Common Planner
K–12 Standards

Music - Harmonizing Instruments: Grade 5

Other New York Arts sets

Creating

  • 1

    Generate and conceptualize artistic ideas and work.

    1. 1.1

      The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.

      1. a.

        Generate melodic, rhythmic, and harmonic ideas for melodies (such as two-phrase).MU:Cr1.1.H.5.a

      2. b.

        Generate simple chordal accompaniments for teacher-provided melodies.MU:Cr1.1.H.5.b

  • 2

    Organize and develop artistic ideas and work.

    1. 2.1

      Musicians' creative choices are influenced by their expertise, context, and expressive intent.

      1. a.

        Select, develop, and arrange harmonic ideas and chordal accompaniments for teacher-provided melodies, and rhythmic or melodic ideas for melodies (such as two-phrase) and explain connection to purpose and context.MU:Cr2.1.H.5.a

      2. b.

        Use standard notation and/or recording technology to combine, sequence, and document musical ideas.MU:Cr2.1.H.5.b

  • 3

    Refine and complete artistic work.

    1. 3.1

      Musicians evaluate and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.

      1. a.

        Apply teacher-provided criteria to evaluate and refine drafts of simple melodies (such as two-phrase) and chordal accompaniments to short or simple melodies.MU:Cr3.1.H.5.a

      2. b.

        Explain the rationale for changes.MU:Cr3.1.H.5.b

    2. 3.2

      Musicians' presentation of creative work is the culmination of a process of creation and communication

      1. a.

        Share completed chordal accompaniments to short or simple melodies (such as two-phrase).MU:Cr3.2.H.5.a

      2. b.

        Demonstrate and explain expressive intent, and development and organization of musical ideas.MU:Cr3.2.H.5.b

Performing

  • 4

    Select, analyze, and interpret artistic work for presentation.

    1. 4.1

      Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context of a performance influence the selection of repertoire.

      1. a.

        Apply teacher-provided criteria to explain and demonstrate how the music that they selected to perform (from teacher-or student-provided options) is influenced by personal interest, knowledge, purpose, context, and their own and others' technical skill.MU:Pr4.1.H.5.a

    2. 4.2

      Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.

      1. a.

        Identify prominent elements of music (such as form and harmony) in a varied repertoire of music.MU:Pr4.2.H.5.a

      2. b.

        Use aural skills and standard notation when analyzing selected music.MU:Pr4.2.H.5.b

      3. c.

        Explain how elements of music inform prepared or improvised performance(s).MU:Pr4.2.H.5.c

    3. 4.3

      Performers make interpretive decisions based on their understanding of context and expressive intent.

      1. a.

        Demonstrate and explain how intent and consideration of performance context(s) are conveyed through interpretive decisions and elements of music (such as form and harmony) in a varied repertoire of music.MU:Pr4.3.H.5.a

  • 5

    Develop and refine artistic techniques and work for presentation.

    1. 5.1

      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.

      1. a.

        Apply self-reflection and teacher-provided criteria to evaluate prepared or improvised ensemble and personal performances.MU:Pr5.1.H.5.a

      2. b.

        Implement rehearsal strategies to address challenges, refine technical accuracy and elements of music (such as form and harmony), and show improvement over time.MU:Pr5.1.H.5.b

      3. c.

        Respond appropriately to teacher-provided cues.MU:Pr5.1.H.5.c

  • 6

    Convey meaning through the presentation of artistic work.

    1. 6.1

      The quality and effectiveness of a performance is based on criteria that vary across time, place, and cultures.

      1. a.

        Perform a varied repertoire of prepared or improvised music, alone or with others, with technical accuracy and appropriate interpretation.MU:Pr6.1.H.5.a

      2. b.

        Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre, and style.MU:Pr6.1.H.5.b

      3. c.

        Respond appropriately to teacher-provided cues.MU:Pr6.1.H.5.c

Responding

  • 7

    Perceive and analyze artistic work.

    1. 1.

      Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.7.1

      1. a.

        Demonstrate and describe how selected music (from teacher-or student-provided options), based on characteristics found in the music, connects to and is influenced by interest, purpose, or personal experience.MU:Re7.1.H.5.a

    2. 7.2

      Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.

      1. a.

        Identify and demonstrate, giving examples, the use of repetition, similarities, and contrasts in musical selections.MU:Re7.2.H.5.a

      2. b.

        Identify how social or cultural context informs a response.MU:Re7.2.H.5.b

  • 8

    Interpret meaning in artistic work.

    1. 8.1

      Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.

      1. a.

        Identify and demonstrate how the expressive qualities and social or cultural context influence performers' interpretations to reflect expressive intent.MU:Re8.1.H.5.a

  • 9

    Apply criteria to evaluate artistic work.

    1. 9.1

      The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria.

      1. a.

        Identify and describe how interest, experiences, and personal or social contexts affect evaluation, and apply these in interpreting music.MU:Re9.1.H.5.a

Connecting

  • 10

    Relate and synthesize knowledge and personal experiences to inspire and inform artistic work.

    1. 10.1

      The multidimensional system of music allows us to uniquely express and reflect upon ideas, opinions, aesthetic values, and human sentience. Musicians draw upon universal themes, disciplinary and interdisciplinary understandings, and life experiences to inform their creative expressions.

      1. a.

        Improvise musical ostinati and/or motifs to accompany or portray events, a story, or to illustrate an abstract idea.MU:Cn10.1.H.5.a

      2. b.

        Discuss places, times, and reasons for making and listening to music.MU:Cn10.1.H.5.b

      3. c.

        Consider personal accomplishments and experiences in shaping new musical goals.MU:Cn10.1.H.5.c

      4. d.

        Identify how sound is created on a familiar instrument and other sound sources.MU:Cn10.1.H.5.d

  • 11

    Investigate ways that artistic work is influenced by societal, cultural, and historical context and, in turn, how artistic ideas shape cultures past, present, and future.

    1. 11.1

      Creating, performing, and analyzing music deepens our knowledge of ideas, informs our understanding of cultures, and helps us envision the future.

      1. a.

        Perform and listen to music from various times and cultures and describe how that music reflects those times and cultures.MU:Cn11.1.H.5.a

      2. b.

        Identify the cultural and social uses for music.MU:Cn11.1.H.5.b

      3. c.

        Identify ways in which music is used to represent and reflect group identity.MU:Cn11.1.H.5.c

Frequently asked questions

What grade levels do these standards cover?
Grade 5
When were these standards adopted?
2017

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