Fine Arts - Music

FINE ARTS - MUSIC

Scope & Sequence

Fifth Grade

I. Perform / II. Create / III. Analyze / IV. Analyze in Context / V. Analyze and Make Connections /
1. Apply skills and knowledge to perform in the arts.
·  Sing and play independently with accurate rhythm, pitch, intonation, with appropriate timbre, technique, and tempo within various musical contexts. (ART.M.I.5.1)
-  Sing
«  Vocal timbres: bright and dark
«  Using good performance voices: projecting properly, well within tessitura
«  Breathing from the diaphragm: shoulders shouldn’t move when taking deep breaths
«  Introducing the ideas of tall vowels through demonstration to help with pitch intonation
«  Begin using appropriate repertoire that introduces and reinforces articulation and proper technique
-  Play
«  Play accurate pitch and rhythms, intonation
«  Display in and out of tune pitches
«  Introduce “interpretation” and allow students to interpret as individuals or as a large ensemble how they may interpret specific phrases
·  Sing from memory and play a varied repertoire of music representing genres and styles from diverse cultures. (ART.M.I.5.2)
-  Sing from memory
«  Through repetition from rehearsal (not monotony)
«  Association of choreography
-  Sing/play music of various genres/styles
«  Begin to refer to music on approved MSBOA and MSVMA repertoire list to better prepare students for middle school repertoire and expectations
·  Sing expressively with appropriate dynamics, phrasing and interpretation. (ART.M.I.5.3)
-  Dynamics
«  Pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo
«  Associating how much breath support each dynamic level may require
-  Phrasing
«  Breathing when appropriate and recognizing the symbols
-  Interpretation
«  Emphasis/accent on important syllables or words
·  Sing an ostinato. (ART.M.I.5.4)
-  Sing ostinato
«  Two-part voicing
«  Using a repetitive phrase for ostinato that may change between the tonic and dominant chords
·  Demonstrate ensemble techniques by blending timbre, matching dynamic levels, and responding to the cues of the conductor. (ART.M.I.5.5)
-  Blending timbre
«  Place students of similar timbre next to each other
«  Have students sing in pairs or trios “Row, Row, Row Your Boat” and place students accordingly
«  Listening to other instruments or voices (if you cannot hear the section next to you, then you are too loud)
-  Cues
«  Prep beat
«  Cut off
«  Dynamics
-  Conductor
«  Students practice being leader
«  Team building
«  Role sharing/role identification
·  Demonstrate technical skills on rhythmic, melodic, and harmonic instruments. (ART.M.I.5.6)
-  Technical Skills
«  Posture (body and hand)
«  Appropriate tonging for woodwinds, brass, and recorders
«  Proper bowing (staccato vs. legato for strings)
«  How to correctly hold a mallet or stick as well as strike the instrument (percussion)
·  Perform rhythmic and melodic patterns when presented aurally. (ART.M.I.5.7)
-  Rhythmic
«  Echo clapping
«  Rapping (by rote or reading printed rhythmic notation)
-  Melodic
«  Rote singing
«  Echo phrasing
·  Perform independent instrumental parts while other students sing or play contrasting parts. (ART.M.I.5.8)
-  Accompaniment
«  Pitched, non-pitched instruments
«  Independence in an ensemble (solo vs. small or large group)
«  Role identification (accompanists vs. singers)
«  Age-appropriate accompaniment (I-IV-V)
·  Use a system to read rhythmic notation in various meters. (ART.M.I.5.9)
-  Rhythmic Notation
«  Flags and note heads association with note values
-  Various meters
«  2/4, 3/4, 4/4
«  Introduce 6/8
·  Use a system to read pitch notation in various tonalities. (ART.M.I.5.10)
-  Pitch Notation
«  Solfege syllables
«  Moveable ‘do’ based upon various keys
«  Immoveable ‘do’
·  Recognize the basic expressive markings of music and demonstrate their understanding through performance. (ART. M.I.5.11)
-  Expressive Markings
«  Identify phrases within a musical piece
«  Understand phrases and the use of slurs
«  Understand, recognize, and use the terms for “staccato” and “legato”
«  Recognize and use the terms for pp, p, mp, mf, f and ff. / 2. Apply skills and knowledge to create in the arts.
