Form, 5th & 6th Grade
Concept
1-A musical whole begins, continues, and ends.
2-A musical form may be made up of same, varied, or contrasting segments.
3-A series of sounds may form a distinct musical idea within the musical whole.
4-A musical whole may include an introduction, interludes, and an ending segment.
Perform
1-Sing songs with awareness of unity, variety, balance.
2-Be aware of repetition, contrast, phrases, and phrase lengths in the notation.
3-Play instruments with awareness of unity, variety, and balance in the songs performed.
4-Change instrumentation or style of playing in different sections of forms.
Describe
1-Demonstrate knowledge of all aspects of form by planning movements that show repetition, variation, and contrast of
motives and themes.
2-Organize geometric shapes to show form of music heard.
3-Use verbal symbols (letter names) to identify sections of a composition.
4-Observe iconic or notational representation of composition to predict form.
5-Identify introductions, interludes, coda.
Create
1-Create sound compositions using conventional and unconventional sound sources in two- part, three- part, rondo,
theme and variation forms, and free forms.
2-Show the form of music composed in diagrams, pictures, or other graphical ways.
Listen
1-Identify two- part, three- part, rondo, theme and variations, and fugue forms.
2-Analyze long forms in detail. Read line or full scores of music listened to.
Terms
1-whole song
2-part of a song
3-same-similar-different
4-question-answer
5-verse-refrain
6-repeat
7-introduction
8-interlude
9-coda
10-phrase
11-section
12-pattern
13-cadence-home tone
14-AB form
15-Call-response
16-repetition-contrast
17-phrase
18-repeat sign
19-ABA
20-rondo
21-theme and variations
22-motive
23-march
24-suite
25-march
26-opera
27-aria
28-recitative
29-ABACA
30-A A' A" etc.
31-sonata
32-symphony
33-concerto
34-tone poem
35-phrase
36-section
37-movement
38-DC al fine
39-DC al segno
40-Fine
41-sonata and allegro
Icon/Symbol
Harmony/Texture, 5th & 6th Grade
Concept
1- A series of simultaneous sounds may alternate between activity and rest.
2- Two or more musical lines may occur simultaneously
3- Few or many musical lines may occur simultaneously.
4- Chords and melody may move simultaneously in relation to each other.
5- Musical quality is affected by the distance between simultaneously sounded musical lines.
6- Musical quality is affected by the number of and degree of contrast between musical lines sounding simultaneously.
Perform
1- Sing music that has melody alone, melody in canon, melody with countermelodies, melody with harmonic
accompaniment, melodies with countermelodies and accompaniment.
2- Play melodies on recorders, bells, or barraphonic instruments alone, in canon, with ostinato patterns, with harmonic
and rhythm accompaniment.
3- Play harmonic accompaniment by chording or on the cuitar, autoharp, or piano.
4- Sing songs in rounds, with ostinato, chants, with partner songs, and with descants.
Describe
1- Devise visual representations that demonstrate awareness of multiple lines within a musical score and/or chordal
changes in accompaniment.
2- Demonstrate awareness of chord changes by changing movement.
3- Identify verbally the distinctive sound of the I, IV, and V7 chords when heard as chordal accompaniment to melody.
4- Compare and contrast differences in textures using verbal terms such as thick-thin, close together-far apar, or show
visual representations.
5- Verbally identify music heard as homophonic, polyphonic, or monophonic and define differences.
Create
1- Create ostinato patterns, countermelodies, rhythm accompaniments, and harmonic accompaniments by using
conventional chords and sounds or by experimenting withtone clusters, chords in seconds or fourths.
2- Create compositions in two, three, four or more voiced texture.
3- Create ostinatos, descants, and harmony parts for songs sung or played.
4- Create ostinatos, descants, rounds, and harmony parts for sound compositions.
Listen
1- Identify music that is monophonic, polyphonic, homosphonic, or that alternates between homophonic and polyphonic
texture.
2- Identify the number of voices in a texture.
3- Identify fugues and canons.
