Music: Fifth Grade

Creating (CR)

Performing (PR)

Responding (RE)

Connecting (CN)

Generate musical ideas through reading, notating, and/or interpreting music. 

Present or demonstrate an existing musical work, formally or informally, with appropriate expressive and technical skills. 

Respond to music while demonstrating respect for others’ music preferences and music performances.

Recognize the development of music from a social, cultural, and historical context.

Define and use correct terminology to identify and discuss the elements of music, including:

Improvise melodic and rhythmic answers with or without a system of syllables, numbers or basic notation using voice, classroom instruments, or technology to demonstrate basic notation. 

Improvise movement (non-locomotor and locomotor) appropriate for the musical elements heard in various listening examples with and without partners or groups.

Use an identified system of syllables, numbers, or letters to demonstrate basic notation on a staff: 

Participate in music through singing (individually and in groups, as well as accompanied and unaccompanied) and playing traditional and/or non-traditional instruments (i.e., found sounds). 

Match pitches, sing in tune (C, D, F, or G-pentatone), and use appropriate tone and expression. 

Perform ostinati using instruments or body percussion to accompany songs and rhythm activities. 

Perform simple patterns or melodies in group ensembles with voice or on pitched or unpitched traditional or non-traditional instruments.

Sing two-part rounds, partner songs, and ostinatos.

Sing or play an instrument in an appropriate range with acceptable tone quality. 

Respond to the beat or rhythm in music by using non-locomotor or locomotor movement, body percussion, and playing classroom instruments.

Recognize and practice appropriate audience and performer behavior appropriate for the context and style of music performed and demonstrate respect for music performed by others. 

Respond with movement to basic features (dynamics, tempo, form, etc.) of familiar and unfamiliar songs.

Compare students’ likes and dislikes of music of different styles and identify criteria for evaluating a musical composition or a music performance.

Sing and perform songs, chants, rhymes, singing games, and dances from a variety of cultures. 

Recognize, describe, and listen to music from a variety of styles, periods, and cultures. 

Identify music and instruments from different cultures.

Identify and describe the various roles musicians have in various musical settings and cultures. 

Identify uses of music in everyday life (e.g., film, television, background music, commercials, and video games). 

Identify ways in which music evokes sensory, emotional, personal, and intellectual responses, including ways in which music can be persuasive. 

Beat/Meter (meter in 2/4, 3/4, 4/4, 6/8, and syncopation)

Pitch (high/middle/low)

Tempo

Dynamics

Melody (diatonic scale)

Harmony - descant and chordal changes (e.g., tonic, dominant and subdominant)

Form (D.S. al Coda)

Tone Color (duet, trio, quartet)

Rhythmic (combination of sixteenth and eighth notes and dotted rhythms)

Melodic (diatonic scale and treble clef)