Music Grade 5

Hazlet Township Public Schools

COURSE OF STUDY FOR Music Grade 5

August 2018 Amanda Healey

Pamela Realmuto

COURSE TITLE: Music

GRADE(S): 5 UNIT NUMBER AND TITLE: Unit 1– Reading and Interpreting Music for the Understanding of Rhythm and Meter. BRIEF SUMMARY OF UNIT: Students will develop an understanding of rhythm and meter through a variety of activities and demonstrate a mastery of these elements through reading, performing, composing and analyzing listening examples.

SUGGESTED TIMELINE: Distributed evenly throughout the entire school year.

*The suggested timeline is subject to change as teachers and program supervisors find necessary. LINK TO CONTENT STANDARDS: Standard: 1.1 (Aesthetics) All students will use aesthetic knowledge in the creation of and in response to dance, music, theater, and visual art. Standard: 1.2 (Creation and Performance) All students will utilize those skills, media, methods, and technologies appropriate to each art form in the creation, performance, and presentation of dance, music, theater, and visual art. Standard: 1.3 (Elements and Principles) All students will demonstrate and understanding of the elements and principles of dance, music, theater, and visual art. Standard: 1.4 (Critique) All students will develop, apply, and reflect upon knowledge of the process of critique. Standard: 1.5 (History/Culture) All students will understand and analyze the role, development, and continuing influence of the arts in relation to world culture, history, and society.

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTANDING):

● How is sound organized in time? A: STUDENTS WILL KNOW: STUDENTS WILL: ● Is silence important in music? ● How to interpret a meter signature. ● How to identify the meter by sound ● Discuss essential and guiding ● How do composers communicate and sight. questions. rhythm to performers? ● Given a series of measures, how to ● Read and perform music with longer assign a meter signature. and progressively more complex ● How to compose rhythmic patterns in rhythm patterns. GUIDING QUESTIONS: a particular meter using whole notes, ● Assign meter signatures to a series of ● How is beat translated into meter? half notes, quarter notes, eighth notes, sixteenth notes, and their respective measures. rests. 1

COURSE TITLE: Music

● How do we count rhythms? ● How to interpret a piece of music that ● Create rhythmic patterns within a contains combinations and variations particular meter using combinations of ● How does style affect how a rhythm is of the groupings above. whole notes, half notes, quarter notes, played? ● How to recognize compound meters. eighth notes, sixteenth notes and their ● Why are some notes beamed together? ● How to tell by looking at a piece that it respective rests. will be syncopated. ● Listen to music in a variety of meters ● Given a measure, can you assign a ● How to play even and uneven rhythms. and discuss the meter. time signature? B: STUDENTS WILL UNDERSTAND THAT: ● Sing songs in a variety of simple and ● Given a time signature, can you create ● The placement of accents will change compound meters and identify the a series of complete measures? the feel of the music. meter signature ● Compound meters can be broken into ● Which beat in a measure is the ● Create a rhythmic background and sets of 2 and 3. strongest? play it while reading a poem as a rap ● Syncopation has accents in unexpected song. ● What is syncopation and how does it places and will sound “jazzy”. affect the sound of the piece? ● Ties, a rest on normally accented beats ● Create lyrics to a given rhythm pattern, and matching up notes and syllables ● What do syncopated notes look like certain rhythmic patterns will make (quarter note = one-syllable word, pair and sound like? their tune sound syncopated. of eighth notes = two-syllable word). ● A meter signature will determine how ● Listen to/read a piece of syncopated many beats are in a measure, not how music and discuss what makes it sound many notes are in a measure. “jazzy” ● Rests have a time value and must be counted just like regular notes. ● Compose rhythmic pieces that include ● The duration of a note depends upon syncopation.

the note’s value and the tempo (speed of the beat).

C: STUDENTS WILL BE ABLE TO: ● Clap, chant and play from progressively more complex notation while maintaining a steady beat. ● Improvise more complex rhythm accompaniments independently and in small groups using classroom instruments. 2

COURSE TITLE: Music

● Explore different ways that rhythms can be written. ● Categorize rhythmic patterns as syncopated or not by sight and sound. ● Separate rhythm patterns into measures based on the meter signature. ● Assign a meter signature to a group of measures. ● Compose and perform rhythmic pieces in a variety of meters. ● Listen to a piece of music and determine the meter.

