5th+grade+Standards

= 5th Grade: =

=**Standard #1 - Expression of Music ** = //**1. Perform using enhanced musical techniques **// Prepared graduates:


 * [|Employ musical skills through a variety of means, including singing, playing instruments, and purposeful movement]
 * [|Demonstrate the processes of development of musical literature from rehearsal to performance, exhibiting appropriate interpersonal and expressive skills, both individually and within ensembles]
 * [|Demonstrate the expressive elements of music - including melody, harmony, rhythm, style, genre, texture, voicing/instrumentation, mood, tonality, and form - through voice, musical instruments, and/or the use of electronic tools]

Evidence Outcomes Students can:


 * 1) Perform four-part vocal and/or instrumental rounds, using movement, and speech (DOK 1-3)
 * 2) Respond to the conductor for phrasing and dynamics (DOK 1-3)
 * 3) Demonstrate proper care of voice and instruments (DOK 1-2)

//**2. Perform more complex rhythmic, melodic, and harmonic patterns **//

Prepared graduates: > Evidence Outcomes Students can:
 * //**[|Perform music with appropriate technique and level of expression at an appropriate level of difficulty in sight reading and prepared performance] **//


 * 1) Perform patterns that include the following rhythms: sixteenth/sixteenth-eighth, eighth-sixteenth/sixteenth, eighth-quarter-eighth, and ties (DOK 1-2)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal; margin: 0px; padding: 0px;">Perform patterns that include the pitches of the major scale (DOK 1-2)
 * 3) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal; margin: 0px; padding: 0px;">Perform I-IV-V chords in the keys of C, F, and G (DOK 1-2)

//**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">3. Perform melodies using traditional notation **//

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">Prepared graduates:


 * <span style="font-family: arial,helvetica,sans-serif; line-height: 19px;">//**<span style="color: #003876; font-family: arial,sans-serif; font-style: normal; font-weight: normal; line-height: normal; text-decoration: none;">[|Demonstrate the expressive elements of music - including melody, harmony, rhythm, style, genre, texture, voicing/instrumentation, mood, tonality, and form - through voice, musical instruments, and/or the use of electronic tools] **//

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">Evidence Outcomes <span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">Students can:


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal; margin: 0px; padding: 0px;">Play and sing notated melodies (12 to 16 measures) with attention to pitch, rhythm, and expressive qualities (DOK 1-3)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal; margin: 0px; padding: 0px;">Play and sing simple melodic notation in treble clef in major and minor keys (DOK 1-2)

=<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Standard #2 - Creation of Music ** = //**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">1. Improvise question and answer and basic musical phrases **//

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">Prepared graduates: >
 * //**<span style="color: #003876; display: inline !important; font-family: arial,sans-serif; font-style: normal; font-weight: normal; line-height: normal; margin: 0px; padding: 0px; text-decoration: none;">[|Display instrumental or vocal improvisation skills by performing extemporaneously what is created in the mind] **//

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">Evidence Outcomes <span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">Students can:


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal; margin: 0px; padding: 0px;">Improvise completion of a given rhythmic or melodic phrase, giving attention to similarities of question and answer in length of phrase, meter, mood, etc. (DOK 2-3)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal; margin: 0px; padding: 0px;">Improvise instrumentally and vocally using I-IV-V chords in 12 bar blues form (DOK 2-3)

//**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">2. Notate simple compositions **//

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">Prepared graduates: >
 * //**<span style="color: #003876; display: inline !important; font-family: arial,sans-serif; font-style: normal; font-weight: normal; line-height: normal; margin: 0px; padding: 0px; text-decoration: none;">[|Create music by composing and/or arranging what is heard or envisioned, in notated or non-notated form, with or without the use of music technology, demonstrating originality and technical understanding] **//

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">Evidence Outcomes <span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">Students can:


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal; margin: 0px; padding: 0px;">Create an eight-measure melody using the treble staff (DOK 2-4)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal; margin: 0px; padding: 0px;">Reproduce notated 8-measure melody provided by the teacher, using the treble staff (DOK 1-2)

=<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Standard #3 - Theory of Music ** = //**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">1. Analyze and apply dynamics, tempo, meter, and articulation using appropriate music vocabulary **//

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">Prepared graduates:


 * [|Demonstrate melodic, harmonic, and rhythmic aural skills through identification, transcription, and vocalization or instrumental playback of aural musical examples]
 * [|Read and employ the language and vocabulary of music in discussing musical examples and writing music, including technology related to melody, harmony, rhythm, style, genre, voicing/orchestration, mood, tonality, expression, and form]

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">Evidence Outcomes <span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">Students can:


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Apply vocabulary for largo, moderato, diminuendo, and slur when describing music (DOK 1-2)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Demonstrate largo, moderato, diminuendo, and slur using movement, voice, and instruments (DOK 1-2)

