A Musical Mission: Impossible

Music major and minor scales

ONTARIO’S CURRICULUM EXPECTATIONS

FOR

GRADE FIVE MUSIC

Music: Grade 5

Overall Expectations

By the end of Grade 5, students will:

• 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

By the end of Grade 5, students will:

– 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

By the end of Grade 5, students will:

– 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”).

M U S I C 21

Critical Thinking

By the end of Grade 5, students will:

– 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).

38

Advertisements