Elkhart Community Schools
Elkhart Community Schools
General Music
Curriculum Guide
Grade 5
• Introduction
• Course Description
• The Standards and Power Indicators
• Indiana Academic Standards
o Indicator
o Example
o Instruction/Assessment Reference
o Resource
• Appendices
• District Assessment
Introduction
Music Curriculum Guide
Music Mission/Philosophy Statement
Mission Statement
Music instruction in the Elkhart Community Schools will prepare students to develop their own music capabilities so they will have the knowledge and understanding necessary for making personal and artistic decisions throughout their lives.
Music Philosophy
We believe the primary purpose of the school music curriculum is to provide a sequential and concept-driven program of instruction that encourages artistic, expressive and cultural development.
We believe the music program will lead and direct students toward lifelong learning in music.
Therefore, we recognize music as a basic part of the daily life of every student in the Elkhart Community Schools. Each student will have the opportunity to explore and develop self-expression in music and gain an appreciation for the effect that music has on his/her daily life.
Music Goals
The music proficiencies should provide:
1. A general knowledge of music literature, history, and theory.
2. Basic musical skills which will enable students to participate independently or with a group of musicians.
3. The opportunity to develop life-long appreciation for music as an art, a science, and a profession that will allow the student to enjoy and support musical activities.
4. The opportunity for all students to experience success on a level equal to their developmental stage.
5. The opportunity for all students to understand the relationship between music and other disciplines.
Committees
Curriculum and Instruction: Philosophy and Goals:
John Hill, Director Elkhart Community Schools Music Faculty
Dave Benak, Supervisor
H. Marie Doyle, Supervisor
Bradley Sheppard, Supervisor
General Music
K-6 General Music Grades 7-8 Ann Fassett Jeff Reinert Cindy Houghton
Jill Granlienard Suzanne Shaffer John Krouse
Kay Hanft Sharon Stauffer Jeff Reinert
Sue Johnson Kristine Weimer Sue Roberts
Becky Petersen
Choral Music Band Strings
Cindy Houghton Sandy Carnall Karen Hershberger
John Krouse Lynne Gwin Jeffery Hatfield
Bill Niederer Harold Walt Sharon Stauffer
Claudia Phipps Dan Burton
Jeff Reinert Kurt Weimer
Tim Carnall
Non-Performance Courses
Music History Keyboarding Music Theory
Bill Niederer Bill Niederer Tim Carnall
Claudia Phipps Claudia Phipps
Description
Quality Music Instruction: A Description
From Indiana’s Academic Standards for Music
Quality Music Education: A Description
Quality music education in the schools integrates fundamental musical activities and presents them in a sequential, pedagogically sound curriculum. As identified in the 1997 National Assessment for Educational Progress (NAEP) in music, the processes of creating, performing, and responding to music are interwoven throughout a balanced and complete music program. The first of these processes, creating, involves composing, arranging or improvising music. Through these activities students engage their aural skills and prior knowledge of music to create a personal and original musical idea. By including creative activities from the earliest grades onward, teachers provide opportunities for students to construct new ideas and find satisfying means of self-expression. Since music is a form of communication, performing is a vital and natural aspect of music study. Performing, the second musical process identified, promotes a sense of personal accomplishment, shared goals, community, and the joy of experiencing a musical work from the unique perspective of performing it. Responding to music completes the trio of fundamental musical processes, and includes activities rich in mental, physical, and emotional complexity. As students learn to read and interpret musical symbols, they further their cognitive development and ability to think logically by learning a new sign system and a different approach to the world around them. As they study the historical and cultural aspects of music, students discover that music is a universal human activity. And as music study is connected to other disciplines, students discover the ways that one subject area can reinforce and inform another. Finally, as students learn to evaluate musical works they learn to discriminate, think independently, and develop their own views of musical meaning and beauty.
General Music
Grades: K-8
Course Description:
General music at the elementary level is a part of the total educational experience of every child in Elkhart Community Schools. The students participate in singing, listening, creating songs and dances, moving to music, and discovering the world of music that surrounds them. As students progress, they are taught music fundamentals and skills that enable them to sing unison, two and three part songs, play simple melodic and harmonic instruments, develop their creative talents, and learn to discriminate through listening experiences. The elementary music specialists provide a core of musical skills and concepts and assist the classroom teacher in using music as an integrated activity in other disciplines by providing them with guidance and appropriate supplementary materials.
