Ohio Music Standards: Fifth Grade

Enduring Understandings:

Personal Choice and Vision: Students construct and solve problems of personal relevance and interest when expressing themselves through music.

Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to imagine, create, realize and refine musical works in conventional and innovative ways and to understand the works produced and performed by others.

Authentic Application and Collaboration: Students work individually and in groups to focus ideas and create and perform music to address genuine local and global community needs.

Literacy: As consumers, critics and creators, students evaluate and understand visual and performing artworks and other texts produced in the media forms of the day.

Progress Points:

Students will, at an appropriate developmental level:

1. Sing and play instruments, focusing on how musical elements such as tempo, beat, rhythm, pitch, form, harmony and timbre create meaning.
2. Listen to and perform a wide variety of music from multiple cultures focusing on the historical and cultural significance of the works.
3. Identify and classify voices, musical instruments, roles and careers of musicians.
4. Relate historical information from the study of music to other art forms and disciplines outside the arts.
5. Develop criteria to evaluate solo and group performances of music.

Creating:

1CE Explore and identify musical instruments from different historical periods and world cultures.

2CE Listen to, identify, and respond to music of different composers, historical periods and world cultures.

3CE Identify terms related to form (e.g., D.C. and D.S. al Fine; D.C. and D.S. al Coda; repeat signs, first and second endings).

4CE Recognize and identify longer music forms (e.g., sonata, 12-bar blues, and theme and variations).

5CE Identify elements of music including tonality, dynamics, tempo and meter, using music vocabulary.

6CE Differentiate between melody and harmony.

7CE Identify patterns of whole and half steps in a major scale.

Performing/Producing:

1PR Sing a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, good posture and breath control.

2PR Perform, on instruments, a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, good posture and breath control.

3PR Improvise, compose and arrange music.

4PR Use technology and the media arts to create and perform music.

5PR Read, write and perform rhythm patterns (e.g., 2/4, 3/4 and 4/4 meter) using sixteenth through whole notes including dotted half-note and syncopated rhythms.

6PR Read, write and perform diatonic melodies and the major scale on the treble staff.

7PR Demonstrate appropriate audience etiquette at live performances.

Reflecting/Responding:

1RE  Justify personal preferences for certain musical pieces, performances, composers and musical genres both orally and in writing.

2RE  Discuss contributions of musical elements to aesthetic qualities in performances of self and others.

3RE  Describe how the process of learning in music connects to learning in other arts and other subject areas.

4RE  Defend interpretations of music via dance, drama and visual art using appropriate vocabulary.

5RE  Consider and articulate the influence of technology on music careers.

6RE Develop and apply criteria for critiquing more complex performances of live and recorded music.