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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