The middle school courses provide students with an opportunity to continue to develop their interests and musical skills.
The curriculum is structured to provide students with an enjoyable experience so music will always have a pleasant connotation to the learner. Throughout the general music program a correlation of art, drama, dance, literature, and other areas of learning are integrated through listening and performing.
Course Objectives:
General music education students in Elkhart Community Schools:
1. Employ critical thinking skills to evaluate all areas of music.
2. Collaborate as members of a group to achieve a common musical goal.
3. Relate music to their personal lives, to the other arts, and to areas outside of the arts.
4. Apply basic notational reading and performance skills.
5. Interpret and appreciate music from around the world.
Grade 5
The Standards and Power Indicators
Power Indicators are Highlighted in Bold
|Standard 1 – Singing Alone and with Others |
|Students sing alone or in groups, on pitch and in rhythm, using good tone, diction, breath control, and posture while maintaining a steady tempo. They sing from memory a variety of song repertoire, including |
|ostinatos, partner songs, rounds, and music of many cultures and styles. They sing accurately with appropriate dynamics, breath control, phrasing, and interpretation. Students in fifth grade sing in groups, |
|blending vocal sounds, matching dynamics, and following the conductor. |
|5.1.1 |Sing warm-ups that stress diction, posture, and an appropriate singing tone. |
|5.1.2 |Sing a round with appropriate dynamics, phrasing and interpretations. Maintain an independent part and keep a steady beat. |
|5.1.3 |Sing a memorized song in a foreign language. |
|5.1.4 |Follow the conductor. |
|Standard 2 – Playing an Instrument Alone and with Others |
|Students perform accurately, independently, and expressively on an instrument, either alone or in an ensemble. They echo easy rhythmic, melodic, and chordal patterns. Students perform in groups, blending |
|instrumental tones, matching dynamics, and responding to the conductor. They perform instrumental parts while other students sing or play different parts. |
|5.2.1 |Play an ostinato part independently. |
|5.2.2 |Play a melody or rhythm in the proper tempo, using appropriate dynamics. |
|5.2.3 |Play an accompaniment to a class or group song. |
| |Example: On a keyboard, guitar, mallet instrument, or autoharp, play an ostinato pattern while the group sings. |
|5.2.4 |Play a variety of music of various cultures and styles. |
|5.2.5 |Maintain an independent part on an instrument in a group while following the conductor. |
|Standard 3 – Reading, Notating, and Interpreting Music |
|Students read and write musical notation in simple meters. They identify symbols and musical terms referring to dynamics, tempo, and articulation, and interpret them correctly while performing. |
|5.3.1 |Read and notate whole, half, dotted half, quarter, eighth and sixteenth notes and rests in 2/4, 3/4, and 4/4 meter signatures. |
|5.3.2 |Read given pitch patterns in treble and bass clef, including ledger lines and correctly interpreting the symbol for a flat. |
|5.3.3 |Accurately play or sing music according to the indicated dynamics, tempo, and articulation. |
|5.3.4 |Correctly identify the key signatures of C, F, and G major. |
|5.3.5 |Write down short musical passages. |
|Standard 4 – Improvising Melodies and Accompaniments |
|Students improvise simple harmonies to accompany pieces or songs. They improvise rhythmic and melodic ostinatos, as well as rhythmic or melodic variations on familiar melodies or themes. Students improvise |
|short, unaccompanied melodies over a given rhythmic pattern. |
|5.4.1 |Create a simple accompaniment using a harmonic or classroom instrument. |
|5.4.2 |Create a rhythmic or melodic ostinato to play against a melody. |
|5.4.3 |Invent a variation to a well-known melody or phrase. |
| |Example: Using a song you have learned and can play or sing well, invent a variation on the rhythm or the notes within the melody. |
|5.4.4 |Echo patterns in various styles. |
| |Example: Listen to the instructor play or sing a melody or rhythm pattern, and perform the same pattern, using the same dynamics, tempo, and articulations the instructor uses. |
|Standard 5 – Composing and Arranging Music within Specified Guidelines |
|Students create an original composition according to the instructor’s guidelines. They set the composition to words and perform it. |
|5.5.1 |Create a composition in duple meter. |
| |Example: Compose a piece that is at least 12 measures long. Write it in 2/4 or 4/4 time. |
|5.5.2 |Set a composition to words. |
| |Example: Base the rhythms of your piece upon the syllables in your name and the names of three classmates. Arrange these rhythms into a known musical form, such as rondo form. |
|5.5.3 |Perform or sing an original composition. |
|Standard 6 – Listening to, Analyzing, and Describing Music |
|Students identify music forms when they are heard. They discuss music of various styles and cultures, using proper terminology when doing so. Students identify the sounds of various instruments and voices. |
|They also use movement to respond to musical traits or events as they are heard. |
