Music - Fifth Grade
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District Course #510 |
Course Description
The Music Department’s philosophy is based on the belief
that experiences with music are fundamental to the education of
children. Music has a powerful ability to affect the hearts, minds,
and souls of our children. It gives children the opportunity to
gain self-esteem by learning new skills and talents. It also gives
children the sense of satisfaction that comes from working with
a group to perform and create a piece of music with beauty and unity.
Recent brain research shows music can tremendously boost the efficiency
and performance of the brain. Music is a powerful purveyor of culture,
both American and other world cultures. In today’s increasingly global society, knowledge of other peoples and cultures, as well
as our own past, is a necessary part of a good education.
To further this purpose, the elementary music curriculum gives children instruction in, and opportunities for, singing, dancing, playing many types of instruments, reading music notation, performing drama pieces, creating their own music, and learning from the performances of professional and other musicians.
The music and activities
are chosen to teach the rich history and culture of our own country
and also of countries around the world. By fully participating in
the elementary music curriculum, children will feel the joy and
satisfaction that comes from discovering new talents, performing in programs, and expanding their cultural horizons. It is the District's philosophy that General Music should be offered to every elementary student, K-6, for a minimum of 60 minutes per week.
Adopted Materials
Title: Share the Music
Publisher: McGraw-Hill, 1996
Course Scope
Download this curriculum as a
pdf file
Assessment
Correlation acronyms key
2005: Information in bold indicates new grade-level
material |
|
Instructional Objective
510.01 The students will be able to meet the following objectives
in rhythm and theory: |
Standard Reference
N-1a, b, c, d, e
902.01a.1; 902.01a.3;
904.01a.1; 904.03a.3;
906.01a.2; 906.01a.3;
906.02a.1; 906.03a.1; 906.03a.4 |
| No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
| 01 |
Demonstrate the ability to sing in
head tone with proper breathing, intonation, posture, diction,
and responding to the cues of a conductor |
1. "Share
the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide"
|
TMA, TO |
| 02 |
Identify and perform songs with stepwise
and skipping movement |
TMA, TO |
| 03 |
Perform 3-part rounds, countermelodies,
partner songs, descants, 2 part songs, call/response and
ostinati |
TMA, TO |
| 04 |
Sing tunefully within a range of
B to E2 |
TMA, TO |
| 05 |
Read and sing Do, Re, Mi, Fa, So,
La, Ti, Do1 , low So and low La, with hand signs,
alone and with others |
TMA, TO |
| 06 |
Read from staff and sing extended
repertoire, alone and with others. Include songs of the American
Revolution, Civil War, and other regional songs of the US. |
TMA, TO |
| 07 |
Sing expressively, with improved
control of loud/soft and adding crescendo, decrescendo, accelerando,
ritard |
TMA, TO |
| 08 |
Sing songs in major, minor and
pentatonic |
TMA, TO |
|
Instructional Objective
510.02: The students will demonstrate knowledge of the following
skills and concepts in rhythm and theory: |
Standard Reference
N-2a,b,c,d,e,f; 3b,c,d; 5a,b,c,d; 6c,e
904.01a.1;
904.01a.3;
906.01a.1; 906.01a.2; 906.01a.3; 906.02a.2; 906.02a.3; 906.03a.3 |
| No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
| 01 |
Demonstrate the ability to match
the steady beat of a piece of music at different tempos |
1. "Share
the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide"
|
TMA, TO |
| 02 |
Demonstrate the ability to read
and play rhythmic patterns, using syllabic (i.e. ta ti-ti) and
numeric counting systems. |
TMA, TO |
| 03 |
Explain, notate and perform 2/4,
3/4 and 4/4 meters, emphasizing patterns of strong/weak. Label
meter signatures. |
TMA, TO |
| 04 |
Experience and identify changing
meter in musical pieces |
|
| 05 |
Read, notate and perform quarter
note, half note, two eighth notes, whole note, single eighth note,
dotted half, sixteenth notes (in groups of 4), sixteenth notes
in groups of two, triplets and corresponding rests. |
TMA, TO |
| 06 |
Name and notate: staff, lines, spaces,
note heads, note stems, treble clef, bar lines, measure, ledger
line (middle C), double bar line, repeat sign, time signature,
fermata, 1st and 2nd endings, fine,
DS al fine, DS and DC. |
TMA, TO |
| 07 |
Review and perform syncopation
(eighth/quarter) |
TMA, TO |
| 08 |
Read, notate, and perform So, Mi,
La, Do, Re, low So, low La, adding Fa and high Do on the staff
in the key of C, F, and G. |
TMA, TO |
| 09 |
Review, notate, and perform absolute
pitch names. |
TMA, TO |
| 10 |
Discover and utilize function
of sharps and flats in keys of C, F, and G. |
TMA, TO |
| 11 |
Read, create, and play scales
and I, IV, and V triads in C, F and G. |
TMA, TO |
| 12 |
Respond to and describe musical controls
using the appropriate symbols and terminology: decrescendo, crescendo,
forte, piano, mezzo, ritard, andante, allegro, moderato, adagio,
largo, presto, accelerando, accent, staccato, legato |
TMA, TO |
|
Instructional Objective
510.03 The students will be able to meet the following objectives
through movement |
Standard Reference
N-6b; 9a
