• DVUSD General Music
    SCHOOL GRADE: 5th Grade
    The standards for 5th Grade General Music enable students to use their knowledge and skills to synthesize information and create music. Students continue to read, write, and compose music, using increasingly complex rhythms and meters. They begin to develop choral skills, including singing in two- and three-part harmony. Students explore and perform a variety of music styles and develop personal criteria to be used for describing and analyzing musical performances. 5th Grade standards assume that K-4 Grade standards have been taught.
    Music Theory/Literacy
    5.1 The student will read and notate music, including
    1 identifying the treble (G) and bass (F) clefs;
    2 using a system to sight-read melodies based on diatonic scale and pentatonic scale;
    3 begin using a system of moveable do and integrate key signatures up to two flats and two sharps.
    4 using traditional notation to write melodies containing skips and leaps;
    5
    reading and notating rhythmic patterns of increasing complexity focusing on decoding common sixteenth note patterns, dotted quarter notes, and simple syncopation (eighth-quarter-eighth) in 2/4, 3/4, and 4/4 time.
    6 identifying the meaning of the upper and lower numbers of compound time signatures (6/8)
    7 identifying tempo markings, articulation, and dynamic levels
    Performance
    5.2 The student will sing a varied repertoire of songs alone and with others, including
    1 demonstrating beginning choral behaviors and skills in ensemble singing;
    2 singing with attention to blend, balance, intonation, expression, and diction;
    3 singing melodies of increasing complexity written on the treble staff;
    4 singing in two- and three-part harmony (descant, rounds, etc.);
    5 modeling proper posture for singing.
    5.3
    The student will play a variety of pitched and non-pitched instruments alone and with others, including
    1
    playing music of increasing difficulty in a variety of ensembles, demonstrating independent and contrasting part-work;
    2 playing melodies and accompaniments of increasing difficulty written on the treble staff;
    3 playing with expression, articulation, and dynamic levels;
    4 demonstrating proper playing techniques.
    5.4 The student will perform rhythms of increased complexity, including syncopation.
    5.5 The student will respond to music with movement by
    1
    performing improvised and choreographed movements including music in duple and triple meters;
    2 performing traditional folk dances and other music activities.
    5.6 The student will create music by
    1 improvising melodies and rhythms of increasing complexity and given tonalities;
    2 composing a short original composition within specified guidelines;
    3 using contemporary media and technology.
    5.7 The student will respond to conducting cues (articulation, dynamic levels, tempo)
    Music History and Cultural Context
    5.8 The student will explore historical and cultural aspects of music by
    1
    identifying representative composers and music compositions/instruments from four different periods of music history;
    2
    comparing and contrasting a variety of musical styles, using music terminology to identify music correlating to grade level social studies curriculum.
    3
    describing how people may participate in music within the community as performers,consumers of music, and music advocates;
    4
    recognizing various professional music careers (e.g., music producer, music therapist, music teacher)
    5.9
    The student will exhibit acceptable performance behavior as a participant and/or listener in relation to the context and style of music performed.
    5.10
    The student will compare and contrast the relationships between music and other fields of knowledge.
    5.11 The student will describe the roles of music and musicians in society.
    Analysis, Evaluation, and Critique
    5.12 The student will analyze music by
    1
    grouping classroom, orchestral, and world instruments into categories based on how their sounds are produced;
    2 experimenting with the science of sound;
    3 analyzing elements of music through listening examples and describe with music terminology;
    4 explaining theme-and-variation, round, AB, ABA, ABACA (rondo) forms through performance and recorded music;
    5 Classifying scales as major or minor.
    5.13 The student will evaluate music by applying accepted criteria when judging the quality of compositions and performances.
    5.14 The student will define copyright as applied to the use of music.
    5.15 The student will collaborate with others to create a musical presentation and acknowledge individual contributions as an integral part of the whole.
    Aesthetics
    5.16 The student will develop personal criteria to be used for determining the quality and value of musical compositions.
    5.17 The student will analyze preferences among musical compositions.
    5.18 The student will examine factors that may inspire musicians to perform or compose.