Download music curriculum framework

Perry County Schools
MUSIC CURRICULUM FRAMEWORK
Fifth Grade
Big Idea: Structure in the Arts
Understanding of the various structural components of the arts is critical to the development of other larger concepts in the arts. Structures that artists
use include elements and principles of each art form, tools, media, and subject matter that impact artistic products, and specific styles and genre that
provide a context for creating works. It is the artist's choice of these structural components in the creative process that results in a distinctively
expressive work. Students make choices about how to use structural organizers to create meaningful works of their own. The more students
understand, the greater their ability to produce, interpret, or critique artworks from other artists, cultures, and historical periods.
Academic Expectations
1.12
1.13
1.14
1.15
2.23
Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different
purposes.
Students make sense of ideas and communicate ideas with the visual arts.
Students make sense of ideas and communicate ideas with music.
Students make sense of and communicate ideas with movement.
Students analyze their own and others' artistic products and performances using accepted standards.
Big Idea: Structure in the Arts - Music
Program Of
Studies:
Understandings
Grade 5 Enduring
Knowledge Understandings
AH-5-SA-U-1
Students will
understand that the
elements of music,
dance and drama
are intentionally
applied in creating
and performing.
AH-5-SA-U-3
Students will
understand that
responding to or
critiquing works of
art involves an
understanding of
elements,
principles and
Program of Studies:
Skills and Concepts
Grade 5 Skills and
Concepts - Music
AH-5-SA-S-Mu1
Students will recognize
and identify elements of
music (rhythm, tempo,
melody, harmony, form,
timbre, dynamics) using
musical terminology
AH-5-SA-S-Mu2
Students will use the
elements of music while
performing, singing,
playing instruments,
moving, listening, reading
music, writing music and
creating music
independently and with
others
Core Content For
Assessment
DOK3
AH-05-1.1.1
Students will identify or
describe elements of
music in a variety of
music.
DOK 3
Elements of
music:
Rhythm - time
signature (2/4,
3/4, 4/4), bar
lines, rhythmic
durations
(whole, half,
quarter, eighth
notes and
rests), measure
Tempo - steady
beat, slower or
Essential
Questions/
Content
Level of
Mastery
Mastery
Create and
perform measures
using 2/4, 3/4, or
4/4 meter with
whole notes, half
notes, quarter
notes, eighth
notes, and rests.
Essential
Vocabulary
Rhythm
Resources
Assessments
The essentials of
music
Time Signature
Bar line
Whole note
Folk music
glossary
Half note
Quarter note
How is a steady
beat like a heart
beat?
Eighth note
Compare the
tempo of sounds
in nature to city
sounds.
Half rest
Work songs
Whole rest
Quarter rest
Eighth rest
Instruments
(Unit)
Understandings
structures
appropriate to each
area of the arts.
AH-5-SA-U-4
Students will
understand that
existing and
emerging
technologies can
inspire new
applications of
structural
components.
Skills
Concepts
AH-5-SA-S-Mu3
Students will listen to and
explore how changing
different elements results
in different musical
effects
AH-5-SA-S-Mu4
Students will
recognize, describe and
compare various styles
of music (spirituals,
game songs, folk songs,
work songs, lullabies,
patriotic, bluegrass
Core
Content
Essential
Questions
faster
Melody - shape,
direction
(pitches move
up, down, by
step, by skip,
stay the same),
treble clef sign,
pitch notation
(notes from
middle C to F at
top of treble clef
staff), high vs.
low notes
(pitches)
Harmony - parts
(notes
performed
together to
create
harmony),
major/minor
(aurally); unison
(non-harmony)
Form - call and
response, twopart (AB), threepart (ABA),
round,
verse/chorus,
repeat signs
Timbre (tone
color) recognize
different
qualities of
musical sounds,
orchestral
instruments by
family - brass,
woodwind,
string,
percussion, how
How is a melody
like a landscape?
Level of
Mastery
Essential
Vocabulary
Measure
Tempo
What is the
difference
between melody
and harmony?
Steady beat
Melody
Treble clef
Listen to a piece
of music and
explain whether it
is major or minor?
Pitch
Notation
Harmony
Compare/contrast
two types of form.
How is form in
music like the
form of an object?
Major/Minor
Unison
Form
Call and response
How is sound
produced in each
instrument
family?
AB form (two part)
ABA form (three
part)
Round
How can sounds
found in nature
represent each
dynamic level?
Verse/chorus
Repeat sign
Timbre (tone color)
Compare/contrast
the various
genres of music.
Orchestra
Brass family
Woodwind family
2
Resources
Assessments
Rhythm
(Unit)
Understandings
Skills
Concepts
Core
Content
Essential
Questions
instrument
sounds are
produced,
human voices
(high voices,
low voices)
Dynamics - soft
(piano - p),
medium soft
(mezzo piano mp), medium
loud (mezzo
forte - mf), loud
(forte - f)
Level of
Mastery
Essential
Vocabulary
String family
Percussion family
Dynamics
Piano (p)
Mezzo piano (mp)
Forte (f)
Mezzo forte (mf)
Genres (styles of
music)
Spirituals
Game songs
Folk songs
Work songs
Lullaby
Patriotic
Bluegrass
AH-05-1.1.2
Students will
identify and
describe various
styles of music
(spirituals, game
songs, folk songs,
work songs,
lullabies, patriotic,
bluegrass).
3
Resources
Assessments