4- Listen with awarenessof the expressive effect of texture and tone color, especially as combined.
5- Identify the expressive effect of different kinds of harmonies: consonant, dissonant, simple, and complex.
Terms
1- accompany
2- accompaniment
3- chord, chord symbols
4- ostinato
5- round
6- canon
7- I chord
8- IV chord
9- V chord
10- thick/thin
11- heavy/light
12- getting thinner
13- getting thicker
14- tone color
15- monophonic, monophony
16- polyphonic, polyphony
17- homophonic, homophony
18- major
19- minor
20- unison/harmony
21- descant
22- solo
23- tutti
Icon/Symbol
Melody, 5th & 6th Grade
Concept
1- A series of pitches may move up, down, or remain the same.
2- A series of pitches may move up or down by steps or skips.
3- Each pitch within a melody oves in relation to a home tone.
4- A series of pitches bound by the same octave "belong together," forming a tonal set.
5- A melody may be relatively high or low.
6- Individual pitches, when compared to one another, may be higher, lower, or the same.
1- Sing melodic contours accurately within the range:
Perform
2- Sing with awareness of sequential patterns.
3- Sing melodies from notation, using numbers, note names, and sol-fa syllables with hand signals.
4- Sing music that moves scalewise or by leap accurately, identifying intervals.
5- Sing melodies with an awareness of tonal basis and of shifting tonal basis.
6- Write scales for songs performed.
7- Sing with awarenesso f phrase and cadence.
8- Sing songs within range of voices. Be aware of contrast of register and range.
9- Play melodies on recorder, uitar, bells by ear, from notation by note names, and by numbers.
10- Play recorder melodies using simple chromatic alterations (B-flat, F-sharp, C-sharp).
11- Play melodies on pitched instruments, identifying skips and steps on the instruments and in the notation.
12- Play melodies with awareness of tonal center. Build various scales on bells and instruments.
13- Play instruments with awareness of phrase structure and cadences.
14- Play melodies in high and low ranges, with wie and narrow range with awareness of effect of register and range on
playing technique.
Describe
1- Continue to use body scale or improvised movement to demonstrate awareness of step-skip, tonality.
2- Use appropriate terms (including letter names) to identify key, tonality, and modality when hearing music or
observing musical score.
Create
1- Create melodies in all possible media and notate, using graphic or conventional notation.
2- Improvise melodies freely.
3- Create melodies that have conjuct or disjunct motion for expressive effect.
4- Improvise or create melodies on various tonal bases to achieve expressie effects. Notate melodies in conventional or
graphic notation.
5- Create melodic phrases with clearly defined structure.
6- Create melodies in registers and with wide and narrow range to achieve expressive effect.
Listen
1- Identify melodic contours by ear, by using graphic notation and diagram, and by using conventional notation.
2- Identify conjunct or disjunct motion in melodies of music listened to. Show the motion in diagrams or graphic
notation.
3- Identify melodies based on major, minor, pentatonic, whole-tone, chromatic, shifting major-minor scales, and
melodies that are atonal.
4- Identify melodic motives, phrases, and cadences.
5- Identify register and ranges of melodies listened to.
Terms
Icon/Symbol
1- going up
2- going down
3- staying the same
4- step
5- skip
6- leap
7- high, higher
8- low, lower
9- same
10- hometone
11- treble clef
12- bass clef
13- melody
14- melodic shape
15- tonal center
16- major scale
17- minor scale
18- sharp
19- flat
20- natural
21- chromatic scale
22- key
23- intervals
24- key signatures
Rhythm, 5th & 6th Grade
Concept
1-Music may be comparatively fast or slow, depending on the speed of the underlying pulse.
2-Music may become faster or slower by changing the speed of the underlying pulse.
3-A series of pulses may be organized into regular or irregular groupings by stressing certain pulses.
4-Individual sounds and silences within a rhythmic line may be longer than, shorter than, or the same as other sounds
within the line.
5-Individual sounds and silences within a rhythmic line may be longer than, shorter than, or the same as the underlying
pulse.
