Music (4th & 5th Grade)
Note: Certain Music Standards may have an additional code at the beginning to indicate proficiency.
For example: "Nov" = Novice What Is Literacy in Music?
Developing music literacy means discovering the expressive elements of music, understanding the basic concepts of music, knowing the terminology that is used to comprehend music, developing the skills necessary to produce music, and being able to reflect, critique, and connect personal experience to music. The standards describe expectations for learning in music regardless of style or genre. The standards impart the breadth and depth of the music experience through art-making processes. The standards can and should be the impetus for music educators to inspire their students to explore the many facets of music and prepare them for a lifelong relationship with music. 4th Grade Standards
Music 4.MU.Cr1 a. Improvise rhythmic, melodic,and harmonic ideas, and explain connection to specific purpose and context (such as social and cultural). b. Generate musical ideas (such as rhythms, melodies,and simple accompaniment patterns) within related tonalities (such as major and minor) and meters. 4.MU:Cr2 a. Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent, and explain connection to purpose and context. b. Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas. 4.MU:Cr3.1 Evaluate, refine, and document revisions to personal music,applying teacher-provided and collaboratively developed criteria and feedback to show improvement over time. 4.MU:Cr3.2 Present the final version of personal created music to others and explain connection to expressive intent. 5.MU:Pr4.1 Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, context, and technical skill. 5.MU:Pr4.2 a. Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, and form) in music selected for performance. b. When analyzing selected music, read and perform using iconic and/or standard notation. c. Explain how context (such as personal, social,and cultural)informs a performance. 4.MU:Pr4.3 Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, and timbre). 4.MU:Pr5 a. Apply teacher-provided and collaboratively developed criteria and feedback to evaluate accuracy and expressiveness of ensemble and personal performances. b. Rehearse to refine technical accuracy and expressive qualities, and address performance challenges. 4.MU:Pr6 a. Perform music with expression, technical accuracy, and appropriate interpretation. b. Demonstrate performance decorum and audience etiquette appropriate for the context, venue, and genre. 4.MU:Re7.1 Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts. 4.MU:Re7.2 Demonstrate and explain how responses to music are informed by the structure, the use of the elements of music, and context (such as personal, social,and cultural). 4.MU:Re8 Demonstrate and explain how expressive qualities (such as dynamics, tempo,and timbre) are used in performers’ personal interpretations to reflect creators’ expressive intent. 4.MU:Re9 Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context. 4.MU:Cn10 Describe and demonstrate how personal interests, experiences, ideas, and knowledge relate to creating, performing, and responding to music. 4.MU:Cn11 Describe and demonstrate connections between music and societal, cultural, and historical contexts. Resources:
Visual & Performing Arts - Website 4 Artistic Disciplines for Music Unlike the other arts disciplines, there are five sets of performance standards for music. A one-letter code is added after the artistic discipline code for all but one set of the performance standards PK–8 includes: Harmonizing Instruments (H) and Ensembles (E) Note: Composition and Theory (C) and Technology (T) are the high school level so they are not included here. 5 Musical Levels There are 5 levels of proficiency for each of the above Artistic Disciplines. Each is "nominally assigned" to a grade level: 5th grade level: Novice (Nov) 8th grade level: Intermediate (Int) High School: Proficient (Prof) Accomplished (Acc) Advanced (Adv) Since this website is for elementary school, I only include standards at the 5th Grade Novice level. Four Artistic Processes 1. Creating Conceiving and developing new artistic ideas and work. 2. Performing, Presenting or Producing Performing (for Dance, Music,and Theatre) Realizing artistic ideas and work through interpretation and presentation. Presenting (for Visual Arts) Interpreting and sharing artistic work. Producing (for Media Arts) Realizing and presenting artistic ideas and work. 3. Responding Understanding and evaluating how the arts convey meaning. 4. Connecting Relating artistic ideas and work with personal meaning and external context. 11 Anchor Standards (aligned with the 4 Processes) Creating 1. Generate and conceptualize artistic ideas and work. 2. Organize and develop artistic ideas and work. 3. Refine and complete artistic work. Performing, Presenting and Producing 4. Analyze, interpret, and select artistic work for presentation. 5. Develop and refine artistic work for presentation. 6. Convey meaning through the presentation of artistic work. Responding 7. Perceive and analyze artistic work. 8. Interpret intent and meaning in artistic work. 9. Apply criteria to evaluate artistic work. Connecting 10. Synthesize and relate knowledge and personal experiences to make art. 11. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. |
