School City of Hobart
School City of Hobart Music

Music - Grade 5


Singing

    Standard 1
The learner will be able to sing alone or in groups, on pitch and in rhythm, using good tone, diction, breath control, and posture while maintaining a steady tempo. They sing from memory a variety of song repertoire, including ostinatos, partner songs, rounds, and music of many cultures and styles. They sing accurately with appropriate dynamics, breath control, phrasing, and interpretation. Students in fifth grade sing in groups, blending vocal sounds, matching dynamics, and following the conductor.
Strand Source
Singing alone and with others IDOE
  
    5.1.1
The learner will be able to sing warm-ups that stress diction, posture, and an appropriate singing tone.
Strand Source
Singing alone and with others IDOE
  
    5.1.2
The learner will be able to sing a round with appropriate dynamics, phrasing and interpretations. Maintain an independent part and keep a steady beat.
Strand Source
Singing alone and with others IDOE
  
    5.1.3
The learner will be able to sing a memorized song in a foreign language.
Strand Source
Singing alone and with others IDOE
  
    5.1.4
The learner will be able to follow the conductor.
Strand Source
Singing alone and with others IDOE
  

Playing an instrument

    Standard 2
The learner will be able to perform accurately, independently, and expressively on an instrument, either alone or in an ensemble. They echo easy rhythmic, melodic, and chordal patterns. Students perform in groups, blending instrumental tones, matching dynamics, and responding to the conductor. They perform instrumental parts while other students sing or play different parts.
Strand Source
Playing an instrument IDOE
  
    5.2.1
The learner will be able to play an ostinato part independently.
Strand Source
Playing an instrument IDOE
  
    5.2.2
The learner will be able to play a melody or rhythm in the proper tempo, using appropriate dynamics.
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Playing an instrument IDOE
  
    5.2.3
The learner will be able to play an accompaniment to a class or group song. Example: On a keyboard, guitar, mallet instrument, or autoharp, play an ostinato pattern while the group sings. .
Strand Source
Playing an instrument IDOE
  
    5.2.4
The learner will be able to play a variety of music of various cultures and styles.
Strand Source
Playing an instrument IDOE
  
    5.2.5
The learner will be able to maintain an independent part on an instrument in a group while following the conductor.
Strand Source
Playing an instrument IDOE
  

Reading, notating and interpreting music

    Standard 3
The learner will be able to read and write musical notation in simple meters. They identify symbols and musical terms referring to dynamics, tempo, and articulation, and interpret them correctly while performing.
Strand Source
Reading, notating and interpreting music IDOE
  
    5.3.1
The learner will be able to read and notate whole, half, dotted half, quarter, eighth and sixteenth notes and rests in 2/4, 3/4, and 4/4 meter signatures.
Strand Source
Reading, notating and interpreting music IDOE
  
    5.3.2
The learner will be able to read given pitch patterns in treble and bass clef, including ledger lines and correctly interpreting the symbol for a flat.
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Reading, notating and interpreting music IDOE
  
    5.3.3
The learner will be able to accurately play or sing music according to the indicated dynamics, tempo, and articulation.
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Reading, notating and interpreting music IDOE
  
    5.3.4
The learner will be able to correctly identify the key signatures of C, F, and G major.
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Reading, notating and interpreting music IDOE
  
    5.3.5
The learner will be able to write down short musical passages.
Strand Source
Reading, notating and interpreting music IDOE
  

Improvising melodies and accompaniments

    Standard 4
The learner will be able to improvise simple harmonies to accompany pieces or songs. They improvise rhythmic and melodic ostinatos, as well as rhythmic or melodic variations on familiar melodies or themes. Students improvise short, unaccompanied melodies over a given rhythmic pattern.
Strand Source
Improvising melodies and accompaniments IDOE
  
    5.4.1
The learner will be able to create a simple accompaniment using a harmonic or classroom instrument.
Strand Source
Improvising melodies and accompaniments IDOE
  
    5.4.2
The learner will be able to create a rhythmic or melodic ostinato to play against a melody.
Strand Source
Improvising melodies and accompaniments IDOE
  
    5.4.3
The learner will be able to invent a variation to a well-known melody or phrase. Example: Using a song you have learned and can play or sing well, invent a variation on the rhythm or the notes within the melody. .
Strand Source
Improvising melodies and accompaniments IDOE
  
    5.4.4
The learner will be able to echo patterns in various styles Example: Listen to the instructor play or sing a melody or rhythm pattern, and perform the same pattern, using the same dynamics, tempo, and articulations the instructor uses. .
Strand Source
Improvising melodies and accompaniments IDOE
  

