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MUSICAL PARTS
GRADE 5
LESSON 3
Standards:
5.1.4 Sing unison and two-part songs, partner songs, and rounds, a cappella and with varied
accompaniment
5.2.3 Play instruments independently or in a group to accompany singing
Objectives:
Recognize and sing harmony in a song.
Learn vocal harmonization to a song.
Vocabulary:
Unison
Harmony
Two-part
Partner song
Round
A capella
Accompaniment
Melody
Countermelody
Introduction:
Harmony on the Move pg. 170 (movements explained in Movement box on pg 171. Read aloud
Harmony on the Move to the students and listen to “Tzena, Tzena” (blue pouch CD 9 song 26). Point out
the chord changes as they occur in the song. Then go through the movements with students and allow
them to do the movements as you listen to the song again.
Lesson:
Have the students read or you/student could read aloud “The Lion Sleeps Tonight” on pg 172. And then
listen to it (blue pouch cd 10 song 1).They should follow the notation of the song and note the chord
changes at the beginning of each measure. Then ask them to sing the melody part of the song. Ask the
students to read about chord inversions on pg 172 and compare the musical example to the song
notation to see which inversions they find in the vocal parts (first three complete measures are firstinversion chords; the last chord is in root position). Play the song again allowing the students to sing
along.
Activity:
If time in the last 15 or so mins, review terms by allowing students on chromebook. Have students go to
My Big Campus, click on groups, click on NES Related Arts Grade 5, click on Resources and then The
Music Lab video clip. It will be the second on the list of resources.
MUSIC STYLES
GRADE 5
LESSON 4
Standards:
5.1.4 Sing unison and two-part songs, partner songs, and rounds, a cappella and with varied
accompaniment
5.2.3 Play instruments independently or in a group to accompany singing
Objectives:
Students apply knowledge of two-parts of a song and sing the two-part harmony.
Students will add vocal harmony to a song.
Vocabulary:
Unison
Harmony
Two-part
Partner song
Round
A capella
Accompaniment
Melody
Countermelody
Introduction:
Tell students today they will work with the blues form. Tell them of the two forms in blues – the 12 bar
blues chord progression for the accompaniment and the form of the lyrics, which has three rhyming
lines. Invite them to listen for both as they listen to “Every Day I Have the Blues” on pg 179 (blue pouch
CD 10 song 15). Tell the students that they will add more of their own improvisation to this song and for
“There’s a Song in Me”.
Lesson:
Have students look at “Every Day I Have the Blues” and find the ends of phrases (blues, lose, care,
share). Count the number of beats that occur while the last note is held (8 beats). Form three groups,
one for singing “Every Day I Have the Blues” one for chordal accompaniment and one for playing their
improvised phrases on barred instruments or keyboard. Have them work in their groups to practice their
parts. Then the students should be able to perform.
Activity:
Have the students listen to “There’s a Song in Me” (blue pouch cd 9 song 14). Discuss the repeat sing at
the beginning of the song on the sheet music on pg 183. Explain that sign tells musicians to repeat the
line, melody, etc. Point out the first and second endings on pg 185. Note that the melody starts in Part 2
and then moves to Part 1 in the refrain on pg 184. Listen to the song again and ask the students to see if
they can identify the melody, harmony, find the refrain, and know when to repeat and where to go to
repeat as asked on the music sheet. Play the song again and ask the students to sing all the harmony
parts. Have the students sing Part 2 and Part 1, then sing both together. If time permits, have students
describe the moods of the songs they sang, and decide which mood the class is in today. To close, let
them choose the song that best expresses their mood.
MUSIC STYLES
GRADE 5
LESSON 5
Standards:
5.1.4 Sing unison and two-part songs, partner songs, and rounds, a cappella and with varied
accompaniment
5.2.3 Play instruments independently or in a group to accompany singing
Objectives:
Orally identify unison singing and two-part harmony.
Sing a song in two-part harmony and with a countermelody.
Vocabulary:
Unison
Harmony
Two-part
Partner song
Round
A capella
Accompaniment
Melody
Countermelody
Introduction:
Write the word harmony on the board and ask the class how many different meanings they can think of
for this word (harmony in colors, relationships, among nations, etc) Invite the class to listen to the song
“What the World Needs Now” (blue pouch cd 13 song 12 pg 230). Tell the students they will explore
many kinds of musical harmony in this lesson.
Lesson:
Read aloud the Bring Harmony to the World on pg 234. Listen to the song “Dance for the Nations” (blue
pouch cd 11 song 26 on pg 206, singing it in unison and then as a three-part canon. Discuss how the
harmony was created (overlapping of the melody with different groups starting at three different times).
If comfortable, you can do the movements explained on pg 234 in the Movement box depending on
their behavior/compliance.
Have the students read about “We Want to Sing” on pg 234-236 and look at the score, noting when the
two vocal lines have the same rhythm and when they move independently. Listen to “We Want to Sing”
pg 234 (blue pouch cd 13 song 17) and follow the score. Then have the students sing the melody and
then the harmony part. Form two groups, one group will sing the melody and the second group will sing
the harmony. Then have them switch parts.
(Lesson on Pg 234) Have the students listen to the song “Turn the World Around” on pg 208 (blue pouch
cd 12 song 1) hearing the melody as they listen to the countermelody. If comfortable, sing the
countermelody as they listen to the melody. Form two groups, one group will sing the melody and the
second group will sing the countermelody. Then have them switch parts.
Activity:
Discuss with the class what to look or listen for to determine the vocal harmony of a piece of music.
Have students tell a partner how the harmony in music and harmony in life are similar. Invite the class to
sing “We Want to Sing” with the harmony part or a favorite song with the harmony part.