FIFTH GRADE
Please scroll down to find current unit.
Unit 1 - Rhythm (August - September)
To organize beats into metered sets of 2,3,4,5 and 7 beats per measure.
Fundamental tempos: Largo, Andante, Presto and Moderato
The beat values for notes and rests in varying meters.
To read, clap and compose complex rhythmic patterns.
To aurally identify rhythm patterns.
To choose tempo, instrumentation and style when composing a piece.
Standards: 1, 2, 6 and 7 (See standards tab for description.)
Unit 2 - Melody (October - December)
To develop measures with correct note durations. To recognize rhythm patterns aurally. To understand and apply meter signs. To use the appropriate music symbols to write a melody. To modify a melody by changing pitches. To choose tempo, instrumentation, and style when arranging a melody. To recognize a grand staff. To read musical notes from a staff both by letter names and by Solfege pitch. To correctly place stems on notes. To compose a simple melody. To sing simple melodies using Solfege pitches. To hear the difference between major and minor scales on Orff instruments. Interactive Whiteboards - Music Symbol Countdown, Beat the Bank, Treble Staff Champion, Rhythm Replay,
Songs: Do Re Mi, Arirang, This Train, Camptown Races, All Through the Night, Las Valitas, Viva Jujuy, Dundal, Johnny Has Gone for a Soldier.
Standards: 1, 2, 3 (See standards tab for description.)
Unit 3 - Movement and Musical Expression (January - February)
Experiment with dynamic and tempo changes.
Describe the mood and timbre of musical selections.
Write a dynamic story and read using correct dynamic levels.
Perform creative and interpretive movement.
Perform a formation dance.
Perform a line dance.
Perform a circle dance.
Perform world dances.
Perform movement using ribbon wands, banners, ribbon rings, stretchy bands, beat band, boom whackers, and scarves.
Activities in the Unit: My Dynamic Story, Articulation Memory Sheet, Articurace, Articulation Additions, and Vocabulary Match-up.
Songs in the Unit: Oh Danny Boy, At the Hop, Do Wah Diddy Diddy, Tsuki, Sonando, The Happy Wanderer, and The Lion Sleeps Tonight.
Standards: 1,3,6,10 (See standards tab for description.)
Unit 4 - Instruments and Musical Form (March - May)
Discuss the characteristics of the five primary woodwind instruments: piccolo, flute, oboe, clarinet and bassoon.
Describe the different ranges, timbres and sounds of each woodwind instrument.
Discuss the three techniques used to play woodwind instruments.
Invent a woodwind instrument.
Identify woodwind instruments by sound.
Discover how form helps us to organize and compose music.
Discover how contrasting musical sections A, B, and C fit together in a musical selection.
Identify and create an ABACA form, called a rondo.
Recognize the theme and variations in a piece of music.
Activities in the Unit: Woodwind Flashcards, Woodwind Instrument File Worksheet, IWB, Woodwind Quiz, Choice Board, and Composing a Song Using a Familiar Form.
Songs in the Unit: Sing, Sing, Sing!, St. Louis Blues, Take Five, Colorado Trail, Ama Llama, Bound for South Australia, Day O!, It Don't Mean an Thing, Camptown Races, Choo Choo Ch-Boogie, Turn, and You've Got a Friend.
Standards: 1,6,9 (See standards tab for description.)
Please scroll down to find current unit.
Unit 1 - Rhythm (August - September)
To organize beats into metered sets of 2,3,4,5 and 7 beats per measure.
Fundamental tempos: Largo, Andante, Presto and Moderato
The beat values for notes and rests in varying meters.
To read, clap and compose complex rhythmic patterns.
To aurally identify rhythm patterns.
To choose tempo, instrumentation and style when composing a piece.
Standards: 1, 2, 6 and 7 (See standards tab for description.)
Unit 2 - Melody (October - December)
To develop measures with correct note durations. To recognize rhythm patterns aurally. To understand and apply meter signs. To use the appropriate music symbols to write a melody. To modify a melody by changing pitches. To choose tempo, instrumentation, and style when arranging a melody. To recognize a grand staff. To read musical notes from a staff both by letter names and by Solfege pitch. To correctly place stems on notes. To compose a simple melody. To sing simple melodies using Solfege pitches. To hear the difference between major and minor scales on Orff instruments. Interactive Whiteboards - Music Symbol Countdown, Beat the Bank, Treble Staff Champion, Rhythm Replay,
Songs: Do Re Mi, Arirang, This Train, Camptown Races, All Through the Night, Las Valitas, Viva Jujuy, Dundal, Johnny Has Gone for a Soldier.
