• Goshen Elementary  

    General Music  

    Fifth Grade 

    Curriculum map 

     

    Weeks Sept 8 – October 26:  Foundations of Music 

    • Review basic Elements and Principles of Rhythm
    • Note Values
    • Basic Singing 

      Singing in head voice, using body percussion, and learning proper instrument techniques.

      Musical symbols used in notation.

      Perform varied repertoire through singing, playing instruments, and moving to music.

    • Improvise, create, and save musical ideas using standard and non-standard musical notation.

      Understand how music connects to other arts, eras, places, and other people.

    Weeks October 27 – December 22:  Music is Tuneful    

    • Review basic Elements and Principles of Rhythm
    • Note Values
    • Basic Singing 

      Listen to and perform various melodic, harmonic, and textural pieces through singing, body percussion, and playing instruments, including experience with: unison, ostinatos, rounds/canons, partner songs, major/minor tonalities, repeating and contrasting parts

      Respond to music and perform dances from different historical periods, holidays, and cultures.

    Weeks January 5 – March 11:  Music is Expressive 

    • Review basic Elements and Principles of Rhythm
    • Note Values
    • Basic Singing 

      Explore how dynamics, articulation, and other expressive factors impact a musical performance.

      Perform line and circle dances, including traditional folk dances.

      Describe career paths in music and discuss how sounds and music are used in daily lives.

    Weeks March 12 – May 25:  Music Instruments and Form 

    • Review basic Elements and Principles of Rhythm
    • Note Values
    • Basic Singing 

      Identify and classify classroom, orchestral, folk, and popular music instruments, ensembles, and voice classifications

      • string, woodwind, brass, percussion
      • folk and world instruments
      • solo, duet, trio, quartet, ensemble, etc.
      • soprano, alto, tenor, bass, children’s voices

      Distinguish between repeating and contrasting sections, phrases, and formal structures

      • verse/refrain
      • rondo
      • introduction
      • coda

      theme/variations

       

       

  • Music Georgia Standards of Excellence Georgia Department of Education May 3, 2018 

     General Music Fifth Grade 53.00600  

    Course Description: Enhances previous course through more in-depth exploration of creating, performing, and responding to music, while connecting the world of music to other areas of learning and personal endeavors. 

     Creating  

    ESGM5.CR.1 Improvise melodies, variations, and accompaniments. Improvise rhythmic phrases.  

    1. Improvise melodies and accompaniments.  

    ESGM5.CR.2 Compose and arrange music within specified guidelines.  

    1. Create rhythmic and melodic motives to enhance literature.  
    2. Compose music (with or without text) within an octave scale in simple meter (e.g. quarter notes, quarter rests, barred eighth notes, half notes, half rests, dotted half notes, barred sixteenth notes, whole notes, whole rests, dotted quarter notes, single eighth notes, eighth rests, triplets).  
    3. Arrange rhythmic patterns to create simple forms, instrumentation, and various styles.  

    Performing  

    ESGM5.PR.1 Sing a varied repertoire of music, alone and with others.  

    1. Sing accompanied and unaccompanied melodies within an appropriate range using head voice.  
    2. Sing with others (e.g. rounds, canons, game songs, partner songs, ostinatos).  
    3. Sing multiple songs representing various genres, tonalities, meters, and cultures, including at least one song in a foreign language.  
    4. Sing expressively, following the cues of a conductor.  

    ESGM5.PR.2 Perform a varied repertoire of music on instruments, alone and with others.  

    1. Perform rhythmic patterns with body percussion and a variety of instruments using appropriate technique.  
    2. Perform simple major/minor melodic patterns with appropriate technique.  
    3. Perform body percussion and instrumental parts, including ostinatos, while other students play or sing contrasting parts. 
    4.   Perform multiple songs representing various genres, tonalities, meters, and cultures.  
    5. Perform instrumental parts expressively, following the cues of a conductor.  

    ESGM5.PR.3 Read and Notate music.  

    1. Read, notate, and identify, in various meters, iconic, and standard notation (e.g. quarter notes, quarter rests, barred eighth notes, half notes, half rests, dotted half notes, barred sixteenth notes, whole notes, whole rests, dotted quarter notes, single eighth notes, eighth rests, triplets).  
    2. Read and notate melodic patterns within a treble clef staff.  
    3. Read, notate, and identify standard symbols (e.g. repeat sign, bar line, double bar line, time signatures, crescendo/decrescendo, 1st and 2nd endings, coda, accent mark, accelerando/ritardando, sharp/flat).  

    Responding 

     ESGM5.RE.1 Listen to, analyze, and describe music 

    1. Distinguish between repeating and contrasting sections, phrases, and formal structures (e.g. AB, ABA, verse/refrain, rondo, introduction, coda, theme/variations).  
    2. Describe music using appropriate vocabulary (e.g. fortissimo/pianissimo, presto/largo/moderato/allegro/adagio, legato/staccato, major/minor), intervals (e.g. step, skip, repeat, leap), timbre adjectives (e.g. dark/bright), and texture (e.g. unison/harmony).  
    3. Identify and classify (e.g. families, ensembles) classroom, orchestral, American folk and world instruments by sight and sound.  
    4. Aurally distinguish between various ensembles.  
    5. Aurally distinguish between soprano, alto, tenor, and bass instruments and voices.  
    6. Aurally identify tonal center.  

    ESGM5.RE.2 Evaluate music and music performances.  

    1. Use teacher-provided and collaboratively developed criteria for evaluation of music and music performances (e.g. learned, student composed, improvised).  
    2. Use formal and/or informal criteria to evaluate music and musical performances by themselves and others. 
    3. Refine music performances by applying personal, peer, and teacher feedback.        
    4. Explain personal preferences for specific musical works using appropriate vocabulary.  

    ESGM5.RE.3 Move to a varied repertoire of music, alone and with others.  

    1. Respond to contrasts and events in music with locomotor and non-locomotor movement. 
    2. Perform choreographed and non-choreographed movements.  
    3. Perform line and circle dances, including traditional folk dances.   

    Connecting 

     ESGM5.CN.1 Connect music to the other fine arts and disciplines outside the arts.  

    1. Discuss connections between music and the other fine arts. 
    2. Discuss connections between music and disciplines outside the fine arts.  
    3. Describe various career paths in music. 

     ESGM5.CN.2 Connect music to history and culture.  

    1. Perform and respond to music from various historical periods and cultures.  
    2. Discuss how sounds and music are used in daily lives.  
    3. Describe and demonstrate performance etiquette and appropriate audience behavior.