6-A series of sounds may move from one to the next in either a smoothly connected or a detached manner.
7-Accented sounds within a rhythmic line may sound with, before, or after the stressed underlying beat.
8-The quality of a sound is affected by the way the sound begins, continues, and ends.
Perform
1- Sing with awareness of steady beat
2- Sing with appropriately fast, slow, and changing tempos
3- Sing melodies, stressing accented beats.
4- Sing with awareness of meters in two, three, four, five, six, seven, eight, nine.
5- Sing songs, reading rhythmic notation in all meters.
6- Sing songs, identifying repeated and contrasting rhythm patterns. Sing, reading rhythm notation with all note and rest
values and tied notes.
7- Sing syncopated patterns. Identify and read the syncopated patterns from notation.
8- Sing and play withlegato, staccato, marcato style, as appropriate in response to markings found in music.
9- Play instruments, showing steady beat.
10- Play instruments at appropriate fast, slow, and changing tempos.
11- Play with awareness of meter in two, three, four, five, six, seven, eight, and nine.
12- Play rhythm accompaniments from notation, reading rhythmic notation in all meters.
13- Play rhythm patterns, reading all note and rest values and tied notes in conventional notation.
14- Play both simple and complex rhythm patterns in accompaniments, in songs, and in rhythm compositions.
15- Play syncopated rhythm patterns on pitched and nonpitched instruments by ear and notation.
Describe
1- Demonstrate recognition of complex rhythms by translating them into iconic representation.
2- Use notes and/or icons to describe rhythm of melodies heard, using four lengths of sound or silence including
durations that move in 3-1 relationships.
3- Use rhythm ruler to show length of individual durations in relation to underlying pulse and meter.
4- Verbally identify meter, including asymmetric groupings, and tempo markings.
5- Use movement to show recognition of asymmetric meters.
6- Use icons and/or movement to show differences in articulation when listening to music.
7- Verbally identify symbols that specify articulation within the musical score.
Create
1- Create music that demonstrates steady beat and absence of beat (succession of sounds).
2- Create sound compositions, using tempo for expressive effects.
3- Create musical sound pieces, using unusual or changing meters as the principal idea.
4- Notate compositions in graphic and conentional notation.
5- Create sound pieces having repeated and contrasting rhythm patterns. Create sound pieces having simple and
complex rhythm patterns. Notate compositions with simple patterns in conventional notation.
6- Create sound compositions that have syncopated rhythm patterns. Notate the patterns graphically or in conventional
notation.
Listen
1- Identify music that has a steady beat or no beat.
2- Identify tempos and their expressive effect.
3- Identify tempos and their expressive effect.
4- Identify music that has meters of two, three, four, five, six, seven, and nine. Identify changing meters in music.
5- Identify same, different rhythm patterns. Identify simple and complex rhythm patterns in music listened to.
6- Identify syncopated rhytms in music listened to.
Terms
1- Fast-slow
2- Faster-slower
3- shortest sound
4- tempo
5- steady beat
6- short-long
7- shorter than
8- longer than
9- same as
10- different
11- similar
12- heavy-light
13- sound-silence
14- smooth-bouncy
15- twice as long
16- half as long
17- rhythm of the melody
18- twos
19- threes
20- eighth note/rest
21- quarter note/rest
22- half note/rest
23- tie/slur
24- meter signature
25- legato
26- staccato
27- marcato
28- underlying steady beat
29- pulse
30- tempo
31- adagio
32- largo
33- andante
34- allegro
35- presto
36- ritard
37- accelerando
38- three times as long
39- slur
40- names of common notes and rest
41- sustained
42- detached
43- slurred
Icon/Symbol
Style/Time and Place, 5th & 6th Grade
Concept
1-The way musical elements are combined into a whole reflects the origin of the music.
2-The origin of music is reflected in the way timbre, dynamics, articulation, rhythm, melody, harmony, tempo, and
texture are interwoven within the musical whole.
Perform
1-Sing music in various ethnic styles with correct phrasing and vocal sound.
2-Sing pop music, music of classical, romantic, and contemporary eras with appropriate style.
