State Curriculum - Music

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Grade 4 Grade 5 Grade 6
Standard 1.0 Perceiving and Responding: Aesthetic Education: Students will demonstrate the ability to perceive, perform, and respond to music.: Standard 1.0 Perceiving and Responding: Aesthetic Education: Students will demonstrate the ability to perceive, perform, and respond to music.: Standard 1.0 Perceiving and Responding: Aesthetic Education: Students will demonstrate the ability to perceive, perform, and respond to music.:
1. Develop awareness of the characteristics of musical sounds and the diversity of sounds in the environment
1. Develop awareness of the characteristics of musical sounds and the diversity of sounds in the environment
1. Evaluate application of the elements of music and characteristics of musical sounds as they are used in a variety of genres and styles representative of world cultures
a. Explain characteristics of band and orchestra instruments to support their belonging to the string, woodwind, brass, or percussion family
a. Identify a variety of instruments by sight and sound, including the flute, clarinet, saxophone, trumpet, trombone, tuba, violin, cello, tympani, bass drum, snare drum, cymbals, and xylophone
a. Identify traditional sources of musical sound, world instruments, and non-traditional sources, such as modified instruments, new instruments, and environmental sounds
b. Identify theme and variation form in music when presented aurally
b. Identify rondo form in music when presented aurally
b. Identify and define standard music notation symbols for pitch and rhythm
c. Read music notation including dynamics (p, f, mp, and mf), tempo (allegro, adagio, and moderato), and meter (2/2, 2/4, 4/4, 3/4, 6/8, and 5/4)
c. Read music notation including dynamics (p, f, mp, mf, pp, and ff), tempo (allegro, adagio, moderato, and andante), and meter (2/2, 2/4, 4/4, 3/4, 6/8, 5/4, and 12/8)
c. Listen to and describe music, with attention to form, genre, cultural influences, performance media, and other prominent elements of music
d. Describe environmental sounds heard, with attention to rhythm
d. Describe environmental sounds heard, with attention to tone color and intervals (same, step, skip)
d. Categorize aural music examples representing diverse genres and world cultures, using musical terms
e. Listen to and distinguish among voices as children's, adult male, and adult female
e. Listen to and identify adult voices as soprano, alto, tenor, or bass
e. Listen to and categorize music representing diverse genres and world cultures
  f. Listen to and identify instruments from various world cultures, such as the steel drum, pan pipes, conga drum, gong, tabla, sitar, and guitar
f. Listen to and describe instruments from various world cultures, such as the steel drum, pan pipes, conga drum, gong, tabla, sitar, and guitar
2. Experience performance through singing and playing instruments in general, vocal, and instrumental settings, and listening to performances of others
2. Experience performance through singing and playing instruments in general, vocal, and instrumental settings, and listening to performances of others
2. Develop the skills needed in the performance of music in general, vocal, and instrumental settings
a. Perform accurately simple rhythms at sight from standard notation: tied notes (whole, half, and quarter combinations)
a. Perform accurately simple rhythms at sight from standard notation: four sixteenth notes, eighth rests
a. Demonstrate accuracy and independence in playing in ensembles on a variety of classroom instruments (8 measures)
b. Sing and play a variety of music with accurate intonation and characteristic timbre
b. Sing and play a varied repertoire of music representing diverse genres, styles, and world cultures, adhering to given expression markings
b. Perform accurately vocal or instrumental music representing diverse genres and world cultures
c. Sing partner songs and songs with descants accurately
c. Sing songs accurately in simple two-part harmony using two-staff systems
c. Sing with expression and technical accuracy a stylistically varied repertoire of vocal literature with a level of difficulty of 1, on a scale of 1 to 6, including some songs performed from memory (for students enrolled in vocal performance ensembles)
d. Perform rhythmically and melodically correct ostinatos or chordal accompaniment patterns while other students sing or play contrasting parts
d. Perform accurately and independently instrumental parts while other students sing or play contrasting parts
d. Play with expression and technical accuracy a stylistically varied repertoire of instrumental literature with a difficulty of 1, on a scale of 1 to 6, including some solos performed from memory (for students enrolled in instrumental performance ensembles)
e. Exhibit appropriate performance behavior
e. Sing or play in groups, blending timbres, matching dynamic levels, and responding to the conducting cues of the teacher
e. Sight-read, accurately and expressively, beginning ensemble literature for students enrolled in instrumental performance ensembles. For students enrolled in vocal performance ensembles, sight-read music with a level of difficulty of 1, on a scale of 1 to 6
3. Respond to music through movement
3. Respond to music through movement
3. Respond to music through movement
a. Perform singing games and traditional dances from a variety of world cultures
a. Perform improvised movement to communicate meaning or feeling in music
a. Communicate rhythmic and expressive intent through movement to music in simple and compound meters
b. Conduct music in four meter
b. Conduct music in three meter
 
4. Experiment with standard and individually created symbols to represent sounds
4. Experiment with standard and individually created symbols to represent sounds
4. Read standard notation and apply it to the performance of music
a. Read standard chord symbols and play the represented chords on classroom instruments (I and V chords)
a. Read standard chord symbols and play the represented chords on classroom instruments (I, IV, and V chords)
a. Read and perform music that includes whole, half, quarter notes and rests and two connected eighth notes grouped in duple, triple, quadruple, and mixed meters
b. Write simple rhythm patterns from dictation using quarter, notes, two connected eighth notes, half notes, whole notes and corresponding rests in 2/4 and 3/4 time
b. Write simple melodic patterns from dictation using quarter, eighth, half, whole, dotted half, four sixteenth notes, and corresponding rests (melodic range of five notes, 2 measures)
b. Read and perform a variety of polyphonic music, including rounds and partner songs, through singing or on classroom instruments
c. Create and notate short melodies on the treble staff, using standard notation (2 measures)
c. Create and notate melodies on the treble staff using standard notation (4 measures)
c. Use standard notation to record short dictated melodic phrases and rhythmic patterns (not more than two measures in duple, triple, or quadruple meters; not more than a one-octave diatonic range; rhythms no more complex than whole, half, and quarter notes and rests, and two connected eighth notes)
d. Read and perform simple pitch and rhythm notation on the treble staff in the key of C major, using solfeggio or a comparable system
d. Read and perform simple pitch and rhythm notation on the treble staff in the keys of F and G major, using solfeggio or a comparable system
d. Identify occurrences of transposition in music by sight
    e. Identify contrasting musical ideas in aural and notated examples
    f. Read and perform a variety of polyphonic and homophonic music on classroom instruments
    g. Play simple melodies in treble clef at sight on classroom instruments (4 measures)
    h. Read and perform a variety of polyphonic and homophonic music at a difficulty level of 1, on a scale of 1 to 6 (for students in vocal and instrumental ensembles)
    i. Sight-read individually the melody and rhythm of selected four-measure passages from music at a difficulty level of 1, on a scale of 1 to 6 (for students enrolled in vocal and instrumental ensembles)
 

 

August 6, 2008