5Th Grade Music Curriculum Map

5th Grade Music Curriculum Map

edited 2011

Unit 1 First nine weeks / Core Content and Program of Studies / Content Terms / I can statements /
Elements:
Rhythm
Tempo
Culture/Purpose:
West African / AH-05-1.1.1
Students will identify or describe elements of music in a variety of music.
AH-5-SA-S-Mu1
Students will recognize and identify elements of music (rhythm, tempo, melody, harmony, form, timbre, dynamics) using musical terminology
AH-04-SA-S-Mu2
Students will use the elements of music while performing, singing, playing instruments, moving, listening, reading music, writing music, and creating music independently and with others
AH-04-SA-S-Mu3
Students will listen to and explore how changing different elements results in different musical effects
AH-05-2.1.1
Students will identify how music has been a part of cultures and periods throughout history.
AH-5-HA-S-Mu1
Students will associate music they listen to or perform with specific cultures (Native American, Appalachian, West African); describe how the music reflects the cultures
AH-5-HA-S-Mu3
Students will describe distinguishing characteristics of the music of specific cultures using music terminology (e.g., polyrhythms in African music not in Native American) / Rhythm - time signature (2/4, 3/4, 4/4), bar lines, rhythmic durations (whole, half, quarter, eighth notes and rests), measure
Tempo- steady beat, slower or faster
Similarities and differences in the use of music (e.g., ceremonial purposes) and the use of elements of music among cultures
West African – drums, rattles, thumb piano); polyrhythm
Purposes:
C(eremonial)
A(rtistic expression)
R(ecreational) / -I can write a rhythmic pattern.
-I can identify rhythmic durations (note values).
-I can read rhythmic patterns.
-I can explain time signatures.
-I can compare different tempos.
-I can explain the purposes of West African music.
-I can list the instruments used in West African music.
-I can sing.
-I can play instruments.
-I can move to music.
-I can listen to music.
-I can write a rhythm. / Meter charts
brain pop
zudio-arts tool kit
drinking gourd
Hot marimba
Marimba mojo
D.R.U.M.
120 singing games and dances for elementary schools
Youtube---obies
Brainpop.com
Oops Games
Music Arts Toolkits--Music Around The World DVD excerpts
Rhythm Dice Games book
Unit 2 Second nine weeks / Core Content and Program of Studies / Content Terms / I can statements
Elements:
Melody
Harmony
Dynamics
Culture/Purpose:
Colonial/
Native American / AH-05-1.1.1
Students will analyze or explain the use of elements of music in a variety of music.
AH-5-SA-S-Mu1
Students will recognize and identify elements of music (rhythm, tempo, melody, harmony, form, timbre, dynamics) using musical terminology
AH-5-SA-S-Mu3
Students will listen to and explore how changing different elements results in different musical effects
AH-5-HA-S-Mu1
Students will associate music they listen to or perform with specific cultures (Native American, Appalachian, West African); describe how the music reflects the cultures
AH-5-HA-S-Mu2
Students will associate music they listen to or perform with the Colonial American period in history; describe how the music reflects the Colonial American time period (e.g. work songs, patriotic songs, folk music; European influences)
AH-5-HA-S-Mu3
Students will describe distinguishing characteristics of the music of specific cultures using music terminology (e.g., polyrhythm in African music not in Native American)
AH-5-HA-S-Mu2
Students will associate music they listen to or perform with the Colonial American period in history; describe how the music reflects the Colonial American time period (e.g. work songs, patriotic songs, folk music; European influences) / Melody - shape, direction (pitches move up, down, by step, by skip, stay the same), treble clef sign, pitch notation (notes from middle C to F at top of treble clef staff), high vs. low notes (pitches)
Harmony - parts (notes performed together to create harmony), major/minor (aurally); unison (non-harmony)
Native American – rattles, drums, flutes,
Colonial American (e.g., work songs, game songs, patriotic music, lullaby, folk
Purposes:
C(eremonial)
A(rtistic expression)
R(ecreational) / -I can analyze pitch direction (up, down, and stay the same).
-I can analyze pitch movement (step and skip).
-I can identify the letter names of the treble clef staff.
-I can explain the difference between unison and harmony.
-I can explain the purposes of Colonial America music.
-I can explain the purposes of Native American music.
-I can identify the instruments used in Native American music.
