Arts Curriculum Guide
Music
Grade 5
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| 1
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- Review patterns (aural and visual) using all known
durations. - Review note values, rest values, meters and markings. - Earth Cheer activity from Zounds!, pp.111-112. |
Move, perform, describe, and write various rhythmic patterns from either listening activities or performance. | - Performance assessment of movement per teacher-generated
rubric. - Teacher assessment of notation and description.
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- Conduct vocal or instrumental performance with various
meters. - Compose and perform an original piece with appropriate notation to show rhythmic notation. - Make a rhythm instrument. |
- Video series Wynton Marsalis on Music (also website) - Zounds! - Video Bringing Multicultural Music to Children by Patricia Sheehan Campbell - Yamaha Music in Education - Music Connection by Silver-Burdett & Ginn |
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| 2
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| Demonstrate an understanding of syncopation.
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- Introduce syncopation/no syncopation. - Provide students with listening and singing examples.
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- Move, perform, describe and write various rhythmic patterns
incorporating syncopation. - Perform and listen to songs with syncopation. |
Performance assessment of singing and movement per
teacher-generated rubric.
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- Conduct vocal or instrumental performance involving
syncopation. - Compose and perform an original piece with appropriate notation to show syncopation. - Make a rhythm instrument and use to demonstrate phrases with and without syncopation.
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- Share the Music from McMillan & McGraw Hill - Yamaha Music in Education - Video series Wynton Marsalis on Music (also website)
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| 3
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| Produce vocal tones using head voice. Relate to concept of vocal register. | - Demonstrate range and register of head voice. - Review diction, breathing, and pure tone quality. - Increase the range and difficulty of song repertoire. |
- Develop understanding of head voice through listening to
various styles of music and performers. - Sing songs with pure sound and true pitch. |
Performance assessment of movement per teacher-generated
rubric.
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- Perfect and memorize songs already in repertoire. - Perform in a chorus. - Learn new songs with targeted melodic, rhythmic and chordal patterns. - Incorporate sound singing techniques with learning of new songs. |
- Yamaha Music in Education - Music Connection by Silver-Burdett & Ginn - Share the Music from McMillan & McGraw Hill - Video series Wynton Marsalis on Music (also website)
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| 4
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| - Demonstrate an understanding of 2 and 3 part singing. - Identify individual vocal tone: soprano, alto, tenor, bass.
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- Increase the range and difficulty of song repertoire. - Teach songs with different groupings: duet, trio, quartet and chorus. - Introduce range of individual vocal tone: soprano, alto, tenor, bass. - Discuss various forms of harmony.
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- Compare/contrast songs with various vocal harmonies. - Sing songs using various vocal harmonies. - Play simple harmonies on instruments. - Describe differences heard between group and individual singing. |
Performance assessment of singing per teacher-generated rubric. | - Create a presentation that compares/contrasts songs with
various vocal harmonies. Share with an appropriate audience. - Write songs using various vocal and/or instrumental harmonies. - Analyze popular recordings and describe differences heard between group and individual singing. |
- Music Connection by Silver-Burdett & Ginn - Share the Music from McMillan & McGraw Hill - Video series Wynton Marsalis on Music (also website)
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| 5
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| Identify the solfege syllables of the diatonic scale. | - Explain diatonic scale with math, visuals, sounds. - Explain half and whole step patterns of the scale as related to the keyboard. - Relate to steps, leaps and solfege syllables. |
- Sing diatonic scale with syllables. - Play diatonic scale on keyboard. |
Performance assessment per teacher-generated rubric. | - Create a chart showing a diatonic scale. Show the steps.
Label with appropriate solfege syllables. - Form and play within a recorder ensemble. - Research and report on the scale used to compose Japanese music. - Transpose a scale written in C to different keys. |
- Music Connection by Silver-Burdett & Ginn - Share the Music from McMillan & McGraw Hill - Video seriesWynton Marsalis on Music (also website)
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| 6
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| Identify intervals of a 3rd and 6th.
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Identify through visuals, listening exercises, notation, and
hand movements intervals of a third and a sixth.
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Sing and write intervals of 3rds and 6ths. Identify when heard or occuring in songs under study. | Performance assessment per teacher-generated rubric. | - Create an original piece that incorporates leaps of a third
and a sixth. Color code each so that the pattern is easily discernible. Play on a keyboard
or available instrument. - Form and play within a recorder ensemble. |
- Music Connection by Silver-Burdett & Ginn - Share the Music from McMillan & McGraw Hill - Video series Wynton Marsalis on Music (also website) |
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| 7
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| Apply knowledge of expressive qualities such as staccato, and legato to performance. | Introduce and define terms; relate musical texture to other kinds of texture - smooth/bumpy. Visualize texture: legato is smooth as silk, staccato is bumpy like pebbles. | Draw or show through word and movement, or sight and sound the difference between legato, staccato. | Performance assessment per teacher-generated rubric.
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Create a poster showing the terms staccato and legato with
pictures that give a cue as to their meaning.
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- Music Connection by Silver-Burdett & Ginn - Share the Music from McMillan & McGraw Hill - Video series Wynton Marsalis on Music (also website)
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| 8
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Introduce vocabulary and demonstrate tempo markings. | Listen to, sing, and chant various tempo markings. | Performance assessment per teacher-generated rubric.
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- Create an original piece that incorporates a variety of
tempo and use the appropriate terminology. - Perform for an audience to see if they recognize the tempo changes. - Analyze a classical piece through listening/viewing and find examples of tempo cues.
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- Music Connection by Silver-Burdett & Ginn - Share the Music from McMillan & McGraw Hill - Video series Wynton Marsalis on Music (also website) |
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| 9
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- Present and identify specific examples of symphony, opera,
concerto, and theme, and variations. Analyze them. - Identify various song forms through listening, singing and visual (written in simple rhythmic form), ABA, ABC, etc.
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- Become familiar through listening and viewing the melody
and form of symphony, opera, concerto. - Write and play various exercises wusing coda-interlude. - Review various song forms. Compare and contrast with intro-coda-interlude. |
- Join a field trip to a symphony or multicultural music
performance. - Listen to a Brown Bag Opera performance. - View and analyze a taped performance of a classical work&emdash; describe composer, culture, time. |
- Video seriesWynton Marsalis on Music (also website) - Video Bringing Multicultural Music to Children by Patricia Sheehan Campbell |
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| 10
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| Identify changes in chords and cadence.
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- Provide examples of changes in chords and cadence. - Describe the difference between major and minor key harmonies. - Provide examples for listening and critical analysis. |
- Compare and contrast chord accompaniment. Sing songs with
various chord groupings as accompaniment. Discuss the differences. - Play chord changes with autoharp, xylophones, melody bells. |
- Research and identify folk songs written with major or
minor chords. - Prepare a presentation that shows the differences. Relate to keyboard or other instrument. |
- Music Connection by Silver-Burdett & Ginn - Share the Music from McMillan & McGraw Hill - Video series Wynton Marsalis on Music (also website) |
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