ࡱ> }xyz{|q` tbjbjqPqP W::\xxxxxxxTT~&&&999+------$*hQx59Qxx&&fjx&x&++|xx & a-zj_|0!22$ 2x T9*999QQy^999 D xxxxxx Elkhart Community Schools General Music Curriculum Guide Grade 5 Introduction Course Description The Standards and Power Indicators Indiana Academic Standards Indicator Example Instruction/Assessment Reference 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: A general knowledge of music literature, history, and theory. Basic musical skills which will enable students to participate independently or with a group of musicians. 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. The opportunity for all students to experience success on a level equal to their developmental stage. 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 Indianas 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: Employ critical thinking skills to evaluate all areas of music. Collaborate as members of a group to achieve a common musical goal. Relate music to their personal lives, to the other arts, and to areas outside of the arts. Apply basic notational reading and performance skills. 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.5.1.1Sing warm-ups that stress diction, posture, and an appropriate singing tone.5.1.2Sing a round with appropriate dynamics, phrasing and interpretations. Maintain an independent part and keep a steady beat.5.1.3Sing a memorized song in a foreign language.5.1.4Follow 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. 5.2.1Play an ostinato part independently.5.2.2Play a melody or rhythm in the proper tempo, using appropriate dynamics.5.2.3Play 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.5.2.4Play a variety of music of various cultures and styles.5.2.5Maintain 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.5.3.1Read and notate whole, half, dotted half, quarter, eighth and sixteenth notes and rests in 2/4, 3/4, and 4/4 meter signatures.5.3.2Read given pitch patterns in treble and bass clef, including ledger lines and correctly interpreting the symbol for a flat.5.3.3Accurately play or sing music according to the indicated dynamics, tempo, and articulation.5.3.4Correctly identify the key signatures of C, F, and G major.5.3.5Write 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.5.4.1Create a simple accompaniment using a harmonic or classroom instrument.5.4.2Create a rhythmic or melodic ostinato to play against a melody.5.4.3Invent 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.5.4.4Echo 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 instructors guidelines. They set the composition to words and perform it.5.5.1Create 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.5.5.2Set 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.5.5.3Perform 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.5.6.1Identify musical forms such as AB, ABA, rondos, and variations when they are heard.5.6.2Discuss similarities and differences between music of various styles and cultures. 5.6.3Use 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.5.6.4Identify the sounds of percussion instruments and adult soprano and alto voices. 5.6.5Use 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.5.7.2Describe 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.5.8.1Identify familiar works by composers such as Aaron Copland and George Gershwin.5.8.2Describe 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.5.8.3Name 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.5.8.4Compare 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.5.9.1Help 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.5.9.2Use appropriate terms to explain your preferences for musical works and styles.5.9.3Evaluate 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.IndicatorExampleInstruction/AssessmentResource 5.1.1  Sing warm-ups that stress diction, posture, and an appropriate singing tone.  Scale work using numbers and/or solfege . Modeling correct posture. Use the concept of a golf ball in ones mouth to create an open and vertical mouth position when singing.  Teacher observations. Teachers manual, independent sources.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.IndicatorExampleInstruction/AssessmentResource 5.1.2  Sing a round with appropriate dynamics, phrasing and interpretations. Maintain an independent part and keep a steady beat.  Start with a known round such as Row,Row, Row Your Boat or Peace Round. Progress to more difficult such as Da pacem, Domine, p. 62. Self assessment, group assessment and teacher observation. Teacher manual.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.IndicatorExampleInstruction/AssessmentResource 5.1.3  Sing a memorized song in a foreign language.  De Colores, p.90, Ye jaliya da, p. 67 Teacher observation, individual vocal assessment. Teacher manualGRADE 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.IndicatorExampleInstruction/AssessmentResource 5.1.4  Follow the conductor.  Presenting any program. Have children follow your changes in tempo, dynamics and style presentation. Teacher observation, group discussion. Video observation. Power of Performance programsGRADE 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. IndicatorExampleInstruction/AssessmentResource 5.2.1  Play an ostinato part independently.  Use recorders and percussion instruments in the Making Music Resource booklet. Teacher and small group assessment. Text book and resource book and Plank Road K-8 magazine. 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. IndicatorExampleInstruction/AssessmentResource 5.2.2  Play a melody or rhythm in the proper tempo, using appropriate dynamics.  