GRADE 5 - MUSIC
STANDARD	SKILLS and CONCEPTS	VOCABULARY
Standard 1: Students 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.	5.1.1 Sing warm-ups that stress diction, posture, and an appropriate singing tone.	warm-ups, diction, posture, tone, lyrics
	5.1.2 Sing a round with appropriate dynamics, phrasing and interpretations. Maintain an independent part and keep a steady beat.	round, dynamics, phrasing, interpretation, steady beat
	5.1.3 Sing a memorized song in a foreign language.
	5.1.4 Follow the conductor.	conductor




Standard 2: Students 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.	5.2.1 Play an ostinato part independently.	ostinato
	5.2.2 Play a melody or rhythm in the proper tempo, using appropriate dynamics.	melody, rhythm, tempo, dynamics
	5.2.3 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.	accompaniment
	5.2.4 Play a variety of music of various cultures and styles.
	5.2.5 Maintain an independent part on an instrument in a group while following the conductor.
Standard 3: Students 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.	5.3.1 Read and notate whole, half, dotted half, quarter, eighth and sixteenth notes and rests in 2/4, 3/4, and 4/4 meter signatures.	whole, half, dotted half, quarter, eighth and sixteenth notes and rests in 2/4, 3/4, and 4/4 meter signatures.
	5.3.2 Read given pitch patterns in treble and bass clef, including ledger lines and correctly interpreting the symbol for a flat.	pitch patterns, treble and bass clef, ledger lines, flat
	5.3.3 Accurately play or sing music according to the indicated dynamics, tempo, and articulation.
	5.3.4 Correctly identify the key signatures of C, F, and G major.	key signatures, major, minor
	5.3.5 Write down short musical passages.
Standard 4: Students 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.	5.4.1 Create a simple accompaniment using a harmonic or classroom instrument.
	5.4.2 Create a rhythmic or melodic ostinato to play against a melody	ryhthmic and melodic ostinato
	5.4.3 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.	variation
	5.4.4 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.
Standard 5: Students create an original composition according to the instructor’s guidelines. They set the composition to words and perform it.	5.5.1 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.	duple meter, measures, composition
	5.5.2 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.	musical form, rondo
	5.5.3 Perform or sing an original composition.
Standard 6: Students 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.	5.6.1 Identify musical forms such as AB, ABA, rondos, and variations when they are heard	variations
	5.6.2 Discuss similarities and differences between music of various styles and cultures.
	5.6.3 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.	time/meter signature
	5.6.4 Identify the sounds of percussion instruments and adult soprano, alto, and tenor voices.	woodwind, percussion, string, brass, soprano, alto, tenor
	5.6.5 Use movement to respond to musical events. Example: Develop simple choreography to a favorite class song.	choreography
Standard 7: Students 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.	5.7.1 Compare and contrast two or more meanings of terms used in the various arts, such as imagination, unity, repetition, or contrast.	imagination, unity, repetition, contrast
	5.7.2 Describe ways that music is related to other subjects.
	5.7.3 Talk about something you have learned about life through your study of music
Standard 8: Students 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.	5.8.1 Identify familiar works by composers such as Aaron Copland and George Gershwin.	composer, lyricist
	5.8.2 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.	harmony, choir, chorus
	5.8.3 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.
	5.8.4 Compare the roles of musicians in other cultures to their roles in our society.	musician
Standard 9: Students 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.	5.9.1 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.	rubric
	5.9.2 Use appropriate terms to explain your preferences for musical works and styles.	styles, musical works
	5.9.3 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.
Standard 10: Students will learn to play the keyboard.	5.10.L1 Demonstrate through performance a short melody.	grand staff, chords