• Fifth Grade
    Get chorus information by clicking here  
     
    Singing
    - demonstrate tall posture and diaphragmatic breathing to
      support the voice
    - shape the five main vowel sounds uniformly and correctly
    - demonstrate the ability to self-evaluate and self-adjust posture,
      breathing and vowel formation
    - echo short diatonic melody patterns
    - sing and identify spirituals
    - sing with dynamic contrast (using a range of pp-ff as well as
      crescendo and decrescendo)
    - sing and use all diatonic solfege syllables and handsigns
    - sing and recognize major and minor scales in solfege syllables
      with handsigns
    - prepare and perform a Winter and Spring Concert as a Chorus
      (see "Chorus", at left)
    * see below for a list of songs we are singing this year!
     
    Rhythm
    - echo and count short rhythm patterns of whole note, dotted half note,
      half note, quarter note, paired eighth notes, groups of four sixteenth
      notes, quarter rest, eighth rests, eighth note triplets, eighth-quarter-
      eighth, dotted quarter-eighth, eighth-dotted quarter
      with voice, body and instruments
    - identify the above notes/rests at sight
    - read, count and perform patterns of the above notes/rests with voice,
      body and instruments
    - perform rhythmic examples in varying meters
    - explain the "rule of the dot" and how a triplet works
    - identify, explain and perform syncopation
     
    Instruments
    - play rhythmic patterns of the above notes/rests on classroom
      instruments
     
    Improvisation/Composition
    - create short rhythm patterns with notes and rests described above
    - write rhythms of the above notes/rests using various time signatures
    - create short diatonic melody patterns (both major and minor)
    - compose diatonic melodies as a class (both major and minor)
    - individually improvise a diatonic 'answer' to a diatonic 'question'
    - arrange multi-verse songs and possibly some chorus music
     
    Reading/Notating
    - read and perform rhythms comprised of the above notes/rests
    - perform diatonic melodies from handsigns and off the staff
      (major and minor)
    - read and respond to dynamic symbols in written music
    - sight read short songs using all diatonic syllables and the above
      listed notes/rests (major and minor)
    - identify the following musical symbols at sight:  staff, line notes,
      space notes, repeat signs, 1st/2nd endings, coda, D.C. al coda,
      D.S. al coda, segno, rehearsal numbers, tacet, fermata, breath
      marks, caesura, staccato, accent
    - identify letter names of all lines and spaces on the treble staff
    - recognize and use flat, sharp and natural signs
    - identify and explain the difference between half and whole steps
     
    Listening/Analyzing/Describing/Evaluating
    - assess own and classmates' vocal technique, singing voice, and
      instrumental playing technique
    - adjust own performance 'on the fly' as a result of self-analysis
    - evaluate individual and class-improvised/composed rhythmic and
      melodic patterns for correct use of symbols
    - evaluate class performances for accuracy
    - synthesize various musical skills to perform concurrently (reading
      and singing, rhythm and melody, singing and playing, etc.)
    - analyze and properly diagram form in any listening selection
    - analyze longer listening selections for melody, harmony, rhythm,
      instruments and voices, form and dynamics
    - aurally identify half vs. whole steps
    * see below for a list of this year's formal listening selections!
     
    History/Culture
    - folksongs and common children's songs/games/dances of American
      and other world cultures
      (Mexican, Chinese, German, African, American, Spirituals, Jazz)
    - connect the African-American Spiritual to the history of slavery and
      the Civil Rights Movement
    - connect American musical styles from the Spiritual to Blues/Jazz to
      modern Rock, Pop and R&B
    - music's role in daily life and holidays/special occasions
    - patriotic songs
     
    Level 5 Listening Selections:
    - N'kosi Sikelel'i Afrika (Sontaga)
    - Lift Ev'ry Voice and Sing (Johnson/Johnson)
    - Go Down, Moses (traditional Spiritual/ Musgrave)
    - Symphony No. 9, Mvt. 4 (Beethoven-excerpt)
    - Ezekiel Saw the Wheel (Spiritual, arr. Dawson)
    - I Got Rhythm (Gershwin)
     
    Level 5 Songs and Chants:
    - Funga Alafi'a
    - Ebeneezer Sneezer
    - Good News
    - N'kosi Sikelel'i Afrika
    - Roll de Ole Chariot Along
    - Lift Ev'ry Voice and Sing
    - Go Down, Moses
    - Hong Tsai Me Me
    - Star Canon
    - Tramping
    - Joyful, Joyful
    - Lil' Liza Jane
    - Ezekiel Saw de Wheel
    - I Wish I Knew How it Would Feel to be Free
    - Mi Gallo
    - Everybody Rejoice
    - Everybody Loves Saturday Night
    - Old Abram Brown
    - I Got Rhythm
    - Tzena, Tzena
    - Nottamun Town
    - The Horseman
    - Hanerot Halalu
    - Winter Wonderland
    - Good King Wenceslas
    - Silver Bells
    - Feliz Navidad
    - Harrigan
    - This Land is Your Land
    - The Star-Spangled Banner
     
Last Modified on May 2, 2013