//**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">2. Analyze, aurally and visually, notation and form in music **//

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">Prepared graduates: > <span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">Evidence Outcomes <span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">Students can:
 * //**<span style="color: #003876; display: inline !important; font-family: arial,sans-serif; font-style: normal; font-weight: normal; line-height: normal; margin: 0px; padding: 0px; text-decoration: none;">[|Demonstrate melodic, harmonic, and rhythmic aural skills through identification, transcription, and vocalization or instrumental playback of aural musical examples] **//


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Visually identify line and space notes and notate pitches on the bass clef staff (DOK 1)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Aurally identify 12-bar blues form (DOK 1-2)

//**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">3. Analyze more complex instrumental and vocal examples **//

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">Prepared graduates: >
 * //**<span style="color: #003876; display: inline !important; font-family: arial,sans-serif; font-style: normal; font-weight: normal; line-height: normal; margin: 0px; padding: 0px; text-decoration: none;">[|Read and employ the language and vocabulary of music in discussing musical examples and writing music, including technology related to melody, harmony, rhythm, style, genre, voicing/orchestration, mood, tonality, expression, and form] **//

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">Evidence Outcomes <span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">Students can:


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal; margin: 0px; padding: 0px;">Aurally and visually identify various world instruments (DOK 1)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal; margin: 0px; padding: 0px;">Aurally identify soprano, alto, tenor, and bass voices (DOK 1)
 * 3) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal; margin: 0px; padding: 0px;">Aurally identify music from various historical periods and cultures (DOK 1-3)

//**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">4. Comprehension and application of melodic, rhythmic, and harmonic patterns **//

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">Prepared graduates:


 * <span style="font-family: arial,helvetica,sans-serif; line-height: 19px;">//**<span style="color: #003876; font-family: arial,sans-serif; font-style: normal; font-weight: normal; line-height: normal; text-decoration: none;">[|Demonstrate melodic, harmonic, and rhythmic aural skills through identification, transcription, and vocalization or instrumental playback of aural musical examples] **//

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">Evidence Outcomes <span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">Students can:


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal; margin: 0px; padding: 0px;">Identify and notate, using sixteenth/sixteenth-eighth, eighth-sixteenth/sixteenth, eighth-quarter-eighth notes and ties (DOK 1-2)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal; margin: 0px; padding: 0px;">Notate eight-beat rhythmic patterns and four-beat melodic patterns dictated by the teacher (DOK 1-3)
 * 3) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal; margin: 0px; padding: 0px;">Aurally and visually identify I, IV, V chords in the keys of C, F, and G (DOK 1-3)
 * 4) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal; margin: 0px; padding: 0px;">Identify the position of whole and half steps in a major scale (DOK 1)
 * 5) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal; margin: 0px; padding: 0px;">Identify and demonstrate the use of accidentals (sharp, flat, and natural signs) (DOK 1-2)

=<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Standard #4 - Aesthetic Valuation of Music ** = //**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">1. Explain and defend personal preferences for specific music **//

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">Prepared graduates:


 * [|Make informed, critical evaluations of the effectiveness of musical works and performances on the basis of aesthetic qualities, technical excellence, musicality, or convincing expression of feelings and ideas related to cultural and ideological associations]
 * [|Develop a framework for making informed personal musical choices, and utilize that framework in the making and defending of musical choices]

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">Evidence Outcomes <span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">Students can:


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Develop and apply appropriate musical and nonmusical criteria to support personal preferences for specific musical styles and works (DOK 1-4)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Discuss the difference between preference for and quality of musical works (DOK 1-3)

//**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">2. Articulate the meaning in music according to elements, aesthetic qualities, and human responses **//

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">Prepared graduates:


 * [|Demonstrate a nuanced understanding of aesthetics in music, appropriate to the particular features of given styles and genres, as it relates to the human experience in music]
 * [|Know the place of each of the participants in the performance environment and practice appropriate audience participation; recognize the place and importance of music in life]

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">Evidence Outcomes <span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">Students can:


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal; margin: 0px; padding: 0px;">Identify and analyze differences in tempo and dynamics in contrasting music selections (DOK 1-3)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal; margin: 0px; padding: 0px;">Explain how people in a particular culture use and respond to specific musical works from that culture (DOK 1-3)
 * 3) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal; margin: 0px; padding: 0px;">Describe the means used to describe images or evoke feelings and emotions in musical works from various cultures (DOK 1-3)
 * 4) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal; margin: 0px; padding: 0px;">Discuss criteria used to make evaluations of musical works and performances (DOK 1-3)
 * 5) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal; margin: 0px; padding: 0px;">Discuss elements of performance in observational and evaluative way, using appropriate music terminology (DOK 1-3)