902.01a,
902.02a, 904.01a,
906.01a |
| No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
| 01 |
Move to a steady beat, with locomotor
and non-locomotor movement |
1. "Share
the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide"
|
|
| 02 |
Perform movement to a song. Add manipulatives
and props as appropriate. |
TMA, TO |
| 03 |
Continue use of body percussion as
a response to musical elements, i.e. dynamics, rhythms, tempo,
etc. |
TMA, TO |
| 04 |
Continue to create structured movement
to specific musical examples, i.e. American folk dances, etc. |
TMA, TO |
| 05 |
Continue to perform dances of varying
origins and formations, with increasing difficulty |
|
| 06 |
Create and perform movement relating
to literature and folk tales |
|
|
Instructional Objective
510.04 The students will be able to meet the following objectives
while playing instruments. |
Standard Reference
N-2a,b,c,d;
3a,b,c;
4c;5c
904.01a,
906.01a,
906.02a, 906.03a |
| No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
| 01 |
Make and perform appropriate instrument
choices to represent characters, words, colors, moods, etc. from
classroom instruments. Create layers of timbres and/or grade
appropriate compositions. |
1. "Share
the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide"
|
TMA, TO |
| 02 |
Read and play short melodic and rhythmic
patterns of increasing difficulty. Create layers of rhythmic
and melodic patterns as accompaniments, focusing on keeping individual
part.Employ question/answer techniques. |
TMA, TO |
| 03 |
Play unpitched and pitchedinstruments
as accompaniments, alone and with others, using correct posture
and mallet technique, including bordun (hands together), broken
bordun (hands take turns), and cross-over borduns. Employ ostinatos,
introductions, and codas. |
TMA, TO |
| 04 |
Correctly name and properly play
each instrument used in class. |
TMA, TO |
| 05 |
Play accompaniments using I, IV,
V major chords in keys of C, F, & G on available classroom
instruments. |
|
| 06 |
Play C, F, & G major scales
on available classroom instruments. |
|
| 07 |
Continue melodic reading skills
with available classroom instruments, i.e. recorders, keyboards,
guitars, tone bells and chimes, etc. |
|
|
Instructional Objective
510.05 The students will be able to meet the following objectives
in analyzing form. |
Standard Reference
N-5c; 6a,b,c
870.01a,
872.02a |
| No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
| 01 |
Identify and perform phrasing
in conjunction with a musical sentence with songs of increasing
difficulty |
1. "Share
the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide"
|
TMA, TO |
| 02 |
Perform and aurally identify AB,
ABA form, rondo, question/answer, theme and variations |
TMA, TO |
|
Instructional Objective
510.06 The students will be able to meet the following Humanities
objectives. |
Standard Reference
N-6b; 9a,c
902.01a,
902.02a, 904.01a,
904.02a, 904.03a |
| No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
| 01 |
Sing, play, listen and move to music
of varied cultures. |
1. "Share
the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
TMA, TO |
| 02 |
Sing and play traditional folk songs
and games of America. |
TMA, TO |
| 03 |
Sing expanded repertoire of traditional
patriotic and holiday songs. Include regional songs of the
US, Civil Ward, American Revolution, and spirituals. Include
relevant games and dances. |
TMA, TO |
| 04 |
Explore and listen to music of composers
from different style periods. Include relevant biographical
information. |
|
|
Instructional Objective
510.07 The students will be able to meet the following listening
objectives. |
Standard Reference
N-6a,b;
7a; 8a;
9a
902.01a,
904.01a,
904.02a, 904.03a, 906.01a,
906.03a |
| No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
| 01 |
Identify aurally and visually
an expanded number of specific orchestral instruments within
family groups. Include folk and electric instruments. Compare
and contrast how different instruments produce sound. |
1. "Share
the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide"
|
TMA, TO |
| 02 |
Respond to and distinguish between
various styles of orchestral and vocalmusic through movement,
manipulation of props, story-telling, and dramatization. |
TMA, TO |
| 03 |
Observe and distinguish by name
solo, duet, trio, quartet, etc. |
TMA, TO |
| 04 |
Demonstrate appropriate concert etiquette
(i.e. when to clap, etc.). |
TMA, TO |
| 05 |
Distinguish between opera, ballet,
and musical theater. |
TMA, TO |
|
Instructional Objective
510.08 The students will be able to integrate other art
forms in the music classroom. |
Standard Reference
N-8a,b
904.03a |
| No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
| 01 |
Dramatize songs and stories from
childrens’ literature, ethnic literature, or classical music. |
1. "Share
the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
|
| 02 |
Express the feelings and style
of music through movement, drawing, or dramatization. |
|
| 03 |
Compare textures of musical examples
to visual art. |
|
| 04 |
Compare phrase and form of musical
examples to line and shape of visual art. |
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Music curriculum e-mail contact:
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Boise
School District
8169 W. Victory Rd., Boise, ID 83709 |
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