·  Create through exploration, improvisation, and composition, rhythmic and melodic ostinati accompaniments. (ART.M.II.5.1)
-  Exploration
«  Expose /review the various examples of accompaniments
«  Experiment with different ostinato accompaniment on various instruments and voices
-  Improvisation
«  Offer individual opportunities to improvise accompaniments (student self and peer-to-peer assessments of performance)
-  Composition
«  Take individual ostinato ideas from students for accompaniment and try it as a class
«  Take individual ideas based upon I, IV and V chords for accompaniment and try it as a class
·  Create through exploration, improvisation, composition, answers in the same style to given rhythmic and melodic phrases. (ART.M.II.5.2)
-  Explore
«  Exposure to different musical resolutions/ cadences
«  Experiment with answers to a melodic question (play/sing a melody, pause and finish it a right way and ask if it sounded like it finished/ resolved; finish a wrong and ask if it sounded like it finished/resolved)
-  Improvisation
«  Sing/play a short melody, not finished, and ask students to finish it
«  Improvise lyrics in answer to melodic question
«  Have students converse with each other by creating their own musical question and answers towards each other
-  Composition
«  Teacher notates, while guiding students, with standard notation on board, the musical response a student gave
·  Create through exploration, improvisation, and composition simple rhythmic variations and simple melodic embellishments on familiar melodies. (ART.M.II.5.3)
-  Melodic embellishments
«  Melodic freedom (students experiment with the slight changes of the melodic line or responses)
«  Add a neighboring tone that is well known to students
-  Rhythmic embellishments
«  Grace notes (flam on percussion)
-  Rhythmic Variations
«  Based upon the given rhythm, change a quarter note into two eighth notes
·  Create and arrange songs and instrumental pieces within specified guidelines. (ART.M.II.5.4)
-  Create
«  Students may create their own instrumental interpretation of a short children’s story that they choose to read or have read to them as a class
-  Arrange
«  Students arrange their version of a common or well-known song, vocally and/or instrumentally
«  Sing created lyrics to an already learned melody
·  Use a variety of traditional and non-traditional sound sources and electronic media when composing, arranging, and improvising. (ART.M.II.5.5)
-  Traditional sources
«  Use classroom instruments; for example, band & orchestra instruments, recorder, Orff, rhythm sticks, etc.
-  Non-traditional sources
«  Record classroom items/ sounds/ ambient classroom noise and then arrange an ostinato accompaniments for students to chant/sing with
«  Students construct non-traditional instruments (trash cans, pots, pans, paper towel roll with a rubber band, etc.)
-  Electronic Media
«  Garage Band & Pro-tools (Project the computer screen on Smart Board or Promethean; record students singing and make musical decisions together; students can manipulate the software)
·  Create and arrange music to accompany readings, dramatizations, or visual media. (ART. M.II.5.6)
-  Readings
«  As a class, read a short children’s story. Discuss the various moods that occur and what instruments and sounds may best feature those moods
-  Dramatizations/Visual Media
«  Prepare to show students clips from various movies. Have students pay close attention to the orchestration
«  Show students a short clip or work on a short skit. Have students then create an appropriate accompaniment that best evokes the mood set from the acting and lighting / 3. Analyze, describe, and evaluate works of art.
·  Identify music forms when presented aurally. (ART.M.III.5.1)
-  Identify call and response
«  Student recognizes call and response melodies/rhythms
-  Identify solo
«  Introduce samples through recordings
«  Teacher models solo
-  Identify chorus
«  Introduce samples through recordings
«  Teacher models chorus with class
-  Identify ABA
«  Introduce samples through recordings with popular songs students may know
«  Example: “The World’s Greatest” R. Kelly
·  Use standard notation to transcribe music. (ART.M.III.5.2)
-  Transcribe rhythms and melodies
