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INTERMEDIATE MUSIC: FIFTH GRADE
INTERMEDIATE MUSIC: FIFTH GRADE // ELEMENTS
PROGRAM OF STUDIES:
Performance Standard:
Students will express elements of music (rhythm, melody, form,
timbre, harmony, tempo, dynamics) through singing, instrument
playing, moving, listening, reading, writing and creating
Performance Standard:
Students will analyze how elements of music are used in
performing, listening to and/or creating music
Performance Standard:
Students will create music with developmentally appropriate
performance techniques, practices and music elements to communicate
ideas and emotions
Performance Standard:
Students will create a simple composition using the elements of
music
ACADEMIC EXPECTATION(S):
1.14 Students
construct meaning and/or communicate ideas and emotions through
music
2.22 Students create products and make presentations that
convey concepts and feelings
in the human experience through their productions, performance,
or interpretations
2.23 - Students analyze their own and others artistic
products and performance
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Core Content for Assessment:
AH-E-1.1.31 Rhythm: steady beat, meter (duple, triple),
time signatures (2/4, 3/4, 4/4), rhythmic durations (whole,
half, quarter, 8th notes and rests), fermata
AH-E-1.1.32 Tempo: slow (largo), medium (moderato),
fast (allegro)
AH-E-1.1.33 Melody: shape, direction (up, down, same, step,
skip) high vs. low notes (pitches), lines and spaces, treble
clef sign, pitch notation (middle C to F at top of staff)
AH-E-1.1.34 Harmony: unison, parts, tonality (major, minor,
resting), intervals
AH-E-1.1.35 Form: call & response, two-part (AB),
three-part (ABA), verse/chorus, repeat signs, round, rondo
AH-E-1.1.36 Timbre: sounds of individual voices and
instruments, instrument families,
AH-E-1.1.37 Dynamics: piano, forte, mezzo piano, mezzo
forte, fortissimo, pianissimo, crescendo/decrescendo
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Demonstrators:
Explore and respond to music through singing, instrument
playing, moving, listening, reading, writing and creating
Experience and perform music from diverse cultures
Recognize and develop music concepts (melody, harmony,
rhythm, form expression, and style)
Discuss musical using appropriate concepts and terminology
Create and/or perform original and existing works of music
Identify and express arts concepts in music, dance, drama
and visual arts
Reflect on, interpret, and revise own work and/or works of
others in the visual arts
Compare and contrast formal design, style, and structure
within each discipline (music, dance, drama and visual art)
Examine and construct meaning from musical works
Communicate recognition of the diversity of art forms and
structures in music, dance, drama and visual arts
Evaluate personal artistic creations and those of others
using vocabulary from music, dance, drama and visual arts
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Specific Activities:
AH-E-1.1.11
Create and notate short, simple melodies that demonstrate
melodic shape/contour and meter
AH-E-1.1.12 Create simple melodic or rhythmic
accompaniments to given melodies
AH-E-1.1.13 Improvise answers in similar style to
given rhythmic and/or melodic phrase
AH-E-1.1.21 Sing and play alone simple rhythmic
or tonal patterns by reading music notation. Be able to
sustain own part in an ensemble
AH-E-1.1.22 Perform simple rhythmic, melodic or
chordal patterns on classroom instruments
AH-E-1.1.23 Sing rote melodies accurately
AH-E-1.1.24 Evaluate own musical performance or
composition by citing appropriate musical elements
AH-E-1.1.25 Recognize and demonstrate the
relationship between elements of music and expressive
qualities of movement
Suggested Activities:
Singing age-appropriate songs using the terms
"unison" and "parts"
Reading rhythms and pitch
Performing rhythmic accompaniments on sticks, rhythm
instruments, body percussion
Performing rhythmic, melodic or chordal patterns on
classroom instruments
Creating melodies or accompaniments with voices or on
classroom instruments
Identifying two-part, three-part and rondo forms
Creating pieces in two-part, three-part and rondo
forms
Directed listening with focus on elements
Writing about the elements of music
Visual and aural recognition of individual instruments
and instruments by families
Identifying and creating pieces with changing tempos and
dynamics
Moving to and writing about pieces with changing tempos
and dynamics
Using musical elements to create pieces which express
concepts and emotions
Creating and notating simple melodies that demonstrate
melodic shape
Improvising answers in similar style to given rhythmic
and/or melodic phrases
Recognizing the relationship between elements of music
and expressive movement
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Critical Vocabulary:
Tempo, largo, allegro, moderato; melody (up, down, same, step,
skip, high, low); form, call & response, verse, chorus, round,
