5th Grade Curriculum Map
edited 2011
Unit 1 First nine weeks
Elements:
Rhythm
Tempo
Core Content and Program of Studies
Content Terms
I can statements
AH-05-1.1.1
Students will identify or describe elements of
music in a variety of music.
Rhythm - time
signature (2/4, 3/4, 4/4),
bar lines, rhythmic
durations (whole, half,
quarter, eighth notes
and rests), measure
Tempo- steady beat,
slower or faster
-I can write a rhythmic pattern.
-I can identify rhythmic durations
(note values).
-I can read rhythmic patterns.
-I can explain time signatures.
-I can compare different tempos.
-I can explain the purposes of West
African music.
-I can list the instruments used in
West African music.
-I can sing.
-I can play instruments.
-I can move to music.
-I can listen to music.
-I can write a rhythm.
AH-5-SA-S-Mu1
Students will recognize and identify elements
of music (rhythm, tempo, melody, harmony,
form, timbre, dynamics) using musical
terminology
AH-04-SA-S-Mu2
Students will use the elements of music while
performing, singing, playing instruments,
moving, listening, reading music, writing
music, and creating music independently and
with others
AH-04-SA-S-Mu3
Students will listen to and explore how
changing different elements results in different
musical effects
Culture/Purpose:
West African
AH-05-2.1.1
Students will identify how music has been a
part of cultures and periods throughout
history.
AH-5-HA-S-Mu1
Students will associate music they listen to or
perform with specific cultures (Native
American, Appalachian, West African);
describe how the music reflects the cultures
Meter charts
brain pop
zudio-arts tool kit
drinking gourd
Hot marimba
Marimba mojo
D.R.U.M.
120 singing games and dances for
elementary schools
Youtube---obies
Brainpop.com
Oops Games
Music Arts Toolkits--Music
Around The World DVD excerpts
Rhythm Dice Games book
Similarities and
differences in the use of
music (e.g., ceremonial
purposes) and the use of
elements of music among
cultures
West African – drums,
rattles, thumb piano);
polyrhythm
Purposes:
C(eremonial)
A(rtistic expression)
R(ecreational)
AH-5-HA-S-Mu3
STRUCTURE learning target: Students will understand elements and styles of music by responding, critiquing and using technology.
HUMANITIES learning target: By experiencing the music of different cultures, students will understand the major role of music in defining
cultures, past and present.
PURPOSES learning target: Students will understand that music fulfills a variety of purposes in society with value and significance in daily life
and communication.
PROCESSES learning target: Students will understand and appreciate music through creating, performing, and responding which can be
extended through the use of technology.
5th Grade Curriculum Map
edited 2011
Students will describe distinguishing
characteristics of the music of specific
cultures using music terminology (e.g.,
polyrhythms in African music not in Native
American)
STRUCTURE learning target: Students will understand elements and styles of music by responding, critiquing and using technology.
HUMANITIES learning target: By experiencing the music of different cultures, students will understand the major role of music in defining
cultures, past and present.
PURPOSES learning target: Students will understand that music fulfills a variety of purposes in society with value and significance in daily life
and communication.
PROCESSES learning target: Students will understand and appreciate music through creating, performing, and responding which can be
extended through the use of technology.
5th Grade Curriculum Map
edited 2011
Unit 2 Second nine weeks
Elements:
Melody
Harmony
Dynamics
Core Content and Program of Studies
Content Terms
AH-05-1.1.1
Students will analyze or explain the
use of elements of music in a variety
of music.
Melody - shape,
direction (pitches move
up, down, by step, by
skip, stay the same),
treble clef sign, pitch
notation (notes from
middle C to F at top of
treble clef staff), high
vs. low notes (pitches)
Harmony - parts (notes
performed together to
create harmony),
major/minor (aurally);
unison (non-harmony)
AH-5-SA-S-Mu1
Students will recognize and identify elements
of music (rhythm, tempo, melody, harmony,
form, timbre, dynamics) using musical
terminology
AH-5-SA-S-Mu3
Students will listen to and explore how
changing different elements results in
different musical effects
Culture/Purpose:
Colonial/
Native American
AH-5-HA-S-Mu1
Students will associate music they listen to or
perform with specific cultures (Native
American, Appalachian, West African);
describe how the music reflects the cultures
AH-5-HA-S-Mu2
Students will associate music they listen to or
perform with the Colonial American period in
history; describe how the music reflects the
Colonial American time period (e.g. work
songs, patriotic songs, folk music; European
influences)
AH-5-HA-S-Mu3
Students will describe distinguishing
characteristics of the music of specific
cultures using music terminology (e.g.,
polyrhythm in African music not in Native
American)
Native American –
rattles, drums, flutes,
Colonial American (e.g.,
work songs, game songs,
patriotic music, lullaby,
folk
Purposes:
C(eremonial)
A(rtistic expression)
R(ecreational)
I can statements
-I can analyze pitch direction (up,
down, and stay the same).
-I can analyze pitch movement (step
and skip).
-I can identify the letter names of the
treble clef staff.
-I can explain the difference between
unison and harmony.
-I can explain the purposes of Colonial
America music.
-I can explain the purposes of Native
American music.
-I can identify the instruments used in
Native American music.
-I can explain the European influence
on American music.
-I can sing.
-I can play instruments.
-I can move to music.
-I can listen to music.
-I can create and notate simple
melodies.
-I can create and perform
accompaniments.
Johnny Has Gone for a Soldier
(minor)(European Influence) –
American Folk Videos (Heritage)Schule Rune (Gaelic tune)
p. 188 CD, 9-21
Recorders
Boomwhackers
Video-Music of Colonial
Williamsburg
Music Ace and Music Ace 2
Arts & Humanities Book
Oops Game
Back To Rock Activities
Ezekiel Saw The Wheel
Down The River
Music Toolkit Native American
DVD excerpts
Music Tech Teacher
Quaver Music
Orff
tonematrix
STRUCTURE learning target: Students will understand elements and styles of music by responding, critiquing and using technology.