5th Grade Standards
Creating--Anchor Standard 1: Generate and Conceptualize Artistic Ideas and Work Process Component: Imagine Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources. Essential Question: How do musicians generate creative ideas? 5.MU:Cr1 a. Improvise rhythmic, melodic,and harmonic ideas, and explain connection to specific purpose and context (such as social, cultural,and historical). b. Generate musical ideas (such as rhythms, melodies,and accompaniment patterns) within specific related tonalities, meters,and simple chord changes. Creating--Anchor Standard 2: Organize and Develop Artistic Ideas and Work Process Component: Plan and Make Enduring Understanding: Musicians’ creative choices are influenced by their expertise, context, and expressive intent. Essential Question: How do musicians make creative decisions? 5.MU:Cr2 a. Demonstrate selected and developed musical ideas for improvisations, arrangements,or compositions to express intent, and explain connection to purpose and context. b. Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and two-chord harmonic musical ideas. Creating--Anchor Standard 3: Refine and Complete Artistic Work Process Component: Evaluate and Refine 3.1 Enduring Understanding: Musicians evaluate and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question: How do musicians improve the quality of their creative work? 5.MU:Cr3.1 Evaluate, refine, and document revisions to personal music,applying teacher-provided and collaboratively developed criteria and feedback, and explain rationale for changes. Process Component: Present 3.2 Enduring Understanding: Musicians’ presentation of creative work is the culmination of a process of creation and communication. Essential Question: When is creative work ready to share? 5.MU:Cr3.2 Present the final version of personal created music to others that demonstrates craftsmanship and explain connection to expressive intent. Performing--Anchor Standard 4: Select, Analyze, and Interpret Artistic Work for Presentation Process Component: Select 4.1 Enduring Understanding: Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire. Essential Question: How do performers select repertoire? 5.MU:Pr4.1 Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, and context, as well as their personal and others’ technical skill. Process Component: Analyze 4.2 Enduring Understanding: Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance. Essential Question: How does understanding the structure and context of musical works inform performance? 5.MU:Pr4.2 a. Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, form, and harmony) in music selected for performance. b. When analyzing selected music, read and perform using standard notation. c. Explain how context (such as personal, social, cultural, and historical) informs performances. Process Component: Interpret 4.3 Enduring Understanding: Performers make interpretive decisions based on their understanding of context and expressive intent. Essential Question: How do performers interpret musical works? 5.MU:Pr4.3 Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, timbre, and articulation/style). Performing--Anchor Standard 5: Develop and Refine Artistic Techniques and Work for Presentation Process Component: Rehearse, Evaluate, and Refine Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question: How do musicians improve the quality of their performance? 5.MU:Pr5 a. Apply teacher-provided and established criteria and feedback to evaluate the accuracy and expressiveness of ensemble and personal performances. b. Rehearse to refine technical accuracy and expressive qualities to address challenges and show improvement over time. Performing--Anchor Standard 6: Convey Meaning Through the Presentation of Artistic Work Process Component: Present Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence audience response. Essential Questions: - When is a performance judged ready to present? - How do context and the manner in which musical work is presented influence audience response? 5.MU:Pr6 a. Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation. b. Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre,and style. Responding—Anchor Standard 7: Perceive and Analyze Artistic Work Process Component: Select 7.1 Enduring Understanding: Individuals’ selection of musical works is influenced by their interests, experiences, understandings, and purposes. Essential Question: How do individuals choose music to experience? 