What grade levels do these standards cover?

Grade 10, Grade 11, and Grade 12

Where can I read the official document?

Fine Arts Next Generation Sunshine State Standards - Music

K–12 Standards

Music: Grades 10, 11, 12
Other Florida Fine Arts sets
Ceramics/Pottery 1 (#0102300) (2025)
Creative Photography 1 (#0108310) (2025)
Dance: Grade K
Music: Grade K
Theater: Grade K
Visual Arts: Grade K
Dance: Grade 1
Dance: Grade 1 - Access Points
Music: Grade 1
Theater: Grade 1
Visual Arts: Grade 1
Dance: Grade 2
Music: Grade 2
Theater: Grade 2
Visual Arts: Grade 2
Dance: Grade 3
Music: Grade 3
Theater: Grade 3
Visual Arts: Grade 3
Dance: Grade 4
Music: Grade 4
Theater: Grade 4
Visual Arts: Grade 4
Dance: Grade 5
Music: Grade 5
Theater: Grade 5
Visual Arts: Grade 5
Dance: Grades 6, 7, 8
Music: Grades 6, 7, 8
Theater: Grades 6, 7, 8
Visual Arts: Grades 6, 7, 8
Dance: Grades 9, 10, 11, 12
Music: Grade 9
Theater: Grades 9, 10, 11, 12
Visual Arts: Grades 9, 10, 11, 12

Critical Thinking and Reflection

Cognition and reflection are required to appreciate, interpret, and create with artistic intent.
1. 1.
  Apply listening strategies to promote appreciation and understanding of unfamiliar musical works.MU.912.C.1.1
2. 2.
  Compare, using correct music vocabulary, the aesthetic impact of two or more performances of a musical work to one's own hypothesis of the composer's intent.MU.912.C.1.2
3. 3.
  Analyze instruments of the world and classify them by common traits.MU.912.C.1.3
4. 4.
  Compare and perform a variety of vocal styles and ensembles.MU.912.C.1.4
5. Access Point for Students with Significant Cognitive Disabilities
  
  Independent
  a.
  Develop effective sensory strategies and describe how they support appreciation of unfamiliar musical works.MU.912.C.1.In.a
  b.
  Identify the composer's intent and aesthetic impact of two or more performances.MU.912.C.1.In.b
  d.
  Identify and perform a variety of vocal styles and ensembles.MU.912.C.1.In.d
  
  Supported
  a.
  Use appropriate sensory strategies to support appreciation of unfamiliar musical works.MU.912.C.1.Su.a
  b.
  Recognize the aesthetic impact of two or more performances.MU.912.C.1.Su.b
  c.
  Recognize selected instruments of the world.MU.912.C.1.Su.c
  d.
  Recognize and perform selected vocal styles and ensembles.MU.912.C.1.Su.d
  
  Participatory
  a.
  Use sensory strategies to support appreciation of unfamiliar musical works.MU.912.C.1.Pa.a
  b.
  Recognize the musical intent of two or more performances.MU.912.C.1.Pa.b
  c.
  Recognize a variety of instruments.MU.912.C.1.Pa.c
  d.
  Contribute to the performance of selected vocal styles and ensembles.MU.912.C.1.Pa.d
Assessing our own and others' artistic work, using critical-thinking, problem-solving, and decision-making skills, is central to artistic growth.
1. 1.
  Evaluate and make appropriate adjustments to personal performance in solo and ensembles.MU.912.C.2.1
2. 2.
  Evaluate performance quality in recorded and/or live performances.MU.912.C.2.2
3. 3.
  Evaluate one's own or other's compositions and/or improvisations and generate improvements independently or cooperatively.MU.912.C.2.3
4. Access Point for Students with Significant Cognitive Disabilities
  
  Independent
  a.
  Analyze and revise personal performance in solo and ensembles to meet established criteria with guidance from teachers and peers.MU.912.C.2.In.a
  
  Supported
  a.
  Use defined criteria to analyze and revise personal performance in solo and ensembles with guidance from teachers and peers.MU.912.C.2.Su.a
  
  Participatory
  a.
  Use a teacher-selected criterion to analyze and revise personal performances in solo and ensembles with guidance from teachers and peers.MU.912.C.2.Pa.a
The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts.
1. 1.
  Make critical evaluations, based on exemplary models, of the quality and effectiveness of performances and apply the criteria to personal development in music.MU.912.C.3.1
2. Access Point for Students with Significant Cognitive Disabilities
  
  Independent
  a.
  Use defined criteria to evaluate the aesthetic impact of exemplary musical work from a specific period or genre.MU.912.C.3.In.a
  
  Supported
  a.
  Use teacher-selected criteria to evaluate the aesthetic impact of exemplary musical work from a specific period or genre.MU.912.C.3.Su.a
  
