Choral Music: Grade 5

Music Performance

Creating Music

Music Literacy

Critical Response to Music

History and Culture

Making Connections

The student will sing and perform on instruments a variety of music, alone and with others.

The student will improvise, compose, and arrange music within specified guidelines.

The student will read and notate music.

The student will listen to, describe, analyze, and evaluate music and music performances.

The student will examine and perform music from a variety of historical periods and cultures.

The student will make connections between music and other arts disciplines, other content areas, and the world.

Singing

Playing

Improvising

Composing and Arranging

Use a system (for example, rhythm syllables, numbers) to read, write, and perform rhythmic notation incorporating whole, half, quarter, eighth, sixteenth, dotted half, and dotted quarter notes and corresponding rests.

Use a system (for example, solfège syllables, numbers, note names) to read, write, and perform an eight- to sixteen-measure melodic line in pentatonic, major, and minor tonalities.

Locate on the score and identify symbols and terminology for dynamics, tempo, and articulation and interpret them correctly when performing.

Use available technology to write notation with standard symbols for meter, rhythm, pitch, and dynamics.

Analyzing

Evaluating

Sing and listen to examples of music from various historical periods and cultures.

Describe ways that elements of music are used in music of various genres from the diverse cultures of the world.

Integrate music into creative writing, storytelling, poetry, dance, theatre, and visual arts, and other disciplines.

Identify the ways in which principles and subject matter of non-arts disciplines interrelate with those of music.

Describe the roles of musicians and music careers in various and world cultures, identifying the skills necessary for those careers and the income they can generate.

Discuss a variety of musical careers, including the level of education and the skill set that people in those careers need in order to do their work.

Discuss the cost of the instruction, repertoire, instruments, materials, and supplies used in the chorus classroom.

Discuss the manner in which economic conditions, cultural values, and location affect the arts businesses, schools, theatres, museums, and institutions in his or her community.

Identify the various uses of music in daily experiences and describe the characteristics that make the music suitable for the particular use.

Discuss and compare ways that the skills and activities that are typical of music classes can be used in careers outside of music.

Design a rubric for assessing the appropriate audience and performer behavior and utilize that rubric to self-assess and to critique the audience and performers at a school or community performance.

Echo simple rhythmic and melodic patterns.

Sing songs independently and in groups with accurate intonation and in rhythm, using appropriate timbre, diction, and good posture while maintaining a tempo.

Sing expressively, alone or in groups, matching dynamic levels and responding to the cues of a conductor.

Sing, alone and with others, a varied repertoire of music including songs, descants, ostinati, rounds, and two-part songs with and without accompaniment.

Sing in groups with good posture, matching dynamic levels, tempos, sustaining held notes, attacking and releasing the sounds together, and responding to the cues of a conductor.

Play pitched and unpitched instruments, alone and in ensembles, in rhythm with good posture, and dynamics, and timbre while maintaining a steady tempo.

Improvise rhythmic and melodic two- to four-bar question-and-answer phrases.

Improvise simple rhythmic variations and intentional melodic embellishments to familiar songs in a stylistically correct manner.

Improvise simple rhythmic variations and melodic embellishments.

Demonstrate creativity by composing and arranging music using traditional and nontraditional sound sources and music notation software (for example, Music Ace Maestro, GarageBand).

Compose and arrange short sections using the expressive elements of music (rhythm, tempo, melody, harmony, texture, timbre, articulation, and dynamics).

Work in a large group to arrange and perform accompaniments for one or two songs from repertoire employing a variety of formal structures such as AB, ABA, and rondo.

Identify examples of musical forms including motive, four-bar phrase, canon, rondo, AABA, and theme and variation.

Demonstrate his or her perceptual skills by moving to, answering questions about, and writing about music that represents a diversity of musical styles.

Use musical terminology to explain basic music concepts including pitch, notation, meter, chords, tonality (major, minor, and pentatonic), voices, instruments, and performances.

Identify, describe, and classify by sight and sound a variety of instruments including orchestral, band, multicultural, and electronic.

Demonstrate creative movement and emotional response while listening to music.

Devise criteria for evaluating performances and compositions on the basis of music concepts.

Choose, from a list, appropriate music terminology to explain his or her preferences for specific musical works and styles.