|5.6.1 |Identify musical forms such as AB, ABA, rondos, and variations when they are heard. |
|5.6.2 |Discuss similarities and differences between music of various styles and cultures. |
|5.6.3 |Use proper terms when explaining music, music notation, and performances. |
| |Example: Prepare and present a short lesson on a piece of music. Explain to the class what musical features are used, such as the time signature, tempo, uses of dynamics and articulation, |
| |and any outstanding features that are heard. |
|5.6.4 |Identify the sounds of percussion instruments and adult soprano and alto voices. |
|5.6.5 |Use movement to respond to musical events. |
| |Example: Develop simple choreography to a favorite class song. |
|Standard 7 – Understanding Relationships Between Music, the Other Arts, and Disciplines Outside the Arts. |
|Students identify similarities and differences in the meanings of terms common to other arts disciplines. They describe ways that music is related to other subject areas. |
|5.7.1 |Compare and contrast two or more meanings of terms used in the various arts, such as imagination, unity, repetition, or contrast. |
|5.7.2 |Describe ways that music is related to other subjects. |
|5.7.3 |Talk about something you have learned about life through your study of music. |
|Standard 8 – Understanding Music in Relation to History and Culture |
|Students identify examples of American music from various styles and historical periods when heard. They describe how musical elements are used in music of our own culture as well as other cultures. Students |
|recognize the uses of music in everyday life and the roles of musicians in society. |
|5.8.1 |Identify familiar works by composers such as Aaron Copland and George Gershwin. |
|5.8.2 |Describe the use of musical elements in music from other parts of the world and compare it to the uses of musical elements in American music. |
| |Example: Listen to a recording of current popular music and compare it to a recording of a work from India. Discuss the similarities and differences in use of rhythm, pitch, and harmony. |
|5.8.3 |Name some uses of music in everyday life. |
| |Example: Keep a journal for one day documenting every time you hear music. Include the location, occasion, and type of music heard. Include your opinions about the music. |
|5.8.4 |Compare the roles of musicians in other cultures to their roles in our society. |
|Standard 9 – Evaluating and Critiquing Music and Music Performances |
|Students develop a list of criteria that exemplify musical quality. They use appropriate terms to explain preferences for musical works and styles. They also constructively evaluate the quality of their own |
|and others’ works and performances. |
|5.9.1 |Help write a class rubric or another evaluative tool to be used for evaluating musical works and performances. |
| |Example: As part of a music class, determine what aspects of a musical work or performance make it one of “good” or “poor” quality. |
|5.9.2 |Use appropriate terms to explain your preferences for musical works and styles. |
|5.9.3 |Evaluate the quality of your own and others’ works and performances. |
| |Example: Listen to a taped recording of your own performance and write down your evaluation, emphasizing its good qualities and aspects that could be improved. |
Power Indicators are always subject to revision and improvement. They are not to be considered static or established for ever. Updated Fall 2006
Indiana Academic Standards
GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
SINGING ALONE AND WITH OTHERS
|Standard 1: Students sing alone or in groups, on pitch and in rhythm, using good tone, diction, breath control, and posture while maintaining a steady tempo. They sing from memory a variety of |
|song repertoire, including ostinatos, partner songs, rounds, and music of many cultures and styles. They sing accurately with appropriate dynamics, breath control, phrasing, and interpretation. |
|Students in fifth grade sing in groups, blending vocal sounds, matching dynamics, and following the conductor. |
|Indicator |Example |Instruction/Assessment |Resource |
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|5.1.1 |Sing warm-ups that stress diction, |Scale work using numbers and/or solfege . |Teacher observations. |Teacher’s manual, independent sources. |
| |posture, and an appropriate singing |Modeling correct posture. Use the concept of a | | |
| |tone. |golf ball in one’s mouth to create an open and | | |
| | |vertical mouth position when singing. | | |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
SINGING ALONE AND WITH OTHERS
|Standard 1: Students sing alone or in groups, on pitch and in rhythm, using good tone, diction, breath control, and posture while maintaining a steady tempo. They sing from memory a variety of |
|song repertoire, including ostinatos, partner songs, rounds, and music of many cultures and styles. They sing accurately with appropriate dynamics, breath control, phrasing, and interpretation. |
|Students in fifth grade sing in groups, blending vocal sounds, matching dynamics, and following the conductor. |
|Indicator |Example |Instruction/Assessment |Resource |
