Common Planner
K–12 Standards

Music: Grades 3-5

Other Maryland Fine Arts sets

CreatingCr.3-5

  • 1

    Generate and conceptualize artistic ideas and work.Cr.3-5.1

    1. i

      IndicatorsCr.3-5.1.i

      1. 1

        Conceptualize and generate musical ideas for an artistic purpose and context, using appropriate technology as available.Cr.3-5.1.i.1

    2. e

      ExpectationsCr.3-5.1.e

      1. 1

        With increasing independence, create musical ideas for classroom and personal composition activities, using appropriate technology as available.Cr.3-5.1.e.1

      2. 2

        Create music with intermediate-level melodic, rhythmic, dynamic, and formal elements, in response to artistic stimuli, using appropriate technology as available.Cr.3-5.1.e.2

  • 2

    Organize and develop artistic ideas and work.Cr.3-5.2

    1. i

      IndicatorsCr.3-5.1.i

      1. 1

        Select, present, explain, and document musical choices with connections to purpose and context. Cr.3-5.1.i.1

    2. e

      ExpectationsCr.3-5.1.e

      1. 1

        With increasing independence, use standard notation, iconic notation or recording technology effectively to create and document personal musical ideas. Clearly communicate creative choices.Cr.3-5.1.e.1

  • 3

    Refine and complete artistic work.Cr.3-5.3

    1. i

      IndicatorsCr.3-5.3.i

      1. 1

        Apply given criteria to evaluate and summarize refinements to personal musical ideas.Cr.3-5.3.i.1

      2. 2

        Present a classroom version of personal musical ideas and summarize connections to artistic purpose.Cr.3-5.3.i.2

    2. e

      ExpectationsCr.3-5.3.e

      1. 1

        Think critically to evaluate and refine personal musical ideas in response to feedback and document revisions. Cr.3-5.3.e.1

      2. 2

        Present a classroom version, incorporating refinements, and explain connections to the artistic purpose, using appropriate technology as available.Cr.3-5.3.e.2

PresentingPr.3-5

  • 4

    Analyze, interpret, and select artistic work for presentation.Pr.3-5.4

    1. i

      IndicatorsPr.3-5.4.i

      1. 1

        Describe personal preferences for the selection of music for performance based on purpose, context, and technical skill.Pr.3-5.4.i.1

      2. 2

        Describe and analyze how context (historical, cultural, social, and personal) informs performance.Pr.3-5.4.i.2

      3. 3

        Demonstrate and explain how intent is conveyed through artistic qualities. Pr.3-5.4.i.3

      4. 4

        Read and perform from iconic and/or standard notation.Pr.3-5.4.i.4

    2. e

      ExpectationsPr.3-5.4.e

      1. 1

        With teacher guidance, select a piece of music to read, analyze, and perform with attention to context and creative intent. Justify and support performance decisions.Pr.3-5.4.e.1

      2. 2

        Demonstrate an understanding of musical contexts when describing choices of music selected for performance.Pr.3-5.4.e.2

      3. 3

        Demonstrate and explain artistic qualities when performing musical ideas. Pr.3-5.4.e.3

      4. 4

        Read iconic and/or standard notation in performance of musical ideas.Pr.3-5.4.e.4

  • 5

    Develop and refine artistic work for presentation.Pr.3-5.5

    1. i

      IndicatorsPr.3-5.5.i

      1. 1

        Identify and apply appropriate feedback to rehearse and refine performance.Pr.3-5.5.i.1

    2. e

      ExpectationsPr.3-5.5.e

      1. 1

        With 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.Pr.3-5.5.e.1

      2. 2

        Apply feedback to improve and refine music in rehearsal. Pr.3-5.5.e.2

  • 6

    Convey meaning through the presentation of artistic work.Pr.3-5.6

    1. i

      IndicatorsPr.3-5.6.i

      1. 1

        Communicate purpose through music performance, paying attention to accuracy and interpretation.Pr.3-5.6.i.1

      2. 2

        Perform appropriately for audience and purpose.Pr.3-5.6.i.2

    2. e

      ExpectationsPr.3-5.6.e

      1. 1

        Perform a varied repertoire of music with artistic purpose, demonstrating technical accuracy.Pr.3-5.6.e.1