  Participatory
  a.
  Use a teacher-selected criterion to evaluate the aesthetic impact of exemplary musical work from a specific period or genre.MU.912.C.3.Pa.a

Skills, Techniques, and Processes

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.
1. 1.
  Improvise rhythmic and melodic phrases over harmonic progressions.MU.912.S.1.1
2. 2.
  Compose music for voices and/or acoustic, digital, or electronic instruments.MU.912.S.1.2
3. 3.
  Arrange a musical work by manipulating two or more aspects of the composition.MU.912.S.1.3
4. 4.
  Perform and notate, independently and accurately, melodies by ear.MU.912.S.1.4
5. 5.
  Research and report on the impact of MIDI as an industry-standard protocol.MU.912.S.1.5
6. 6.
  Synthesize music, MIDI, pod-casting, webpage-development, and/or similar technology-based skills to share knowledge.MU.912.S.1.6
7. 7.
  Combine and/or create virtual and audio instruments.MU.912.S.1.7
8. 8.
  Record, mix, and edit a recorded performance.MU.912.S.1.8
9. 9.
  Score music and use Foley art for a video segment or full video.MU.912.S.1.9
10. Access Point for Students with Significant Cognitive Disabilities
  
  Independent
  a.
  Improvise rhythmic and melodic phrases to accompany familiar songs and/or standard harmonic progressions.MU.912.S.1.In.a
  
  Supported
  a.
  Improvise rhythmic or melodic phrases to accompany familiar songs and/or standard harmonic progressions.MU.912.S.1.Su.a
  
  Participatory
  a.
  Participate in an improvisation with vocal or instrumental patterns using familiar songs.MU.912.S.1.Pa.a
  b.
  Improvise vocal or instrumental patterns using familiar songs.MU.912.S.1.Pa.b
Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information.
1. 1.
  Apply the ability to memorize and internalize musical structure, accurate and expressive details, and processing skills to the creation or performance of music literature.MU.912.S.2.1
2. 2.
  Transfer expressive elements and performance techniques from one piece of music to another.MU.912.S.2.2
3. Access Point for Students with Significant Cognitive Disabilities
  
  Independent
  a.
  Create or re-create a variety of musical phrases to incorporate in a new musical example.MU.912.S.2.In.a
  
  Supported
  a.
  Re-create musical phrases or music from a variety of musical examples.MU.912.S.2.Su.a
  
  Participatory
  a.
  Match musical patterns or phrases to a variety of musical examples.MU.912.S.2.Pa.a
Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques.
1. 1.
  Synthesize a broad range of musical skills by performing a varied repertoire with expression, appropriate stylistic interpretation, technical accuracy, and kinesthetic energy.MU.912.S.3.1
2. 2.
  Sight-read music accurately and expressively to show synthesis of skills.MU.912.S.3.2
3. 3.
  Transcribe aurally presented songs into melodic and/or rhythmic notation to show synthesis of aural and notational skills.MU.912.S.3.3
4. 4.
  Analyze and describe the effect of rehearsal sessions and/or strategies on refinement of skills and techniques.MU.912.S.3.4
5. Access Point for Students with Significant Cognitive Disabilities
  
  Independent
  a.
  Sing and/or play age-appropriate repertoire expressively.MU.912.S.3.In.a
  b.
  Sight-read standard exercises and simple repertoire.MU.912.S.3.In.b
  c.
  Develop and demonstrate efficient rehearsal strategies to apply skills and techniques.MU.912.S.3.In.c
  
  Supported
  a.
  Sing rounds, canons, and/or partner songs.MU.912.S.3.Su.a
  b.
  Sight-read notes and/or simple rhythmic phrases.MU.912.S.3.Su.b
  c.
  Select rehearsal strategies to apply skills and techniques.MU.912.S.3.Su.c
  
  Participatory
  a.
  Select melodies and/or accompaniments to perform.MU.912.S.3.Pa.a
  b.
  Participate in rehearsal strategies to apply skills or techniques.MU.912.S.3.Pa.b

Organizational Structure

Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process.
1. 1.
  Evaluate the organizational principles and conventions in musical works and discuss their effect on structure.MU.912.O.1.1
2. Access Point for Students with Significant Cognitive Disabilities
  
  Independent
  a.
  Compare performances of a musical work to identify artistic choices made by performers.MU.912.O.1.In.a
  
  Supported
  a.
  Compare musical elements in different types of music.MU.912.O.1.Su.a
  