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|5.1.2 |Sing a round with appropriate |Start with a “known” round such as “Row,Row, Row|Self assessment, group assessment and teacher |Teacher manual. |
| |dynamics, phrasing and |Your Boat” or “Peace Round”. Progress to more |observation. | |
| |interpretations. Maintain an |difficult such as “Da pacem, Domine”, p. 62. | | |
| |independent part and keep a steady | | | |
| |beat. | | | |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
SINGING ALONE AND WITH OTHERS
|Standard 1: Students sing alone or in groups, on pitch and in rhythm, using good tone, diction, breath control, and posture while maintaining a steady tempo. They sing from memory a variety of |
|song repertoire, including ostinatos, partner songs, rounds, and music of many cultures and styles. They sing accurately with appropriate dynamics, breath control, phrasing, and interpretation. |
|Students in fifth grade sing in groups, blending vocal sounds, matching dynamics, and following the conductor. |
|Indicator |Example |Instruction/Assessment |Resource |
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|5.1.3 |Sing a memorized song in a foreign |“De Colores”, p.90, Ye jaliya da”, p. 67 |Teacher observation, individual vocal |Teacher manual |
| |language. | |assessment. | |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
SINGING ALONE AND WITH OTHERS
|Standard 1: Students sing alone or in groups, on pitch and in rhythm, using good tone, diction, breath control, and posture while maintaining a steady tempo. They sing from memory a variety of |
|song repertoire, including ostinatos, partner songs, rounds, and music of many cultures and styles. They sing accurately with appropriate dynamics, breath control, phrasing, and interpretation. |
|Students in fifth grade sing in groups, blending vocal sounds, matching dynamics, and following the conductor. |
|Indicator |Example |Instruction/Assessment |Resource |
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|5.1.4 |Follow the conductor. |Presenting any program. Have children follow |Teacher observation, group discussion. Video |Power of Performance programs |
| | |your changes in tempo, dynamics and style |observation. | |
| | |presentation. | | |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
PLAYING AN INSTRUMENT ALONE AND WITH OTHERS
|Standard 2: Students perform accurately, independently, and expressively on an instrument, either alone or in an ensemble. They echo easy rhythmic, melodic, and chordal patterns. Students |
|perform in groups, blending instrumental tones, matching dynamics, and responding to the conductor. They perform instrumental parts while other students sing or play different parts. |
|Indicator |Example |Instruction/Assessment |Resource |
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|5.2.1 |Play an ostinato part independently. |Use recorders and percussion instruments in the |Teacher and small group assessment. |Text book and resource book and Plank Road K-8 |
| | |Making Music Resource booklet. | |magazine. |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
PLAYING AN INSTRUMENT ALONE AND WITH OTHERS
|Standard 2: Students perform accurately, independently, and expressively on an instrument, either alone or in an ensemble. They echo easy rhythmic, melodic, and chordal patterns. Students |
|perform in groups, blending instrumental tones, matching dynamics, and responding to the conductor. They perform instrumental parts while other students sing or play different parts. |
|Indicator |Example |Instruction/Assessment |Resource |
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|5.2.2 |Play a melody or rhythm in the proper |Use recorders, keyboards, or percussion |Teacher observation, student self evaluation, |Making Music Resource book |
| |tempo, using appropriate dynamics. |instruments such as “Shenandoah” or “Laredo”. |and group assessment. | |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
PLAYING AN INSTRUMENT ALONE AND WITH OTHERS
|Standard 2: Students perform accurately, independently, and expressively on an instrument, either alone or in an ensemble. They echo easy rhythmic, melodic, and chordal patterns. Students |
|perform in groups, blending instrumental tones, matching dynamics, and responding to the conductor. They perform instrumental parts while other students sing or play different parts. |
|Indicator |Example |Instruction/Assessment |Resource |
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|5.2.3 |Play an accompaniment to a class or |On a keyboard, guitar, mallet instrument, or |Teacher observation. |Making Music Resource book. |
| |group song. |autoharp, play an ostinato pattern while the | | |
| | |group sings. | | |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
PLAYING AN INSTRUMENT ALONE AND WITH OTHERS
|Standard 2: Students perform accurately, independently, and expressively on an instrument, either alone or in an ensemble. They echo easy rhythmic, melodic, and chordal patterns. Students |
|perform in groups, blending instrumental tones, matching dynamics, and responding to the conductor. They perform instrumental parts while other students sing or play different parts. |
|Indicator |Example |Instruction/Assessment |Resource |
