| Grade 5: Music |
Achievement
Level
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Overall Expectations
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1
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2
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3
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4
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| •demonstrate an understanding of the basic elements of
music specified for this grade (see below) through listening to, performing,
and creating music; |
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| •create and perform music, using a variety of sound sources; |
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| •use correctly the musical terminology associated with
the specific expectations for this grade; |
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| •read simple musical notation; |
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| •identify and perform music from various cultures and
historical periods; |
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| •communicate their response to music in ways appropriate
for this grade (e.g., through language, visual arts, drama, creative movement). |
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Specific Expectations
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| Knowledge of Elements |
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| •interpret correctly whole notes, half-notes, quarter-notes,
and eighth-notes, and the corresponding rests in 4/4 time; |
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| •conduct in 4/4 and 2/4 time, using standard conducting
patterns; |
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| •recognize the major scale through listening and in notation; |
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| •demonstrate understanding of the meaning of the sharp,
flat, and natural symbols; |
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| •explain the use of key signatures and identify the key
(e.g., G major) of music they sing or play; |
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| •begin to sing or play the major scale in keys that occur
in the music they sing or play; |
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| •identify the form of introduction, verse, and chorus
in music that they sing, play, or hear; |
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| •recognize different kinds of tone colour in pieces of
music (e.g., the sound of steel drums); |
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| •recognize and classify various instruments (e.g., as
woodwind, brass, stringed, or percussion instruments); |
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| •sing or play in tune (e.g., in unison songs, "partner"
songs, rounds); |
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| •demonstrate an understanding of correct breathing technique
and posture when playing and/or singing. |
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| Creative Work |
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| •create an accompaniment for a story, poem, or drama
presentation, using their knowledge of beat, rhythm, tone colour, and melody; |
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| •sing or play expressively, showing awareness of different
tone colours; |
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| •create musical compositions that show appropriate use
of various elements of music (e.g., tempo, dynamics, melody, form,
tone colour), and perform them; |
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| •create and perform a song based on a scene from a story
or poem; |
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| •sing familiar songs and manipulate a musical element
to change the overall effect (e.g., change tempo or rhythm in "Hot Cross
Buns"). |
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| Critical Thinking |
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| •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); |
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| •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); |
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| •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). |
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| Student Name: |
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