Download Music 2nd semester

2016.17 Fifth Grade Music, Semester 2
On-Going Standards
Big Ideas/Key Concepts: Students will sing regularly music from various cultures, demonstrate appropriate audience and performer
behaviors and investigate the relationship of music to other disciplines.
Standards
Student Friendly “I Can” Statements
5.MU.1.2.3 Demonstrate proper vocal technique in both head voice
and chest voice.
I can demonstrate proper technique using:
 Smooth transitions between head and chest voice.
 Beginning and ending consonants and pure vowels for good
enunciation.
 Jaw flexibility and the use of teeth, tongue and open throat
for good vocal production.
I can maintain proper vocal technique while using movement.
5.WCE.MU.1 Demonstrate cultural awareness and empathy when
performing music from different cultures.
I can demonstrate cultural awareness when performing music from
different cultures including appropriate diction.
5.WCE.MU.2 Sing repertoire in multiple languages.
I can sing, using appropriate diction, in various languages.
5.MU.7.2.2 Evaluate one’s own and other’s audience behavior using
teacher-given criteria.
I can exhibit concert etiquette as an actively involved listener during
performances.
5.MU.7.2.3 Evaluate the effect of audience behavior on a musical
performance.
I can decide if those around me are exhibiting correct audience
behavior.
5.WCE.MU.3 Demonstrate performance decorum appropriate for the
context, genre and style.
I can discuss how different audience behaviors affect a performance.
(Ex. Clapping encourages performers, talking on the phone distracts
other audience members, etc.)
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Grade 5 Music, Semester 2
I can demonstrate appropriate performance etiquette based on the
context, genre and style of music being performed.
5.MU.8.2 Investigate and compare the relationship of music to
literature, mathematics, science (e.g., acoustical properties of
instrumental music), and/or social studies in teacher-given classroom
activities.
I can investigate and compare the relationship of music to other
subjects. (Ex. Interpreting lyrics, dividing fractions/rhythms, acoustics
of instruments, structure of poetry, etc.)
PERFORM
Big Ideas/Key Concepts: Students will sing and play instruments with good technique and a focus on style and musicality.
Essential Question: What does it mean to perform with good musicianship? How does understanding the structure and context of music
inform a musical performance?
1.0 Singing
5.MU.1.1.3 Sing a melody with accurate pitch, rhythm and musicality.
I can sing expressively. That means I can use dynamics, phrasing and
articulation when I perform.
5.MU.1.3.3 Sing two-part harmony of varied repertoire.
I can sing two-part harmony.
2.0 Playing Instruments
5.WCE.MU.6 Perform rhythms that include syncopated patterns or
sixteenth notes.
I can perform music in 6/8.
I can perform syncopated rhythms.
I can perform sixteenth notes.
I can perform an accompaniment using a variety of rhythm patterns.
5.MU.2.3.3 Perform an accompaniment on pitched or non-pitched
instruments using an orchestration that includes varying
instrumentation, rhythms, and pitches.
I can perform an accompaniment that contains at least two of the
following rhythms: dotted half notes, half notes, quarter notes, paired
eighth notes and quarter rests.
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Grade 5 Music, Semester 2
I can perform music by reading a simple score for a pitched
instrument.
5.MU.2.4.3 Demonstrate, through performance, expressive qualities
in an ensemble setting.
I can perform expressive markings.
5.WCE.MU.7 Follow the cues of a conductor while singing or playing
an instrument.
I can respond to conductor cues for:
 Entrances
 Cut-offs
 Dynamics
 Tempo
 Articulation
 Style/Phrasing
5.0 Reading and Notating
5.WCE.MU.8 Read and notate pitches in the treble clef that includes
middle C.
5.MU.5.3.3 Identify and demonstrate dynamic markings (e.g.,
fortissimo, forte, mezzo forte, mezzo piano, piano, pianissimo,
crescendo, decrescendo) tempo markings (e.g., andante, largo, presto,
ritardando), and articulation markings (e.g., staccato, marcato, accent)
in music selections.
5.WCE.MU.9 Demonstrate an understanding of direction markings.
I can read and notate pitches in the treble clef that include middle C.
I can identify and perform expressive markings:
 pp, ff, cresc., decres.
 Presto, Andante, Largo
 slur, staccato, accent
 ritardando
 fermata
I can identify and perform directional markings in music:
 Repeat sign
 Introduction and Coda
 D.S. al Fine
 D.C. al Fine
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Grade 5 Music, Semester 2
CREATE
Big Ideas/Key Concepts: Students will understand the creative process by improvising and composing unique melodies and
accompaniments.
