Grade 5

RHYTHM

MELODY

HARMONY

FORM

EXPRESSION (tempo, dynamics, tone colour)

LISTENING

MOVING

SINGING

PLAYING INSTRUMENTS

READING AND WRITING

CREATING

Music may move to a steady beat.

Music may move evenly or unevenly.

Music is made up of long sounds, short sounds and silences.

There are strong and weak beats in music.

Long sounds, short sounds and silences may be grouped to form rhythm patterns.

Rhythm patterns can accompany melody.

Rhythm patterns are made up of the beat and divisions of the beat.

Beats may be grouped by accent (a stress in music).

Sounds and silences have specific duration [quarter note (ta), eighth note (ti–ti), half note (ta–a), and whole note (ta–a–a–a) with the corresponding rests].

Duration is extended by a dot, a tie or a fermata;

Beats may be grouped in 2s or 3s.

Some music does not have a steady beat.

A time signature tells how beats are grouped in a measure.

Beats may be grouped in 4s.

Metre changes may occur within a piece of music.

Duration concepts are extended to include sixteenth notes.

Duration concepts are extended to include dotted notes and combinations of patterns.

Accents may fall on beats that are usually unaccented (syncopation).

Rhythm is created by combining beat, tempo, patterns, metre and duration.

Sounds may be high or low.

Sounds are also in the middle.

A sequence of sounds may move from low to high, high to low, or stay the same.

A melody is made up of sounds organized in patterns.

Melodies are based on scales: major, minor and pentatonic (5-tone).

Printed symbols in music show the direction of the melody.

Sounds that move up or down by steps or half steps within the octave are called scales.

A melody may have an ending home tone (tonic).

An interval is the space between two sounds.

Melodies may be based on the “C” major scale.

Melodies may be based on the “G” and “F” major scales, and their related minors.

A melody is changed when its rhythm is changed.

Two or more sounds can occur simultaneously.

Melodies may be accompanied by harmony.

Some sounds seem to belong together and are called chords, three or more sounds together.

Major and minor chords have different sounds.

Two or more melodies can occur simultaneously; e.g., rounds, partner songs, descants.

The I and V7 chords may be used to accompany melodies.

Pitched percussion instruments can be combined to make harmony.

The IV and V chords are also used to accompany melodies.

Tuned instruments can combine to make harmony.

Melodies having the same harmonic structure may be combined; e.g., partner songs.

Voices with different pitch ranges can be combined to create harmony.

The notes of a chord may be performed to accompany a melody.

Music can be organized into sections––alike or different.

A section may be repeated (verse, chorus).

Music is organized into phrases.

A whole piece of music may be comprised of a number of sections.

Sections may be identified by letters; e.g., AB, ABA, ABAB.

There may be an introduction, an interlude and an ending (coda).

Musical phrases, which give organization to music, may be short or long.

Music may be accompanied by a repeated pattern (ostinato).

Sections may be identified by letters ABACA (rondo).

First and second endings with repeat signs are found in music.

Improvisation is part of many forms of music.

Repetition and contrast give unity and variety to form in music.

The beat in music may be fast or slow (tempo).

Music may be soft (p) or loud (f), dynamics.

Music may express our feelings.

Musical instruments have different tonal qualities.

The human voice has different tonal qualities.

Music reflects our feelings about holidays, seasons, our country and cultural heritage.

The words of a song are very important to the understanding of the song (text).

Music may be fast or slow and may change from one to the other suddenly or gradually (tempo).

Music dynamics may change suddenly (accent <) or gradually.

Changes in dynamics add to the effect of music.

Musical instruments produce tone colour by being blown, bowed, plucked, strummed, struck, scraped or shaken.

Terms such as ritardando, accelerando, allegro and andante refer to tempo.

Legato and staccato are two terms that indicate how music may be performed.

Musical instruments have distinctive tonal qualities and may be grouped according to families.

New sounds may be created using instruments in new ways, by inventing new instruments or by electronic methods.

Distinguish environmental sounds: school, home, weather, animals, machines.

Identify and compare sounds (musical and non-musical): high–low, loud–soft, short–long, slow–fast, up–down.

Distinguish voice sounds.

Distinguish among the sounds of common musical instruments.

Be an attentive member of an audience.

Understand and appreciate the effect of music that is high–low, loud–soft, short–long, slow–fast, up–down.

Be aware of and enjoy seasonal, holiday and ethnic music.

Follow a story told by music.

Detect the rise and fall of melody.

Identify “like” and “unlike” patterns in music.

Respond to phrases in music.

Identify male, female and children’s singing voices.

Detect the contour (shape) of melody.

Identify differences in tempo, timbre (tone colour) and dynamics.

Identify the difference in sound between songs in major and minor keys.

Identify repetition and contrast.

Identify binary (AB) and ternary (ABA) forms.

Recognize the instruments of the four families of the orchestra: string, woodwind, brass, percussion.

Identify a tonic (keynote) chord.

Identify rondo form (ABACA).

Recognize music and some composers of other times, places and cultures.

Identify the four families of musical instruments.

Identify introductions, interludes and codas in music.

Identify major and minor chords.

Identify the human voice categories: soprano, contralto, tenor, bass.

Match names, sounds and pictures of many instruments.

Identify chord changes aurally (ukuleles, resonator bells and autoharps).

Mime animals, machines and other sounds.

Move to the beat in music through walking, running, hopping, galloping and skipping, as appropriate to the psychomotor development of the students.

Respond to beat through action and simple body percussion.

Perform simple action songs and singing games.

