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School City of Hobart |
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School City of Hobart Music |
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Music - Grade 5 |
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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 |
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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 |
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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 |
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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 |
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5.1.4
The learner will be able to
follow the conductor.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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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 |
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5.2.1
The learner will be able to
play an ostinato part independently.
| Strand |
Source |
| Playing an instrument |
IDOE |
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5.2.2
The learner will be able to
play a melody or rhythm in the proper tempo, using appropriate dynamics.
| Strand |
Source |
| Playing an instrument |
IDOE |
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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.
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| Strand |
Source |
| Playing an instrument |
IDOE |
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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 |
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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 |
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Reading, notating and interpreting music
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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 |
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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 |
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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.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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5.3.3
The learner will be able to
accurately play or sing music according to the indicated dynamics, tempo, and articulation.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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5.3.4
The learner will be able to
correctly identify the key signatures of C, F, and G major.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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5.3.5
The learner will be able to
write down short musical passages.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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Improvising melodies and accompaniments
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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 |
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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 |
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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 |
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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.
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| Strand |
Source |
| Improvising melodies and accompaniments |
IDOE |
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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 |
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Composing and arranging music
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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 |
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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.
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| Strand |
Source |
| Composing and arranging music |
IDOE |
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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.
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| Strand |
Source |
| Composing and arranging music |
IDOE |
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5.5.3
The learner will be able to
perform or sing an original composition.
| Strand |
Source |
| Composing and arranging music |
IDOE |
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Listening, analyzing, describing music
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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 |
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5.6.1
The learner will be able to
identify musical forms such as AB, ABA, rondos, and variations when they are heard.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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5.6.2
The learner will be able to
discuss similarities and differences between music of various styles and cultures.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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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.
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| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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5.6.4
The learner will be able to
identify the sounds of percussion instruments and adult soprano and alto voices.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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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.
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| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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Understanding relationships
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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 |
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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 |
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5.7.2
The learner will be able to
describe ways that music is related to other subjects.
| Strand |
Source |
| Understanding relationships |
IDOE |
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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 |
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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 |
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5.8.1
The learner will be able to
identify familiar works by composers such as Aaron Copland and George Gershwin.
| Strand |
Source |
| Understanding music |
IDOE |
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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.
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| Strand |
Source |
| Understanding music |
IDOE |
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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.
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| Strand |
Source |
| Understanding music |
IDOE |
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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 |
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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 |
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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.
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| Strand |
Source |
| Evaluating music and music performances |
IDOE |
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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 |
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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.
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| Strand |
Source |
| Evaluating music and music performances |
IDOE |
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