5: Sweet Beets (PK, Wk 34); Wheels on the Bus (K, Wk 36)
A5.E:P-2:2Apply feedback to improve and refine music in rehearsal.
Taught in Prodigies PK-5: Lightly Row Performance Part III - Rehearsal (2, Wk 35); Sweet Beets (PK, Wk 34)
Anchor Standard 6 5
A6.I:P-2:1Communicate purpose through music performance.
Taught in Prodigies PK-5: Trading 4s in C Major (2, Wk 24); Hello C (PK, Wk 1)
A6.I:P-2:2Perform appropriately for audience and purpose.
Taught in Prodigies PK-5: Sweet Beets (PK, Wk 34); Wheels on the Bus (K, Wk 36)
A6.E:P-2:1Perform varied examples of music with artistic purpose.
Taught in Prodigies PK-5: Welcome to Music (K, Wk 1); Beet & Watermelon (K, Wk 16)
A6.E:P-2:2Communicate effectively with audience and other performers in music performance. Reflect with the listeners in discussion or other activity appropriate to the context.
Taught in Prodigies PK-5: Ode to Joy Performance (1, Wk 36); Lightly Row Performance Part IV - Performance (2, Wk 36)
A6.E:P-2:3Discuss readiness of music for public performance, based on experience of time, place, and culture from which the music is chosen.
Related Prodigies PK-5 lessons: Steps (2, Wk 5); Do, Re, Mi (K, Wk 9)
Anchor Standard 7 4
A7.I:P-2:1Select music and describe how personal interests and experiences influence musical choice.
Taught in Prodigies PK-5: Welcome to Music (K, Wk 1); Holiday Songs (1, Wk 17)
A7.I:P-2:2Describe how musical
A7.E:P-2:1When presented with options, choose a piece of music for a specific purpose and describe how the musical elements are used to make the selection suitable for the purpose.
Taught in Prodigies PK-5: Lightly Row Performance Part II- Song + Analysis (2, Wk 34); Do Re Mi Intro (PK, Wk 16)
A7.E:P-2:2In response to teacher
Taught in Prodigies PK-5: Lightly Row Performance Part I - Steps & Skips (2, Wk 33); Short & Long Stars (PK, Wk 2)
Anchor Standard 8 2
A8.I:P-2:1Use a variety of drawing, writing or discussion techniques to reflect the musicians’ creative intent.
Taught in Prodigies PK-5: Blues in C Major (2, Wk 19); Steps (2, Wk 6)
A8.E:P-2:1When listening to music, identify the musical elements in the performance and show through drawing, writing, or discussion how they may reflect the creative intent.
Related Prodigies PK-5 lessons: C Major Scale (1, Wk 31); Ode to Joy Performance (1, Wk 34)
Anchor Standard 9 4
A9.I:P-2:1Apply personal and artistic preferences when evaluating music, using appropriate musical vocabulary.
Taught in Prodigies PK-5: Soft & Loud (K, Wk 15); Sound vs Noise/Bell or Boomwhacker? (K, Wk 23)
A9.E:P-2:1Clearly communicate preferences and include supporting statements when listening to a piece of music, using appropriate musical vocabulary.
Related Prodigies PK-5 lessons: Soft & Loud (K, Wk 15); Melodies, Lines and Spaces (1, Wk 4)
A9.E:P-2:2Engage appropriately as an active listener in formal and informal settings, paying attention to audience etiquette appropriate to the genre of music.
A9.E:P-2:3Compare musical elements from two or more contrasting selections of music.
Taught in Prodigies PK-5: Skips (2, Wk 8); Song Form Review (2, Wk 20)
Anchor Standard 10 4
A10.I:P-2:1Describe how personal interests and experiences, including familial, cultural, and environmental experience, may relate to musical choices when creating, performing, and responding to music.
Related Prodigies PK-5 lessons: Mi Sol La Intro (PK, Wk 21); Beet & Avocado (PK, Wk 26)
A10.I:P-2:2Identify and document ways to make music outside of school and/or music class, including after- school programs and extracurricular opportunities.
Related Prodigies PK-5 lessons: Welcome to Music (K, Wk 1); Listen to My Heartbeat (1, Wk 1)
A10.E:P-2:1Identify personal and creative preferences in creating, performing, and responding to music.
Related Prodigies PK-5 lessons: Mi Sol La Intro (PK, Wk 21); Beet & Avocado (PK, Wk 26)
A10.E:P-2:2Identify and document
Anchor Standard 11 7
A11.I:P-2:1Describe how music can be a part of personal daily life experiences.
Taught in Prodigies PK-5: Welcome to Music (K, Wk 1); Holiday Songs (1, Wk 17)
A11.I:P-2:2Describe the role of music in other people’s daily lives.
