Common Planner
K–12 Standards

General Music: Grade 5

Other Tennessee Fine Arts sets

Perform5.GM.P

  • 1

    Select, analyze, and interpret artistic work for performance. 5.GM.P1

    1. A

      Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, context, and technical skill. 5.GM.P1.A

    2. B

      Demonstrate understanding of the structure and elements of music (such as rhythm, pitch, form, and harmony) in music selected for performance. 5.GM.P1.B

    3. C

      Explain how context (such as social, cultural, and historical) informs performances. 5.GM.P1.C

    4. D

      When analyzing selected music, read and perform using standard notation in treble clef with voice, body percussion, and/or instruments.5.GM.P1.D

  • 2

    Develop and refine artistic techniques and work for performance. 5.GM.P2

    1. A

      Apply established criteria to judge student rehearsal and/or performance. 5.GM.P2.A

    2. B

      Rehearse to refine technical accuracy and expressive qualities, and address performance challenges, showing improvement.  5.GM.P2.B

  • 3

    Convey and express meaning through the presentation of artistic work.  5.GM.P3

    1. A

      Sing, alone and with others, with expression, technical accuracy, and appropriate interpretation*.5.GM.P3.A

    2. B

      Using body percussion or instruments, perform instrumentally (pitched/unpitched), alone and with others, with expression, technical accuracy, and appropriate interpretation*.5.GM.P3.B

    3. C

      Perform appropriately for the audience and context; demonstrate appropriate posture, and evaluate performance etiquette.  5.GM.P3.C

    4. D

      Demonstrate appropriate audience behavior, and evaluate student behavior during a performance. 5.GM.P3.D

Create5.GM.Cr

  • 1

    Generate and conceptualize artistic ideas and work.  5.GM.Cr1

    1. A

      Use modal/scale based melodies in major/minor, simple/complex rhythms, and accompaniments to improvise rhythmic, melodic, harmonic, and/or movement ideas within a context (such as social, cultural, historical, etc.). 5.GM.Cr1.A

    2. B

      Use parameters such as improvising/composing a 2-4 measure musical idea, a modal/scale-based melody, or an extended rhythm pattern using grade-appropriate note values in various forms to generate musical ideas within a given tonality, form, and/or rhythmic set. 5.GM.Cr1.B

  • 2

    Organize and develop artistic ideas and work. 5.GM.Cr2

    1. A

      Using musical ideas to be performed, demonstrate and discuss personal reasons for selecting musical ideas for arrangement, improvisation, or composition.  5.GM.Cr2.A

    2. B

      Use notation and/or recording technology to document personal musical ideas (such as grade-appropriate rhythm/melodic pattern, two-chord harmonies, introduction, coda, interlude, etc.).  5.GM.Cr2.B

  • 3

    Refine and complete artistic work.  5.GM.Cr3

    1. A

      Interpret and apply collaboratively developed feedback to revise personal music over time, such as the efficacy of a created introduction, sequence, or coda, use of form, two-part composition, or other characteristics of a created piece of music.  5.GM.Cr3.A

    2. B

      Demonstrate a final version of personal musical ideas using created vocal, instrumental, movement, or two-part created pieces through performance.  5.GM.Cr3.B

Respond5.GM.R

  • 1

    Perceive and analyze artistic work.  5.GM.R1

    1. A

      Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts. 5.GM.R1.A

    2. B

      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 social, cultural, and historical) through various means (such as manipulatives, movement, and/or pictorial representation).  5.GM.R1.B

    3. C

      Demonstrate an understanding of the elements of music applied to a listening example using teacher-given vocabulary (such as different sections of complex forms, teacher-selected orchestral instruments, etc.).  5.GM.R1.C

  • 2

    Interpret intent and meaning in artistic work. 5.GM.R2

    1. A

      Demonstrate and explain how music concepts are used by performers to reflect intent (such as instrument selection by a composer/arranger). 5.GM.R2.A

  • 3

    Apply criteria to evaluate artistic work. 5.GM.R3

    1. A

      Evaluate musical works and performances, applying established criteria, citing evidence from the elements of music; with teacher guidance, create a rubric for evaluating music performances. 5.GM.R3.A

Connect5.GM.Cn

  • 1

    Synthesize and relate knowledge and personal experiences to artistic endeavors.  5.GM.Cn1

    1. A

      Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music (such as identifying pieces of music that are important to one’s family or how music is used in daily life).  5.GM.Cn1.A

  • 2

    Relate artistic ideas and works with societal, cultural, and historical context.5.GM.Cn2

    1. A

      Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and/or daily life (such as comparing how music is used in various cultures and performing it).  5.GM.Cn2.A

Frequently asked questions

What grade levels do these standards cover?
Grade 5
Where can I read the official document?
Tennessee Academic Standards for Fine Arts

Keep exploring

Keep exploring Fine Arts standards

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