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

Planned activities: This unit the students will: ● Use rhythm instruments and movement to demonstrate the relative duration of whole notes, half notes, quarter notes, eighth notes, and sixteenth notes. ● Break a series of beats into sets of 2, 3, 4, 6 and assign meter signatures. ● Sing songs in a variety of meters. ● Listen to a piece of music and determine the meter. ● Show the meter in movement. ● Students bring in examples of their own music in 2/4, 3/4, 4/4, 6/8. ● Compose short rhythmic pieces in a variety of meters and perform them. ● Listen to songs that are syncopated, follow the written music and describe what you hear in the music and see on the paper. ● Discuss the rhythmic patterns that make the song sound jazzy. ● Define syncopation. ● Clap syncopated rhythm patterns and analyze why they sound “Jazzy” ● Create a rap/lyrics with given rhythm patterns and/or a pre recorded rhythmic accompaniment. ● Demonstrate understanding of rhythm and meter by participating in smartboard/technology activities.

COURSE TITLE: Music

GRADE(S): 5 UNIT NUMBER AND TITLE: Unit 2 – Reading and Interpreting Music for the Understanding of Pitch and Melody. BRIEF SUMMARY OF UNIT: Students will develop an understanding of pitch and melody through a variety of activities and demonstrate a mastery of these elements through reading, performing, composing and analyzing listening examples.

SUGGESTED TIMELINE: Distributed evenly throughout the entire school year.

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTANDING):

● Do all sounds have pitch? A: STUDENTS WILL KNOW: STUDENTS WILL: ● How can the mood of a piece be ● How to create a melody. ● Discuss the essential and guiding changed? ● How to identify different scales: major, minor, and pentatonic. questions.

● How to identify a sharp, flat or natural ● Compose a melody write it on the staff GUIDING QUESTIONS: in the music. and give it to a friend to play. Accept ● How to change the mood of a piece by ● What is a melody? positive critique. using accidentals. ● How is a melody created? ● How to use a variety of intervals to ● Create a major scale and convert it to minor. ● What is a scale? make their piece more interesting. 4

COURSE TITLE: Music

● How many types of scales are there? ● How to read the notes on the treble ● Compose a song and write it on a staff staff and sing them or play them on a using intervals of a 2nd, 3rd, and 5th. ● Does it matter how many steps you tunable instrument. have in your scale? ● Sing and play songs in a variety of ● How to use a key signature. keys. ● What are half steps and whole steps? ● How to change a song from major to minor. ● Listen to a variety of music and ● What are accidentals? discuss whether they sound major or B: STUDENTS WILL UNDERSTAND THAT: minor. ● What are intervals? ● A series of pitches can be put together ● Demonstrate increased tonal accuracy to form a melody. ● What is a key signature? with an expanded vocal range. ● A variety of scales can be developed ● How can you make your music more by changing the order of half steps and interesting? whole steps. ● Cultures around the world base their music on different scales to create the

unique sound of their culture. ● Accidentals change the sound of the piece by changing the scale it is based on. ● Changing the accidentals will change the mood of the piece. ● An interval is the space between two notes that are placed on the staff. ● The sharps and flats in a key signature affect how you play the notes in the piece. ● A key signature can make a song sound major or minor depending on the home tone.

C: STUDENTS WILL BE ABLE TO: ● Define melody. ● Sing or play progressively more complex melodies by sight. 5

COURSE TITLE: Music

● Improvise a tune based on a pre-written rhythm pattern. ● Write a tune on the staff and give it to a friend to play on a tunable instrument. ● Listen to a piece and determine if it is major or minor.

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

Planned activities: This unit the students will: ● Review the names of the lines and spaces on the treble staff. ● Define melody. ● Students will sing or play melodies of their own music, then try to play them in 2 different keys. ● Sing or play songs in a variety of keys. Identify the key signatures and accidentals in the song and how they alter the pitch. ● Listen to songs and identify them as major or minor. ● Improvise a melody based on a pre-written rhythm pattern. ● Practice writing simple melodies on a staff and give them to a friend to play to see if it sounds the way you thought it would. ● Play melodies with and without the accidentals and discuss how it changes the sound. ● Demonstrate understanding of pitch and melodic direction by participating in smartboard/technology activities.