Composing and arranging music

    Standard 5
The learner will be able to create an original composition according to the instructor's guidelines. They set the composition to words and perform it.
Strand Source
Composing and arranging music IDOE
  
    5.5.1
The learner will be able to create a composition in duple meter. Example: Compose a piece that is at least 12 measures long. Write it in 2/4 or 4/4 time. .
Strand Source
Composing and arranging music IDOE
  
    5.5.2
The learner will be able to set a composition to words. Example: Base the rhythms of your piece upon the syllables in your name and the names of three classmates. Arrange these rhythms into a known musical form, such as rondo form. .
Strand Source
Composing and arranging music IDOE
  
    5.5.3
The learner will be able to perform or sing an original composition.
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Composing and arranging music IDOE
  

Listening, analyzing, describing music

    Standard 6
The learner will be able to identify music forms when they are heard. They discuss music of various styles and cultures, using proper terminology when doing so. Students identify the sounds of various instruments and voices. They also use movement to respond to musical traits or events as they are heard.
Strand Source
Listening, analyzing, describing music IDOE
  
    5.6.1
The learner will be able to identify musical forms such as AB, ABA, rondos, and variations when they are heard.
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Listening, analyzing, describing music IDOE
  
    5.6.2
The learner will be able to discuss similarities and differences between music of various styles and cultures.
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Listening, analyzing, describing music IDOE
  
    5.6.3
The learner will be able to use proper terms when explaining music, music notation, and performances. Example: Prepare and present a short lesson on a piece of music. Explain to the class what musical features are used, such as the time signature, tempo, uses of dynamics and articulation, and any outstanding features that are heard. .
Strand Source
Listening, analyzing, describing music IDOE
  
    5.6.4
The learner will be able to identify the sounds of percussion instruments and adult soprano and alto voices.
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Listening, analyzing, describing music IDOE
  
    5.6.5
The learner will be able to use movement to respond to musical events. Example: Develop simple choreography to a favorite class song. .
Strand Source
Listening, analyzing, describing music IDOE
  

Understanding relationships

    Standard 7
The learner will be able to identify similarities and differences in the meanings of terms common to other arts disciplines. They describe ways that music is related to other subject areas.
Strand Source
Understanding relationships IDOE
  
    5.7.1
The learner will be able to compare and contrast two or more meanings of terms used in the various arts, such as imagination, unity, repetition, or contrast.
Strand Source
Understanding relationships IDOE
  
    5.7.2
The learner will be able to describe ways that music is related to other subjects.
Strand Source
Understanding relationships IDOE
  
    5.7.3
The learner will be able to talk about something you have learned about life through your study of music.
Strand Source
Understanding relationships IDOE
  

Understanding music

    Standard 8
The learner will be able to identify examples of American music from various styles and historical periods when heard. They describe how musical elements are used in music of our own culture as well as other cultures. Students recognize the uses of music in everyday life and the roles of musicians in society.
Strand Source
Understanding music IDOE
  
    5.8.1
The learner will be able to identify familiar works by composers such as Aaron Copland and George Gershwin.
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Understanding music IDOE
  
    5.8.2
The learner will be able to describe the use of musical elements in music from other parts of the world and compare it to the uses of musical elements in American music. Example: Listen to a recording of current popular music and compare it to a recording of a work from India. Discuss the similarities and differences in use of rhythm, pitch, and harmony. .
Strand Source
Understanding music IDOE
  
    5.8.3
The learner will be able to name some uses of music in everyday life. Example: Keep a journal for one day documenting every time you hear music. Include the location, occasion, and type of music heard. Include your opinions about the music. .
Strand Source
Understanding music IDOE
  
    5.8.4
The learner will be able to compare the roles of musicians in other cultures to their roles in our society.
Strand Source
Understanding music IDOE
  

Evaluating music

    Standard 9
The learner will be able to develop a list of criteria that exemplify musical quality. They use appropriate terms to explain preferences for musical works and styles. They also constructively evaluate the quality of their own and others' works and performances.
Strand Source
Evaluating music and music performances IDOE
  
    5.9.1
The learner will be able to help write a class rubric or another evaluative tool to be used for evaluating musical works and performances. Example: As part of a music class, determine what aspects of a musical work or performance make it one of "good" or "poor" quality. .
Strand Source
Evaluating music and music performances IDOE
  
    5.9.2
The learner will be able to use appropriate terms to explain your preferences for musical works and styles.
Strand Source
Evaluating music and music performances IDOE
  
    5.9.3
The learner will be able to evaluate the quality of your own and others' works and performances. Example: Listen to a taped recording of your own performance and write down your evaluation, emphasizing its good qualities and aspects that could be improved. .
Strand Source
Evaluating music and music performances IDOE
  

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