Taught in Prodigies PK-5: Welcome to Music (K, Wk 1); Holiday Songs (1, Wk 17)
A11.I:P-2:3Describe the relationships of music to other arts subjects in school.
Taught in Prodigies PK-5: Bonjour B and Sol Ti Re (K, Wk 25); Merrily We Roll Along (PK, Wk 18)
A11.E:P-2:1With teacher guidance, connect music to personal experience through creating, performing, or responding to music.
Taught in Prodigies PK-5: Trading 4s in C Major (2, Wk 24); Lucy Locket (PK, Wk 22)
A11.E:P-2:2With teacher guidance, connect music to other people’s personal experiences when creating, performing, or responding to music.
Taught in Prodigies PK-5: Welcome to Music (K, Wk 1); Holiday Songs (1, Wk 17)
A11.E:P-2:3With teacher guidance, make connections between music and other common core subjects, including the arts, through creating, performing, or responding to music.
Related Prodigies PK-5 lessons: Mi Sol La Intro (PK, Wk 21); Beet & Avocado (PK, Wk 26)
A11.E:P-2:4Compare and contrast cultural purposes for composing, listening and performing, by examining music from other times and places.
Taught in Prodigies PK-5: Beet & Guava (1, Wk 19); Steps (2, Wk 6)
Maryland Grades 3–5 music standards
45 standards. Grades 3–5 page, with more lesson ideas →
Anchor Standard 1 3
A1.I:3-5:1Conceptualize and generate musical ideas for an artistic purpose and context, using appropriate technology as available.
Taught in Prodigies PK-5: Compound Meter Part IV (3, Wk 22); Major Chords (2, Wk 18)
A1.E:3-5:1With increasing independence, create musical ideas for classroom and personal composition activities, using appropriate technology as available.
Taught in Prodigies PK-5: Compound Meter Part IV (3, Wk 22); Recorder Squire 5 - Merrily We Roll Along (4, Wk 11)
A1.E:3-5:2Create music with intermediate-level melodic, rhythmic, dynamic, and formal elements, in response to artistic stimuli, using appropriate technology as available.
Taught in Prodigies PK-5: Compound Meter Part IV (3, Wk 22); Major Chords (2, Wk 18)
Anchor Standard 2 2
A2.I:3-5:1Select, present, explain, and document musical choices with connections to purpose and context.
Taught in Prodigies PK-5: Compound Meter Part III (3, Wk 21); Recorder History - From Medieval to Modern (4, Wk 6)
A2.E:3-5:1With increasing independence, use standard notation, iconic notation or recording technology effectively to create and document personal musical ideas. Clearly communicate creative choices.
Taught in Prodigies PK-5: Compound Meter Part IV (3, Wk 22); Beet & Shh (K, Wk 6)
Anchor Standard 3 4
A3.I:3-5:1Apply given criteria to evaluate and summarize refinements to personal musical ideas.
Taught in Prodigies PK-5: Recorder Squire 3 - Hot Cross Buns (4, Wk 9); Compound Meter Part IV (3, Wk 22)
A3.I:3-5:2Present a classroom version of personal musical ideas and summarize connections to artistic purpose.
Taught in Prodigies PK-5: Compound Meter Part III (3, Wk 21); Recorder History - From Medieval to Modern (4, Wk 6)
A3.E:3-5:1Think critically to evaluate and refine personal musical ideas in response to feedback and document revisions.
Taught in Prodigies PK-5: When The Saints Go Marching In Performance (3, Wk 35); Gently Sleep Performance (4, Wk 35)
A3.E:3-5:2Present a classroom version, incorporating refinements, and explain connections to the artistic purpose, using appropriate technology as available.
Taught in Prodigies PK-5: Compound Meter Part III (3, Wk 21); Compound Meter Part IV (3, Wk 22)
Anchor Standard 4 8
A4.I:3-5:1Describe personal preferences for the selection of music for performance based on purpose, context, and technical skill.
Taught in Prodigies PK-5: Compound Meter Part IV (3, Wk 22); When The Saints Go Marching In Performance (3, Wk 35)
A4.I:3-5:2Describe and analyze how context (historical, cultural, social, and personal) informs performance.
Taught in Prodigies PK-5: Recorder History - From Medieval to Modern (4, Wk 6); Welcome (5, Wk 1)
A4.I:3-5:3Demonstrate and explain how intent is conveyed through artistic qualities.
Taught in Prodigies PK-5: Recorder King/Queen 6 - Au Clair de la Lune (4, Wk 27); Seconds - Part II (3, Wk 9)
A4.I:3-5:4Read and perform from iconic and/or standard notation.
Taught in Prodigies PK-5: When The Saints Go Marching In Performance (3, Wk 35); Beet & Shh (K, Wk 6)
A4.E:3-5:1With teacher guidance, select a piece of music to read, analyze, and perform with attention to context and creative intent. Justify and support performance decisions.
