In each quarter of the school year, there are particular goals to cover specific skills and standards (TEKS). Here you will find a list of what 5th Grade music will be covering each 9 weeks according to the district's aligned curriculum. It is important to note that the terminology used here is more sophisticated than how it is communicated to children.
1st 9 Weeks
- Review and identify previous voices
- Experience instruments of various cultures including electronic instruments and keyboard (listening, viewing and playing)
- Review known symbols and terminology; Experience ritardando, accelerando and simple/compound meter; Review previously learned tempi and dynamics; Aurally identify known short rhythmic and melodic patterns from musical examples using appropriate vocabulary
- Review and label known forms – aaba and abac/AB and ABA, rondo and theme and variations
- Review previously learned rhythmic concepts in 2/4, 3/4 and 4/4 meters
- Review previously learned melodic concepts and experience fa
- Sing or play games using folk song repertoire that targets specific rhythmic and melodic concepts
- Experience music choosing from: local cultures and American folk songs, patriotic music and world cultures through singing or playing instruments; Experience songs and games from various cultures (local, American, Texan, African and European)
- Review locomotor and non-locomotor movement and incorporate hands and feet moving together (beat in the feet and clapping rhythms)
- Continue rhythmic and melodic ostinati and include partner songs
- Improvise and construct 4-8 beat rhythmic and melodic phrases using known rhythms and pitches
- Review known simple accompaniments
- “Star Spangled Banner” (written Sept. 14, 1814)
- Experience, identify and describe music from diverse cultures, genres and styles; Use appropriate vocabulary in reference to listening examples (Ongoing in written or verbal form); Verbally justify musical preferences using music vocabulary
- Continue to respond to music verbally and through movement
- Ongoing cross-curricular connections (Math, Sci, SS and LA)
2nd 9 Weeks
- Compare and contrast children and adult voices (soprano and alto)
- Experience instruments of various cultures including electronic instruments and keyboard (listening, viewing and playing)
- Label and identify new terminology; Ongoing – Interpret previously learned tempi and dynamics through performance (singing, sop recorder and classroom instruments)
- Review and label known forms – aaba and abac/AB and ABA, rondo and theme and variations
- Experience, identify and label (read, write and reproduce) syncopation.
- Identify fa and experience ti
- Sing or play games using folk song repertoire that targets specific rhythmic and melodic concepts
- Experience music choosing from: local cultures and American folk songs, patriotic music and world cultures through singing or playing instruments; Experience songs and games from various cultures (local, American, Texan, African and European)
- Review locomotor and non-locomotor movement and incorporate hands and feet moving together (beat in the feet and clapping rhythms)
- Continue rhythmic/melodic ostinati and include partner songs; Add 2 or 3 part rounds and counter melodies
- Improvise and construct 4-8 beat rhythmic and melodic phrases using known rhythms and pitches
- Create simple accompaniments (bordun, body percussion)
- Experience, identify and describe music from diverse cultures, genres and styles; Use appropriate vocabulary in reference to listening examples (Ongoing in written or verbal form); Verbally justify musical preferences using music vocabulary
- Continue to respond to music verbally and through movement
- Ongoing cross-curricular connections (Math, Sci, SS and LA)
3rd 9 Weeks
- Compare and contrast soprano, alto, tenor and bass adult voices
- Compare, contrast and categorize the four families of the orchestra AND instruments of various cultures, electronic instruments and keyboard.
- Apply new terminology; Interpret previously learned tempi and dynamics through performance (singing, sop recorder and classroom instruments); Identify, describe and evaluate musical elements using known music vocabulary
- Review and label known forms – aaba and abac/AB and ABA, rondo and theme and variations
- Experience, identify and label (read, write and reproduce) syncopation
- Identify ti and apply known melodic patterns including the entire diatonic scale
- Sing or play games using folk song repertoire that targets specific rhythmic and melodic concepts
- Experience music choosing from: local cultures and American folk songs, patriotic music and world cultures through singing or playing instruments; Experience songs and games from various cultures (local, American, Texan, African and European)
- Review locomotor and non-locomotor movement and incorporate hands and feet moving together (beat in the feet and clapping rhythms)
- Continue rhythmic/melodic ostinati and include partner songs; Add 2 or 3 part rounds and counter melodies
- Improvise and construct 4-8 beat rhythmic and melodic phrases using known rhythms and pitches
- Create simple accompaniments (bordun, body percussion)
- Experience, identify and describe music from diverse cultures, genres and styles; Use appropriate vocabulary in reference to listening examples (Ongoing in written or verbal form); Justify, in writing, musical preferences using music vocabulary
- Continue to respond to music verbally and through movement
- Ongoing cross-curricular connections (Math, Sci, SS and LA)
4th 9 Weeks
- Compare and contrast soprano, alto, tenor and bass adult voices
- Compare, contrast and categorize the four families of the orchestra AND instruments of various cultures, electronic instruments and keyboard.
- Apply new terminology; Interpret previously learned tempi and dynamics through performance (singing, sop recorder and classroom instruments); Identify, describe and evaluate musical elements using known music vocabulary
- Review and label known forms – aaba and abac/AB and ABA, rondo and theme and variations
- Experience, identify and label (read, write and reproduce) syncopation; Student should be able to independently apply known rhythmic symbols by 4th 9 week period
- Identify ti and apply known melodic patterns including the entire diatonic scale
- Sing or play games using folk song repertoire that targets specific rhythmic and melodic concepts
- Experience music choosing from: local cultures and American folk songs, patriotic music and world cultures through singing or playing instruments; Experience songs and games from various cultures (local, American, Texan, African and European)
- Review locomotor and non-locomotor movement and incorporate hands and feet moving together (beat in the feet and clapping rhythms)
- Continue rhythmic/melodic ostinati and include partner songs; Add 2 or 3 part rounds and counter melodies
- Improvise and construct 4-8 beat rhythmic and melodic phrases using known rhythms and pitches
- Create simple accompaniments (bordun, body percussion)
- Experience, identify and describe music from diverse cultures, genres and styles; Use appropriate vocabulary in reference to listening examples (Ongoing in written or verbal form); Justify, in writing, musical preferences using music vocabulary
- Continue to respond to music verbally and through movement
- Ongoing cross-curricular connections (Math, Sci, SS and LA)