Improvise movement for high–low, loud–soft, short–long, slow–fast.

Respond to music through movement in an individual manner.

Improvise movements to poems, stories and songs.

Move to form in music, like phrases and unlike phrases.

Through movement show awareness of changes in tempo, dynamics and mood.

Perform rhythmic patterns in music.

Move to round or canon form.

Participate in folk, square or traditional ethnic dances.

Use planned body movements to illustrate rhythmic and/or melodic patterns.

Move to illustrate phrase, repetition, contrast, AB, ABA and rondo patterns, introductions, interludes and endings (codas), as appropriate to the psychomotor development of the students.

Distinguish between children’s speaking and singing voices.

Respond to tone matching and echo games.

Respond to so–mi hand signals.

Respond to hand signals for so–mi–la.

Sing, in tune, many rhythmic and melodic songs, singing games and action songs.

Experience singing alone and in a group.

Sing accurately in unison.

Respond appropriately and with confidence to a conductor’s signals.

Extend the use of sol–fa training with hand signals to include “re” and “do”.

Respond to tone matching with other voices and instruments.

Sing many folk, ethnic, seasonal and holiday songs.

Extend the use of sol–fa training with hand signals to include “la1” “so1” “do1” (low “la”, low “so” and high “do”).

Sing ostinato patterns with songs.

Sing two-part rounds and simple descants.

Continue vocal development: sing with expression and good enunciation.

Sing with various instrumental accompaniments.

Participate in singing alone or in a group, a capella (unaccompanied).

Sing partner and nonsense songs.

Continue vocal development (legato and staccato).

Extend the use of sol–fa training with hand signals to include “fa” and “ti”.

Sing two- and three-part rounds, and descants.

Respond to changes in tempo, dynamics and mood while singing.

Develop musical interpretation: awareness of the meaning of a song through its words (text).

Use sol–fa skills in reading music and sight singing.

Sing three- and four-part rounds and two-part soprano, alto (S.A.) songs.

Extend vocal development to include phrasing, enunciation and expression.

Explore the sound of various musical instruments.

Play a steady beat using rhythm instruments.

Discover that some instruments play low notes and some play high notes.

Echo rhythm patterns.

Accompany singing with appropriate body percussion and movement (beat, accent, rhythm patterns) and transfer these to instruments.

Play rhythm instruments correctly.

Accompany songs, stories and poems with appropriate instrumental effects.

Play simple rhythm patterns (the beat and divisions of the beat).

Follow simple rhythm scores.

Play rhythmic and ostinato patterns to accompany songs.

Use pitched (keyboard-type) instruments to play tone-matching games, conversational games and pentatonic (5-tone) accompaniments.

Use resonator bells to build and play chords.

Recognize “ta” and “ti–ti” rhythm patterns.

Recognize the following rhythm patterns on large charts, and follow from left to right:

Echo clap and chant written rhythm patterns.

Draw “stick” rhythm patterns on paper.

Respond to simple instrumental scores on large charts.

Respond to hand signals and staff notation of “so–mi”, “so–mi–la”.

Build “so–mi–la” patterns on a simple staff.

Read repeat signs, p (soft) and f (loud).

Draw “stick” rhythm patterns from dictation (teacher claps pattern).

Extend the use of sol–fa training to include “do” and “re”.

Follow notation from left to right while singing and playing.

Recognize whole, half, quarter, eighth notes and the whole, half and quarter rests.

Recognize 2/4 and 3/4 time signatures.

Recognize the music staff and treble clef sign.

Recognize “like” and “unlike” phrases.

Recognize the symbols for crescendo ( ), decrescendo (diminuendo) ( ) and accent (<).

Recognize the eighth rest.

Recognize the dotted half note, the concept of the dot and the fermata.

Recognize 4/4 time signature.

Continue sol–fa training to include low “la” and low “so” (“la1,” “so1”) and high “do” (“do1 ”).

Recognize the symbol for a phrase.

Extend the use of sol–fa training to include “fa” and “ti”.

Read instrumental scores for rhythm and melody instruments.

Recognize the following notes and rests:

Recognize time signatures related to the repertoire including 6/8.

Recognize dotted note patterns and experience syncopation.

Notate from dictation simple pentatonic compositions.

Recognize the following notes:

Develop skill in writing rhythm patterns.

Interpret chord symbols using bells, ukuleles, autoharp, if available.

Develop ability to read parts while singing; e.g., soprano, alto.

Recognize syncopated rhythms; e.g.,

Recognize the following chord progressions: I, IV, V and V7.

Recognize ties, slurs and accidentals ( ,  ,  — sharp, flat, natural).

Review terms in the literature that refer to dynamics; e.g., diminuendo.

Use suitable sound effects for poems and songs.

Use instruments to create sounds of high–low, loud–soft, slow–fast, short–long, up–down.

Create singing “conversations” (tone matching).

Make up new words to songs.

Create melodic and/or percussion accompaniments for poems and songs.

Create movement to demonstrate form in music.

Improvise, using instrumental and/or singing activities.

Create rhythmic and melodic ostinati for poems and songs.

Create introductions, interludes and codas for songs.

Notate and perform original compositions (does not have to be formal notation).

Create new music in a known form (AB, ABA).

Create compositions by experimenting with sounds to find a variety of tonal qualities which may be combined.

Add original descants to songs.

Use a variety of scales to create new melodies.

Melodies may move by scale steps.

Melodies may move by leaps.

An interval may be changed by an accidental.

Intervals give shape or contour to a melody.