Saturday, November 14, 2009

What Should They Be Learning: Fifth Grade

Fifth Grade
What Should They Be Learning?
By C. Roskos

• Major and minor scale
• Modes (all)
• Treble and Bass Clef
• Tonic and Dominant degrees of the scale
• Recognize, improvise and create melodies in all the modes
• Staff (relate to “hand staff”), recognize line and space note names in the Treble staff
• Identify the use of sharps and flats
• Manipulate, read and play melodic patterns from notation


• sing 2 and 3 part rounds and canons
• sing 2 part songs
• sing partner songs
• Descants
• Major Tonic, Subdominant, and Dominant chords
• Minor chords
• Identify the 4 vocal parts SATB


• All the previously learned rhythms, including syncopation
• 16th notes and their various groupings
• All the previously learned dynamics
• sfzz…

Tempo: Largo/Presto, fermata

• 2/4
• 4/4
• 3/4
• Uneven: 5/4, 7/4, 9/4
• Mixed meters
• Complex meters

• Compose a song/melody in ABA form
• Compose a piece in Rondo form
• Themes and Variations
• 1st and 2nd endings

• Add color parts/sound effects to poems, haiku, stories and songs
• Staccato/legato


• All of the previously learned movement skills
• Knows left and right
• Complimentary Statues (fill in the gaps of the other statue)
• All 4 levels of body percussion (stomps, pats, claps, and snaps)
• Experience movement in 2/4, 4/4, ¾, 6/8, 5/4, and other uneven and mixed meters
• Dramatize Art
• Create a visual “picture” to accompany music
• Multicultural Dances
• Folk Dance:
o See previously learned skills, plus grand right and left, and other more complicated moves that require knowledge of right and left
o Longways Sets (complicated), Circle Dances (complicated), Sicilian Circle Dances, Square Dances, Contra Dances


• Plays pitched instruments with expression, demonstration control of mallets by responding to conductors cues and playing various dynamics
• Solo improvisation on pitched instruments
• Creates melodies in all scales and modes and creates accompaniments for their melodies
• Accompanies songs with Tonic, Subdominant and Dominant Chords
• Drum Ensembles


• Collaborate together in a musical play
• Music History: American (including spirituals, gospel, work songs, blues, and rock and roll), Western, Multicultural
• Compare and contrast works of art and music based upon the same event, subject, or mood
• Demonstrate appropriate audience behavior
• Evaluates their own performances

1 comment:

  1. I posted all of the rest, 3rd, 4th, and 5th. feel free to edit or add as needed.