Grade 5 Music

Course Description

Students will explore the world of music through three ongoing units: Singing Around the World, Rhythm and Melody, Ukulele, and Music Technology. Students will continue to develop foundational skills in all units, fostering both individual creativity and collaborative teamwork.

Course Big Ideas

Music allows us to express emotions, tell stories, and connect with others through performance, composition, and improvisation.
Working together in music-making builds communication, listening, and problem-solving skills, fostering a sense of community.
Exploring rhythm, melody, harmony, and technology deepens our appreciation for music's role in culture, history, and everyday life.

Course Essential Questions

How do individual and group singing experiences differ in their ability to express emotions and create a sense of connection among performers?
How do singing games, rounds, and call-and-response activities develop teamwork, listening skills, and musicality?
What inspires musicians to create, and how do they know when their work is ready to share with others?
How has technology transformed the way musicians compose, produce, and enhance music for various purposes, such as commercials or soundtracks?
How does a deeper understanding of rhythm influence our interpretation and execution of melodies and harmonies in both singing and instrumental music?

Course Competencies

Develop performance skills in singing, playing instruments, and reading music while understanding key elements like melody, harmony, and rhythm.
Explore creativity through composing, improvising, and using technology, and they learn to listen critically to evaluate and appreciate diverse styles.
Build teamwork and collaboration abilities through group performances, games, and creating music together, fostering communication and lifelong appreciation for music.

Course Assessments

Observation of student performances
Class discussions
Worksheets
Oral questioning
Question style games and activities

Course Units

Unit 1: Singing Around the World II

Standards

PA Standards for the Arts and Humanities

9.1.5.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.5.C Know and use fundamental vocabulary within the art forms.
9.1.5.E. Know and demonstrate how arts can communicate experiences, stories or emotions through the production of works in the arts.
9.2.5.A. Explain the historical, cultural and social context of an individual work in the arts.
9.2.5.C. Relate works in the arts to varying styles and genre and to the periods in which they were created
9.2.5.G. Relate works in the arts to geographic regions of North America.

Know

Students will analyze the characteristics of folk songs and explain their cultural significance.
Students will learn and perform folk songs from diverse cultures around the world.
Students will identify the origins of songs using maps and discuss regional musical styles in North America.
Students will sing and harmonize a variety of rounds, partner songs, and call-and-response songs.
Students will define and demonstrate harmony through singing in multiple parts.
Students will explore and control their head and chest vocal registers for healthy singing.
Students will engage in singing games with accurate pitch, rhythm, and movement while respecting group dynamics.

Understanding/Key Learning

Folk songs reflect the traditions, values, and stories of the cultures they come from.
Music from different cultures has unique characteristics, but also shares common elements like melody, rhythm, and form.
Geography influences the style and characteristics of folk music in different regions of North America.
Rounds, partner songs, and call-and-response songs help develop musical independence and ensemble skills.
Harmony is created when two or more notes are sung or played together, enhancing the depth of a song.
Using both head and chest voice helps singers develop vocal control and expand their range.
Singing games combine music, movement, and social interaction, requiring teamwork and active participation.

Do

Students will recognize and describe how folk songs reflect the traditions, values, and stories of different cultures.
Students will compare and contrast folk songs from various cultures to identify unique and shared musical characteristics.
Students will use maps to locate the origins of folk songs and discuss how geography influences musical style.
Students will sing rounds, partner songs, and call-and-response songs to develop independent part-singing skills.
Students will practice singing in harmony by listening carefully and blending their voices with others.
Students will explore and apply both head and chest voice techniques for healthy and controlled singing.
Students will actively participate in singing games by following musical cues, engaging with peers, and demonstrating appropriate movement.

Unit Essential Questions

How do folk songs reflect the culture and history of the people who create them?
What musical elements make folk songs unique, and how do they compare across cultures?
How does geography influence the development of folk music in different regions?
Why is harmony important in music, and how do singers create it?
How do singing games and group songs help us learn musical skills and build community?

