Subjects By Grade
ESSENTIAL QUESTION

How do musicians generate creative ideas? How do musicians make creative decisions? How do musicians improve the quality of their creative work?

Common Core Standards 2017-2018 Common Assessments Print Unit 1
Intermediate - Fine Arts - Grade 5 - Unit 1
5th Grade Music
Vertical music organizer for K-12. ACIC curriculum map for 4-6
OVERVIEW Show All | Hide All | Top

Students will explore music through creating and performing with different mediums. Mediums will include: voice, body percussion, movement, writing, listening, and instrument playing.

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COMMON CORE STANDARDS Show All | Hide All | Top

Creating Anchor Standards:

 

  • Generate and conceptualize artistic ideas and work.

  • Organize and develop artistic ideas and work.

  • Refine and complete artistic work.

  • Refine and complete artistic work.


Performing Anchor Standards:

 

  • Select, analyze and interpret artistic work for presentation

  • Select, analyze and interpret artistic work for presentation.

  • Select, analyze and interpret artistic work for presentation

  • Develop and refine artistic techniques and work for presentation.

  • Convey meaning through the presentation of artistic work.

 

Responding Anchor Standards:

 

  • Perceive and analyze artistic work.

  • Perceive and analyze artistic work.

  • Interpret intent and meaning in artistic work.

  • Apply criteria to evaluate artistic work.

 

Connecting Anchor Standards:

 

  • Synthesize and relate knowledge and personal experiences to make art.

  • Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

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STUDENT LEARNING TARGETS Show All | Hide All | Top

I can generate musical ideas for various purposes and contexts.

I can develop musical ideas for defined purposes and contexts.

I can evaluate and refineselected musical ideas to create musical work that meets appropriate criteria.

I can share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.

I can identify the 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.

I can analyze the creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.

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

I can evaluate and refine personal and ensemble performances, individually or in collaboration with others.

I can perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context.

I can select musical works and see how they are influenced by interests, experiences, understandings, and purposes.

I can respond to music and identify how it is informed by analyzing context(social, cultural, and historical) and how creators and performers manipulate the elements of music.

I can support interpretations of musical works that reflect creators’/performers’ expressive intent.

I can support evaluations of musical works and performances based on analysisinterpretation, and established criteria.

I can synthesize and relate knowledge and personal experiences to make music.

I can relate musical ideas and works with varied context to deepen understanding.

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COMMON ASSESSMENTS Show All | Hide All | Top
CRITICAL VOCABULARY Show All | Hide All | Top

Melody, Pitch, Rhythm, Tempo, Timbre, Form, Dynamics

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LEARNING EXPERIENCES Show All | Hide All | Top
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https://www.nationalartsstandards.org/customize-handbook?bundle_name%5B6%5D=6&ss_grade_level%5B10%5D=10&ss_grade_level%5B11%5D=11&ss_grade_level%5B12%5D=12&include%5Beu%2Feq%5D=eu%2Feq&include%5Bpv%5D=pv

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LITERACY STRATEGIES Show All | Hide All | Top

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