5th grade
UNIT OF STUDY: Vocal Music
CLASS: 5th Grade
CONCEPTS: RHYTHM
OBJECTIVES: / PRODUCTION/ACTIVITIES / SKILLS OR CONCEPTS TO LEARN / RESOURCES/EVALUATION1. Review known rhythmic values
- ta, ti-ti, rest, ta-o, half rest, ta-o-ah, ta-o-ah-o, whole rest
2. Add tam-ti, synco-pa, dotted quarter note, single eighth note and eighth rest / 1. Echo clapping rhythmic values
2. Identify rhythmic values in known songs
1. Learn to write and clap new rhythmic value
2. Echo-clap rhythmic patterns using tam-ti and synco-pa
3. Rhythmic dictation / 1. Review of 4th grade
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. MENC 5
1. MENC 5, 6, 8
2. Rhythmic dictation
3. Drawing symbols correctly
4. Note math
CONCEPTS: MELODY
1. Continue work on matching pitches
2. Review known solfedge notes
- Do, Re, Mi, So, La, high Do
3. Add Fa, Low So and Low La
4. Treble and Bass Clef note names
5. Pentatonic Scales / 1. Learn new songs by rote and reading music
2. Echo-sing parts of songs
3. Sing individually and as a group
1. Sing known songs on solfedge
2. Continue writing these notes on the staff
1. Learn new solfedge note names
2. Learn placement in scales
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. Learn that pentatonic scales contain Do, Re, Mi, So, La
2. Learn to write pentatonic scales starting on a given note / 1. Repeat what was heard
1. Review of 4th grade
1. Additional scales notes
2. Scales can be extended beyond one octave
1. Review of 4th grade
2. Pattern of bass clef note names
3. Relationship between treble and bass clef
4. Staff can be extended to any length
1. Vocabulary—penta means five
2. The intervals in scales are always the same / 1. MENC 1
2. Solo singing grades
1. MENC 1, 5
2. Writing assignments of putting notes on staff
1. MENC 5
2. Writing assignments of putting notes on staff
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
CONCEPTS: EXPRESSION (Tone Color, Tempo, Dynamics)
1. Identify different voice types: child, changed woman, and changed man
2. Learn more complex dynamic terms: mezzo forte, mezzo piano, fortissimo, pianissimo
3. Major and minor sounds / 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
1. Identify dynamic markings in printed music
2. Perform a variety of dynamic levels
1. Listen to musical examples using major and minor sounds
2. Sing pieces in both major and minor keys / 1. Voices go through different stages
2. Voices begin to change around this age
3. Boys’ voice changes are more identifiable than girls’
1. Dynamics have a wide variety of levels available
1. Major sounds are happy/higher
2. Minor sounds are sad/lower
3. The tonality of a piece can help express emotion / 1. MENC 1, 6, 8
2. Evaluate ability to distinguish between different voice sounds
1. MENC 5
2. Evaluate ability to perform at correct dynamic levels
1. MENC 6, 9
2. Listening assignments identifying major and minor sounds
CONCEPTS: FORM AND STYLE
1. Identify songs in AB and ABA forms
2. Be able to follow music that contains first and second endings
3. Be able to follow music that contains coda sections / 1. Identify songs in AB and ABA forms
2. Identify repeating sections of music
1. Identify signs and symbols for first and second endings
2. Perform music that contains first and second endings
1. Identify signs and symbols for D.S. or D.C. al Coda
2. Perform music that contains coda sections / 1. How to identify different sections of music
2. How sections of music are alike and different
1. Definition for first and second endings
2. How to perform first and second endings
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 5, 6
2. Evaluate ability to aurally distinguish between two sections of music
1. MENC 1, 5
1. MENC 1, 5
2. Evaluate ability to perform these ‘jumps’ correctly
3. Evaluate ability to define Italian words
CONCEPTS: HARMONY AND TEXTURE
1. Sing 2 and 3 part rounds
2. Sing partner songs
3. Define variation / 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
1. Learn new songs, and then sing 2 or more songs together
2. Divide into parts by classes, boys/girls, seating arrangements
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 / 1. Learn to maintain individual part while hearing a different part
2. Learn to stay together as a group even when singing different parts
1. Definition of partner songs
2. Learn to maintain individual part while hearing a different part
1. Definition of variation
2. Old pieces of music can be varied to create a new composition
3. Ways to create a variation / 1. Evaluate ability to maintain own part
2. MENC 1
1. Evaluate ability to maintain own part
2. MENC 1
1. MENC 3, 4, 6, 9
Revised: Spring 2010
By: Ashley Hellerich
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