rondo; dynamics, forte, piano, mezzo forte, mezzo piano, fortissimo,
pianissimo, crescendo, decrescendo; harmony, unison; parts;
tonality, major, minor, "resting tonality"; treble clef,
intervals; timbre; rhythm, quarter note, quarter rest, eighth note,
eighth rest, half note, half rest, whole note, whole rest
INTERMEDIATE MUSIC: FIFTH GRADE //
HISTORICAL/CULTURAL CONTEXT
PROGRAM OF STUDIES:
Performance Standard
Students will compare and contrast music of diverse cultures,
periods and styles using appropriate terminology
Performance Standard
Students will create products to demonstrate music from diverse
cultures, periods and styles
ACADEMIC EXPECTATION(S):
2.22 Students create
products and make presentations that convey concepts and feeling in
the human experience through their productions, performance or
interpretations
2.23 Students analyze their own and others artistic
products and performances
2.24 Students appreciate creativity and the values of the
arts and the humanities
2.25 Through their productions and performances or
interpretation, students show an understanding of the influence of
time, personality and society on the arts and humanities
2.26 Students recognize differences and commonalities in
the human experience through their productions, performances or
interpretations
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Core Content for Assessment:
AH-E-1.2.31 Identify similarities and differences in
musical elements used in the music of Native Americans, West
Africans and American folk music
AH-E-1.2.32 Discuss game songs, folk songs, work songs,
lullabies, marches, patriotic songs, spirituals, and blues,
bluegrass, spirituals, popular, rock, rap and country
AH E.1.2.33 Identify composers (Bach, Handel,
Vivaldi) and instruments (organ, harpsichord, orchestral
families) unique to the Baroque period
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Demonstrators:
Observe, experience and explore a variety of artistic
styles and forms in music
Identify and express arts concepts in music
Describe reaction to musical works and performances using
basic vocabulary
Recognize the role of the artist in music
Compare and contrast formal design, style and structure
within each discipline, (music, dance, drama and visual art)
Communicate recognition of the diversity of art forms and
structures in music, dance, drama and visual arts
Demonstrate through products or performances, forms of
music
Respond to the expressive qualities of music
Express openness to differences and commonalities among
diverse cultures
Investigate and communicate the differences and
commonalities in the artistic expressions of music from
diverse cultures
Examine the effects of time, place, and personality on
musical forms and performance practices
Recognize and demonstrate arts concepts used to describe
feelings
Begin to formulate personal values based on the perception
and reaction to the expressive qualities of music
Evaluate personal artistic creations and those of others
using appropriate vocabulary
Demonstrators Continued:
Reflect on, interpret, and revise own work and/or works of
others in music
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Specific Activities:
AH-E-1.1.12
Create simple melodic or rhythmic accompaniments to given
melodies
AH-E-1.1.13 Improvise answers in similar style to
given rhythmic and/or melodic phrases
AH-E-1.1.21 Sing and play alone simple rhythmic
or tonal patterns by reading music notation. Be able to
sustain own part in an ensemble
AH-E-1.1.22 Perform simple rhythmic, melodic or
chordal patterns on classroom instruments
AH-E-1.1.23 Sing rote melodies accurately
AH-E-1.1.24 Evaluate own musical performance or
composition by citing appropriate musical elements
AH-E-1.1.25 Recognize and demonstrate the
relationship between elements of music and expressive
qualities of movement
Suggested Activities:
Students listen to, sing and write songs and music of
other cultures (SSC Matches Social Studies Curriculum)
Students listen to and sing age-appropriate traditional
American folk songs (SSC)
Students listen to, sing and write about game songs, work
songs, and folk songs from the Appalachian culture (SSC)
Students listen to and write about Appalachian folk
instruments
Students create accompaniments to music from many
cultures on age-appropriate instruments (SSC)
Students move to music from many cultures
Students listen to, sing and write about Native American
music (SSC)
Students listen to, sing and write about West African
music
Students play West African games and instruments (SSC)
Students listen to and write about music, instruments and
composers from the Baroque period
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Critical Vocabulary:
Culture, American Folk culture, Appalachian, Native American,
West African; game songs, folk songs, work songs, lullabies,
patriotic songs, marches; spirituals, blues, popular, rock, rap,
country; harpsichord, organ, Bach, Handel, Vivaldi, Baroque
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