HUMANITIES learning target: By experiencing the music of different cultures, students will understand the major role of music in defining
cultures, past and present.
PURPOSES learning target: Students will understand that music fulfills a variety of purposes in society with value and significance in daily life
and communication.
PROCESSES learning target: Students will understand and appreciate music through creating, performing, and responding which can be
extended through the use of technology.
5th Grade Curriculum Map
edited 2011
AH-5-HA-S-Mu2
Students will associate music they listen to or
perform with the Colonial American period in
history; describe how the music reflects the
Colonial American time period (e.g. work
songs, patriotic songs, folk music; European
influences)
Unit 3 Third nine weeks
Elements:
Core Content and Program of Studies
Content Terms
I can statements
AH-5-SA-S-Mu1
Students will recognize and identify elements
of music (rhythm, tempo, melody, harmony,
form, timbre, dynamics) using musical
terminology
AH-5-SA-S-Mu3
Students will listen to and explore how
changing different elements results in
different musical effects
AH-5-SA-S-Mu4
Students will recognize, describe and compare
various styles of music (spirituals, game
songs, folk songs, work songs, lullabies,
Form - call and
response, two-part
(AB), three-part (ABA),
round, verse/chorus,
repeat signs
-I can tell the difference between 2part (AB, verse/chorus) and 3-part
(ABA).
-I can explain call and response.
-I can explain a round.
-I can identify repeat signs.
-I can list the orchestral instruments
by family.
-I can explain the progression of
dynamics from piano to forte.
-I can recognize high and low voices.
-I can explain how sound is produced
in each instrument family of the
"Away To America" (MM)
Form
Tone Color/Timbre
Styles:
Appalachian
Dynamics – soft (piano
– p), medium soft
(mezzo piano – mp),
medium loud (mezzo
forte – mf), loud (forte –
f)
"Joshua Fought The Battle of
Jericho" (MM)
"Day-O" (MM)
"Row, Row, Row Your Boat"
"Morning Comes Early" (MM)
"Getting To Know The
Instruments" Video"
STRUCTURE learning target: Students will understand elements and styles of music by responding, critiquing and using technology.
HUMANITIES learning target: By experiencing the music of different cultures, students will understand the major role of music in defining
cultures, past and present.
PURPOSES learning target: Students will understand that music fulfills a variety of purposes in society with value and significance in daily life
and communication.
PROCESSES learning target: Students will understand and appreciate music through creating, performing, and responding which can be
extended through the use of technology.
5th Grade Curriculum Map
edited 2011
patriotic, bluegrass)
AH-05-1.1.2
Students will identify and describe various
styles of music (spirituals, game songs, folk
songs, work songs, lullabies, patriotic,
bluegrass).
Timbre (tone color) recognize different
qualities of musical
sounds, orchestral
instruments by family brass, woodwind,
string, percussion, how
instrument sounds are
produced, human voices
(high voices, low voices)
orchestra.
-I can compare various styles of music.
-I can explain the purposes of
Appalachian music.
-I can list the instruments used in
Appalachian music.
"God Bless America" (MM)
"Follow The Drinkin' Gourd"
(MM)
"Lullaby And Dance"
"Hall of The Mountain King"
Midisaurus
Quavermusic
-Spirituals, game songs,
folk songs, work songs,
lullabies, patriotic,
bluegrass
Groovycity
"Singing On The Trail" (MM)
Appalachian – dulcimer,
fiddle, banjo, guitar
musictechteacher.com
"Shady Grove" (MM)
Purposes:
C(eremonial)
A(rtistic expression)
R(ecreational)
"Cotton-Eyed Jo" (MM)
Music Toolkit Appalachian
excerpts
Backwoods Heritage (CD and
book)
"Rocky Mountain"
Unit 4 Fourth nine week
Core Content and Program of Studies
Content Terms
I can statements
STRUCTURE learning target: Students will understand elements and styles of music by responding, critiquing and using technology.
HUMANITIES learning target: By experiencing the music of different cultures, students will understand the major role of music in defining
cultures, past and present.
PURPOSES learning target: Students will understand that music fulfills a variety of purposes in society with value and significance in daily life
and communication.
PROCESSES learning target: Students will understand and appreciate music through creating, performing, and responding which can be
extended through the use of technology.
5th Grade Curriculum Map
edited 2011
Analysis and
Enrichment
All Core Content and Program of Studies
from Units 1-3
AH-5-SA-S-Mu2
Students will use the elements of music while
performing, singing, playing instruments,
moving, listening, reading music, writing
music, and creating music independently and
with others.
AH-05-1.1.1
Students will analyze or explain the use of
elements of music in a variety of music.
All content terms from
Units 1-3
-I can compare/contrast music from
West African, Native American,
Appalachian, and Colonial periods
using at least three elements of music.
-I can compare various styles of music.
-I can explain the three purposes of
music (ceremonial, artistic expression,
and recreational {CAR})
-I can define all musical elements.
-I can recognize that technology can
be used to create or enhance new
music.
Refer to Quarters 1--3
STRUCTURE learning target: Students will understand elements and styles of music by responding, critiquing and using technology.
HUMANITIES learning target: By experiencing the music of different cultures, students will understand the major role of music in defining
cultures, past and present.
PURPOSES learning target: Students will understand that music fulfills a variety of purposes in society with value and significance in daily life
and communication.
PROCESSES learning target: Students will understand and appreciate music through creating, performing, and responding which can be
extended through the use of technology.