Fifth Grade

1.0:  PERCEIVING, AND RESPONDING: AESTHETIC EDUCATION – Students will develop the ability to perceive, perform, and respond to music.

1:  Develop awareness of the characteristic of musical sounds and the diversity of sounds in the environment

a.  Identify a variety of instruments by sight and sound, including the flute, clarinet, saxophone, trumpet, trombone, tuba, violin, cello, tympani, bass drum, cymbals, and xylophone

b. Identify rondo form in music, when presented aurally

c.  Listen to, perform, and describe music that illustrates fast/slow, loud/soft (quiet), long/short, high/ low

d. Describe environmental sounds heard, with attention to tone color and intervals (same, step, skip)

e.  Listen to and identify adult voices as soprano, alto, tenor or bass

f.  Identify instruments from other cultures, such as the steel drum, pan pipe, conga drum, gong, tabla, sitar and guitar

2:  Experience performance through singing and playing instruments in general, vocal and instrumental settings

a.  Perform accurately simple rhythms at sight from standard notation: four sixteenth notes, eighth rests

b.  Sing and play a varied repertoire of music representing diverse genres, styles and world cultures, adhering to given expression marking

c.  Sing songs accurately in simple two-part harmony using two-staff systemsd. Perform accurately and independently instrumental parts while other students sing or play contrasting parts

e.  Sing or play in groups, blending timbres, matching dynamic levels, and responding to the conducting cues of the teacher

3:  Respond to music through movement

a.  Perform improvised movement to communicate meaning or feeling in music

b.  Conduct music in three meter

4:  Experiment with standard and individually created symbols to represent sounds

a.  Read standard chord symbols and play the represented chords on classroom instruments (I, IV and V chords)

b.  Write simple rhythm patterns from dictation using quarter, eighth, half, whole, dotted half, and four sixteenth notes, and corresponding rests (melodic range of five notes, 2 measures)

c.  Notate individually created melodies on the treble staff using standard notation (1 measure)

d.  Read and perform simple pitch notation on the treble staff in the keys of F and G major, using solfeggio or a comparable system

2.0:  HISTORICAL, CULTURAL, AND SOCIAL CONTEXT: Students will demonstrate an understanding of music as an essential aspect of history and human experience.

1:  Develop the ability to recognize music as a form of individual and cultural expression through experiencing music as both personal and societal expressiona.  Describe how music reflects daily experience in North America

b.  Listen to, perform, and compare how music is used to celebrate holidays in various cultures

c.  Listen to music examples from various world cultures and describe how form is used

d.  Identify and describe roles of musicians in North America

e.  Use verbal and written language to describe aural musical examples

f.  Describe various careers in music and ways that they may provide personal satisfaction

 2:  Become acquainted with the roles of music in the lives of people

a.  Listen to and explain how selected works from standard music literature correspond to specific historical events and provide supporting evidence

b.  Perform songs and dances from a variety of historical periods and world cultures including some connected to general classroom studies

c.  Listen to and compare musical examples that represent styles and traditions from various historical periods and world cultures

3:  Explore the relationship of music to dance, theatre, the visual arts, and other disciplines

a.  Describe similarities and differences in the meanings of common terms used in music, dance, drama, and the visual arts

b.  Describe ways in which the processes and content in music correlate with those of other subject areas taught in the school.

4.  Develop knowledge of a wide variety of representative musical styles and genres through the study of music history

a.  Listen to and compare music from various periods in music history, world cultures, and works written by exemplary composers
 

b.  Describe how specific instruments are used in a variety of musical styles and genres

3.0:  CREATIVE EXPRESSION AND PRODUCTION: Students will develop the ability to organize musical ideas and sounds creatively      

1:  Develop the ability to improvise music through experimentation with sound

a.  Improvise simple rhythmic variations and simple melodic embellishments of a countermelody using chord roots as a melodic source

b.  Improvise vocal or instrumental music using electronic sounds

2:  Develop readiness for composing and arranging by experimenting with sound

a.  Compose, arrange and notate music to accompany readings or dramatizations

b.  Create simple rhythms in forms which show contrast; whole notes and whole rests, half notes and half rests, quarter notes and quarter rests, two eighth notes connected, tied notes (2 measures)

c.  Compose and use traditional notation to preserve (write) chordal patterns which enhance given melodies

4.0:  AESTHETIC CRITICISM: Students will demonstrate the ability to make aesthetic judgments.

1:  Evaluate selected musical compositions using established criteria

a.  Explain personal preferences for specific musical works and styles, using music terminology

2:  Develop personal aesthetic criteria for evaluating musical performances

a.  Devise and apply criteria to evaluate class and individual performances