General Music. The following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS
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1 The following performance objectives are integrated throughout the entire course: MUSIC SKILLS Strand 1: Create Concept 1: Singing, alone and with others, music from various genres and diverse cultures. Concept 2: Playing instruments, alone and with others, music from various genres and diverse cultures. Concept 3: Improvising rhythms, melodies, variations, and accompaniments. Concept 4: Composing and arranging music. Concept 5: Reading and notating music. Strand 2: Relate Concept 1: Understanding the relationships among music, the arts, and other disciplines outside the arts. Concept 2: Understanding music in relation to history and culture. Concept 3: Understanding music in relation to self and universal themes. Strand 3: Evaluate Concept 1: Listening to, analyzing, and describing music. Concept 2: Evaluating music and music performances. The following Reading, Mathematics and History performance objectives may be used throughout the course: LANGUAGE ARTS CONNECTION Reading S1, S2, S3 Vocabulary (S1C4) Acquire and use new music vocabulary in its relevant contexts. S1, S2, S3 Comprehension Strategies (S1C6) Employ strategies to comprehend music terminology. MPS Governing Board Approval, May 2008 Page 1
2 MATH CONNECTION Mathematics S1, S2, S3 Number Sense (S1C1) Understand and apply the relationships among numbers used in music and math. S1, S2, S3 Patterns (S3C1) Identify patterns and apply pattern recognition of musical forms. S1, S2, S3 Measurement (S4C4) Understand and apply appropriate unit of measure and formulas to determine measurements in music Units of Measure (e.g., beats per measure in 2/4, 3/4, 4/4 and 6/8 meter). Geometric Objects HISTORY AND CULTURAL CONNECTIONS **History and cultural connections to the music will be determined by the pieces selected for the class by the teacher. For example: Culture from which the selection was chosen. History of the selection or era in which it was written. MPS Governing Board Approval, May 2008 Page 2
3 Solfege/ Rhythm Review Grade 5 Suggested Teaching Timeline First Semester Second Semester August September October November December January February March April May Tam ti Recorder (Low D, High C) Chords (I, V) Question and Answer Recorder (Low C) Folk Dance Ti ti ri MPS Governing Board Approval, May 2008 Page 3
4 Students will demonstrate proficiency S1C1 PO3 Singing short songs from written notation. PO 1 Singing songs on pitch and with appropriate tone quality, diction and posture. Pitch Tone quality Diction Posture Dynamics PO 4 Responding to conducting cues (e.g., legato, dynamics). S1C2 PO2 Playing simple independent instrumental parts while other students are singing or playing contrasting parts. Notation Legato PO 3 Playing short songs from written notation. Units 3 and 6 PO 4 Responding to conducting cues (e.g., legato, dynamics). MPS Governing Board Approval, May 2008 Page 4
5 Students will demonstrate proficiency S1C3 PO1 Improvising a melody based on a given tonality. Improvisation S1C4 PO1 Composing using standard musical notation within specified guidelines. Compose Treble clef S1C5 PO4 Reading and notating music using standard musical notation. PO 2 Reading/decoding sixteenth notes, sixteenth note patterns and simple syncopation in 2/4, 3/4 and 4/4 time signatures. Sixteenthnote Syncopation Time signature Units 3 and 6 PO3 Identifying the letter names for the lines and spaces of the treble clef. Units 3 and 6 PO 5 Defining terms and symbols used in music notation as identified in previous grade levels. MPS Governing Board Approval, May 2008 Page 5
6 students will demonstrate proficiency S2C1 PO 4 Exploring the relationship of music to language arts, visual arts, and literature. Note value Vibration PO 1 Identifying the use/function of music from various cultures. PO 3 Explaining and applying the relationship between note values and mathematics. S2C2 PO 2 Describing the cultural context and/or influence of music on daily life, culture, politics, etc. S3C1 PO 4 Identifying musical examples by genre. PO 2 Categorizing instruments as Western and Non Western. Western Non Western AB ABA Canon Genre PO 3 Identifying AB, ABA, canon, and round forms when used in performed and/or recorded music. MPS Governing Board Approval, May 2008 Page 6
7 Students will demonstrate proficiency S3C2 PO 2 Listening attentively while others perform and showing appropriate audience behavior for the context and style of the music performed. Dynamics Pronunciation Compositions MPS Governing Board Approval, May 2008 Page 7
General Music. The following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS
The following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS Strand 1: Create Concept 1: Singing, alone and with others, music from various genres and diverse
The following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS
The following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS Strand 1: Create Concept 1: Singing, alone and with others, music from various genres and diverse
General Music. The following General Music performance objectives are integrated throughout the entire course: MUSIC SKILLS
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