General Music Pacing Calendar
5th Grade

NOTE:
Asterisks (*) have been used to identify standards and objectives that must be assessed by the local school district. All other skills may be assessed by the Oklahoma School Testing Program (OSTP).
Book icons () identify Information Literacy skills. Students are best served when these are taught in collaboration and cooperation between the classroom teacher and the library media specialist.

1st Quarter

Any 9 weeks session can be taught during any 9 week period

Standard 1: Language of Music – The student will read, notate and interpret music.

• 1.1* Notate (written representation of music) simple pitch and rhythm patterns presented aurally (listening).
• 1.2* Experiment with variations in and demonstrate understanding of tempo (speed), timbre or tone color (sound quality), dynamics (degree of loudness), and phrasing for expressive purposes.
• 1.3 Identify basic notational symbols (written representation of music) including: treble clef and bass clef, time signatures (2/4, 3/4, 4/4, and 6/8), note values (whole note, half note, quarter note, eighth note, dotted half note, dotted quarter note, dotted whole note and the corresponding rests).
• 1.4 Define and use correct terminology to discuss the elements of music:
  1. Melody (steps, wide and narrow leaps, and repeated tones, phrases, pentatonic scale (five tone scale).
  2. Harmony (partner songs, countermelody, descant, major and minor chords).
  3. Tone Color (duets, trios, chorus, voice ranges, and instrument ranges).
  4. Rhythm (even and uneven rhythm patterns, syncopation, triplets, dotted rhythms).
  5. Form (AB, ABA, round, rondo, introduction, coda, interlude, verse and refrain, prelude).
  6. Pitch (high and low).
  7. Tempo (allegro [fast], lento [slow], andante [walking], moderato [moderate].
  8. Dynamics (forte [loud], piano [soft], mezzo forte [medium loud], mezzo piano [medium soft].
• 1.5 Visually and aurally identify instrumental ensembles (e.g. orchestra, jazz band), orchestral instruments and classification of voice (e.g., soprano, alto, tenor, bass).

Standard 2: Music History and Culture – The student will recognize the development of music from an historical and cultural perspective.

• 2.1* Sing or play a variety of folk, ethnic, classical, and contemporary musical pieces.
• 2.3 Recognize, describe and listen to music from a variety of: Styles (jazz, mariachi band, opera, music, call-response), Periods (Baroque, Classical, Romantic, Impressionism and Contemporary), Cultures including European, Native American, African American, Hispanic, and Asian.

Standard 3: Music Expression – The student will perform, imitate, compose a variety of music within specific guidelines.

• 3.1* Perform basic tonal patterns and rhythm patterns on classroom instruments (autoharp, recorder, percussion instruments, and guitar).
• 3.4* Respond physically or using classroom instruments to basic rhythm patterns (including triplets, dotted rhythms, syncopation).
• 3.7* Use a system for counting beat and rhythm patterns (rhythm syllables and body movement) to demonstrate knowledge of rhythms found in musical compositions.
• 3.9 Recognize and identify the appropriate ways to sue the following elements for musical style: Dynamics (piano, forte), Tempo (Allegro, Lento, Andante, Moderato), Conducting patters (2/4, 3/4, 4/4, 6/8), Articulation (staccato, legato, accent).

Standard 4: Music Appreciation – The student will learn to appreciate music and expand their listening beyond music currently familiar to the student.

• 4.1* Recognize and practice appropriate audience or performer behavior appropriate for the context and style of music performed.
• 4.2* Demonstrate respect for music performed by the student and by other students and professional performers.
• 4.3* Use appropriate terms to explain preferences for musical works and styles.
• 4.4* Identify criteria for evaluating a musical composition or a musical performance.

2nd Quarter

Standard 1: Language of Music – The student will read, notate and interpret music.

• 1.1* Notate (written representation of music) simple pitch and rhythm patterns presented aurally (listening).
• 1.2* Experiment with variations in and demonstrate understanding of tempo (speed), timbre or tone color (sound quality), dynamics (degree of loudness), and phrasing for expressive purposes.
• 1.3 Identify basic notational symbols (written representation of music) including: treble clef and bass clef, time signatures (2/4, 3/4, 4/4, and 6/8), note values (whole note, half note, quarter note, eighth note, dotted half note, dotted quarter note, dotted whole note and the corresponding rests).
• 1.4 Define and use correct terminology to discuss the elements of music:
  1. Melody (steps, wide and narrow leaps, and repeated tones, phrases, pentatonic scale (five tone scale).
  2. Harmony (partner songs, countermelody, descant, major and minor chords).
  3. Tone Color (duets, trios, chorus, voice ranges, and instrument ranges).
  4. Rhythm (even and uneven rhythm patterns, syncopation, triplets, dotted rhythms).
  5. Form (AB, ABA, round, rondo, introduction, coda, interlude, verse and refrain, prelude).
  6. Pitch (high and low).
  7. Tempo (allegro [fast], lento [slow], andante [walking], moderato [moderate].
  8. Dynamics (forte [loud], piano [soft], mezzo forte [medium loud], mezzo piano [medium soft].
• 1.5 Visually and aurally identify instrumental ensembles (e.g. orchestra, jazz band), orchestral instruments and classification of voice (e.g., soprano, alto, tenor, bass).

