Fifth Grade Music. Curriculum Guide Iredell-Statesville Schools

Transcription

1 Fifth Grade Music Curriculum Guide Iredell-Statesville Schools

2 Musical Literacy Essential Standard: 5.ML.1 Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression. Q1 Q2 Q3 Q4 Clarifying Objectives: ML Illustrate independence and accuracy while singing and playing instruments within a group or ensemble. ML Illustrate blending vocal timbres, matching dynamic levels, and responding to the gestures of a conductor while singing in groups. ML 1.3 Use instruments to perform rhythmic, melodic, and chordal patterns accurately and independently on classroom rhythmic, melodic, and harmonic instruments. Interpreting/Knowledge Target Creating/Reasoning Target Responding/Performing Target Connecting/Product Target identify high/low/same Evaluate and analyze melodic Sing on pitch with rhythmic pitches direction accuracy identify melodic direction self evaluation of model correct singing name note/rest values performance recognize pitches on treble Determine necessary skills clef staff recognize time signature/ meter needed to match pitch and rhythm self evaluation of performance Perform ostinatos, partner songs, rounds, and countermelodies with pitch and rhythmic accuracy Key Academic Vocabulary (Elements) Pitch/Melody Rhythm, Harmony, Dynamics, Tempo, Timbre/Tone Color, Texture, Form, Ensemble, Expression, Notation, meter, Composition, Duple, Triple, Common time, Arrangement, mood/emotion, Theme, pattern, culture, Inference, Analyze, Summarize, Synthesize, Conclusion, Interpret, Assess, Evaluate, Integrate, Delineate, Comprehend Blend, Conductor, Unison, Harmony, Round/Canon, Partner Song, Ostinato, countermelody, Pitch, Staff, Treble clef, melodic notation, Improvisation Learning Targets: I Can 5.ML. I can sing or play with expression and by applying elemental changes (tempo, dynamics, etc.) 5.ML. I can sing and play music independently Criteria For Success: I Will 2

3 5.ML. I can sing or play my part while others sing or play another part 5.ML. I can produce accurate pitch with expanded ranges. 5.ML. I can create harmony with my voice or on instruments. 5.ML. I can sing in harmony using a canon, partner song, ostinato or countermelody? 5.ML.1.3 I can use instruments to perform rhythmic, melodic, and chordal patterns accurately and independently on classroom rhythmic, melodic, and harmonic instruments. Instructional Learning Resources and Activities Bound for South Australia TE p.22 MM Instruments Play a Simple Melody 5 th gr. TE p.72 MM PP Lesson Highlights Integration with Other Curriculum Areas CCR Anchor Standards for Reading: 1, 2, 3 Attend to precision Critical Thinking and Problem Solving Creativity Critical Thinking and Problem Solving Collaboration Creativity 1.3 Use tools strategically Assessment Evaluation/assessment is an integral part of instruction. A combination of teacher, peer, and self -assessment should be employed. The method of assessment used will depend on the purpose of the assessment. Appropriate assessment must be authentic and linked to learning targets that are identified in the North Carolina Essential Standards. The assessment process in as ongoing part of the teaching and learning cycle, and should be used to diagnose, monitor, and summarize student learning. Observation Questioning Discussion Rubrics Checklists Written Products Performance task Portfolio Assessment 3

4 Essential Standard: 5.ML.2 Interpret the sound and symbol systems of music. Q1 Q2 Q3 Q4 Clarifying Objectives: Iredell Statesville Schools Fifth Grade Music Musical Literacy ML 2.1 Interpret rhythm patterns, including whole, half, dotted half, quarter, dotted quarter, eighth, and sixteenth notes and rests in 2/4, 3/4, 4/4, and 6/8 meter signatures. ML 2.2 Recognize pitches on the treble and bass staves, including ledger lines, in order to understand the continuum of standard pitch notation. ML 2.3 Apply understanding of standard symbols and traditional terms for dynamics, tempo, articulation, rhythm, meter, and pitch when reading and notating music ML 2.4 Use standard symbols to notate rhythm, meter, pitch, and dynamics. Interpreting/Knowledge Target Creating/Reasoning Target Responding/Performing Target Connecting/Product Target know musical alphabet distinguish between read melodic notations in identify pitches on treble clef line/space notes treble clef staff evaluate accuracy Perform simple songs on define line/space notes, treble pitched percussion clef, and staff Write simple songs using the treble clef Key Academic Vocabulary Notation, meter Pitch, Treble clef, melodic notation Learning Targets: I Can 5.ML.2.1 I can Interpret (show, explain, read, perform) rhythm patterns, including whole, half, dotted half, quarter, dotted quarter, eighth, and sixteenth notes and rests in 2/4, 3/4, 4/4, and 6/8 meter signatures 5.ML.2.2 I can interpret through voice and/or instruments simple pitch notation in the treble clef in major keys. 5.ML.2.2 I can recognize pitches on the treble and bass staves, including ledger lines, in order to understand the continuum of standard pitch notation. Criteria For Success: I Will 4

5 5.ML.2.3 I can apply understanding of standard symbols and traditional terms for dynamics, tempo, articulation, rhythm, meter, and pitch when reading and notating music. 5.ML.2.4 I can use standard symbols to notate rhythm, meter, pitch, and dynamics. Instructional Learning Resources and Activities 2.2 Drill, Ye Tarriers TE p.54 MM Classroom instruments Kokoleoko TE p.33 MM Integration with Other Curriculum Areas 2.1 CCR Anchor Standards for Reading: 1 Critical Thinking and Problem Solving 2.2 CCR Anchor Standards for Reading: 1 Critical Thinking and Problem Solving Assessment Written Products as well as audio and/or Video Portfolio Self-Assessment Formative Assessment Benchmark Summative Assessment (See Assessment file on the wiki CCR Anchor Standards for Reading: 1 Critical Thinking and Problem Solving 2.4 Critical Thinking Problem Solving 5