Use recorders, keyboards, or percussion instruments such as Shenandoah or Laredo. Teacher observation, student self evaluation, and group assessment. Making Music Resource bookGRADE 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. IndicatorExampleInstruction/AssessmentResource 5.2.3  Play an accompaniment to a class or group song.  On a keyboard, guitar, mallet instrument, or autoharp, play an ostinato pattern while the group sings.  Teacher observation. Making Music Resource book.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. IndicatorExampleInstruction/AssessmentResource 5.2.4  Play a variety of music of various cultures and styles.  PlayDe Colores or Bound for South Australia on recorders. Play Dundai on xylophones. Teacher, group and self assessment. Making Music Resource bookGRADE 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. IndicatorExampleInstruction/AssessmentResource 5.2.5  Maintain an independent part on an instrument in a group while following the conductor.  Using recorders, pitched and unpitched percussion on songs such as Good King Wenceslas Laredo, and Morning Comes Early. Teacher observation and video assessment. Making Music Resource and K-8 MagazineGRADE 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.IndicatorExampleInstruction/AssessmentResource 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.  Use flash cards, dry erase boards, writing 4 measure compositions. Teacher observation for flash cards and boards, grading of compositions for the 4 measures. Flash cards, resource book and teacher manual.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.IndicatorExampleInstruction/AssessmentResource 5.3.2  Read given pitch patterns in treble and bass clef, including ledger lines and correctly interpreting the symbol for a flat.  Game playing using the grand staff, work sheet, Music Bingo Teacher observation and written assessments Music games, Making Music Resource book, teacher generated activities.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.IndicatorExampleInstruction/AssessmentResource 5.3.3  Accurately play or sing music according to the indicated dynamics, tempo, and articulation.  Use songs such as The Voices of Pride, Get On Your Feet and Nows the Time.  Using songs indicated, vary the dynamics and tempo and discuss how these affect the final expression. Emphasize consonants. Text book.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.IndicatorExampleInstruction/AssessmentResource 5.3.4  Correctly identify the key signatures of C, F, and G major.  Morning Comes Early (key of C), I Love the Mountains (key of F) and Ash Grove (key of G) Board work, written assessment Text book and teacher generated tests and Resource bookGRADE 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.IndicatorExampleInstruction/AssessmentResource 5.3.5  Write down short musical passages.  Write a 4 measure composition, either original, or copied. Teacher assessment Teacher generated or Making Music Resource book 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. IndicatorExampleInstruction/AssessmentResource 5.4.1  Create a simple accompaniment using a harmonic or classroom instrument.  Using recorders or percussion instruments improvise accompaniment based on the scale of the song being used, such as Ye jaliya da or Mango Walk. Teacher observation and student assessment TextbookGRADE 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. IndicatorExampleInstruction/AssessmentResource 5.4.2  Create a rhythmic or melodic ostinato to play against a melody.  Using recorders or percussion instruments create an ostinato for a melody such as Mango Walk or Ye jaliya da or Day-o. Teacher and student assessment TextbookGRADE 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. IndicatorExampleInstruction/AssessmentResource 5.4.3  Invent a variation to a well-known melody or phrase.  Using a song you have learned and can play or sing well, invent a variation on the rhythm or the notes within the melody such Twinkle, Twinkle.  Teacher observation Previous knowledge of the song that is usedGRADE 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. IndicatorExampleInstruction/AssessmentResource 5.4.4  Echo patterns in various styles.  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.  Teacher observation Teacher generatedGRADE 5 MUSIC CURRICULUM GUIDE INDIANA ACADEMIC STANDARDS COMPOSING AND ARRANGING MUSIC WITHIN SPECIFIED GUIDELINES Standard 5: Students create an original composition according to the instructors guidelines. They set the composition to words and perform it. IndicatorExampleInstruction/AssessmentResource 5.5.1  Create a composition in duple meter.  Compose a piece that is at least 4 measures long. Write it in 2/4 or 4/4 time.  Teacher Assessment Making Music Resource bookGRADE 5 MUSIC CURRICULUM GUIDE INDIANA ACADEMIC STANDARDS COMPOSING AND ARRANGING MUSIC WITHIN SPECIFIED GUIDELINES Standard 5: Students create an original composition according to the instructors guidelines. They set the composition to words and perform it. IndicatorExampleInstruction/AssessmentResource 5.5.2  Set a composition to words.  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.  Teacher assessment judging if the words match the rhythm. Rondo form page 142 music book. 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 instructors guidelines. They set the composition to words and perform it. IndicatorExampleInstruction/AssessmentResource 5.5.3  Perform or sing an original composition.  Performing a melody using their name or telephone number. Compose a short poem and put it to music. Teacher, class and student assessment Pitched instrumentsGRADE 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.IndicatorExampleInstruction/AssessmentResource 5.6.1  Identify musical forms such as AB, ABA, rondos, and variations when they are heard.  