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|5.2.4 |Play a variety of music of various |Play“De Colores” or “Bound for South Australia” |Teacher, group and self assessment. |Making Music Resource book |
| |cultures and styles. |on recorders. Play “Dundai” on xylophones. | | |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
PLAYING AN INSTRUMENT ALONE AND WITH OTHERS
|Standard 2: Students perform accurately, independently, and expressively on an instrument, either alone or in an ensemble. They echo easy rhythmic, melodic, and chordal patterns. Students |
|perform in groups, blending instrumental tones, matching dynamics, and responding to the conductor. They perform instrumental parts while other students sing or play different parts. |
|Indicator |Example |Instruction/Assessment |Resource |
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|5.2.5 |Maintain an independent part on an |Using recorders, pitched and unpitched |Teacher observation and video assessment. |Making Music Resource and K-8 Magazine |
| |instrument in a group while following |percussion on songs such as “Good King | | |
| |the conductor. |Wenceslas” “Laredo”, and “Morning Comes Early”.| | |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
READING, NOTATING, AND INTERPRETING MUSIC
|Standard 3: Students read and write musical notation in simple meters. They identify symbols them correctly while performing. |
|Indicator |Example |Instruction/Assessment |Resource |
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|5.3.1 |Read and notate whole, half, dotted |Use flash cards, dry erase boards, writing 4 |Teacher observation for flash cards and boards, |Flash cards, resource book and teacher manual. |
| |half, quarter, eighth and sixteenth |measure compositions. |grading of compositions for the 4 measures. | |
| |notes and rests in | | | |
| |2/4, 3/4, and 4/4 meter signatures. | | | |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
READING, NOTATING, AND INTERPRETING MUSIC
|Standard 3: Students read and write musical notation in simple meters. They identify symbols them correctly while performing. |
|Indicator |Example |Instruction/Assessment |Resource |
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|5.3.2 |Read given pitch patterns in treble |Game playing using the grand staff, work sheet, |Teacher observation and written assessments |Music games, Making Music Resource book, teacher|
| |and bass clef, including ledger lines |Music Bingo | |generated activities. |
| |and correctly interpreting the symbol | | | |
| |for a flat. | | | |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
READING, NOTATING, AND INTERPRETING MUSIC
|Standard 3: Students read and write musical notation in simple meters. They identify symbols them correctly while performing. |
|Indicator |Example |Instruction/Assessment |Resource |
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|5.3.3 |Accurately play or sing music |Use songs such as “The Voices of Pride”, “Get On|Using songs indicated, vary the dynamics and |Text book. |
| |according to the indicated dynamics, |Your Feet” and “Now’s the Time”. |tempo and discuss how these affect the final | |
| |tempo, and articulation. | |expression. Emphasize consonants. | |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
READING, NOTATING, AND INTERPRETING MUSIC
|Standard 3: Students read and write musical notation in simple meters. They identify symbols them correctly while performing. |
|Indicator |Example |Instruction/Assessment |Resource |
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|5.3.4 |Correctly identify the key signatures |“Morning Comes Early” (key of C), “I Love the |Board work, written assessment |Text book and teacher generated tests and |
| |of C, F, and G major. |Mountains” (key of F) and “Ash Grove” (key of | |Resource book |
| | |G) | | |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
READING, NOTATING, AND INTERPRETING MUSIC
|Standard 3: Students read and write musical notation in simple meters. They identify symbols correctly while performing. |
|Indicator |Example |Instruction/Assessment |Resource |
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|5.3.5 |Write down short musical passages. |Write a 4 measure composition, either original, |Teacher assessment |Teacher generated or Making Music Resource book |
| | |or copied. | | |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
IMPROVISING MELODIES AND ACCOMPANIMENTS
|Standard 4: Students improvise simple harmonies to accompany pieces or songs. They improvise rhythmic and melodic ostinatos, as well as rhythmic or melodic variations on familiar melodies or |
|themes. Students improvise short, unaccompanied melodies over a given rhythmic pattern. |
|Indicator |Example |Instruction/Assessment |Resource |
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|5.4.1 |Create a simple accompaniment using a |Using recorders or percussion instruments |Teacher observation and student assessment |Textbook |
| |harmonic or classroom instrument. |improvise accompaniment based on the scale of | | |
| | |the song being used, such as “Ye jaliya da” or | | |
| | |“Mango Walk.” | | |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
IMPROVISING MELODIES AND ACCOMPANIMENTS
