Fifth Grade
Music Performance
Standard 1: The student will sing and perform on instruments a variety of music, alone and with others.
Indicators
SINGING
MG5-1.1 Sing independently, on pitch and in rhythm, using appropriate timbre, diction, and posture while maintaining a steady tempo.
MG5-1.2 Sing expressively, alone or in groups, matching dynamic levels and responding to the cues of a conductor.
MG5-1.3 Sing, alone and with others, a varied repertoire of music including partner songs, descants, ostinati, rounds, and two-part songs.
PERFORMING ON INSTRUMENTS
MG5-1.4 Play pitched and unpitched instruments, alone and in ensembles, in rhythm with appropriate posture, dynamics, and timbre while maintaining a steady tempo.
MG5-1.5 Create four- to eight-measure rhythmic and melodic phrases on classroom instruments and available electronic devices.
MG5-1.6 Play rhythmic, melodic, and chordal patterns accurately and independently.
MG5-1.7 Play expressively a varied repertoire of music representing diverse genres, cultures, and historical periods.
MG5-1.8 Perform in ensembles, blending instrumental parts and responding to the cues of a conductor.
MG5-1.9 Play independently complimentary and contrasting instrumental parts while others sing.
Creating Music
Standard 2: The student will improvise, compose, and arrange music within specified guidelines.
Indicators
IMPROVISING
MG5-2.1 Improvise rhythmic and melodic two- to four-measure question-and-answer phrases.
MG5-2.2 Improvise simple rhythmic and melodic two- to four-measure ostinati phrases and accompaniments.
MG5-2.3 Improvise simple rhythmic variations and melodic embellishments.
MG5-2.4 Improvise short songs and instrumental pieces using a variety of sound sources.
COMPOSING AND ARRANGING
MG5-2.5 Demonstrate creativity by composing and arranging music using traditional, nontraditional, and technological notation (for example, Music Ace Maestro, GarageBand, Groovy Music, and Acoustica Mixcraft software).
MG5-2.6 Demonstrate creativity by composing and arranging music to accompany readings and dramatizations.
MG5-2.7 Compose and arrange short songs and instrumental pieces using the expressive elements of music (tempo, harmony, texture, timbre, articulation, and dynamics).
Music Literacy
Standard 3: The student will read and notate music.
Indicators
MG5-3.1 Read, write, and perform rhythmic notation incorporating syncopation as well as whole, half, quarter, eighth, sixteenth, dotted half, dotted quarter notes, and corresponding rests.
MG5-3.2 Use an accepted methodology (syllables, numbers, or note names) to read melodic notation and write eight- to sixteen-measure melodic lines in pentatonic, major, and minor tonalities.
MG5-3.3 Identify symbols and terminology for dynamics, tempo, and articulation and interpret them correctly when performing.
MG5-3.4 Use available technology to notate created phrases with standard symbols for meter, rhythm, pitch, and dynamics.
Critical Response to Music
Standard 4: The student will listen to, describe, analyze, and evaluate music and music performances.
Indicators
ANALYZING
MG5-4.1 Identify examples of musical forms including motive, phrase, four-bar phrase, canon, rondo, AABA, and theme and variation.
MG5-4.2 Demonstrate perceptual skills by moving, answering questions, describing, and writing about music representing diverse musical styles.
MG5-4.3 Use musical terminology to explain basic music concepts including pitch, timbre, notation, meter, chords, and tonality.
MG5-4.4 Identify, describe, and classify by sight and sound a variety of instruments including orchestral, band, multicultural, and electronic.
MG5-4.5 Demonstrate creative movement and emotional response to prominent music characteristics while listening.
EVALUATING
MG5-4.6 Devise criteria for evaluating performances and compositions on the basis of music concepts.
MG5-4.7 Choose appropriate music terminology from a list to explain his or her preferences for specific musical works and styles.
MG5-4.8 Apply music concepts when judging the quality of his or her own performances.
History and Culture
Standard 5: The student will examine and perform music from a variety of stylistic and historical periods and cultures.
Indicators
MG5-5.1 Listen to examples of music from various historical periods and world cultures and identify the pieces by genres or styles.
MG5-5.2 Describe ways in which the elements of music (rhythm, tempo, melody, harmony, texture, timbre, articulation, and dynamics) are used in works from various genres and world cultures.
MG5-5.3 Identify various uses of music in daily experiences and describe the characteristics that make a particular type of music suitable for each use.
MG5-5.4 Design a rubric for appropriate audience behavior and utilize that rubric to self-assess and to critique the audience at a school and/or community performance.
Making Connections
Standard 6: The student will make connections between music and other arts disciplines, other content areas, and the world.
Indicators
MG5-6.1 Describe the roles of musicians and the music careers that are available in various settings and world cultures, identify the skills necessary for one to pursue such careers, and discuss the income that one can earn in them.
MG5-6.2 Explain the role of music in everyday life, celebrations, and other special events.
MG5-6.3 Integrate music into creative writing, storytelling, poetry, dance, theatre, visual arts, and other disciplines (for example, choose a musical instrument to represent the mood of a poem).
MG5-6.4 Identify ways that the principles and subject matter of non-arts disciplines interrelate with those of music.