Use nursery rhyme songs such as Twinkle, Twinkle or Row, Row Your Boat (AB) or This Train (ABA) and Ama-Lama (Rondo), Simple Gifts (Theme and Variations). Teacher assessment Text bookGRADE 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.IndicatorExampleInstruction/AssessmentResource 5.6.2  Discuss similarities and differences between music of various styles and cultures.  Listen to a variety of songs both instrumental and vocal representing several countries such as Day-o (Jamaica), Arirang (Korea), Funwa Alafia (Africa). Socratic seminar Text bookGRADE 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.IndicatorExampleInstruction/AssessmentResource 5.6.3  Use proper terms when explaining music, music notation, and performances.  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.  Using a different piece of music, have students identify indicated signs and symbols. Teacher graded.  TextbookGRADE 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.IndicatorExampleInstruction/AssessmentResource 5.6.4  Identify the sounds of percussion instruments and adult soprano and alto voices.  Using the sound bank , instrumental games, and examples from the book such as Both Sides Now (female soprano), What Can I do (female alto). Teacher assessment with written tests, or observation during games Text book, Sound Bank and Music sound gamesGRADE 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.IndicatorExampleInstruction/AssessmentResource 5.6.5  Use movement to respond to musical events.  Develop simple choreography to a favorite class song.  Teacher and student generated choreography will be evaluated through video. Various outside sources.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.IndicatorExampleInstruction/AssessmentResource 5.7.1  Compare and contrast two or more meanings of terms used in the various arts, such as imagination, unity, repetition, or contrast.  Show a famous work of art such as A Concert p.439 and listening to Riu rui chiu. Compare and contrast. Socratic seminar and graphic organizers Text book and Making Music resource book and independent art sources.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.IndicatorExampleInstruction/AssessmentResource 5.7.2  Describe ways that music is related to other subjects.  Use songs like Fifty Nifty United States (learning state names), Day-O and Mango Walk ( describing steel drums and their creation following WWII). Written essays and/or research papers assessed by teacher, or Socratic seminar Text books, Internet, libraryGRADE 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.IndicatorExampleInstruction/AssessmentResource 5.7.3  Talk about something you have learned about life through your study of music.  Create a presentation showing how students, through teamwork, can demonstrate how music imitates life (i.e. Rap music, Jazz, the 60s music, folk music). Socratic seminar, video, student essay assessment Textbook and InternetGRADE 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. IndicatorExampleInstruction/AssessmentResource 5.8.1  Identify familiar works by composers such as Aaron Copland and George Gershwin.  Do listening exercises using songs such as Hoedown p.313 (Copeland) The Planets (Holst) Play a Simple Melody (Berlin) Play a portion and identify composer. Written listening assessment, music games, essays TextbookGRADE 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. IndicatorExampleInstruction/AssessmentResource 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.  Listen to a recording of current popular music and compare it to a recording of a work from India or other countries. Discuss the similarities and differences in use of rhythm, pitch, and harmony.  Teacher assessment, essays, graphic organizers and Socratic seminar Textbook, Internet and libraryGRADE 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. IndicatorExampleInstruction/AssessmentResource 5.8.3  Name some uses of music in everyday life.  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.  Journal, teacher assessment, discussion Worksheet with 30 minute intervals from 6:30 am 10:00 pm (or whatever class decides) for students to keep track of music heard.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. IndicatorExampleInstruction/AssessmentResource 5.8.4  Compare the roles of musicians in other cultures to their roles in our society.  Research the musicians in Africa. Find out how music is used in every day happening (i.e. weddings, funerals, social gatherings). Socratic seminars, graphic diagrams Text bookGRADE 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.IndicatorExampleInstruction/AssessmentResource 5.9.1  Help write a class rubric or another evaluative tool to be used for evaluating musical works and performances.  As part of a music class, determine what aspects of a musical work or performance make it one of good or poor quality.  Teacher assessment of the rubric created ISSMA Performance RubricGRADE 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.IndicatorExampleInstruction/AssessmentResource 5.9.2  Use appropriate terms to explain your preferences for musical works and styles.  Make a list of musically descriptive words for dynamics, tempo, and expression. Use the list to explain your preference in comparing 2 selections of music.  Individual presentations assessed by teacher. Textbook , classroom postersGRADE 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.IndicatorExampleInstruction/AssessmentResource 5.9.3  Evaluate the quality of your own and others works and performances.  Listen to a taped recording of your own performance and write down your evaluation, emphasizing its good qualities and aspects that could be improved.  Video and teacher and student assessment based on ISSMA rubric ISSMA rubric      Silver Burdett Making Music. 2005. Scott Foresman. 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