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FIFTH GRADE MUSIC CURRICULUM


RHYTHM

Demonstrates a steady beat and is able to perform in small groups
Discriminates between beat and rhythm
Reads and writes simple notation of quarter note/rest, eighth note/rest, half note/rest, whole note/rest, dotted half note, dotted quarter note, sixteenth note, eighth note triplets, and ties in 8 and 16 beat phrases
Identifies metric accents (duple and triple)
Performs complimentary rhythm parts on percussion instruments
Creates and arranges rhythmic patterns
Identifies and performs Common and Cut time signatures


MELODY

Consistently accesses pitch in head voice, demonstrating proper vowel formation, breath support, diction and posture, independently in tune and rhythm.
Sings, reads and writes patterns using steps, skips, and repeated tones in diatonic scales based on Do and La
Sing simple pentatonic/diatonic songs including modes
Recognize pitched-based notation in treble clef


HARMONY

Sings and plays easy two/three part duets, partner songs, canons, and descants.
Demonstrates use of simple, broken, level, and cross-over bordun on pitched instruments
Prepare knowledge of I, IV, V and V7 chord changes


FORM

Demonstrates appropriate listening response to visual and musical cues
Demonstrate knowledge of call and response
Identifies AB, ABA, rondo form, theatrical forms, suite, theme and variations
Demonstrates right/left directionality, clockwise and counter-clockwise movements within simple dance and song forms
Identifies and uses repeat signs, barlines, double barlines, first and second endings, D. C. al Fine, fermata, Dal Segno, coda
Improvises 8 to 16 beat rhythmic and melodic ostinati and question/answer phrases


TONE COLOR

Visually and aurally identify individual instruments and their families including world instruments
Demonstrates proper handling technique, mallet grip and hand position with pitched and unpitched percussion, and optional recorders
Creates and arranges orchestrations using a variety of instruments
Identifies vocal timbres to include SATB


EXPRESSIVE QUALITIES

Sings and speaks expressively
Identifies loud and soft as forte and piano, and crescendo and decrescendo < >
Identifies slow, fast and tempo variations
Demonstrates response to change: tempos, dynamics, pitch, meter, like/unlike, articulation
Uses appropriate terminology to describe musical performances and compositions
Responds to cues of a conductor, blending timbre and dynamics


HISTORY AND CULTURE

Perform activities that integrate with the ECSD Curriculum Webs
Demonstrate appropriate audience behavior and performance etiquette

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