  Participatory
  a.
  Recognize elements of music in different types of music.MU.912.O.1.Pa.a
The structural rules and conventions of an art form serve as both a foundation and departure point for creativity.
1. 1.
  Transfer accepted composition conventions and performance practices of a specific style to a contrasting style of music.MU.912.O.2.1
2. 2.
  Transpose melodies into different modalities through performance and composition.MU.912.O.2.2
3. Access Point for Students with Significant Cognitive Disabilities
  
  Independent
  a.
  Select and use elements and principles of music composition to create music in different and/or unusual ways.MU.912.O.2.In.a
  b.
  Create variations for selected melodies.MU.912.O.2.In.b
  
  Supported
  a.
  Use a teacher-selected element or principle of music composition to create music in a different and/or unusual wayMU.912.O.2.Su.a
  
  Participatory
  a.
  Select an element to change in a musical piece.MU.912.O.2.Pa.a
Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world.
1. 1.
  Analyze expressive elements in a musical work and describe how the choices and manipulations of the elements support, for the listener, the implied meaning of the composer/performer.MU.912.O.3.1
2. 2.
  Interpret and perform expressive elements indicated by the musical score and/or conductor.MU.912.O.3.2
3. Access Point for Students with Significant Cognitive Disabilities
  
  Independent
  a.
  Describe how the combination of instrumentation and expressive elements in a musical work can convey a specific thought, idea, mood, and/or image.MU.912.O.3.In.a
  b.
  Perform the expressive elements of a musical work indicated by the musical score and/or conductor and transfer new knowledge and experiences to other musical works.MU.912.O.3.In.b
  
  Supported
  a.
  Identify how instrumentation and expressive elements affect the mood or emotion of a song.MU.912.O.3.Su.a
  b.
  Apply expressive elements to a vocal or instrumental piece.MU.912.O.3.Su.b
  
  Participatory
  a.
  Recognize how a change in instrumentation or an expressive element affects the mood or emotion of a song.MU.912.O.3.Pa.a

Historical and Global Connections

Through study in the arts, we learn about and honor others and the worlds in which they live(d).
1. 1.
  Investigate and discuss how a culture's traditions are reflected through its music.MU.912.H.1.1
2. 2.
  Compare the work of, and influences on, two or more exemplary composers in the performance medium studied in class.MU.912.H.1.2
3. 3.
  Compare two or more works of a composer across performance media.MU.912.H.1.3
4. 4.
  Analyze how Western music has been influenced by historical and current world cultures.MU.912.H.1.4
5. 5.
  Analyze music within cultures to gain understanding of authentic performance practices.MU.912.H.1.5
6. Access Point for Students with Significant Cognitive Disabilities
  
  Independent
  a.
  Identify how a culture's traditions are supported by music.MU.912.H.1.In.a
  b.
  Compare stylistic and musical features in works originating from different cultures.MU.912.H.1.In.b
  
  Supported
  a.
  Recognize how a selected culture's tradition is supported by music.MU.912.H.1.Su.a
  b.
  Identify similarities and differences between styles and features of music produced by different cultures.MU.912.H.1.Su.b
  
  Participatory
  a.
  Associate a selected culture's tradition with a piece of music.MU.912.H.1.Pa.a
  b.
  Recognize similarities or differences between styles or features of music produced by different cultures.MU.912.H.1.Pa.b
The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged.
1. 1.
  Evaluate the social impact of music on specific historical periods.MU.912.H.2.1
2. 2.
  Analyze current musical trends, including audience environments and music acquisition, to predict possible directions of music.MU.912.H.2.2
3. 3.
  Analyze the evolution of a music genre.MU.912.H.2.3
4. 4.
  Examine the effects of developing technology on composition, performance, and acquisition of music.MU.912.H.2.4
5. Access Point for Students with Significant Cognitive Disabilities
  
  Independent
  a.
  Examine the social impact of music on historical periods or cultural evolution.MU.912.H.2.In.a
  b.
  Examine musical trends, including venues for accessing musical performances, to understand the past, present, and future of music.MU.912.H.2.In.b
  c.
  Examine how technology has changed the way music is created, performed, acquired, and experienced.MU.912.H.2.In.c
  
  Supported
  a.
  Recognize the social impact of selected music on historical periods or cultural events.MU.912.H.2.Su.a
  b.
  Recognize significant musical developments, including venues for accessing musical performances, to understand that it is dynamic.MU.912.H.2.Su.b
  c.
  Identify a variety of technologies to create, perform, acquire, and experience music.MU.912.H.2.Su.c
  
  Participatory
  a.
  Match selected music with significant historical periods or cultural eventsMU.912.H.2.Pa.a
  b.
  Recognize selected technologies to create, perform, acquire, and experience music.MU.912.H.2.Pa.b
Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields.
1. 1.
  Apply knowledge of science, math, and music to demonstrate, through an acoustic or digital performance medium, how sound production affects musical performance.MU.912.H.3.1
2. 2.
  Combine personal interest with skills and knowledge from a non-music class to explore, design, and present a music-based or music-enhanced topic of interest to demonstrate the ability to make transfers across contexts.MU.912.H.3.2
3. Access Point for Students with Significant Cognitive Disabilities
  