5.MU:Re7.1 Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts. Process Component: Analyze 7.2 Enduring Understanding: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. Essential Question: How do individuals choose music to experience? 5.MU:Re7.2 Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context (such as personal, social, cultural, and historical). Responding--Anchor Standard 8: Interpret Intent and Meaning in Artistic Work Process Component: Interpret Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent. Essential Question: How do we discern the musical creators’ and performers’ expressive intent? 5.MU:Re8 Demonstrate and explain how expressive qualities(such as dynamics, tempo, timbre, and articulation) are used in performers’ personal interpretations to reflect creators’ expressive intent. Responding--Anchor Standard 9: Apply Criteria to Evaluate Artistic Work Process Component: Evaluate Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria. Essential Question: How do we judge the quality of musical work(s) and performance(s)? 5.MU:Re9 Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music. Connecting--Anchor Standard 10: Synthesize and Relate Knowledge and Personal Experiences to Make Art Process Component: Synthesize Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. Essential Question: How do musicians make meaningful connections to creating, performing, and responding? 5.MU:Cn10 Explain and demonstrate how personal interests, experiences, ideas, and knowledge relate to creating, performing, and responding to music. Connecting--Anchor Standard 11: Relate Artistic Ideas and Works with Societal, Cultural, and Historical Context to Deepen Understanding Process Component: Relate Enduring Understanding: Musicians connect societal, cultural, and historical contexts when creating, performing, and responding. Essential Question: How do musicians make meaningful connections to societal, cultural, and historical contexts when creating, performing, and responding? 5.MU:Cn11 Explain and demonstrate connections between music and societal, cultural, and historical contexts. Harmonizing Instruments
To see the Process Components, Enduring Understandings, and Essential Questions, refer to the specifically numbered Anchor standards within the Music standards. Creating--Anchor Standard 1: Generate and Conceptualize Artistic Ideas and Work Nov.MU:H.Cr1 Generate melodic, rhythmic, and harmonic ideas for simple melodies and chordal accompaniments for given melodies. Creating--Anchor Standard 2: Organize and Develop Artistic Ideas and Work Nov.MU:H.Cr2 Select, develop, and use standard notation or audio/video recording to document melodic, rhythmic,and harmonic ideas for drafts of simple melodies and chordal accompaniments for given melodies. Creating--Anchor Standard 3: Refine and Complete Artistic Work Nov.MU:H.Cr3.1 Apply teacher-provided criteria to critique, improve, and refine drafts of simple melodies and chordal accompaniments for given melodies. Nov.MU:H.Cr3.2 Share final versions of simple melodies and chordal accompaniments for given melodies, demonstrating an understanding of how to develop and organize personal musical ideas. Performing--Anchor Standard 4: Select, Analyze, and Interpret Artistic Work for Presentation Nov.MU:H.Pr4.1 Describe and demonstrate how a varied repertoire of music that includes melodies and chordal accompaniments is selected, based on personal interest, music-reading skills, and technical skill, as well as the context of the performances. Nov.MU:H.Pr4.2 Identify prominent melodic and harmonic characteristics in a varied repertoire of music that includes melodies and chordal accompaniments selected for performance, using standard notation. Nov.MU:H.Pr4.3 Demonstrate and describe in interpretations an understanding of the context and expressive intent in a varied repertoire of music selected for performance that includes melodies and chordal accompaniments. Performing--Anchor Standard 5: Develop and Refine Artistic Techniques and Work for Presentation Nov.MU:H.Pr5 Apply teacher-provided criteria to critique individual performances of a varied repertoire of music that includes melodies and chordal accompaniments selected for performance, and apply practice strategies to address performance challenges and refine the performances. Performing--Anchor Standard 6: Convey Meaning Through the Presentation of Artistic Work Nov.MU:H.Pr6 Perform with expression and technical accuracy individual performances of a varied repertoire of music that includes melodies and chordal accompaniments, demonstrating understanding of the audience and the context. Responding—Anchor Standard 7: Perceive and Analyze Artistic Work Nov.MU:H.Re7.1 