• Fifth Grade Goals for Music

    I can hear the difference between soprano, alto, tenor and bass voices.

    I can identify a chorus, symphony orchestra, string orchestra, wind band, jazz band by sight and sound.

    I can describe and use previously learned music symbols and terminology  referring to rhythm, melody, timber, form, tempo, including accelerando, ritardando, dynamics, articulation, and meter, including simple and compound, to explain musical sounds presented aurally.

    I can identify and label small and large musical forms such as abac, AB, ABA and rondo, theme and variations presented aurally in simple songs and larger works.

    I can read, write and reproduce previously learned rhythmic patterns using standard notation, including syncopated patterns.

    I can read, write and reproduce extended pentatonic and diatonic melodic patterns using standard staff notation including Fa.

    I can read pitch names on the bass clef.

    I can define previously learned expressive terms and symbols including accelarando, accel., ritardando, rit., simple meter, and compound meter.

    I can identify and use repeat signs, multiple endings, D.C. and D.C. al fine., D.S. al fine, and D.S. al coda.

    I can sing and play classroom instruments with accurate intonation and rhythm independently or in groups.

    I can sing or play a varied repertoire of music such as American folk songs, patriotic music, and folk songs representative of local and world culltures independently or in groups.

    I can move alone and with others to a varied repertoire of music using gross motor, fine motor, locomotor and non-locomotor skills and integrated movement such as hands and feet moving together through folk dance and play.

    I can perform simple two-part music, including rhythmic and melodic ostinati, rounds, partner songs, and counter melodies.

    I can interpret through performance new and previously learned music symbols and terms referring to tempo, including accerlerando, ritardando, dynamics, articulation, and meter, including simple and compound compositions.

    I can improvise and create a 4-beat syncopated pattern in eighth and quarter notes.

    I can improvise, identify, translate and notate a pair of combined melodic ostinati using know rhythms and Do, Re, Mi, Fa and So.

    I can create and conduct a multi-part accompaniment to a song I know.

    I can perform a varied repertoire of songs, movement and musical games representative of diverse cultures such as historical folk songs of Texas, America, Europe and African cultures including, “The Star-Spangled Banner”.

    I can hear the differences between an opera, a musical and music for movies and television.

    I can hear the differences between music of the baroque, classical and romantic periods.

    I can describe changes in timbre, form, tempo, dynamics or articulation in aural examples using appropriate vocabulary.

    I can respond verbally and through movement to short musical examples.

    I can justify personal preferences for specific music works and styles using music vocabulary and evaluate a performance.

    I can relate music to other school disciplines.

    I can exhibit audience etiquette during live and recorded performances.