COURSE TITLE: Music

GRADE(S): 5 UNIT NUMBER AND TITLE: Unit 3– Reading and Interpreting Music for the Understanding of Harmony. BRIEF SUMMARY OF UNIT: Students will develop an understanding of harmony through a variety of activities and demonstrate a mastery of this element through reading, performing, analyzing listening examples.

SUGGESTED TIMELINE: Distributed evenly throughout the entire school year.

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTANDING):

● What is harmony? A: STUDENTS WILL KNOW: STUDENTS WILL: ● How is harmony created? ● How harmony is created. ● How to tell what type of harmony is ● Identify the type of harmony being ● How do composers communicate being used by sight and sound i.e. used in a song. harmony to performers? round, countermelody, partner songs, ● Improvise simple harmonic ostinato and chords. accompaniments for songs. ● Is there harmony in the music of ● How to build a chord. today? ● Where to find the chord names to ● Find the chord progression that will be used to accompany the song. accompany a song.

COURSE TITLE: Music

● How to play chords on a xylophone or ● Build I, IV, and V chords in C, F, and GUIDING QUESTIONS: piano. G on a staff. ● How to sing chords in groups. ● Play I, IV, and V chords on piano, ● How does unison differ from xylophone, or boomwhackers to harmony? B: STUDENTS WILL UNDERSTAND THAT: accompany a song. ● What are some ways to make ● Unison and harmony are opposites. harmony? ● There are many ways to create harmony. ● What is a chord? ● Harmony can be created within the song itself or in the accompaniment. ● How can we build a chord? ● Some types of music use particular ● How are chords used? chord progressions i.e. rock and roll. ● Not all instruments can play chords ● What is an accompaniment? alone, but a group of tunable instruments can create chords together. ● What instruments are usually used for accompaniment? C: STUDENTS WILL BE ABLE TO: ● Sing songs with different types of ● How can you tell what chords to play harmony with an emphasis on chordal by looking at the music? harmony. ● Can all instruments play chords? ● Play chords to accompany a song. ● Follow a grand staff. ● Can chords be sung? ● Build chords on the staff and perform them on instruments and vocally.

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

Planned activities: This unit the students will: ● Review the ways to make harmony by singing or playing examples of round, countermelody, partner songs and ostinato. ● Students bring in musical examples that use any of these ways to make harmony. 8

COURSE TITLE: Music

● Show a round in movement. ● Practice building I, IV, and V, chords in the key of C on a staff and with tunable instruments such as xylophone, piano, or boomwhackers. ● Sing songs while students play the root of the chord, then add other students to play the whole chord as the accompaniment. ● Listen to/sing a 50’s rock and roll song and discuss the chords being used. Students bring in musical examples that use this 1950’s chord progression. ● Build the I, IV, and V chords in the appropriate key and use xylophones to accompany the song. Demonstrate the shared notes in the chords on xylophone, piano or boomwhackers. ● Demonstrate understanding of harmony by participating in smartboard/technology activities.

COURSE TITLE: Music

GRADE(S): 5 UNIT NUMBER AND TITLE: Unit 4 - Reading and Interpreting Music for the Understanding of Form and Expressive Qualities BRIEF SUMMARY OF UNIT: Students will develop an understanding of form and expressive qualities through a variety of activities and demonstrate a mastery of this element through reading, performing, composing and analyzing listening examples.

SUGGESTED TIMELINE: Distributed evenly throughout the entire school year.

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTANDING):

● What is form? A: STUDENTS WILL KNOW: STUDENTS WILL: ● How does a composer communicate ● How to create a simple theme. ● Discuss the essential and guiding form to the performer? ● How to change a theme by adding dynamics. questions. ● How does the form of the music affect ● How to change a theme by adding ● Listen to a piece of music in theme and its performance? tempo changes. variations form, identify the theme and ● How to make a theme sound different discuss how it was changed in each ● Does a composer communicate how by using instruments with different variation. he/she wants a piece played or is it left tone colors. up to the performer?