Identify reasons for selecting music based on characteristics found in the music and connections to interest, purpose, or personal experience. Nov.MU:H.Re7.2 Identify, citing evidence, the use of repetition, similarities, and contrasts in musical selections, and how these and knowledge of the context (social or cultural) informs the response. Responding--Anchor Standard 8: Interpret Intent and Meaning in Artistic Work Nov.MU:H.Re8 Identify possible interpretations of the expressive intent and meaning of musical selections, referring to the elements of music, context (personal or social), and (when applicable) the setting of the text. Responding--Anchor Standard 9: Apply Criteria to Evaluate Artistic Work Nov.MU:H.Re9 Identify and describe how interest, experiences, and contexts (personal or social) affect the evaluation of music. Connecting--Anchor Standard 10: Synthesize and Relate Knowledge and Personal Experiences to Make Art Nov.MU:H.Cn10 Describe and demonstrate how personal interests relate to choices and intent when creating, performing, and responding to music. Connecting--Anchor Standard 11: Relate Artistic Ideas and Works with Societal, Cultural, and Historical Context to Deepen Understanding Nov.MU:H.Cn11 Relate music to societal, cultural, and historical contexts when creating, performing, and responding. Ensembles
To see the Process Components, Enduring Understandings, and Essential Questions, refer to the specifically numbered Anchor standards within the Music standards. Creating--Anchor Standard 1: Generate and Conceptualize Artistic Ideas and Work Nov.MU:E.Cr1 Compose and improvise melodic and rhythmic ideas or motives that reflect characteristic(s) of music or text(s) studied in rehearsal. Creating--Anchor Standard 2: Organize and Develop Artistic Ideas and Work Nov.MU:E.Cr2 a. Select and develop draft melodic and rhythmic ideas or motives that demonstrate understanding of characteristic(s) of music or text(s) studied in rehearsal. b. Preserve draft compositions and improvisations through standard notation and audio recording. Creating--Anchor Standard 3: Refine and Complete Artistic Work Nov.MU:E.Cr3.1 Evaluate and refine draft compositions and improvisations based on knowledge, skill, and teacher-provided criteria. Nov.MU:E.Cr3.2 Share personally developed melodic and rhythmic ideas or motives—individually or as an ensemble—that demonstrate understanding of characteristics of music or texts studied in rehearsal. Performing--Anchor Standard 4: Select, Analyze, and Interpret Artistic Work for Presentation Nov.MU:E.Pr4.1 Select varied repertoire to study based on interest, music-reading skills (where appropriate), an understanding of the structure of the music,context, and the technical skill of the individual or ensemble. Nov.MU:E.Pr4.2 Demonstrate, using music-reading skills where appropriate, how knowledge of formal aspects in musical works inform prepared or improvised performances. Nov.MU:E.Pr4.3 Identify expressive qualities in a varied repertoire of music that can be demonstrated through prepared and improvised performances. Performing--Anchor Standard 5: Develop and Refine Artistic Techniques and Work for Presentation Nov.MU:E.Pr5 Use self-reflection and peer feedback to refine individual and ensemble performances of a varied repertoire of music. Performing--Anchor Standard 6: Convey Meaning Through the Presentation of Artistic Work Nov.MU:E.Pr6 a. Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music. b. Demonstrate an awareness of the context of the music through prepared and improvised performances. Responding—Anchor Standard 7: Perceive and Analyze Artistic Work Nov.MU:E.Re7.1 Identify reasons for selecting music based on characteristics found in the music, connection to interest, and purpose or context. Nov.MU:E.Re7.2 Identify how knowledge of context and the use of repetition, similarities, and contrasts inform the response to music. Responding--Anchor Standard 8: Interpret Intent and Meaning in Artistic Work Nov.MU:E.Re8 Identify interpretations of the expressive intent and meaning of musical works, referring to the elements of music, contexts, and (when appropriate) the setting of the text. Responding--Anchor Standard 9: Apply Criteria to Evaluate Artistic Work Nov.MU:E.Re9 Identify and describe the effect of interest, experience, analysis, and context on the evaluation of music. Connecting--Anchor Standard 10: Synthesize and Relate Knowledge and Personal Experiences to Make Art Nov.MU:E.Cn10 Describe and demonstrate how personal interests relate to choices and intent when creating, performing, and responding to music. Connecting--Anchor Standard 11: Relate Artistic Ideas and Works with Societal, Cultural, and Historical Context to Deepen Understanding Nov.MU:E.Cn11 Relate music to societal, cultural, and historical contexts when creating, performing, and responding. |