|Standard 4: Students improvise simple harmonies to accompany pieces or songs. They improvise rhythmic and melodic ostinatos, as well as rhythmic or melodic variations on familiar melodies or |
|themes. Students improvise short, unaccompanied melodies over a given rhythmic pattern. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|5.4.2 |Create a rhythmic or melodic ostinato |Using recorders or percussion instruments create|Teacher and student assessment |Textbook |
| |to play against a melody. |an ostinato for a melody such as “Mango Walk” | | |
| | |or “Ye jaliya da” or “Day-o”. | | |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
IMPROVISING MELODIES AND ACCOMPANIMENTS
|Standard 4: Students improvise simple harmonies to accompany pieces or songs. They improvise rhythmic and melodic ostinatos, as well as rhythmic or melodic variations on familiar melodies or |
|themes. Students improvise short, unaccompanied melodies over a given rhythmic pattern. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|5.4.3 |Invent a variation to a well-known |Using a song you have learned and can play or |Teacher observation |Previous knowledge of the song that is used |
| |melody or phrase. |sing well, invent a variation on the rhythm or | | |
| | |the notes within the melody such “Twinkle, | | |
| | |Twinkle.” | | |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
IMPROVISING MELODIES AND ACCOMPANIMENTS
|Standard 4: Students improvise simple harmonies to accompany pieces or songs. They improvise rhythmic and melodic ostinatos, as well as rhythmic or melodic variations on familiar melodies or |
|themes. Students improvise short, unaccompanied melodies over a given rhythmic pattern. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|5.4.4 |Echo patterns in various styles. |Listen to the instructor play or sing a melody |Teacher observation |Teacher generated |
| | |or rhythm pattern, and perform the same pattern,| | |
| | |using the same dynamics, tempo, and | | |
| | |articulations the instructor uses. | | |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
COMPOSING AND ARRANGING MUSIC WITHIN SPECIFIED GUIDELINES
|Standard 5: Students create an original composition according to the instructor’s guidelines. They set the composition to words and perform it. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|5.5.1 |Create a composition in duple meter. |Compose a piece that is at least 4 measures |Teacher Assessment |Making Music Resource book |
| | |long. Write it in 2/4 or 4/4 time. | | |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
COMPOSING AND ARRANGING MUSIC WITHIN SPECIFIED GUIDELINES
|Standard 5: Students create an original composition according to the instructor’s guidelines. They set the composition to words and perform it. |
|Indicator |Example |Instruction/Assessment |Resource |
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|5.5.2 |Set a composition to words. |Base the rhythms of your piece upon the |Teacher assessment judging if the words match |Rondo form page 142 music book. |
| | |syllables in your name and the names of three |the rhythm. | |
| | |classmates. Arrange these rhythms into a known | | |
| | |musical form, such as rondo form. | | |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
COMPOSING AND ARRANGING MUSIC WITHIN SPECIFIED GUIDELINES
|Standard 5: Students create an original composition according to the instructor’s guidelines. They set the composition to words and perform it. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|5.5.3 |Perform or sing an original |Performing a melody using their name or |Teacher, class and student assessment |Pitched instruments |
| |composition. |telephone number. Compose a short poem and put | | |
| | |it to music. | | |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
LISTENING TO, ANALYZING, AND DESCRIBING MUSIC
|Standard 6: Students identify music forms when they are heard. They discuss music of various styles and cultures, using proper terminology when doing so. Students identify the sounds of |
|various instruments and voices. They also use movement to respond to musical traits or events as they are heard. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|5.6.1 |Identify musical forms such as AB, |Use nursery rhyme songs such as “Twinkle, |Teacher assessment |Text book |
| |ABA, rondos, and variations when they |Twinkle” or “Row, Row Your Boat” (AB) or “This | | |
| |are heard. |Train” (ABA) and “Ama-Lama” (Rondo), “Simple | | |
| | |Gifts” (Theme and Variations). | | |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
LISTENING TO, ANALYZING, AND DESCRIBING MUSIC
|Standard 6: Students identify music forms when they are heard. They discuss music of various styles and cultures, using proper terminology when doing so. Students identify the sounds of |
|various instruments and voices. They also use movement to respond to musical traits or events as they are heard. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|5.6.2 |Discuss similarities and differences |Listen to a variety of songs both instrumental |Socratic seminar |Text book |
| |between music of various styles and |and vocal representing several countries such as| | |
| |cultures. |“Day-o” (Jamaica), “Arirang” (Korea), “Funwa | | |
