Music
5th Grade Curriculum
Quarters 1-4
Musical Skills
Singing
Playing
Performing
Moving
Creating
Listening
Improvising
Evaluating
Musical Tools
Non-pitched Percussion Instruments
Pitched Percussion Instruments
Technology
Movement Manipulatives
Rhythmic Manipulatives
Literature
Creation Manipulatives
Recorder
Music Concepts
Meter
Rhythm
Singing
Instrument Families
Chords & Harmony
Recorder
Musical Theater
Special Project
Music History
Composers
Musical Compositions
Timelines
Impressionist Period
Performance Standards:
Creating
Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social and cultural). (Cr.1.4.a)
Generate musical ideas (such as rhythms, melodies, and simple accompaniment patterns) within related tonalities (such as major and minor) and meters. (Cr.1.4.b)
Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent, and explain connection to purpose and context. (Cr.2.4.a)
Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas. (Cr.2.4.b)
Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively-developed criteria and feedback to show improvement over time. (Cr.3.4)
Present the final version of personal created music to others, and explain connection to expressive intent. (Cr.4.4)
Performing
Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, context, and technical skill. (Pr.1.4)
Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, and form) in music selected for performance. (Pr.2.4.a)
When analyzing selected music, read and perform using iconic and/or standard notation. (Pr.2.4.b)
Explain how context (such as social and cultural) informs a performance. (Pr.2.4.c)
Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, and timbre). (Pr.3.4)
Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate accuracy and expressiveness of ensemble and personal performances. (Pr.4.4.a)
Rehearse to refine technical accuracy and expressive qualities, and address performance challenges. (Pr.4.4.b)
Perform music, alone or with others, with expression and technical accuracy, and appropriate interpretation. (Pr.5.4.a)
Responding
Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts. (Re.1.5)
Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context (such as social, cultural, and historical). (Re.2.5)
Demonstrate and explain how the expressive qualities (such as dynamics, tempo, timbre, and articulation) are used in performers' and personal interpretations to reflect expressive intent. (Re.3.5)
Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music. (Re.4.5)