5th Grade Vocal Music - Sutton Public Schools

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5th grade
UNIT OF STUDY: Vocal Music
CLASS: 5th Grade
CONCEPTS: RHYTHM
OBJECTIVES:
PRODUCTION/ACTIVITIES
1. Review known rhythmic values
- ta, ti-ti, rest, ta-o, half rest,
ta-o-ah, ta-o-ah-o, whole
rest
1. Echo clapping rhythmic values
2. Identify rhythmic values in
known songs
2. Add tam-ti, synco-pa, dotted
quarter note, single eighth note
and eighth rest
1. Learn to write and clap new
rhythmic value
2. Echo-clap rhythmic patterns
using tam-ti and synco-pa
3. Rhythmic dictation
Revised: Spring 2010
By: Ashley Hellerich
1
SKILLS OR CONCEPTS TO
LEARN
1. Review of 4th grade
RESOURCES/EVALUATION
1. Writing different rhythmic
values
2. Repeating what was heard
3. Learning that sounds do not
always occur on the beat
4. Music’s relationship to math
1.
2.
3.
4.
1. MENC 5
MENC 5, 6, 8
Rhythmic dictation
Drawing symbols correctly
Note math
5th grade
CONCEPTS: MELODY
OBJECTIVES:
PRODUCTION/ACTIVITIES
SKILLS OR CONCEPTS TO
LEARN
1. Repeat what was heard
RESOURCES/EVALUATION
1. Continue work on matching
pitches
1. Learn new songs by rote and
reading music
2. Echo-sing parts of songs
3. Sing individually and as a
group
2. Review known solfedge notes
- Do, Re, Mi, So, La, high
Do
1. Sing known songs on solfedge
2. Continue writing these notes on
the staff
1. Review of 4th grade
1. MENC 1, 5
2. Writing assignments of putting
notes on staff
3. Add Fa, Low So and Low La
1. Learn new solfedge note names
2. Learn placement in scales
1. Additional scales notes
2. Scales can be extended beyond
one octave
1. MENC 5
2. Writing assignments of putting
notes on staff
4. Treble and Bass Clef note
names
1. Review treble clef note names
2. Learn A-G note names of bass
clef lines and spaces
3. Be able to identify bass clef
note names on sight
4. Notes up to 1 ledger line above
or below each staff
1.
2.
3.
5. Pentatonic Scales
4.
1. Learn that pentatonic scales
contain Do, Re, Mi, So, La
2. Learn to write pentatonic scales
starting on a given note
Review of 4th grade
Pattern of bass clef note names
Relationship between treble
and bass clef
Staff can be extended to any
length
1. Vocabulary—penta means five
2. The intervals in scales are
always the same
Revised: Spring 2010
By: Ashley Hellerich
2
1. MENC 1
2. Solo singing grades
1. MENC 5
2. Evaluate ability to identify
treble clef notes
3. Note name flash cards
1. MENC 5, 8
2. Writing assignments placing
notes on staff
5th grade
CONCEPTS: EXPRESSION (Tone Color, Tempo, Dynamics)
OBJECTIVES:
PRODUCTION/ACTIVITIES
1. Identify different voice types:
child, changed woman, and
changed man
1. Listen to recordings with
different voice types
2. Sing with recordings containing
different voice types
3. Discuss the scientific elements
that cause voices to change
2. Learn more complex dynamic
terms: mezzo forte, mezzo
piano, fortissimo, pianissimo
1. Identify dynamic markings in
printed music
2. Perform a variety of dynamic
levels
3. Major and minor sounds
1. Listen to musical examples
using major and minor sounds
2. Sing pieces in both major and
minor keys
Revised: Spring 2010
By: Ashley Hellerich
3
SKILLS OR CONCEPTS TO
LEARN
1. Voices go through different
stages
2. Voices begin to change around
this age
3. Boys’ voice changes are more
identifiable than girls’
RESOURCES/EVALUATION
1. Dynamics have a wide variety
of levels available
1. MENC 5
2. Evaluate ability to perform at
correct dynamic levels
1. Major sounds are happy/higher
2. Minor sounds are sad/lower
3. The tonality of a piece can
help express emotion
1. MENC 6, 9
2. Listening assignments
identifying major and minor
sounds
1. MENC 1, 6, 8
2. Evaluate ability to distinguish
between different voice sounds
5th grade
CONCEPTS: FORM AND STYLE
OBJECTIVES:
PRODUCTION/ACTIVITIES
SKILLS OR CONCEPTS TO
LEARN
1. How to identify different
sections of music
2. How sections of music are
alike and different
1. Identify songs in AB and ABA
forms
1. Identify songs in AB and ABA
forms
2. Identify repeating sections of
music
2. Be able to follow music that
contains first and second
endings
1. Identify signs and symbols for
first and second endings
2. Perform music that contains
first and second endings
1. Definition for first and second
endings
2. How to perform first and
second endings
1. MENC 1, 5
3. Be able to follow music that
contains coda sections
1. Identify signs and symbols for
D.S. or D.C. al Coda
2. Perform music that contains
coda sections
1. Definition for coda
2. Italian words and meanings for
Coda, Del Segno, and Del
Capo
3. How to perform music that
contains a coda
1. MENC 1, 5
2. Evaluate ability to perform
these ‘jumps’ correctly
3. Evaluate ability to define
Italian words
Revised: Spring 2010
By: Ashley Hellerich
4
RESOURCES/EVALUATION
1. MENC 5, 6
2. Evaluate ability to aurally
distinguish between two
sections of music
5th grade
CONCEPTS: HARMONY AND TEXTURE
OBJECTIVES:
PRODUCTION/ACTIVITIES
1. Sing 2 and 3 part rounds
1. Learn new songs as a group,
and then divide into 2 and 3
parts
2. Divide into parts by classes,
boys/girls, seating arrangements
2. Sing partner songs
1. Learn new songs, and then sing
2 or more songs together
2. Divide into parts by classes,
boys/girls, seating arrangements
3. Define variation
1. Listen to music that is varied
slightly from a known piece
2. Identify changes
3.
Create a variation for a simple
piece of music
SKILLS OR CONCEPTS TO
LEARN
1. Learn to maintain individual
part while hearing a different
part
2. Learn to stay together as a
group even when singing
different parts
RESOURCES/EVALUATION
1.
2.
Definition of partner songs
Learn to maintain individual
part while hearing a different
part
1. Evaluate ability to maintain
own part
2. MENC 1
1.
2.
Definition of variation
Old pieces of music can be
varied to create a new
composition
Ways to create a variation
1. MENC 3, 4, 6, 9
3.
Revised: Spring 2010
By: Ashley Hellerich
5
1. Evaluate ability to maintain
own part
2. MENC 1

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