Standard 2: Music History and Culture – The student will recognize the development of music from an historical and cultural perspective.

• 2.1* Sing or play a variety of folk, ethnic, classical, and contemporary musical pieces.
• 2.2* Identify and differentiate the use of musical elements and instruments from other parts of the world and compare them to the use of musical elements in American music (patriotic, orchestral, band and folk).
• 2.3 Recognize, describe and listen to music from a variety of: Styles (jazz, mariachi band, opera, music, call-response), Periods (Baroque, Classical, Romantic, Impressionism and Contemporary), Cultures including European, Native American, African American, Hispanic, and Asian.

Standard 3: Music Expression – The student will perform, imitate, compose a variety of music within specific guidelines.

• 3.1* Perform basic tonal patterns and rhythm patterns on classroom instruments (autoharp, recorder, percussion instruments, and guitar).
• 3.2* Demonstrate the ability to read music from basic notation (written representation of music).
• 3.4* Respond physically or using classroom instruments to basic rhythm patterns (including triplets, dotted rhythms, syncopation).
• 3.7* Use a system for counting beat and rhythm patterns (rhythm syllables and body movement) to demonstrate knowledge of rhythms found in musical compositions.
• 3.9 Recognize and identify the appropriate ways to sue the following elements for musical style: Dynamics (piano, forte), Tempo (Allegro, Lento, Andante, Moderato), Conducting patters (2/4, 3/4, 4/4, 6/8), Articulation (staccato, legato, accent).

Standard 4: Music Appreciation – The student will learn to appreciate music and expand their listening beyond music currently familiar to the student.

• 4.1* Recognize and practice appropriate audience or performer behavior appropriate for the context and style of music performed.
• 4.2* Demonstrate respect for music performed by the student and by other students and professional performers.
• 4.3* Use appropriate terms to explain preferences form musical works and styles.
• 4.4* Identify criteria for evaluating a musical composition or a musical performance.

3rd Quarter

Standard 1: Language of Music – The student will read, notate and interpret music.

• 1.1* Notate (written representation of music) simple pitch and rhythm patterns presented aurally (listening).
• 1.2* Experiment with variations in and demonstrate understanding of tempo (speed), timbre or tone color (sound quality), dynamics (degree of loudness), and phrasing for expressive purposes.
• 1.3 Identify basic notational symbols (written representation of music) including: treble clef and bass clef, time signatures (2/4, 3/4, 4/4, and 6/8), note values (whole note, half note, quarter note, eighth note, dotted half note, dotted quarter note, dotted whole note and the corresponding rests).
• 1.4 Define and use correct terminology to discuss the elements of music:
  1. Melody (steps, wide and narrow leaps, and repeated tones, phrases, pentatonic scale (five tone scale).
  2. Harmony (partner songs, countermelody, descant, major and minor chords).
  3. Tone Color (duets, trios, chorus, voice ranges, and instrument ranges).
  4. Rhythm (even and uneven rhythm patterns, syncopation, triplets, dotted rhythms).
  5. Form (AB, ABA, round, rondo, introduction, coda, interlude, verse and refrain, prelude).
  6. Pitch (high and low).
  7. Tempo (allegro [fast], lento [slow], andante [walking], moderato [moderate].
  8. Dynamics (forte [loud], piano [soft], mezzo forte [medium loud], mezzo piano [medium soft].
• 1.5 Visually and aurally identify instrumental ensembles (e.g. orchestra, jazz band), orchestral instruments and classification of voice (e.g., soprano, alto, tenor, bass).

Standard 2: Music History and Culture – The student will recognize the development of music from an historical and cultural perspective.

• 2.1* Sing or play a variety of folk, ethnic, classical, and contemporary musical pieces.
• 2.2* Identify and differentiate the use of musical elements and instruments from other parts of the world and compare them to the use of musical elements in American music (patriotic, orchestral, band and folk).
• 2.3 Recognize, describe and listen to music from a variety of: Styles (jazz, mariachi band, opera, music, call-response), Cultures including European, Native American, African American, Hispanic, and Asian.

Standard 3: Music Expression – The student will perform, imitate, compose a variety of music within specific guidelines.

