Academic programs use objective and standardized assessment criteria. Music education programs have avoided such objective assessments via the assertion of subjectivity and aesthetics in music learning. In this article, the author introduces the revised Bloom's taxonomy as a tool to translate music education outcomes into objective educational criteria. The author analyzes cognitive processes and knowledge domains that address more complex forms of musicianship using achievement standards from the nine national standards in music education as examples. The author also introduces four new knowledge domains to describe procedural and metacognitive knowledge that are integral to music learning. In addition, the new taxonomy elevates creativity as the most complex of the cognitive processes, which has positive implications for the field of music education. (Contains 3 tables.)