| | |Alafia” (Africa). | | |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
LISTENING TO, ANALYZING, AND DESCRIBING MUSIC
|Standard 6: Students identify music forms when they are heard. They discuss music of various styles and cultures, using proper terminology when doing so. Students identify the sounds of |
|various instruments and voices. They also use movement to respond to musical traits or events as they are heard. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|5.6.3 |Use proper terms when explaining |Prepare and present a short lesson on a piece of|Using a different piece of music, have students |Textbook |
| |music, music notation, and |music. Explain to the |identify indicated signs and symbols. Teacher | |
| |performances. |class what musical features are used, such as |graded. | |
| | |the time signature, tempo, uses of | | |
| | |dynamics and articulation, and any outstanding | | |
| | |features that are heard. | | |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
LISTENING TO, ANALYZING, AND DESCRIBING MUSIC
|Standard 6: Students identify music forms when they are heard. They discuss music of various styles and cultures, using proper terminology when doing so. Students identify the sounds of |
|various instruments and voices. They also use movement to respond to musical traits or events as they are heard. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|5.6.4 |Identify the sounds of percussion |Using the sound bank , instrumental games, and |Teacher assessment with written tests, or |Text book, Sound Bank and Music sound games |
| |instruments and adult soprano and alto|examples from the book such as “Both Sides Now” |observation during games | |
| |voices. |(female soprano), “What Can I do” (female alto).| | |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
LISTENING TO, ANALYZING, AND DESCRIBING MUSIC
|Standard 6: Students identify music forms when they are heard. They discuss music of various styles and cultures, using proper terminology when doing so. Students identify the sounds of |
|various instruments and voices. They also use movement to respond to musical traits or events as they are heard. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|5.6.5 |Use movement to respond to musical |Develop simple choreography to a favorite class |Teacher and student generated choreography will |Various outside sources. |
| |events. |song. |be evaluated through video. | |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
UNDERSTANDING RELATIONSHIPS BETWEEN MUSIC, THE OTHER ARTS, AND DISCIPLINES OUTSIDE THE ARTS
|Standard 7: Students identify similarities and differences in the meanings of terms common to other arts disciplines. They describe ways that music is related to other subject areas. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|5.7.1 |Compare and contrast two or more |Show a famous work of art such as “A Concert” |Socratic seminar and graphic organizers |Text book and Making Music resource book and |
| |meanings of terms used in the various |p.439 and listening to “Riu rui chiu”. Compare | |independent art sources. |
| |arts, such as |and contrast. | | |
| |imagination, unity, repetition, or | | | |
| |contrast. | | | |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
UNDERSTANDING RELATIONSHIPS BETWEEN MUSIC, THE OTHER ARTS, AND DISCIPLINES OUTSIDE THE ARTS
|Standard 7: Students identify similarities and differences in the meanings of terms common to other arts disciplines. They describe ways that music is related to other subject areas. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|5.7.2 |Describe ways that music is related to|Use songs like “Fifty Nifty United States” |Written essays and/or research papers assessed |Text books, Internet, library |
| |other subjects. |(learning state names), “Day-O” and “Mango Walk”|by teacher, or Socratic seminar | |
| | |( describing steel drums and their creation | | |
| | |following WWII). | | |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
UNDERSTANDING RELATIONSHIPS BETWEEN MUSIC, THE OTHER ARTS, AND DISCIPLINES OUTSIDE THE ARTS
|Standard 7: Students identify similarities and differences in the meanings of terms common to other arts disciplines. They describe ways that music is related to other subject areas. |
|Indicator |Example |Instruction/Assessment |Resource |
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|5.7.3 |Talk about something you have learned |Create a presentation showing how students, |Socratic seminar, video, student essay |Textbook and Internet |
| |about life through your study of |through teamwork, can demonstrate how music |assessment | |
| |music. |imitates life (i.e. Rap music, Jazz, the 60’s | | |
| | |music, folk music). | | |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
UNDERSTANDING MUSIC IN RELATION TO HISTORY AND CULTURE
|Standard 8: Students identify examples of American music from various styles and historical periods when heard. They describe how musical elements are used in music of our own culture as well |
|as other cultures. Students recognize the uses of music in everyday life and the roles of musicians in society. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|5.8.1 |Identify familiar works by composers |Do listening exercises using songs such as |Written listening assessment, music games, |Textbook |