COURSE TITLE: Music

● Does the music of today have the same ● How to change the mood by changing ● Follow a listening map and identify forms and expressive qualities as major to minor or adding different and explain each variation. music of the past? harmonies. ● With a partner or group, create a piece

in theme and variations form. B: STUDENTS WILL UNDERSTAND THAT: GUIDING QUESTIONS: ● A composer will use dynamics, tempo, ● Play compositions for the class and ask rhythm, meter, harmony and the students to identify the variations. ● What forms have we learned about/ instrument changes to create a theme Accept positive critique. discussed in the past? and variations. ● Sing and play songs with the dynamics ● What is a theme? ● A theme is a short tune. and tempi that the composer indicated. ● Theme and variations is a form that ● How can you play a theme in a way begins with a basic tune, then that makes it sound a little different variations are created by changing the (variation)? tune in different ways. ● Music is not always played at the same ● What can you add to the music to let volume, but rather has dynamic the performer know how you want the changes throughout. music played? ● Music is not always played at the same ● What are dynamics? speed, but rather has tempo changes throughout. ● What is tempo? ● Tempo and dynamic changes can be used to change the emotional response ● How can you change the rhythm or of the listener. meter? ● The instruments chosen will affect the ● How can you create a new mood mood of the piece. (instrumentation, accidentals, tempo, ● Changing the rhythm to an uneven or dynamics, etc.)? syncopated style will change the feel of the music. ● What kind of harmony could be added ● Changing a theme from major to minor to make a piece sound different? will change the mood of the piece.

C: STUDENTS WILL BE ABLE TO: ● Create a theme. ● Change the theme by playing it with

COURSE TITLE: Music

different dynamics, tempo, rhythm, meter, instruments or harmonies to create a theme and variations piece. ● Sing and play songs with appropriate dynamics. ● Sing and play songs with tempo changes. ● Listen to a piece of music and discuss the mood it creates. ● Listen to a theme and variations piece and discuss how the theme was changed in each variation.

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

Planned activities: This unit the students will: ● Review the forms that we have learned such as AB, ABA, Rondo. ● Review Theme and Variations. ● Students can bring in examples of music that are in these forms. ● Listen to examples of Theme and Variations and follow a listening map that shows how the variations are accomplished. ● Discuss the expressive qualities that would change the mood of a piece or have an effect on the emotional response of the listener. ● Teacher demonstrations of changes of a theme with possible variations in dynamics, rhythm, tempo, meter, instrumentation, tonality, harmonies etc. ● Work with a partner or group to create a Theme and Variations. Play it for the class. ● Students bring in examples of their own music that could demonstrate any or all of these attributes. ● Discuss movies that students have seen and what emotional reactions they had. Did the music have an effect on their response? ● Play examples of movie music. Listen and discuss emotional responses. ● Demonstrate understanding of form and expressive qualities by participating in smartboard/technology activities. ● Follow listening maps and track the tempo and dynamic changes.

COURSE TITLE: Music

GRADE(S): 5 UNIT NUMBER AND TITLE: Unit 5– Reading and Interpreting Music for the Understanding of History, Culture, and Style BRIEF SUMMARY OF UNIT: Students will develop an understanding of historical and cultural origins and style through a variety of activities and demonstrate a mastery of this element through reading, performing, composing and analyzing listening examples.

SUGGESTED TIMELINE: Distributed evenly throughout the entire school year.

ESSENTIAL QUESTIONS THAT WILL ESSENTIAL KNOWLEDGE, SKILLS, AND ASSESSMENT (EVIDENCE OF FOCUS TEACHING AND LEARNING: ENDURING UNDERSTANDINGS: KNOWLEDGE AND UNDERSTANDING):

● Does the music of all cultures sound A: STUDENTS WILL KNOW: STUDENTS WILL: the same? ● What to listen for in order to decide ● Discuss the essential and guiding ● Has music changed through history? what culture or historical period a piece of music comes from. questions. ● What is style? ● The characteristics of certain styles of ● Discuss their understanding of a music. variety of historical periods, cultures ● How does music impact our lives? ● Composers such as: Mozart, and styles. Beethoven, Sousa, Grieg, Gould, ● Why do we listen to music? Stravinsky, Copland, Meredith Wilson, ● Identify form and style through listening activities.

