Music Education — Grade 5
All questions and comments about this curriculum should be directed to the North Carolina Department of Public Instruction.
The learner will sing, alone and with others, a varied repertoire of music.
Sing with pitch and rhythmic accuracy.
Match pitch within a developmentally appropriate vocal range, using head tones.
Demonstrate the proper use of breath control while singing a phrase or simple song.
Respond to the cues of a conductor.
Sing with proper vocal technique including head tones, clear diction, and correct posture.
Sing expressively with appropriate dynamics, phrasing, and interpretation.
Demonstrate part-singing skills through singing ostinati, partner songs, rounds, and countermelodies.
Blend vocal timbres and match dynamics while singing in a group.
Sing music representing diverse styles, genres, and cultures.
Show respect for the singing efforts of others.
The learner will play on instruments, alone and with others, a varied repertoire of music.
Play with pitch and rhythmic accuracy.
Play with appropriate technique and posture.
Play expressively using appropriate dynamics, phrasing, and interpretation.
Play independent instrumental parts while others sing and/or play rhythmic, melodic, or harmonic parts.
Respond to the cues of a conductor.
Play music representing diverse styles, genres, and cultures.
Show respect for the instrumental playing efforts of others.
The learner will improvise melodies, variations, and accompaniments.
Improvise rhythmic and melodic question and answer phrases.
Improvise rhythmic and melodic ostinato accompaniments.
Improvise simple major and minor pentatonic and diatonic melodies.
Improvise rhythmic variations and melodic embellishments on familiar melodies.
Improvise increasingly complex songs and instrumental pieces using a variety of sound sources, including electronic media.
Show respect for the improvisational efforts of others.
The learner will compose and arrange music within specified guidelines.
Create and arrange music to accompany readings or dramatizations.
Compose short pieces for voices or instruments using major and minor pentatonic and diatonic scales and varied rhythmic values.
Arrange simple pieces for voices or instruments.
Use a variety of sound, notational, and technological sources to compose and arrange music.
Show respect for the composing and arranging efforts of others.
The learner will read and notate music.
Read whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in 2/4, 3/4, 4/4, and 6/8 meters.
Read melodic notation in the treble clef.
Identify notated pitches in the treble and/or bass clef.
Identify symbols and traditional terms referring to expressive qualities including dynamics and tempo.
Use standard symbols to notate meter, rhythm, pitch, and dynamics in patterns.
Show respect for the reading and notating efforts of others.
The learner will listen to, analyze, and describe music.
Identify music forms when presented aurally including AB, ABA, AABA, Call and Response, Rondo, Theme and Variations, Ballad, and Introduction/Coda.
Demonstrate perceptual skills by conducting, moving to, answering questions about, and describing aural examples of varied musical styles and cultures.
Use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances.
Identify visually and aurally a variety of instruments, including many orchestra and band instruments, and instruments from various cultures.
Identify solo and group vocal timbres including children's voices, and male/female adult voices.
Respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music.
Show respect while listening to and analyzing music.
The learner will evaluate music and music performances.
Devise and use criteria for evaluating performances and compositions of self and others.
Explain, using appropriate music terminology, personal reactions to specific musical works and styles.
Show respect for the musical efforts and opinions of others.
The learner will understand relationships between music, the other arts, and content areas outside the arts.
Identify similarities and differences in the meanings of common terms used in dance, music, theatre arts, and visual arts including line, color, texture, form/shape, rhythm, pattern, mood/emotion, theme, and purpose.
Identify ways in which the principles and subject matter of other content areas taught in the school are related to those of music.
Demonstrate the character traits of responsibility, self-discipline, and perseverance while informally or formally performing music.
The learner will understand music in relation to history and culture.
Identify the style of aural musical examples from various historical periods and cultures.
Describe in simple terms how elements of music are used in music examples from various cultures in the world.
Identify various uses of music, and describe characteristics that make certain music suitable for each use.
Identify and describe roles of musicians in various musical settings and cultures.
Show respect for music from various cultures and historical periods.