Embedded Files
Grade 5: Music
Grade 5: Music
• Duration: dotted quarter note followed by an eighth note (oral prompt: “tam-ti”); dotted eighth note and sixteenth note (oral prompt: “tim-ka”); rhythms, including those with eighth notes (“ti-ti”) and sixteenth notes (“tika-tika”), in various combinations (e.g., “tika-ti, ti-tika, ti-ti, ta”); metre (oral count, with primary emphasis on “one” and secondary emphasis on “two”: “one-and-a-two-and-a”)
• Duration: dotted quarter note followed by an eighth note (oral prompt: “tam-ti”); dotted eighth note and sixteenth note (oral prompt: “tim-ka”); rhythms, including those with eighth notes (“ti-ti”) and sixteenth notes (“tika-tika”), in various combinations (e.g., “tika-ti, ti-tika, ti-ti, ta”); metre (oral count, with primary emphasis on “one” and secondary emphasis on “two”: “one-and-a-two-and-a”)
• Pitch: key signatures in the music they perform (e.g., D major, G minor), clefs used for any instrument they play
• Pitch: key signatures in the music they perform (e.g., D major, G minor), clefs used for any instrument they play
• Dynamics and other expressive controls: dynamics and articulation encountered in music listened to, sung, and played, and their signs
• Dynamics and other expressive controls: dynamics and articulation encountered in music listened to, sung, and played, and their signs
• Timbre: tone colour for particular purposes (e.g., use of trumpets for a fanfare, flutes for depicting birds, various instruments for creating specific moods)
• Timbre: tone colour for particular purposes (e.g., use of trumpets for a fanfare, flutes for depicting birds, various instruments for creating specific moods)
• Texture/harmony: part singing (homophonic or polyphonic), chord progressions using I and V
• Texture/harmony: part singing (homophonic or polyphonic), chord progressions using I and V
• Form: compositions in four or more sections (e.g., AABA, ABAC [alternation between a chorus, A, and improvisations, B and C], rondo [e.g., ABACADA])
• Form: compositions in four or more sections (e.g., AABA, ABAC [alternation between a chorus, A, and improvisations, B and C], rondo [e.g., ABACADA])
Photo by: @baxterperson
Water Cycle - Timbre
Water Cycle - Timbre
After learning about the water cycle, get outside or look out a window to see the cycle in action. Consider completing the activity in Writing or continue by witnessing the cycle yourself and jotting down ideas of how you can represent different stages using different sounds or music. Focus on the timbre. Use tone colour for particular purposes. Example: use of flutes for depicting birds, various instruments for creating specific moods, etc.
After learning about the water cycle, get outside or look out a window to see the cycle in action. Consider completing the activity in Writing or continue by witnessing the cycle yourself and jotting down ideas of how you can represent different stages using different sounds or music. Focus on the timbre. Use tone colour for particular purposes. Example: use of flutes for depicting birds, various instruments for creating specific moods, etc.
Curriculum Links:
see Matter & Energy
see Dance
see Drama
see Writing
see Visual Arts
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