6 Musical Literacy Essential Standard: 5.ML.3 Create music using a variety of sound and notational sources. Q1 Q2 Q3 Q4 Clarifying Objectives: ML 3.1 Use improvisation to create short songs and instrumental pieces, using a variety of sound sources, including traditional and non-traditional sounds, body sounds, and sounds produced by electronic means. ML 3.2 Create compositions and arrangements within specified guidelines. ML 3.3 Create rhythmic compositions using notation for whole, dotted half, half, and quarter notes; whole, half and quarter rests; and beamed eighth notes in duple, triple, and common time and which are arranged using a variety of sound sources. Interpreting/Knowledge Target Creating/Reasoning Target Responding/Performing Target Connecting/Product Target Key Academic Vocabulary Improvisation, Body percussion Composition, Duple, Triple, Common time, Arrangement Learning Targets: I Can 5.ML.3.1 I can use improvisation to create short songs and instrumental pieces, using a variety of sound sources, including traditional and non-traditional sounds, body sounds, and sounds produced by electronic means. 5.ML.3.2 I can create compositions and arrangements within specified guidelines. 5.ML.3.3 I can create rhythmic compositions using notation for whole, dotted half, half, and quarter notes; whole, half and quarter rests; and beamed eighth notes in duple, triple, and common time and which are arranged using a variety of sound sources. Instructional Learning Resources and Activities Integration with Other Curriculum Areas 3.1 Criteria For Success: I Will Assessment 6

7 Critical Thinking and Problem Solving Creativity Innovation 3.2 CCR Anchor Standards for Writing: 3, 4, 5, 6 CCR Anchor Standards for Reading: 1, 2, 3 Critical Thinking and Problem Solving Creativity 3.3 Critical Thinking and Problem Solving Creativity 7

8 Musical Response Essential Standard: 5.MR.1 Understand the interacting elements to respond to music and music performances. Q1 Q2 Q3 Q4 Clarifying Objectives: MR Interpret through instruments and/or voice the gestures of the conductor, including meter, tempo, dynamics, entrances, cut-offs, and phrasing, when singing and playing music MR Use music terminology in explaining music, including notation, instruments, voices, and performances MR 1.3 Exemplify appropriate behaviors as a participant and observer of music in relation to the context and style of music performed. MR 1.4 Classify classroom, Western orchestral, and world instruments into categories based on how their sounds are produced. Interpreting/Knowledge Target Creating/Reasoning Target Responding/Performing Target Connecting/Product Target Key Academic Vocabulary string family: violin, viola, cello, string bass, Sitar, ukulele, autoharp, dulcimer, hammered dulcimer, banjo, balalaika, woodwind family: single reed-clarinet, saxophone, double reed-oboe, bassoon, no reed-flute, piccolo, recorder brass family: trumpet, French horn, trombone, tuba percussion family pitched/unpitched World Instruments Learning Targets: I Can Criteria For Success: I Will 5.MR. I can show through instruments and/or voice understanding of conductor gestures, including meter, tempo, dynamics, entrances, cut-offs, and phrasing, when singing and playing music. 5.MR. I can use and know the correct techniques to use when singing or playing instruments. 5.MR. I can explain music using correct terminology of notation, instruments, voices. 5.MR. I can design a set of criteria for evaluating music performances and compositions performance. 5.MR.1.3 I can show appropriate behaviors as a participant and observer of music in relation to the context and style of music 8

9 performed. 5.MR.1.4 I can classify classroom, Western orchestral, and world instruments into categories based on how their sounds are produced. 5.MR.1.4 I can identify the sounds of a variety of instruments and voices. Instructional Learning Resources and Activities 1.4 Theme and Variations of Percussion TE p.64 MM A L M Disk 6 Gr. 5 Integration with Other Curriculum Areas Collaboration Communication Assessment CCR Anchor Standards for Writing: 2, 4 Communication 1.3 Initiative and Self-direction Social and Cross-Cultural Skills 1.4 Reason Abstractly and quantitatively Critical Thinking and Problem Solving 9

10 Contextual Relevancy Essential Standard: 5.CR.1 Understand global, inter-disciplinary, and 21 st century connections with music. Q1 Q2 Q3 Q4 Clarifying Objectives: CR Understand how music has affected, and is reflected in, the culture, traditions, and history of the United States. CR Understand the relationships between music and concepts from other areas. Interpreting/Knowledge Target Creating/Reasoning Target Responding/Performing Target Connecting/Product Target Key Academic Vocabulary Line, color, texture, forn/shape, mood/emotion, Theme, Melody patterns, culture Learning Targets: I Can 5.CR. I can understand how music has affected, and is reflected in, the culture, traditions, and history of the United States. 5.CR. I can understand the relationships between music and concepts from other areas. Instructional Learning Resources and Activities Linstead Market TE p. 241 MM World Map Tumba TE p.161 MM Pollerita TE p.151 MM PP Lesson Highlight Gr. 5 Integration with Other Curriculum Areas Reason Abstractly and quantitatively Social and Cross-Cultural Skills Reason Abstractly and quantitatively Collaboration Communication Criteria For Success: I Will Assessment The ISS Curriculum Guide is adapted from NC DPI 10