  Independent
  a.
  Use music to communicate ideas, emotions, or information from non-music contexts.MU.912.H.3.In.a
  
  Supported
  a.
  Use music to enhance the communication of ideas, emotions, or information from non-music contexts.MU.912.H.3.Su.a
  
  Participatory
  a.
  Use a variety of music to enhance other content areas or contexts.MU.912.H.3.Pa.a

Innovation, Technology, and the Future

Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking.
1. 1.
  Analyze and evaluate the effect of "traditional" and contemporary technologies on the development of music.MU.912.F.1.1
2. 2.
  Incorporate or adapt new, emerging, or previously unfamiliar technology to create an innovative composition, music project, or related product.MU.912.F.1.2
3. Access Point for Students with Significant Cognitive Disabilities
  
  Independent
  a.
  Demonstrate the use of a variety of technology tools to produce, store, or listen to music as a citizen, consumer, or worker.MU.912.F.1.In.a
  
  Supported
  a.
  Demonstrate the use of selected technology tools to produce, store, or listen to music as a citizen, consumer, or worker.MU.912.F.1.Su.a
  
  Participatory
  a.
  Collaboratively demonstrate the use of selected technology tools to produce, store, or listen to music as a citizen, consumer, or worker.MU.912.F.1.Pa.a
Careers in and related to the arts significantly and positively impact local and global economies.
1. 1.
  Design or refine a résumé for application to higher education or the workforce that highlights marketable skills and knowledge gained through music training.MU.912.F.2.1
2. 2.
  Analyze the effect of the arts and entertainment industry on the economic and social health of communities and regions.MU.912.F.2.2
3. 3.
  Compare the organizational structure of a professional orchestra, chorus, quintet, or other ensemble to that of a business.MU.912.F.2.3
4. Access Point for Students with Significant Cognitive Disabilities
  
  Independent
  a.
  Analyze employment and leisure opportunities in or relating to music and pair with the necessary skills and training.MU.912.F.2.In.a
  
  Supported
  a.
  Connect employment and leisure opportunities in or relating to music with the necessary skills, training, or prerequisites.MU.912.F.2.Su.a
  
  Participatory
  a.
  Distinguish employment and leisure opportunities that are music-related vs. non-music-related.MU.912.F.2.Pa.a
The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts.
1. 1.
  Analyze and describe how meeting one's responsibilities in music offers opportunities to develop leadership skills, and identify personal examples of leadership in school and/or non-school settings.MU.912.F.3.1
2. 2.
  Summarize copyright laws that govern printed, recorded, and on-line music to promote legal and responsible use of intellectual property and technology.MU.912.F.3.2
3. 3.
  Define, prioritize, monitor, and successfully complete tasks related to individual musical performance or project presentation, without direct oversight, demonstrating skills for use in the workplace.MU.912.F.3.3
4. 4.
  Design and implement a personal learning plan, related to the study of music, which demonstrates self-assessment, brain-storming, decision-making, and initiative to advance skills and/or knowledge.MU.912.F.3.4
5. Access Point for Students with Significant Cognitive Disabilities
  
  Independent
  a.
  Identify personal examples of leadership in school and/or non-school settings.MU.912.F.3.In.a
  b.
  Practice safe, legal, and responsible acquisition and use of music media, and describe why it is important to do so.MU.912.F.3.In.b
  c.
  Prioritize, monitor, and complete tasks related to individual and collaborative music projects.MU.912.F.3.In.c
  
  Supported
  a.
  Identify personal qualities that support success in music that can be applied to other fields.MU.912.F.3.Su.a
  b.
  Individually or collaboratively demonstrate the safe, legal, and responsible use of a variety of technology tools to produce, store, or listen to music.MU.912.F.3.Su.b
  c.
  Organize and complete music projects having three or more components.MU.912.F.3.Su.c
  
  Participatory
  a.
  Recognize personal qualities that support success in music that can be applied to other fields.MU.912.F.3.Pa.a
  b.
  Individually or collaboratively demonstrate the safe, legal, and responsible use of a selected technology tool to produce or listen to music as a citizen, consumer, or worker.MU.912.F.3.Pa.b
  c.
  Contribute to the organization and execution of music projects.MU.912.F.3.Pa.c

Frequently asked questions

What grade levels do these standards cover?: Grade 10, Grade 11, and Grade 12
When were these standards adopted?: 2010
Where can I read the official document?: Fine Arts Next Generation Sunshine State Standards - Music

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