Music Performance
Standard 1: The student will sing and perform on instruments a variety of music, alone and with others.
Indicators
SINGING
MG5-1.1 Sing independently, on pitch and in rhythm, using appropriate timbre, diction, and posture while maintaining a steady tempo.
MG5-1.2 Sing expressively, alone or in groups, matching dynamic levels and responding to the cues of a conductor.
MG5-1.3 Sing, alone and with others, a varied repertoire of music including partner songs, descants, ostinati, rounds, and two-part songs.
PERFORMING ON INSTRUMENTS
MG5-1.4 Play pitched and unpitched instruments, alone and in ensembles, in rhythm with appropriate posture, dynamics, and timbre while maintaining a steady tempo.
MG5-1.5 Create four- to eight-measure rhythmic and melodic phrases on classroom instruments and available electronic devices.
MG5-1.6 Play rhythmic, melodic, and chordal patterns accurately and independently.
MG5-1.7 Play expressively a varied repertoire of music representing diverse genres, cultures, and historical periods.
MG5-1.8 Perform in ensembles, blending instrumental parts and responding to the cues of a conductor.
MG5-1.9 Play independently complimentary and contrasting instrumental parts while others sing.
Creating Music
Standard 2: The student will improvise, compose, and arrange music within specified guidelines.
Indicators
IMPROVISING
MG5-2.1 Improvise rhythmic and melodic two- to four-measure question-and-answer phrases.
MG5-2.2 Improvise simple rhythmic and melodic two- to four-measure ostinati phrases and accompaniments.
MG5-2.3 Improvise simple rhythmic variations and melodic embellishments.
MG5-2.4 Improvise short songs and instrumental pieces using a variety of sound sources.
COMPOSING AND ARRANGING
MG5-2.5 Demonstrate creativity by composing and arranging music using traditional, nontraditional, and technological notation (for example, Music Ace Maestro, GarageBand, Groovy Music, and Acoustica Mixcraft software).
MG5-2.6 Demonstrate creativity by composing and arranging music to accompany readings and dramatizations.
MG5-2.7 Compose and arrange short songs and instrumental pieces using the expressive elements of music (tempo, harmony, texture, timbre, articulation, and dynamics).
Music Literacy
Standard 3: The student will read and notate music.
Indicators
MG5-3.1 Read, write, and perform rhythmic notation incorporating syncopation as well as whole, half, quarter, eighth, sixteenth, dotted half, dotted quarter notes, and corresponding rests.
MG5-3.2 Use an accepted methodology (syllables, numbers, or note names) to read melodic notation and write eight- to sixteen-measure melodic lines in pentatonic, major, and minor tonalities.
MG5-3.3 Identify symbols and terminology for dynamics, tempo, and articulation and interpret them correctly when performing.
MG5-3.4 Use available technology to notate created phrases with standard symbols for meter, rhythm, pitch, and dynamics.
Critical Response to Music
Standard 4: The student will listen to, describe, analyze, and evaluate music and music performances.
Indicators
ANALYZING
MG5-4.1 Identify examples of musical forms including motive, phrase, four-bar phrase, canon, rondo, AABA, and theme and variation.
MG5-4.2 Demonstrate perceptual skills by moving, answering questions, describing, and writing about music representing diverse musical styles.
MG5-4.3 Use musical terminology to explain basic music concepts including pitch, timbre, notation, meter, chords, and tonality.
MG5-4.4 Identify, describe, and classify by sight and sound a variety of instruments including orchestral, band, multicultural, and electronic.
MG5-4.5 Demonstrate creative movement and emotional response to prominent music characteristics while listening.
EVALUATING
MG5-4.6 Devise criteria for evaluating performances and compositions on the basis of music concepts.
MG5-4.7 Choose appropriate music terminology from a list to explain his or her preferences for specific musical works and styles.
MG5-4.8 Apply music concepts when judging the quality of his or her own performances.
History and Culture
Standard 5: The student will examine and perform music from a variety of stylistic and historical periods and cultures.
Indicators
MG5-5.1 Listen to examples of music from various historical periods and world cultures and identify the pieces by genres or styles.
MG5-5.2 Describe ways in which the elements of music (rhythm, tempo, melody, harmony, texture, timbre, articulation, and dynamics) are used in works from various genres and world cultures.
MG5-5.3 Identify various uses of music in daily experiences and describe the characteristics that make a particular type of music suitable for each use.
MG5-5.4 Design a rubric for appropriate audience behavior and utilize that rubric to self-assess and to critique the audience at a school and/or community performance.
Making Connections
Standard 6: The student will make connections between music and other arts disciplines, other content areas, and the world.
Indicators
MG5-6.1 Describe the roles of musicians and the music careers that are available in various settings and world cultures, identify the skills necessary for one to pursue such careers, and discuss the income that one can earn in them.
MG5-6.2 Explain the role of music in everyday life, celebrations, and other special events.
MG5-6.3 Integrate music into creative writing, storytelling, poetry, dance, theatre, visual arts, and other disciplines (for example, choose a musical instrument to represent the mood of a poem).
MG5-6.4 Identify ways that the principles and subject matter of non-arts disciplines interrelate with those of music.