Grade 5 Specific Expectations and Themes

Grade 5 Specific Expectations and Themes

By the end of Grade 5, students will:

September: Singing and Playing Music
C1.1 - sing and/or play, in tune, from musical notation, unison and two-part music with accompaniments, from a wide variety of cultures, styles, and historical periods (e.g., perform a recorder duet that has a variety of rhythmic and melodic patterns)

October: Expressing Reactions and Responses to Music
C2.1 - express detailed personal responses to musical performances in a variety of ways (e.g., describe the sounds of a steel band, using musical terminology; analyse a movement from Vivaldi’s Four Seasons in a think-pair-share listening activity, and describe their feelings and personal impressions; compare the mood of a piece from today and a piece from the baroque period, using Venn diagrams)

November: Identifying Music in Their Own Lives

C3.1 - identify and describe some of the key influences of music within contemporary culture (e.g., describe the use of music in film and advertising; identify effects of musical trends on young people’s musical tastes; describe examples of fusion in different musical styles and genres)

December: Describing Elements of Music
C2.2 - identify the elements of music in the music they perform, listen to, and create, and describe how they are used (e.g., timbre: describe how brass instruments are used in a marching band; duration: clap dotted rhythm patterns in a fanfare, describe how a slow tempo contributes to the mood of a funeral march, describe the use of syncopation in rhythms in Latin American music; form and texture: graphically portray the layering of melodies in a round; dynamics: relate the soft or loud sounds in a ballad to the meaning of the text)

January: Applying Elements of Music When Playing
C1.2 - apply the elements of music when singing and/or playing, composing, and arranging music to create a specific effect (e.g., form, timbre: create a rondo [ABACADA form] using a familiar song as the repeating A section, and compose short rhythmic or melodic materials for the B, C, and D sections using pitched or non-pitched percussion instruments, found sounds, recorders, or body percussion)

February: Identifying Music From Different Cultures
C3.2 - demonstrate an awareness of the use of music and musical instruments in various traditions, from early times to today (e.g., describe the use of the drum in various cultures, including Abo¬riginal cultures, and at various times around the world in ceremonial and celebratory music)

March: Creating Simple Musical Compositions
C1.3 - create musical compositions for specific purposes and audiences (e.g., compose an accompaniment for a story, poem, or drama presentation to address an environmental issue such as water conservation, recycling, or planting trees; create a piece that uses a rhythmic ostinato in time and that includes both eighth and sixteenth notes; use body percussion, found sounds, voice, and non-pitched percussion instruments to vary the timbres in their work)

April: Using Symbols for Sounds
C1.5 - demonstrate an understanding of standard and other types of musical notation through performance and composition (e.g., notation of rhythms of skipping songs in 6/8 metre; dynamic markings, clefs, key signatures; notational software for scoring their own compositions; guitar tablature)

May: Using Tools and Techniques of Musicianship
C1.4 - use the tools and techniques of musicianship in musical performances (e.g., play recorder using proper hand position and posture; sing and/or play pitches and rhythms accurately; observe markings for dynamics and articulation; interpret accidentals and key signatures through playing and/or singing; sing and/or play songs in major and minor keys)

June: Identifying Strengths and Areas for Growth
C2.3 - identify and give examples of their strengths and areas for growth as musical performers, creators, interpreters, and audience members (e.g., balancing the volume of their own singing part in relation to the volume of another singing part; using expressive controls while playing recorder; providing peer feedback in preparation for a musical performance; writing a reflection on a live or recorded musical performance)