5th grade music - Marking Period 1 During Marking
Description: 5th grade music - Marking Period 1 During Marking Period 1, students practice identifying specific instruments by sight and sound. They learn about tone color (timbre) the unique sound of an instrument or voice and the attributes of
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slide1. 5th grade music - Marking Period 1
During Marking Period 1, students practice identifying specific instruments by sight and sound. They learn about tone color (timbre) – the unique sound of an instrument or voice – and the attributes of various instruments. Students also perform simple chordal accompaniments while other students sing or play contrasting parts. With a particular focus on blues music, students learn to perform the chords of a typical blues progression. Building on their music reading skills from grade 4, students read simple melodies on the treble staff in different keys using solfeggio or a comparable system. This marking period, students will attend a performance at Strathmore.
Measurement Topics: Responding to Music
Performing Music<br>
slide2. 5th grade music - Marking Period 2
During Marking Period 2, students practice singing with clear diction and vocal expression as they learn partner songs and songs with descants. The academic success skill of metacognition is applied as they evaluate their performance toward improving their singing. Students also listen to and use music vocabulary to describe form in selections from a variety of historical periods and cultures. Theme and variations form is addressed in “Variations on Simple Gifts” from Appalachian Spring by Aaron Copland.
Measurement Topics: Responding to Music
Performing Music<br>
slide3. 5th grade music - Marking Period 3
During Marking Period 3, students practice identifying differences in two performances or arrangements of the same selection of music. By focusing on various elements of music, students are able to make comparisons and elaborate on their descriptions of the differences and similarities they hear. Students take intellectual risks as they practice notating short melodic phrases from dictation.
Measurement Topics: Responding to Music
Reading and Notating Music<br>
slide4. 5th grade music - Marking Period 4
During Marking Period 4, students bring together all they have learned about reading and notating music to perform melodies using solfeggio and to compose and notate music using original pitches and rhythms. The academic success skills of effort, motivation, and persistence are applied to improving their music skills in all areas.
Measurement Topics: Reading and Notating Music
Creating Music<br>
During Marking Period 1, students practice identifying specific instruments by sight and sound. They learn about tone color (timbre) – the unique sound of an instrument or voice – and the attributes of various instruments. Students also perform simple chordal accompaniments while other students sing or play contrasting parts. With a particular focus on blues music, students learn to perform the chords of a typical blues progression. Building on their music reading skills from grade 4, students read simple melodies on the treble staff in different keys using solfeggio or a comparable system. This marking period, students will attend a performance at Strathmore.
Measurement Topics: Responding to Music
Performing Music<br>
slide2. 5th grade music - Marking Period 2
During Marking Period 2, students practice singing with clear diction and vocal expression as they learn partner songs and songs with descants. The academic success skill of metacognition is applied as they evaluate their performance toward improving their singing. Students also listen to and use music vocabulary to describe form in selections from a variety of historical periods and cultures. Theme and variations form is addressed in “Variations on Simple Gifts” from Appalachian Spring by Aaron Copland.
Measurement Topics: Responding to Music
Performing Music<br>
slide3. 5th grade music - Marking Period 3
During Marking Period 3, students practice identifying differences in two performances or arrangements of the same selection of music. By focusing on various elements of music, students are able to make comparisons and elaborate on their descriptions of the differences and similarities they hear. Students take intellectual risks as they practice notating short melodic phrases from dictation.
Measurement Topics: Responding to Music
Reading and Notating Music<br>
slide4. 5th grade music - Marking Period 4
During Marking Period 4, students bring together all they have learned about reading and notating music to perform melodies using solfeggio and to compose and notate music using original pitches and rhythms. The academic success skills of effort, motivation, and persistence are applied to improving their music skills in all areas.
Measurement Topics: Reading and Notating Music
Creating Music<br>