Related Prodigies PK-5 lessons: Gently Sleep Performance (4, Wk 34); Seconds, Thirds and Fourths Review (3, Wk 16)
A4.E:3-5:2Demonstrate an understanding of musical contexts when describing choices of music selected for performance.
Taught in Prodigies PK-5: Inverse Intervals (3, Wk 26); Chromatic Intervals (3, Wk 33)
A4.E:3-5:3Demonstrate and explain artistic qualities when performing musical ideas.
Taught in Prodigies PK-5: Compound Meter Part II (3, Wk 20); When The Saints Go Marching In Performance (3, Wk 35)
A4.E:3-5:4Read iconic and/or standard notation in performance of musical ideas.
Taught in Prodigies PK-5: Seconds - Part I (3, Wk 8); Beet & Shh (K, Wk 6)
Anchor Standard 5 3
A5.I:3-5:1Identify and apply appropriate feedback to rehearse and refine performance.
Taught in Prodigies PK-5: When The Saints Go Marching In Performance (3, Wk 36); Gently Sleep Performance (4, Wk 35)
A5.E:3-5:1With teacher guidance, identify feedback and explore multiple points of view during the rehearsal process, in order to improve performance quality, technical accuracy, and artistic purpose.
Taught in Prodigies PK-5: Compound Meter Part IV (3, Wk 22); When The Saints Go Marching In Performance (3, Wk 35)
A5.E:3-5:2Apply feedback to improve and refine music in rehearsal.
Taught in Prodigies PK-5: Gently Sleep Performance (4, Wk 35); When The Saints Go Marching In Performance (3, Wk 36)
Anchor Standard 6 5
A6.I:3-5:1Communicate purpose through music performance, paying attention to accuracy and interpretation.
Taught in Prodigies PK-5: Recorder Squire 3 - Hot Cross Buns (4, Wk 9); Singing (2, Wk 21)
A6.I:3-5:2Perform appropriately for audience and purpose.
Taught in Prodigies PK-5: Recorder King/Queen 6 - Au Clair de la Lune (4, Wk 27); Gently Sleep Performance (4, Wk 35)
A6.E:3-5:1Perform a varied repertoire of music with artistic purpose, demonstrating technical accuracy.
Taught in Prodigies PK-5: When The Saints Go Marching In Performance (3, Wk 36); Gently Sleep Performance (4, Wk 36)
A6.E:3-5:2Interact effectively with the audience and other performers to convey the artistic purpose of the piece. Reflect with the listeners in discussion or other activity appropriate to the context.
Taught in Prodigies PK-5: When The Saints Go Marching In Performance (3, Wk 36); Gently Sleep Performance (4, Wk 36)
A6.E:3-5:3Discuss readiness of a varied repertoire of music for public performance, based on experience of time, place, and culture from which the music is chosen.
Related Prodigies PK-5 lessons: Compound Meter Part IV (3, Wk 22); Recorder King/Queen 6 - Au Clair de la Lune (4, Wk 27)
Anchor Standard 7 4
A7.I:3-5:1Select music and describe, citing evidence, how personal interests, experiences, and purposes influence musical choice.
Taught in Prodigies PK-5: Welcome (5, Wk 1); Holding your Ukulele (5, Wk 5)
A7.I:3-5:2Demonstrate and describe, citing evidence, how responses to music are informed by structure, use of musical elements, and context (social, cultural, and historical).
Taught in Prodigies PK-5: Recorder History - From Medieval to Modern (4, Wk 6); Welcome (5, Wk 1)
A7.E:3-5:1Clearly communicate personal preferences when selecting music for listening or performing and describe how the use of musical elements and context influence the choice.
Taught in Prodigies PK-5: Aloha Kakahiaka Performance (5, Wk 35); Steps (2, Wk 5)
A7.E:3-5:2With limited guidance, communicate clearly the importance of structure, musical elements, and context.
Taught in Prodigies PK-5: Seconds - Part III (3, Wk 10); Recorder Page 1 - Basic Techniques (4, Wk 1)
Anchor Standard 8 2
A8.I:3-5:1Summarize and explain how artistic qualities are used in musicians’ interpretations.
Taught in Prodigies PK-5: Chromatic Intervals (3, Wk 33); Recorder King/Queen 6 - Au Clair de la Lune (4, Wk 27)
A8.E:3-5:1When listening to music, communicate clearly how the use of musical elements and performance choices might create the intended effect.
Taught in Prodigies PK-5: Perfect Intervals Review (3, Wk 23); Recorder Knight 6 - Improvisation & Composing with E, G, and A (4, Wk 17)
Anchor Standard 9 4
A9.I:3-5:1Describe personal evaluation of musical works or performances based on criteria, using appropriate musical vocabulary.