«  Listen to simple melodies with simple rhythms, using stepwise motion within meters of 2/4, 3/4,or 4/4
·  Understand and respect that there are different responses to specific art works in a global community. (ART.M.III.5.3)
-  Different Responses
«  Jazz vs. classical (example: It is okay to clap in between jazz solos during a performance of one single piece. However, at a classical performance you do not clap within a single piece.)
«  Respect of what other cultures bring musically (Example: One church community may primarily read music from a hymnal while another may sing primarily Praise & Worship)
·  Use music vocabulary to analyze, describe, and evaluate music. (ART.M.III.5.4)
-  Musical Vocabulary
«  Syncopation – placing of accents on the usual weak beats
«  Melody – the main theme or statement of the song, recurring in the music over and over
«  Harmony – the supporting structure (e.g., the foundation of a house; I & V chords)
«  Rhythm – the beat
«  Tone color/timbre – instructing the difference between each voice/instrument
«  Form – ABA; verse & refrain
«  Dynamics
«  Tempo
«  Identifying the beginnings and ends of phrases
·  Identify and describe a variety of sound sources, including orchestra, band, electronic, world instruments, and voices. (ART.M.III.5.5)
-  Listen to various recordings
«  Identify recordings as orchestral, band, electronic, world cultures, or choral based upon what students hear
·  Devise criteria for objective evaluation of performances and compositions. (ART.M.III.5.6)
-  Student-created Criteria
«  As a class, come up with various aspects of what should be evaluated from a performance (before evaluating peers, students should prepare and practice by evaluating recordings or watching video recordings of live performances and evaluating what may have worked or not worked)
·  Explain, using music vocabulary, personal aesthetic response to music. (ART.M.III.5.7)
-  Aesthetic Responses
«  How to describe how you feel after listening to different genres and styles of performances
«  Verbalize how they feel
«  What story did they imagine?
«  Describe the mood
«  What were the dynamic levels, tempos and tonality? / 4. Understand, analyze, and describe the arts in their historical, social, and cultural contexts.
·  Describe distinguishing characteristics of representative music genres and styles from various historic periods and cultures. (ART.M.IV.5.1)
-  Identify/Describe
«  Instruments used-full orchestra, selected instruments, electronic instruments, drone, a cappella.
-  Music Genres
«  Alternative, blues, classical, country, hip-hop, jazz, religious
·  Describe how elements of music are used in examples from world cultures. (ART.M.IV.5.2)
-  Elements of music in world music
«  The use of steel drums in Caribbean music
«  The use of drums in African music
«  The use of classical guitar in Latin music
«  Listening to the use of the sitar and table in Indian music
«  Introducing “complex” time signature (not all cultural music uses Common Time)
·  Demonstrate audience appropriate behavior for the context and style of music performed. (ART.M.IV.5.3)
-  Performer appropriate behavior
«  Enter/exit the stage
«  Placement of hands while standing
«  Behavior during transitions (between songs)
«  How to react when audience claps
«  Bowing / 5. Recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life.
·  Observe and identify similarities and differences in the meanings of common vocabulary used in the various arts. (ART.M.V.5.1)
-  Observe similarities and differences
«  Lines & spaces
«  Ascending & descending (contour: high/low)
«  Major/minor (happy/sad)
«  Fast/slow
«  Theme/variation
«  Polyphony/ harmony
«  Melodic/ harmonic intervals
«  Staccato/legato
«  pp, p, mp, mf, f, and ff
·  Observe and identify cross-curricular connections. (ART.M.V.1.2)
-  Observe/identify cross-curricular within the curriculum
«  Check with 5th grade teachers for possible curricular connections
·  Discuss the various rationales for using music in daily experiences. (ART.M.V.1.3)
-  Music in Daily Experiences
«  Radio
«  Stores
«  Call waiting
«  Concerts
«  Elevators
«  TV (commercials, jingles)
«  Movies (scores)

Fifth Grade Music Scope & Sequence – May 2012 1