Unit Plan 17 (Grade 5 Music): Revising Musical Ideas

Focus: Evaluate and refine musical ideas (rhythms, melodies, accompaniments) using clear criteria and teacher/peer feedback, and document revisions with a short explanation of what improved and why.

Grade Level: 5

Subject Area: Music (General • Creating • Responding)

Total Unit Duration: 1 required session (core), plus up to 2 optional extension sessions; 50–60 minutes per session

I. Introduction

In this unit, students refine their work like composers and editors. Using short musical ideas they have already created (such as rhythm patterns, melodies, or simple accompaniments), students learn how to evaluate, revise, and clearly document changes. They co-create criteria for what makes a musical idea “strong” (clear, accurate, expressive, playable) and then use those criteria and feedback to improve their compositions. Students end by explaining how their revisions made the music better, just as writers explain edits in a final draft.

Essential Questions

• What does it mean to revise music, and why is revision important for composers and performers?
• How can criteria and feedback help us improve our musical ideas?
• How can we show and explain how our music changed from the first draft to the revised version?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Help create or apply a simple checklist or rubric that describes qualities of strong musical ideas (clarity, accuracy, expressiveness, playability) (MU:Cr3.1.5a).
2. Use teacher-provided and collaboratively developed criteria to evaluate a short personal composition or musical pattern (MU:Cr3.1.5a).
3. Revise at least one musical element (e.g., rhythm, pitch, dynamics, tempo, texture) in their piece to improve accuracy or expressive intent (MU:Cr3.1.5a).
4. Document revisions clearly by notating changes, highlighting edits, or recording “before and after” versions (MU:Cr3.1.5a).
5. Write or speak a short composer’s explanation that describes what they changed, why they changed it, and how it improved the music (MU:Cr3.1.5a).

Standards Alignment — Grade 5 Music (NAfME-Aligned)

• MU:Cr3.1.5a — Evaluate, refine, and document revisions to personal music using teacher-provided and collaboratively developed criteria, explaining the rationale for changes.
  • Example: Revising a composition after peer feedback and explaining what improved.

Success Criteria — Student Language

• I can use a checklist or rubric to find parts of my music that need improvement.
• I can change at least one musical element (rhythm, pitch, dynamics, etc.) to make my idea clearer or more expressive.
• I can show what my music looked or sounded like before and after revision.
• I can explain why my changes made the music better using words like steady beat, accurate pitch, expressive, clear, easier to play.
• I can use feedback respectfully and make my own decisions about which suggestions to use.