Related Prodigies PK-5 lessons: Recorder History - From Medieval to Modern (4, Wk 6); Recorder Squire 3 - Hot Cross Buns (4, Wk 9)
A9.E:3-5:1Choose a piece of music or a musical performance and evaluate the quality according to specified criteria. Support point of view with evidence and appropriate musical vocabulary.
Taught in Prodigies PK-5: Recorder Squire 3 - Hot Cross Buns (4, Wk 9); When The Saints Go Marching In Performance (3, Wk 35)
A9.E:3-5:2Engage appropriately as an active listener in formal and informal settings, paying attention to audience etiquette appropriate to the genre of music.
A9.E:3-5:3Compare and document musical elements from two or more contrasting selections of music.
Taught in Prodigies PK-5: Semitones (3, Wk 32); Skips (2, Wk 8)
Anchor Standard 10 3
A10.I:3-5:1Describe how interests, experiences, knowledge, and skills relate to personal choices and musical intentions when creating, performing, and responding to music.
Taught in Prodigies PK-5: Compound Meter Part IV (3, Wk 22); Aloha Kakahiaka Performance (5, Wk 35)
A10.E:3-5:1Identify personal and cultural influences as well as creative preferences in creating, performing, and responding to music.
Related Prodigies PK-5 lessons: Fifths Part I (3, Wk 17); C Major Scale Review Part II (2, Wk 2)
A10.E:3-5:2Identify and document the benefits of, and opportunities for, making music both inside and outside of school and/or music class, including after-school programs and extracurricular opportunities.
Anchor Standard 11 7
A11.I:3-5:1Describe and justify how music is a form of personal communication and expression.
Taught in Prodigies PK-5: Compound Meter Part IV (3, Wk 22); Compound Meter Part II (3, Wk 20)
A11.I:3-5:2Describe and explain factors that impact the role of music in the lives of people.
Taught in Prodigies PK-5: Welcome (5, Wk 1); Strumming Basics (5, Wk 22)
A11.I:3-5:3Describe the relationships of music to dance, theatre, the visual arts, media arts and other disciplines.
Related Prodigies PK-5 lessons: Holiday Songs (1, Wk 17); Left C, Right c (K, Wk 12)
A11.E:3-5:1With limited guidance, connect music to personal experience through creating, performing, or responding to music.
Taught in Prodigies PK-5: Compound Meter Part IV (3, Wk 22); Rhythm (2, Wk 22)
A11.E:3-5:2With limited guidance, connect music to other people’s personal experiences when creating, performing, or responding to music.
Taught in Prodigies PK-5: Compound Meter Part IV (3, Wk 22); Welcome (5, Wk 1)
A11.E:3-5:3With limited guidance, make connections between music and other common core subjects, including the arts, through creating, performing, or responding to music.
Related Prodigies PK-5 lessons: Fifths Part I (3, Wk 17); C Major Scale Review Part II (2, Wk 2)
A11.E:3-5:4Analyze and document how music is used to inform or change beliefs, values, and/or behaviors of an individual or society.
Taught in Prodigies PK-5: Gently Sleep Performance (4, Wk 34); Major Chords (2, Wk 16)
Free printable
The Maryland PK–5 music standards checklist
Every standard on this page as a one-page-per-grade PDF with a box to tick, ready for your curriculum map, your evaluation binder, or the next time someone asks “how is this standards-aligned?”
From the folks who built this page
Teach every one of these with Prodigies PK-5
Prodigies PK-5 has a lesson for 73 of the 92 Maryland standards on this page (79%). 252 open-and-go video lessons, PK through Grade 5, with plans, printables and assessments, taught by Mr. Rob with colorful bells your kiddos can play from day one.
- Every lesson is already tagged to your state's codes
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Questions teachers ask
What are the Maryland music standards called?
Maryland Fine Arts Standards: Music (P-12), published by the Maryland State Department of Education (2020).
How many elementary music standards does Maryland have?
This page lists 92 standards: 47 in Grades PK–2, 45 in Grades 3–5.
Does Maryland use the National Core Arts Standards?
Not directly. Maryland uses its own framework, organized by Anchor Standard 1, Anchor Standard 2, Anchor Standard 3, Anchor Standard 4, Anchor Standard 5, Anchor Standard 6, Anchor Standard 7, Anchor Standard 8, Anchor Standard 9, Anchor Standard 10, Anchor Standard 11. The ideas overlap a lot with NCAS, which is why our compare tool can line them up.
Where can I find the official document?
The official source is https://marylandpublicschools.org/about/Pages/DCAA/FineArts/index.aspx. This page copies the standard text word for word and adds grade-by-grade navigation and lesson matches.
Is there a music curriculum aligned to the Maryland standards?
Prodigies PK-5 has a lesson for 73 of the 92 standards on this page (79%). Every lesson is tagged to these codes. Try it free for 30 days.