      2. 2

        Interact 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.Pr.3-5.6.e.2

      3. 3

        Discuss readiness of a varied repertoire of music for public performance, based on experience of time, place, and culture from which the music is chosen.Pr.3-5.6.e.3

RespondingRe.3-5

  • 7

    Perceive and analyze artistic work.Re.3-5.7

    1. i

      IndicatorsRe.3-5.7.i

      1. 1

        Select music and describe, citing evidence, how personal interests, experiences, and purposes influence musical choice.Re.3-5.7.i.1

      2. 2

        Demonstrate and describe, citing evidence, how responses to music are informed by structure, use of musical elements, and context (social, cultural, and historical).Re.3-5.7.i.2

    2. e

      ExpectationsRe.3-5.7.e

      1. 1

        Clearly communicate personal preferences when selecting music for listening or performing and describe how the use of musical elements and context influence the choice. Re.3-5.7.e.1

      2. 2

        With limited guidance, communicate clearly the importance of structure, musical elements, and context.Re.3-5.7.e.2

  • 8

    Interpret intent and meaning in artistic work.Re.3-5.8

    1. i

      IndicatorsRe.3-5.8.i

      1. 1

        Summarize and explain how artistic qualities are used in musicians’ interpretations.Re.3-5.8.i.1

    2. e

      ExpectationsRe.3-5.8.e

      1. 1

        When listening to music, communicate clearly how the use of musical elements and performance choices might create the intended effect. Re.3-5.8.e.1

  • 9

    Apply criteria to evaluate artistic work.Re.3-5.9

    1. i

      IndicatorsRe.3-5.9.i

      1. 1

        Describe personal evaluation of musical works or performances based on criteria, using appropriate musical vocabulary. Re.3-5.9.i.1

    2. e

      ExpectationsRe.3-5.9.e

      1. 1

        Choose 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.Re.3-5.9.e.1

      2. 2

        Engage appropriately as an active listener in formal and informal settings, paying attention to audience etiquette appropriate to the genre of music. Re.3-5.9.e.2

      3. 3

        Compare and document musical elements from two or more contrasting selections of music. Re.3-5.9.e.3

ConnectingCn.3-5

  • 10

    Synthesize and relate knowledge and personal experiences to make art.Cn.3-5.10

    1. i

      IndicatorsCn.3-5.10.i

      1. 1

        Describe how interests, experiences, knowledge, and skills relate to personal choices and musical intentions when creating, performing, and responding to music.Cn.3-5.10.i.1

    2. e

      ExpectationsCn.3-5.10.e

      1. 1

        Identify personal and cultural influences as well as creative preferences in creating, performing, and responding to music.Cn.3-5.10.e.1

      2. 2

        Identify and document the benefits of, and opportunities for, making music both inside and outside of school and/or music class, including afterschool programs and extracurricular opportunities.Cn.3-5.10.e.2

  • 11

    Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.Cn.3-5.11

    1. i

      IndicatorsCn.3-5.11.i

      1. 1

        Describe and justify how music is a form of personal communication and expression. Cn.3-5.11.i.1

      2. 2

        Describe and explain factors that impact the role of music in the lives of people.Cn.3-5.11.i.2

      3. 3

        Describe the relationships of music to dance, theatre, the visual arts, media arts and other disciplines.Cn.3-5.11.i.3

    2. e

      ExpectationsCn.3-5.11.e

      1. 1

        With limited guidance, connect music to personal experience through creating, performing, or responding to music. Cn.3-5.11.e.1

      2. 2

        With limited guidance, connect music to other people’s personal experiences when creating, performing, or responding to music.Cn.3-5.11.e.2

      3. 3

        With limited guidance, make connections between music and other common core subjects, including the arts, through creating, performing, or responding to music.Cn.3-5.11.e.3

      4. 4

        Analyze and document how music is used to inform or change beliefs, values, and/or behaviors of an individual or society. Cn.3-5.11.e.4

Frequently asked questions

What grade levels do these standards cover?
Grade 3, Grade 4, and Grade 5
Where can I read the official document?
Music Standards Grades P-12

Keep exploring

Keep exploring Fine Arts standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.