State Curriculum - Music

Grade 5
Standard 1.0 Perceiving and Responding: Aesthetic Education: Students will demonstrate the ability to perceive, perform, and respond to music.:
1. Develop awareness of the characteristics of musical sounds and the diversity of sounds in the environment
a. Identify a variety of instruments by sight and sound, including the flute, clarinet, saxophone, trumpet, trombone, tuba, violin, cello, tympani, bass drum, snare drum, cymbals, and xylophone
b. Identify rondo form in music when presented aurally
c. Read music notation including dynamics (p, f, mp, mf, pp, and ff), tempo (allegro, adagio, moderato, and andante), and meter (2/2, 2/4, 4/4, 3/4, 6/8, 5/4, and 12/8)
d. Describe environmental sounds heard, with attention to tone color and intervals (same, step, skip)
e. Listen to and identify adult voices as soprano, alto, tenor, or bass
f. Listen to and identify instruments from various world cultures, such as the steel drum, pan pipes, conga drum, gong, tabla, sitar, and guitar
2. Experience performance through singing and playing instruments in general, vocal, and instrumental settings, and listening to performances of others
a. Perform accurately simple rhythms at sight from standard notation: four sixteenth notes, eighth rests
b. Sing and play a varied repertoire of music representing diverse genres, styles, and world cultures, adhering to given expression markings
c. Sing songs accurately in simple two-part harmony using two-staff systems
d. Perform accurately and independently instrumental parts while other students sing or play contrasting parts
e. Sing or play in groups, blending timbres, matching dynamic levels, and responding to the conducting cues of the teacher
3. Respond to music through movement
a. Perform improvised movement to communicate meaning or feeling in music
b. Conduct music in three meter
4. Experiment with standard and individually created symbols to represent sounds
a. Read standard chord symbols and play the represented chords on classroom instruments (I, IV, and V chords)
b. Write simple melodic patterns from dictation using quarter, eighth, half, whole, dotted half, four sixteenth notes, and corresponding rests (melodic range of five notes, 2 measures)
c. Create and notate melodies on the treble staff using standard notation (4 measures)
d. Read and perform simple pitch and rhythm notation on the treble staff in the keys of F and G major, using solfeggio or a comparable system


August 6, 2008