Untitled
Arts
Grade 5: Music 
Achievement
Level
Overall Expectations
1
2
3
4
•demonstrate an understanding of the basic elements of music specified for this grade (see below) through listening to, performing, and creating music;
 
 
 
 
•create and perform music, using a variety of sound sources;
 
 
 
 
•use correctly the musical terminology associated with the specific expectations for this grade;        
•read simple musical notation;        
•identify and perform music from various cultures and historical periods;        
•communicate their response to music in ways appropriate for this grade (e.g., through language, visual arts, drama, creative movement).         
Specific Expectations
       
Knowledge of Elements        
•interpret correctly whole notes, half-notes, quarter-notes, and eighth-notes, and the corresponding rests in 4/4 time;        
•conduct in 4/4 and 2/4 time, using standard conducting patterns;        
•recognize the major scale through listening and in notation;        
•demonstrate understanding of the meaning of the sharp, flat, and natural symbols;        
•explain the use of key signatures and identify the key (e.g., G major) of music they sing or play;        
•begin to sing or play the major scale in keys that occur in the music they sing or play;        
•identify the form of introduction, verse, and chorus in music that they sing, play, or hear;        
•recognize different kinds of tone colour in pieces of music (e.g., the sound of steel drums);        
•recognize and classify various instruments (e.g., as woodwind, brass, stringed, or percussion instruments);        
•sing or play in tune (e.g., in unison songs, "partner" songs, rounds);        
•demonstrate an understanding of correct breathing technique and posture when playing and/or singing.         
Creative Work        
•create an accompaniment for a story, poem, or drama presentation, using their knowledge of beat, rhythm, tone colour, and melody;        
•sing or play expressively, showing awareness of different tone colours;        
•create musical compositions that show appropriate use of various elements of music (e.g., tempo, dynamics, melody,  form, tone colour), and perform them;        
•create and perform a song based on a scene from a story or poem;        
•sing familiar songs and manipulate a musical element to change the overall effect (e.g., change tempo or rhythm in "Hot Cross Buns").         
Critical Thinking        
•describe how various elements of music are combined to create different moods (e.g., compare tempo and melody in "Hard Day's Night" and "Yesterday" by the Beatles);        
•communicate their thoughts and feelings about the music they hear, using language and a variety of art forms and media (e.g., computer graphics, charcoal drawings);        
•listen to music from the Renaissance period (e.g., Now Is the Month of Maying by Thomas Morley) and identify its main characteristics (e.g., polyphonic texture).         
Student Name:        
 Expectations: Copyright The Queen's Printer for Ontario, 1998.  Format: Copyright B.Phillips, 1998.