Fifth Grade Music Curriculum

*To be taught by Music Teacher (revise curriculum if no music teacher)

Standard A:  A student should be able to create and perform in the arts.

A student who meets the content standard should:

  1. Participate in dance, drama, music, visual arts, and creative writing;
  2. Refine artistic skills and develop self-discipline through rehearsal, participation, and revision;
  3. Appropriately use new and traditional materials, tools, techniques, and processes in the arts;
  4. Demonstrate the creativity and imagination necessary for innovative thinking and problem solving.
  5. Collaborate with others to create and perform works of art’
  6. Integrate two or more art forms to create a work of art; and
  7. Investigate careers in art production.

 

ACTIVITIES

·        Continue to improve vocally with emphasis on correct breathing, and breath as a source of energy in skillful singing.

·        Sing from memory a varied repertoire of songs representing genres and styles from diverse cultures.

·        Sing rounds, partner songs, vocal ostinati, and counter melodies.

·        Begin reading two-part music on score; respond to cues of the conductor; develop ensemble skills.

·        Play and sings simple diatonic melodies using solfege and absolute pitch names in three different keys (C, F, and G).

·        Play and sings simple melodies in minor, using la as the home tone.

·        Echo short rhythms and melodic patterns.

·        Read, writes and performs dotted and syncopated rhythms:  , .

·        Explore reading rhythms in 6/8 time.

·        Expand concept of counting rhythm with numbers.

·        Practice using classroom instruments appropriately and musically.

·        Create accompaniments and sounds for poetry and stories with instruments.

·        Learn to use the recorder appropriately and musically.

·        Refine recorder skills through practice.

·        Begin to explore standard band instruments.

·        Add accompaniments with body percussion and classroom instruments including Orff instruments. These should include steady beat and multiple ostinato accompaniments.

·        Improvise question and answer phrases and simple melodic and rhythmic ostinato accompaniments; creates contrasting sections in a form.

·        Practice two-chord accompaniments.

·        Show knowledge of a variety of forms, including rondo theme, and variations.

·        Identify and uses traditional markings for dynamics: loud, soft, getting louder, getting softer.

·        Identify and uses traditional markings for tempi: fast, slow, getting faster, getting slower.

·        Use legato, staccato, and accent.

·        Define the terms performer, composer, conductor, orchestra member, band member, and soloist.

·        Sing independently, on pitch, and in rhythm, with appropriate timbre, diction, and posture.

·        Listen to a guest musician tell about their instrument and/or career in music.

·        Become familiar with large ensemble situation.

·        Develop proper attitude toward ensemble rehearsals and concerts.

·        Respond to and follows teacher’s directions.

·        Develop proper care of instruments and books.

·        Demonstrate daily practice habits outside the classroom.

·        Demonstrate correct breath control, articulation, and fingering on the instrument.

·        Play with correct intonation and a well-focused tone quality.

·        Master the C-major scale within one octave.

·        Read and identifies eighth notes, quarter notes, half notes, dotted notes, and the corresponding rests.

·        Identify the meter and key signatures.

·        Identify the note names in treble and bass clef.

·        Identify the repeat signs, 1st and 2nd ending signs.

·        Demonstrate knowledge of traditional band instruments.

·        Participate in one concert each semester.

 

 

 

ASSESSMENT:

·        Student performance

·        Rubric/checklists

·        Observational, anecdotal record

·        Video portfolio

 

 

 

 

 

 

 

 

 

 

 

 

 

Standard B: A student should be able to understand the historical and contemporary role of the arts in Alaska, the nation, and the world.

A student who meets the content standard should:

  1. Recognize Alaska Native cultures and their arts;
  2. Recognize United States and world cultures and their arts;
  3. Recognize the role of tradition and ritual in the arts;
  4. Investigate the relationships among the arts and the individual, the society, and the environment;
  5. Recognize universal themes in the arts such as love, war, childhood, and community;
  6. Recognize specific works of art created by artists from diverse backgrounds;
  7. Explore similarities and differences in the arts of world cultures;
  8. Respect differences in personal and cultural perspectives; and
  9. Investigate careers relating to arts history and culture.

 

ACTIVITIES

·         Listen to and perform a wide variety of music from different cultures and historical periods.

·         Identify by style aural examples of music from various historical periods and cultures.

·         Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.

·         Compare the function music serves, roles of musicians, and conditions under which music is typically performed in various cultures.

·         Identify several exemplary compositions from composers of diverse background including one American composer.

·         Recognize specific works of music and well-known stories in music (e.g. Billy the Kid).

 

 

 

ASSESSMENT:

·        Student performance

·        Rubric/checklists

·        Observational, anecdotal records

·        Video portfolio

 

 

 

 

 

 

 

 

 

 

Standard C: A Student should be able to critique the student’s art and the art of others.

A student who meets the content standard should:

  1. Know the criteria used to evaluate the arts; these may include craftsmanship, function, organization, originality, technique, and theme.
  2. Examine historical and contemporary works of art, the works of peers, and the student’s own works as follows:
    1. Identify the piece;
    2. Describe the use of basic elements;
    3. Analyze the use of basic principles;
    4. Interpret meaning and artist’s intent;
    5. Express and defend an informed opinion;
  3. Accept and offer constructive criticism;
  4. Recognize and consider an individual’s artistic expression;
  5. Exhibit appropriate audience skills; and
  6. Investigate careers relating to arts criticism.

 

ACTIVITIES

·         Listen to and/or observe and discuss many examples of music, including recordings and live performances.

·         Listen to all orchestral instruments; discuss the instrumentation in other groups, such as jazz ensembles, bluegrass groups, and other ensembles.

·         Evaluate the quality and effectiveness of personal and other’s performances, compositions, and improvisations by applying specific criteria and offering constructive suggestions for improvement.

·         Use criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in own personal listening and performing.

·         Define the terms composer, professional musician, soloist, conductor, orchestra member, band member, and folk performer.

 

 

 

ASSESSMENT:

·        Student performance

·        Rubric/checklists

·        Observational, anecdotal records

·        Video portfolio

 

 

 

 

Standard D: A student should be able to recognize beauty and meaning through the arts in the student’s life.

A student who meets the content standard should:

  1. Make statements about the significance of the arts and beauty in the student’s life;
  2. Discuss what makes an object or performance a work of art;
  3. Recognize that people tend to devalue what they do not understand;
  4. Listen to another individual’s beliefs about a work of art and consider the individual’s reason for holding those beliefs;
  5. Consider other culture’s beliefs about works of art;
  6. Recognize that people connect many aspects of life through the arts;
  7. Make artistic choices in everyday living; and
  8. Investigate careers related to the search for beauty and meaning, which is aesthetics.

 

ACTIVITIES

 

 

 

 

ASSESSMENT

·        Student performance

·        Rubric/checklists

·        Observational, anecdotal records

·        Video portfolio