Instrumental 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 cultures and stylistic periods.

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

Singing

Performing

Improvising

Composing and Arranging

Read and notate whole, half, quarter, eighth, and dotted notes and corresponding rests in duple and triple meter.

Identify half and whole steps within given keys and sight-read music at a level of .5 on a scale from 1 to 6.

Identify, notate, and interpret symbols and terms of musical expression referring to dynamics, tempo, and articulation.

Analyzing

Evaluating

Recognize and demonstrate the distinguishing characteristics of music from a variety of cultures and historical periods.

Recognize and demonstrate the distinguishing characteristics of music representing a variety of styles and genres.

Compare common music terms to those found in other arts disciplines (for example, tone, rhythm, volume, form).

Compare common music terms to those found in non-arts disciplines (for example, genre, program, dynamics, pitch).

Identify various musicians and describe their musical careers and skills.

Identify the different work that is involved in various types of musical performances.

Identify where and when we hear music and describe ways that music enhances everyday experiences.

Sing the correct rhythms on pitch using neutral syllables, note names, or solfège while maintaining a steady tempo and meter.

Sing expressively with appropriate dynamics, phrasing, and interpretation.

Sing music written in two and three parts.

Perform on an instrument while maintaining good posture and playing position and demonstrating good breath support or good bow or stick control.

Play familiar music on an instrument by ear.

Play instruments expressively with appropriate dynamics and phrasing.

Demonstrate the characteristic tone quality of the particular instrument while playing with accurate notes, rhythms, dynamics, articulations, and intonation and maintaining a steady tempo.

Perform, alone and in groups, music written in two or more parts, balancing dynamics, blending timbres, and using well-developed ensemble skills in response to the cues of a conductor.

Perform a variety of music representing diverse cultures, genres, and styles.

Perform scales and music literature at level of difficulty comparable to that prescribed by the first-year method book.

Play and embellish rhythmic and melodic patterns within a given meter and tonality.

Improvise simple harmonic patterns within a given meter and tonality.

Compose short musical ideas using appropriate musical notation.

Arrange short musical ideas for his or her instrument.

Identify simple music forms (for example, call and response, verse and refrain, AB, ABA) that are presented aurally and visually.

Listen and respond to basic elements of music representing diverse genres and cultures.

Use appropriate terminology to identify and describe music forms, notation, instruments, and performances.

Evaluate the music performances of others by using personal vocabulary and the criteria provided by the teacher.

Evaluate his or her own music performances by using appropriate terminology and the criteria provided by the teacher.

Use appropriate terminology to explain his or her music preferences.

Evaluate his or her own music performances by using appropriate terminology and the criteria provided by the teacher.