| |such as Aaron Copland and George |“Hoedown” p.313 (Copeland) “The Planets” (Holst)|essays | |
| |Gershwin. |“Play a Simple Melody” (Berlin) Play a portion | | |
| | |and identify composer. | | |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
UNDERSTANDING MUSIC IN RELATION TO HISTORY AND CULTURE
|Standard 8: Students identify examples of American music from various styles and historical periods when heard. They describe how musical elements are used in music of our own culture as well |
|as other cultures. Students recognize the uses of music in everyday life and the roles of musicians in society. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|5.8.2 |Describe the use of musical elements |Listen to a recording of current popular music |Teacher assessment, essays, graphic organizers |Textbook, Internet and library |
| |in music from other parts of the world|and compare it to a recording of a work from |and Socratic seminar | |
| |and compare it to the uses of musical |India or other countries. Discuss the | | |
| |elements in American music. |similarities and differences in use of rhythm, | | |
| | |pitch, and harmony. | | |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
UNDERSTANDING MUSIC IN RELATION TO HISTORY AND CULTURE
|Standard 8: Students identify examples of American music from various styles and historical periods when heard. They describe how musical elements are used in music of our own culture as well |
|as other cultures. Students recognize the uses of music in everyday life and the roles of musicians in society. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|5.8.3 |Name some uses of music in everyday |Keep a journal for one day documenting every |Journal, teacher assessment, discussion |Worksheet with 30 minute intervals from 6:30 am |
| |life. |time you hear music. Include the location, | |– 10:00 pm (or whatever class decides) for |
| | |occasion, and type of music heard. Include your | |students to keep track of music heard. |
| | |opinions about the music. | | |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
UNDERSTANDING MUSIC IN RELATION TO HISTORY AND CULTURE
|Standard 8: Students identify examples of American music from various styles and historical periods when heard. They describe how musical elements are used in music of our own culture as well |
|as other cultures. Students recognize the uses of music in everyday life and the roles of musicians in society. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|5.8.4 |Compare the roles of musicians in |Research the musicians in Africa. Find out how |Socratic seminars, graphic diagrams |Text book |
| |other cultures to their roles in our |music is used in every day happening (i.e. | | |
| |society. |weddings, funerals, social gatherings). | | |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
EVALUATING AND CRITIQUING MUSIC AND MUSIC PERFORMANCES
|Standard 9: Students develop a list of criteria that exemplify musical quality. They use appropriate terms to explain preferences for musical works and styles. They also constructively |
|evaluate the quality of their own and others’ works and performances. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|5.9.1 |Help write a class rubric or another |As part of a music class, determine what aspects|Teacher assessment of the rubric created |ISSMA Performance Rubric |
| |evaluative tool to be used for |of a musical work or performance make it one of | | |
| |evaluating musical works and |“good” or “poor” quality. | | |
| |performances. | | | |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
EVALUATING AND CRITIQUING MUSIC AND MUSIC PERFORMANCES
|Standard 9: Students develop a list of criteria that exemplify musical quality. They use appropriate terms to explain preferences for musical works and styles. They also constructively |
|evaluate the quality of their own and others’ works and performances. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|5.9.2 |Use appropriate terms to explain your |Make a list of musically descriptive words for |Individual presentations assessed by teacher. |Textbook , classroom posters |
| |preferences for musical works and |dynamics, tempo, and expression. Use the list | | |
| |styles. |to explain your preference in comparing 2 | | |
| | |selections of music. | | |
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GRADE 5
MUSIC CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
EVALUATING AND CRITIQUING MUSIC AND MUSIC PERFORMANCES
|Standard 9: Students develop a list of criteria that exemplify musical quality. They use appropriate terms to explain preferences for musical works and styles. They also constructively |
|evaluate the quality of their own and others’ works and performances. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|5.9.3 |Evaluate the quality of your own and |Listen to a taped recording of your own |Video and teacher and student assessment based |ISSMA rubric |
| |others’ works and performances. |performance and write down |on ISSMA rubric | |
| | |your evaluation, emphasizing its good qualities | | |
| | |and aspects that could be improved. | | |
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