Standards: 1, 2, 3 (See standards tab for description.)
Unit 3 - Movement and Musical Expression (January - February)
Experiment with dynamic and tempo changes.
Describe the mood and timbre of musical selections.
Write a dynamic story and read using correct dynamic levels.
Perform creative and interpretive movement.
Perform a formation dance.
Perform a line dance.
Perform a circle dance.
Perform world dances.
Perform movement using ribbon wands, banners, ribbon rings, stretchy bands, beat band, boom whackers, and scarves.
Activities in the Unit: My Dynamic Story, Articulation Memory Sheet, Articurace, Articulation Additions, and Vocabulary Match-up.
Songs in the Unit: Oh Danny Boy, At the Hop, Do Wah Diddy Diddy, Tsuki, Sonando, The Happy Wanderer, and The Lion Sleeps Tonight.
Standards: 1,3,6,10 (See standards tab for description.)
Unit 4 - Instruments and Musical Form (March - May)
Discuss the characteristics of the five primary woodwind instruments: piccolo, flute, oboe, clarinet and bassoon.
Describe the different ranges, timbres and sounds of each woodwind instrument.
Discuss the three techniques used to play woodwind instruments.
Invent a woodwind instrument.
Identify woodwind instruments by sound.
Discover how form helps us to organize and compose music.
Discover how contrasting musical sections A, B, and C fit together in a musical selection.
Identify and create an ABACA form, called a rondo.
Recognize the theme and variations in a piece of music.
Activities in the Unit: Woodwind Flashcards, Woodwind Instrument File Worksheet, IWB, Woodwind Quiz, Choice Board, and Composing a Song Using a Familiar Form.
Songs in the Unit: Sing, Sing, Sing!, St. Louis Blues, Take Five, Colorado Trail, Ama Llama, Bound for South Australia, Day O!, It Don't Mean an Thing, Camptown Races, Choo Choo Ch-Boogie, Turn, and You've Got a Friend.
Standards: 1,6,9 (See standards tab for description.)
5th Grade General Music Benchmarks:
1. Sings, recognizes, and demonstrates Solfege hand signs for the major scale.
2. Recognizes and describes melodic direction and the use of whole and half steps.
3. Recognizes Solfege syllables Fa and Ti.
4. Performs with increasing accuracy in pitch.
5. Responds to complex ear training and tonal memory.
6. Recognizes flats, sharps and note names of the treble staff.
7. Explains, recognizes, and performs the pentatonic scale.
8. Identifies major and minor tonalities.
9. Reads, performs, improvises, and creates accompaniment patterns on instruments.
10. Recognizes the bass clef.
11. Recognizes and sings canons, rounds, descants, and easy two-part songs.
12. Moves to, performs, sings, plays, reads, and creates rhythm patterns by ear and notation.
13. Discriminates between simple and compound meters: 2’s, 3’s, 4’s, and 6’s.
14. Identifies and performs frequently used time signatures: 2/4, 3/4, 4/4, 6/8.
15. Reads and performs syncopated rhythms.
16. Reads, performs, and notates the following: dotted quarter note, dotted half sixteenth note/rest, eighth note/rest, quarter note/rest, half note/rest, whole note/rest.
17. Distinguishes between repeating and contrasting sections.
18. Distinguishes among AB, ABA, AABA, and rondo forms.
19. Sings songs with multiple stanzas.
20. Sings songs in rounds and canons with increasing accuracy.
21. Recognizes theme and variations.
22. Recognizes band, folk, orchestral, ethnic, and electronic instruments by sight and sound.
23. Identifies the orchestral families and their members.
24. Describes various environmental sounds.
25. Recognizes soprano, alto, tenor, and bass voices.
26. Recognizes the child and boy soprano voices.
27. Demonstrates improved accuracy in vocal tone quality.
28. Demonstrates an understanding of music in relation to history and culture.
29. Describes relationships between music, arts, and other disciplines.
30. Performs folk songs and ethnic songs with appropriate musical style.
31. Sings and understands some foreign text.
32. Recognizes famous composers and their compositions.
33. Plays instruments to accompany folk songs and ethnic songs.
34. Identifies and appreciates the musical styles of jazz, musical and opera.
35. Identifies and demonstrates contrasts in music: loud/very loud/soft/very soft and fast/slow.
36. Participates in song stories, singing games, action songs, and musical dramatizations.
37. Moves expressively to music.
38. Creates new text to familiar songs.
39. Creates and performs simple accompaniments to songs, poems, and stories.
40. Evaluates music and performances.
41. Demonstrates appropriate music vocabulary.
42. Responds to music in a variety of styles through listening, analyzing, describing, moving, singing, and playing instruments.