3-Be aware of different styles in singing.
4-Play appropriate instruments with correct technique and stylistic ideas for various ethnic styles.
Describe
1-Perform dances reflective of particular styles, matching movement to form of song.
2-Use appropriate labels to identify origin (particular culture or era) of music heard.
3-Verbally give reasons for assigning music heard to a particular culture or historical era based on present level of
understanding of contribution of particular elements.
4-Use appropriate labels to identify music of particular culture of era and discuss ways specific elements are used in
music of different times and places.
Create
1-Create music using techniques of various ethnic styles: blues, calypso, country, etc.
2-Improvise on guitar in various scales: major, minor, pentatonic, and blues scales.
Listen
1-Identify music of various ethnic styles and determine stylistic characteristics.
2-Identify and determine characteristics of baroque, classical, romantic, and modern styles.
3-Identify and determine characteristics of various jazz, blues, and popular styles in music listened to.
4-Discriminate between same and different styles between kinds and within kinds of music.
Terms
1-Long ago
2-Far away
3-Lullaby
4-March
5-Name of country/culture of origin.
6-Labels associated with common contemporary groups: bluegrass, jazz, country, rap, etc.
Icon/Symbol
Timbre/Dynamics, 5th & 6th Grade
Concept
1- Music may be comparatively loud or soft.
2- Music may become louder or softer.
3- The quality of a sound is determined by the sound source.
4- The quality of a sound is affected by the material shape, and size of the source.
5- The quality of a sound is affected by the way the sound is produced.
6- The quality of a sound is affected by the number and qualities of sounds occuring at the same time.
7- Sound sources include body, vocal, and environmental.
Perform
1- Sing, observing appropriate dynamic levels. Shape phrases with dynamic variation. Observe dynamic markings in
score when singing.
2- Play appropriate instruments at an appropriate dynamic level when accompaying or playing songs and rhythm
compositions. Observe dynamic markings in the score.
3- Sing with appropriate tone color for expressiveness.
4- Play instruments of appropriate tone color for acoompanying songs.
5- Play instruments, using correct technique, for achieving the best sound.
6- Experiment with techniques to find new sounds on instruments.
Describe
1- Verbally describe changes in dynamics using appropriate image terms as well as selected verbal symbols.
2- Identify symbols in musical score that specify dynamics.
3- Categorize instruments according to family, using correct terminology.
4- Explain reasons for difference in timbre ased on understanding of effect of size, material, shape, and method of
production.
5- Identify common ensembles including contemporary and those from various cultures.
Create
1- Explore dynamic possibilities of sound sources. Include appropriate dynamic markings in sound compositions.
Explore expressive possibilities of dynamic variation.
2- Experiement with the following to find new sources for sound compositions.
---vocal dounds
---body sounds
---room sounds
---"found" instruments in the home, shop, or school
---all classroom instruments
3- Experiment with words and chants.
4- Experiment with tape recordings to preserve and combine sounds in sound compositions.
Listen
1- Identify expressive effect of dynamic variation in music lestened to.
2- Identify tone color of instrument families, individual orchestra and band instruments, the synthesizer, piano, organ,
harpsichord, and ethnic instruments.
Terms
1- loud
2- forte
3- mezzo forte
4- fortissimo
5- soft
6- piano
7- mezzo piano
8- pianissimo
9- getting louder
10- crescendo
11- getting softer
12- decrescendo
13- qualities associated with sounds of instruments: ringing, thumping, etc.
14- voices: male, female
Instruments: Classroom and selected band & orchestra
15- guitar
16- piano
17- organ
18- synthesizer
Orchestra families
19- strings
20- woodwinds
21- brass
22- percussion
Ensembles
23- band
24- orchestra
25- choir
26- rock band
27- jazz combo
28- jazz ensemble
29- mariachi band
30- gamelan
31- steel band
32- duet
33- trio
34- quartet
35- quintet
36- chordophones
37- membranophones
38- idiophones
39- aerophones
40- electrophones
Icon/Symbol