COURSE TITLE: Music

GUIDING QUESTIONS: John Williams, Desmond, Brubeck and ● Discuss how music developed over ● How is the music of the Far East others. time in response to issues, events, different from Western music? ● Music has a chronology. cultures and changes in society. ● Some of the careers available in the ● Sing, play, and create music in a ● Why does music from the Caribbean field of music. variety of styles. have a certain sound? ● How American music developed from ● What makes Calypso, Reggae, Folk Spirituals, through Blues and Jazz, to ● Add accompaniments and rhythms to Music, Blues, Country, Gospel, Jazz, Rock and Roll, Pop, and Rap. change the perceived style or mood of R & B, Rap, etc. different from each ● Music can have different purposes a piece. other? such as: work songs, war songs, ● Compare and contrast the music of a protest songs, peace songs as well as variety of composers. ● Does music have a purpose other than songs for entertainment. background noise or entertainment? ● Research musical careers. ● When and how did Rock and Roll B: STUDENTS WILL UNDERSTAND THAT: ● Discuss how advancements in ● Outside forces and technological begin? technology have changed the way advancements have affected the music is written, played, and recorded ● What types of music started in development of music. over time. America? ● Music has developed differently in different cultures. ● Listen to music from movie ● What careers are related to the music ● There are styles of music that started in soundtracks and describe what type of field? America and developed into other scene might be showing on the screen.

American styles through time. ● Watch a scene and decide what type of ● Knowledge of historical periods and music/instrumentation best goes with cultures will help you to interpret the it. music. ● Changing the way you play a rhythm i.e. from even to uneven or syncopated will change the style. ● Music has a chronology.

C: STUDENTS WILL BE ABLE TO: ● Identify music from various historical periods. ● Identify music from diverse cultures. ● Identify music of different genres.

COURSE TITLE: Music

● Add accompaniments or rhythms that would change a song from one style to another. ● Compare and contrast the music of a variety of composers. ● Suggest songs and musical genres that developed as a result of issues, scientific advances and events in society. ● Sing, play, and create music in different styles. ● Identify and explain some of the careers available in the field of music.

SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:

Planned activities: This unit the students will: ● Discuss composers, historical periods and styles as we listen to music and progress through the units. ● Watch videos of composers to get a feel for the time period in which they wrote. ● Sing songs and listen to music in a variety of styles and discuss the characteristics of each style. ● Discuss how the music of America developed from Black Spirituals, through Blues and Jazz, to Rock and Roll, Pop, and Rap. ● Listen to and sing songs that were written for a purpose and discuss the issues and events in society upon which they were based. ● Students will bring in appropriate music that has a purpose such as songs that talk about social issues, songs that teach, or protest songs, etc. ● Make changes in music that could change the mood or emotional response of the listener. ● Create songs in a variety of styles. ● Watch video clips of Broadway shows that demonstrate different styles and cultures. ● Students bring in example of music that represent different periods of history, styles or cultures etc. ● Discuss career possibilities in the field of music. ● Demonstrate understanding of history, culture, and style in music by participating in smartboard/technology activities.

COURSE TITLE: Music

Scope and Sequence Overview:

1 2 3 4 5 6 7 8 9 Units 1-5 Units 1-5 Units 1-5 Units 1-5 Units 1-5 Units 1-5 Units 1-5 Units 1-5 Units 1-5

10 11 12 13 14 15 16 17 18 Units 1-5 Units 1-5 Units 1-5 Units 1-5 Units 1-5 Units 1-5 Units 1-5 Units 1-5 Units 1-5

19 20 21 22 23 24 25 26 27 Units 1-5 Units 1-5 Units 1-5 Units 1-5 Units 1-5 Units 1-5 Units 1-5 Units 1-5 Units 1-5

28 29 30 31 32 33 34 35 36 Units 1-5 Units 1-5 Units 1-5 Units 1-5 Units 1-5 Units 1-5 Units 1-5 Units 1-5 Units 1-5