43. Performs simple body percussion exercises.
44. Creates movements to music while being sensitive to tempo and style of music.
45. Recognizes and moves to musical phrases.
46. Identifies dynamic markings: ff, f, mf, mp, p, and pp.
47. Describes personal responses to listening selections.
48. Performs melodies and accompaniments on Orff instruments.
49. Describes texture and style of music.
50. Experiences choral and/or instrumental music programs.
51. Identifies legato and staccato phrases.
52. Sings with appropriate musical expression.
53. Recognizes environmental sounds aurally.
54. Demonstrates appropriate audience skills.
55. Describes career opportunities in the field of music.
56. Recognizes common tempo markings and words.
5th Grade General Music Benchmarks:
1. Sings, recognizes, and demonstrates Solfege hand signs for the major scale.
2. Recognizes and describes melodic direction and the use of whole and half steps.
3. Recognizes Solfege syllables Fa and Ti.
4. Performs with increasing accuracy in pitch.
5. Responds to complex ear training and tonal memory.
6. Recognizes flats, sharps and note names of the treble staff.
7. Explains, recognizes, and performs the pentatonic scale.
8. Identifies major and minor tonalities.
9. Reads, performs, improvises, and creates accompaniment patterns on instruments.
10. Recognizes the bass clef.
11. Recognizes and sings canons, rounds, descants, and easy two-part songs.
12. Moves to, performs, sings, plays, reads, and creates rhythm patterns by ear and notation.
13. Discriminates between simple and compound meters: 2’s, 3’s, 4’s, and 6’s.
14. Identifies and performs frequently used time signatures: 2/4, 3/4, 4/4, 6/8.
15. Reads and performs syncopated rhythms.
16. Reads, performs, and notates the following: dotted quarter note, dotted half sixteenth note/rest, eighth note/rest, quarter note/rest, half note/rest, whole note/rest.
17. Distinguishes between repeating and contrasting sections.
18. Distinguishes among AB, ABA, AABA, and rondo forms.
19. Sings songs with multiple stanzas.
20. Sings songs in rounds and canons with increasing accuracy.
21. Recognizes theme and variations.
22. Recognizes band, folk, orchestral, ethnic, and electronic instruments by sight and sound.
23. Identifies the orchestral families and their members.
24. Describes various environmental sounds.
25. Recognizes soprano, alto, tenor, and bass voices.
26. Recognizes the child and boy soprano voices.
27. Demonstrates improved accuracy in vocal tone quality.
28. Demonstrates an understanding of music in relation to history and culture.
29. Describes relationships between music, arts, and other disciplines.
30. Performs folk songs and ethnic songs with appropriate musical style.
31. Sings and understands some foreign text.
32. Recognizes famous composers and their compositions.
33. Plays instruments to accompany folk songs and ethnic songs.
34. Identifies and appreciates the musical styles of jazz, musical and opera.
35. Identifies and demonstrates contrasts in music: loud/very loud/soft/very soft and fast/slow.
36. Participates in song stories, singing games, action songs, and musical dramatizations.
37. Moves expressively to music.
38. Creates new text to familiar songs.
39. Creates and performs simple accompaniments to songs, poems, and stories.
40. Evaluates music and performances.
41. Demonstrates appropriate music vocabulary.
42. Responds to music in a variety of styles through listening, analyzing, describing, moving, singing, and playing instruments.
43. Performs simple body percussion exercises.
44. Creates movements to music while being sensitive to tempo and style of music.
45. Recognizes and moves to musical phrases.
46. Identifies dynamic markings: ff, f, mf, mp, p, and pp.
47. Describes personal responses to listening selections.
48. Performs melodies and accompaniments on Orff instruments.
49. Describes texture and style of music.
50. Experiences choral and/or instrumental music programs.
51. Identifies legato and staccato phrases.
52. Sings with appropriate musical expression.
53. Recognizes environmental sounds aurally.
54. Demonstrates appropriate audience skills.
55. Describes career opportunities in the field of music.
56. Recognizes common tempo markings and words.