Essential Question: How do musicians make creative decisions? How is the creative process different than the product?
3.0 Improvising
5.MU.3.2.3 Improvise a sixteen-beat pattern using half notes, quarter
notes, paired eighth notes, sixteenth notes, half rests, and quarter
rests while maintaining a steady tempo.
I can improvise up to sixteen beats using the following rhythms: half
notes, quarter notes, paired eighth notes, sixteenth notes, half rests
and quarter rests.
5.MU.3.3.3 Improvise, in pairs, an eight- or sixteen-beat question and
answer phrase on pitched instruments (may include recorder).
I can improvise a melodic call and response pattern up to sixteen
beats using pitched instruments.
4.0 Composing
5.MU.4.2.3 Create and demonstrate a two- to four-measure melodic
interlude for a given melody.
I can compose, independently, a 2-4 measure melodic interlude that
ends on the 1st or 5th note of the scale.
RESPOND
Big Idea/Key Concerts: Students will describe the effect of musical elements, style and musicianship on the intent of music from various
historical periods and cultures with an emphasis on American Jazz traditions. Students will use their knowledge of the musical elements,
style and musicianship to develop and apply criteria for judging music from a variety of cultures and historical time periods.
Essential Question: How do musicians discover a composer’s or performer’s musical intent? How do musicians judge the quality of musical
works or performances?
6.0 Listening and Analyzing
5.MU.6.2.3 Identify, aurally, teacher-selected orchestral instruments
in ensembles.
I can identify, aurally, the instrument families.
I can identify, aurally, specific instruments within a family.
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Grade 5 Music, Semester 2
I can tell the difference between a band and an orchestra visually and
aurally.
5.MU.6.4.3 Analyze styles and genres of music using teacher-given
parameters.
I can compare and contrast different styles of music including jazz,
Ragtime, spirituals and classical music using musical terminology.
5.WCE.MU.10 Explain, citing evidence from the music, how responses
to music are informed by the structure, the use of the elements of
music, and context (such as social, cultural, and historical).
I can investigate how instrumentation, musical elements or style can
be used to interpret the intent of a piece of music.
7.0 Evaluating
5.WCE.MU.11 Judge musical works and performances citing elements
of music found in the example, applying established criteria, and
explain appropriateness to the context.
I can determine the context and purpose of a musical example.
I can discuss the elements of music being employed in a variety of
musical styles and genres.
I can judge how effectively a composition or performance conveys the
composer’s intent using evidence (elements of music, context, style,
etc.) from the composition or performance.
Connect
Big Idea/Key Concepts: Students will discover interdisciplinary connections in music with other disciplines and recognize the roles of
American musicians in U.S. and music history.
Essential Question: How do musicians make meaningful connections to other disciplines and our daily lives?
8.0 Interdisciplinary Connections
5.MU.8.1.3 Evaluate the relationship of music to other performing
arts in a given performance.
Correlates with ELA 5.RL.5 Q3 re: using structure in plays to determine
meaning of text
5.WCE.MU.12 Add movement to enhance musical concepts such as
form, dynamics and style.
I can evaluate how dance and/or theatre help to make meaning of
music.
I can define choreography.
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Grade 5 Music, Semester 2
I can demonstrate how choreography enhances and reinforces
musical concepts.
5.WCE.MU.13 Demonstrate understanding of the benefits of music to
other subject areas.
I can describe the characteristics of various planets using the musical
elements in Gustav Holst’s The Planets.
Correlates with SC SPI 0507.6.1 Q4 re: planets
9.0 Historical and Cultural Relationships
5.WCE.MU.14 Demonstrate an understanding of the development of
I can explore the influence of African and European music traditions
Jazz music in the United States from the late 19th century through the
on the development of Jazz in the U.S.
th
mid-20 century.
Correlates with 5.SS.47 Q3 re: “Roaring Twenties” and 5.WCE.ART.3 re:
abstraction in Harlem Renaissance artwork
5.WCE.MU.15 Recognize the importance of Tennessee on the
development of popular music in the United States.
Correlates with 5.SS.64 Q4 re: TN influence on pop music
I can identify key figures/locations in Tennessee that influenced the
development of popular music in the U.S.
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Grade 5 Music, Semester 2