-I can explain the European influence on American music.
-I can sing.
-I can play instruments.
-I can move to music.
-I can listen to music.
-I can create and notate simple melodies.
-I can create and perform accompaniments. / Johnny Has Gone for a Soldier (minor)(European Influence) –American Folk Videos (Heritage)-Schule Rune (Gaelic tune)
p. 188 CD, 9-21
Recorders
Boomwhackers
Video-Music of Colonial Williamsburg
Music Ace and Music Ace 2
Arts & Humanities Book
Oops Game
Back To Rock Activities
Ezekiel Saw The Wheel
Down The River
Music Toolkit Native American DVD excerpts
Music Tech Teacher
Quaver Music
Orff
tonematrix
Unit 3 Third nine weeks / Core Content and Program of Studies / Content Terms / I can statements
Elements:
Form
Tone Color/Timbre
Styles:
Appalachian / AH-5-SA-S-Mu1
Students will recognize and identify elements of music (rhythm, tempo, melody, harmony, form, timbre, dynamics) using musical terminology
AH-5-SA-S-Mu3
Students will listen to and explore how changing different elements results in different musical effects
AH-5-SA-S-Mu4
Students will recognize, describe and compare various styles of music (spirituals, game songs, folk songs, work songs, lullabies, patriotic, bluegrass)
AH-05-1.1.2
Students will identify and describe various styles of music (spirituals, game songs, folk songs, work songs, lullabies, patriotic, bluegrass). / Form - call and response, two-part (AB), three-part (ABA), round, verse/chorus, repeat signs
Dynamics – soft (piano – p), medium soft (mezzo piano – mp), medium loud (mezzo forte – mf), loud (forte – f)
Timbre (tone color) - recognize different qualities of musical sounds, orchestral instruments by family - brass, woodwind, string, percussion, how instrument sounds are produced, human voices (high voices, low voices)
-Spirituals, game songs, folk songs, work songs, lullabies, patriotic, bluegrass
Appalachian – dulcimer, fiddle, banjo, guitar
Purposes:
C(eremonial)
A(rtistic expression)
R(ecreational) / -I can tell the difference between 2-part (AB, verse/chorus) and 3-part (ABA).
-I can explain call and response.
-I can explain a round.
-I can identify repeat signs.
-I can list the orchestral instruments by family.
-I can explain the progression of dynamics from piano to forte.
-I can recognize high and low voices.
-I can explain how sound is produced in each instrument family of the orchestra.
-I can compare various styles of music.
-I can explain the purposes of Appalachian music.
-I can list the instruments used in Appalachian music. / "Away To America" (MM)
"Joshua Fought The Battle of Jericho" (MM)
"Day-O" (MM)
"Row, Row, Row Your Boat"
"Morning Comes Early" (MM)
"Getting To Know The Instruments" Video"
"God Bless America" (MM)
"Follow The Drinkin' Gourd" (MM)
"Lullaby And Dance"
"Hall of The Mountain King"
Midisaurus
Quavermusic
Groovycity
"Singing On The Trail" (MM)
musictechteacher.com
"Shady Grove" (MM)
"Cotton-Eyed Jo" (MM)
Music Toolkit Appalachian excerpts
Backwoods Heritage (CD and book)
"Rocky Mountain"
Unit 4 Fourth nine week / Core Content and Program of Studies / Content Terms / I can statements
Analysis and
Enrichment / All Core Content and Program of Studies from Units 1-3
AH-5-SA-S-Mu2
Students will use the elements of music while performing, singing, playing instruments, moving, listening, reading music, writing music, and creating music independently and with others.
AH-05-1.1.1
Students will analyze or explain the use of elements of music in a variety of music. / All content terms from Units 1-3 / -I can compare/contrast music from West African, Native American, Appalachian, and Colonial periods using at least three elements of music.
-I can compare various styles of music.
-I can explain the three purposes of music (ceremonial, artistic expression, and recreational {CAR})
-I can define all musical elements.
-I can recognize that technology can be used to create or enhance new music. / Refer to Quarters 1--3

STRUCTURE learning target: Students will understand elements and styles of music by responding, critiquing and using technology.

HUMANITIES learning target: By experiencing the music of different cultures, students will understand the major role of music in defining cultures, past and present.

PURPOSES learning target: Students will understand that music fulfills a variety of purposes in society with value and significance in daily life and communication.

PROCESSES learning target: Students will understand and appreciate music through creating, performing, and responding which can be extended through the use of technology.