This document outlines the music curriculum for students in grades K-8 in Arizona public schools. Developers state that music educators should use the document as the content criteria for selecting state adopted textbooks and materials. As a result of participating in the music program, students should develop an increasing commitment to music, understand and organize musical ideas, explore alternatives in interpreting and expressing feelings and ideas through performance, make considered musical judgments, and respond aesthetically to music. Program developers state that while the guide is to be used as a standard against which a program in local schools can be measured, it is intended as an outline for the minimum course and that teachers are encouraged to enrich and enhance programs beyond the minimum standards offered in the guide. Music experiences and activities are presented in tabular form in six categories--listening, singing, moving, writing, reading, and playing. Six subcategories comprise each of these major categories. They are pitch, duration, volume, timbre, expressive controls, and structure. Students are involved in a wide variety of activities including identifying patterns and phrases, recognizing when patterns are repeated or are different, hearing tempo changes, identifying distinctive sounds or instrumental ensembles, playing instruments in a group to produce different rhythm patterns, transposing simple melodies to other keys, improvising on instruments, devising movements to interpret music, and responding to dynamic markings when performing and creating music. For each activity, a code of single, double, or triple dots indicates whether the activity at a specific grade level is being introduce amplified, or reinforced. The document concludes with a survey of educational legislation affecting music education in the public schools of Arizona and a glossary of terms used throughout the guide. (DB)