• 3.1* Perform basic tonal patterns and rhythm patterns on classroom instruments (autoharp, recorder, percussion instruments, and guitar).
• 3.2* Demonstrate the ability to read music from basic notation (written representation of music).
• 3.3* Compose music using a variety of electronic and computer sound sources.
• 3.4* Respond physically or using classroom instruments to basic rhythm patterns (including triplets, dotted rhythms, syncopation).
• 3.7* Use a system for counting beat and rhythm patterns (rhythm syllables and body movement) to demonstrate knowledge of rhythms found in musical compositions.
• 3.8* Identify uses of music in everyday life (film, television, background music, and commercials).

Standard 4: Music Appreciation – The student will learn to appreciate music and expand their listening beyond music currently familiar to the student.

• 4.1* Recognize and practice appropriate audience or performer behavior appropriate for the context and style of music performed.
• 4.2* Demonstrate respect for music performed by the student and by other students and professional performers.
• 4.3* Use appropriate terms to explain preferences form musical works and styles.
• 4.4* Identify criteria for evaluating a musical composition or a musical performance.

4th Quarter

Standard 1: Language of Music – The student will read, notate and interpret music.

• 1.1* Notate (written representation of music) simple pitch and rhythm patterns presented aurally (listening).
• 1.2* Experiment with variations in and demonstrate understanding of tempo (speed), timbre or tone color (sound quality), dynamics (degree of loudness), and phrasing for expressive purposes.
• 1.3 Identify basic notational symbols (written representation of music) including: treble clef and bass clef, time signatures (2/4, 3/4, 4/4, and 6/8), note values (whole note, half note, quarter note, eighth note, dotted half note, dotted quarter note, dotted whole note and the corresponding rests).
• 1.4 Define and use correct terminology to discuss the elements of music:
  1. Melody (steps, wide and narrow leaps, and repeated tones, phrases, pentatonic scale (five tone scale).
  2. Harmony (partner songs, countermelody, descant, major and minor chords).
  3. Tone Color (duets, trios, chorus, voice ranges, and instrument ranges).
  4. Rhythm (even and uneven rhythm patterns, syncopation, triplets, dotted rhythms).
  5. Form (AB, ABA, round, rondo, introduction, coda, interlude, verse and refrain, prelude).
  6. Pitch (high and low).
  7. Tempo (allegro [fast], lento [slow], andante [walking], moderato [moderate].
  8. Dynamics (forte [loud], piano [soft], mezzo forte [medium loud], mezzo piano [medium soft].
• 1.5 Visually and aurally identify instrumental ensembles (e.g. orchestra, jazz band), orchestral instruments and classification of voice (e.g., soprano, alto, tenor, bass).

Standard 2: Music History and Culture – The student will recognize the development of music from an historical and cultural perspective.

• 2.1* Sing and perform action songs, singing games and dances from a variety of cultures.
• 2.2* Identify and differentiate the use of musical elements and instruments from other parts of the world and compare them to the use of musical elements in American music (patriotic, orchestral, band and folk).
• 2.3 Recognize, describe and listen to music from a variety of: Styles (jazz, mariachi band, opera, music, call-response), Cultures including European, Native American, African American, Hispanic, and Asian.

Standard 3: Music Expression – The student will perform, imitate, compose a variety of music within specific guidelines.

• 3.1* Perform basic tonal patterns and rhythm patterns on classroom instruments (autoharp, recorder, percussion instruments, and guitar).
• 3.2* Demonstrate the ability to read music from basic notation (written representation of music).
• 3.3* Compose music using a variety of electronic and computer sound sources.
• 3.4* Respond physically or using classroom instruments to basic rhythm patterns (including triplets, dotted rhythms, syncopation).
• 3.5* Perform and create melodies and accompaniments in solo or group ensembles through singing and playing instruments (e.g., four-chord songs on autoharp).
• 3.6* Sing or play musical compositions demonstrating knowledge of tonal and rhythmic elements (including syncopated patterns, beats and offbeats).
• 3.7* Use a system for counting beat and rhythm patterns (rhythm syllables and body movement) to demonstrate knowledge of rhythms found in musical compositions.
• 3.8* Identify uses of music in everyday life (film, television, background music, and commercials).

Standard 4: Music Appreciation – The student will learn to appreciate music and expand their listening beyond music currently familiar to the student.

• 4.1* Recognize and practice appropriate audience or performer behavior appropriate for the context and style of music performed.
• 4.2* Demonstrate respect for music performed by the student and by other students and professional performers.
• 4.3* Use appropriate terms to explain preferences form musical works and styles.
• 4.4* Identify criteria for evaluating a musical composition or a musical performance.

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