Lesson Essential Questions

What are the key characteristics of a folk song, and how do they help tell a story?
How can we use maps to understand where folk songs come from and how they are influenced by geography?
What techniques can we use to sing in harmony and blend our voices with others?
How do head and chest voice function, and why is it important to use both when singing?
What makes singing games an important part of musical learning and cultural traditions?

9.1.5.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.5.E. Know and demonstrate how arts can communicate experiences, stories or emotions through the production of works in the arts.
9.1.5.H. Use and maintain materials, equipment and tools safely at work and performance spaces.
9.1.5.J. Apply traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.
9.1.5.K. Apply traditional and contemporary technology in furthering knowledge and understanding in the humanities. a

Students will use GarageBand or some other digital platform to create a song in Rondo Form.
Students will use GarageBand or some other digital platform to create a commercial.
Students will use GarageBand or some other digital platform to create a soundtrack to a video using the principles of Foley Sound Effects to enhance the story.
Students will listen to and analyze songs in Rondo Form.

Unit Essential Questions

How did Jack Foley's techniques change the way sound effects are created and used in film and other media?
How can technology be used to express creativity in music composition and sound production?
What are the key considerations when composing a commercial or soundtrack, particularly regarding audience engagement and message delivery?
How does active listening enhance one's ability to understand and create music in various forms?

Lesson Essential Questions

What are the defining characteristics of Rondo Form, and how can they be identified in a song?
Who was Jack Foley, and what contributions did he make to the field of sound production?
What are the essential steps to set up a new project in GarageBand or similar software?
How can students apply their understanding of musical elements to create a song in Rondo Form using digital platforms?
In what ways can variations in melody and harmony enhance the effectiveness of Rondo Form in a composition?
What are some examples of Foley sound effects, and how do they enhance storytelling in audio and visual media?

9.1.5.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.5.C Know and use fundamental vocabulary within the art forms.
9.1.5.H. Use and maintain materials, equipment and tools safely at work and performance spaces.

Students will position their hands to create various musical chords.
Students will create lyrics to rhythms in phrases.
Students will be able to play songs from musical notation and symbolism.
Students will be able to play songs in various meters.
Students will be able to play songs from various genres.
Students will sing songs while strumming chords.
Students will read a chord chart.

Students will know beat values in different rhythmic patterns.
Students will understand the importance of maintaining a steady beat in music.
Students will know how rhythm connects to lyrics and affects pronunciation in singing.
Students will know the meaning of the numbers in a time signature and apply them to reading music.
Students will know the role of rhythm in structuring and shaping musical compositions.
Students will know measures in music and their function within a song.
Students will understand that melodies are made up of pitches that create a recognizable tune.

Understanding/Key Learning

Rhythm provides structure in music by organizing sounds and silences into patterns.
A steady beat is essential for keeping music organized and helping musicians play or sing together.
Rhythm influences how lyrics are pronounced and how words fit within a song.
Time signatures tell us how beats are grouped in music and help us read and perform rhythms correctly.
Measures divide music into smaller, manageable sections that help organize rhythm and melody.
Melodies are made of pitches arranged in a sequence to create a recognizable tune.
The melody is the part of a song that people usually sing, making it the most memorable musical element.

Do

Students will identify and perform different beat values in rhythmic patterns.
Students will maintain a steady beat while singing, playing instruments, and moving to music.
Students will analyze how rhythm affects the pronunciation and flow of lyrics in a song.
Students will read and interpret time signatures to understand how beats are grouped.
Students will recognize and count measures in music to track rhythm and phrasing.
Students will identify and sing melodies by following pitch movement in a song.
Students will distinguish between melody and harmony and explain their roles in music.
Students will actively engage in rhythm and melody exercises through clapping, singing, and playing instruments.
Students will perform rhythmic duets.
Students will perform rhythmic ostinato with a song.
Students will create a rhythmic ostinato.